Class Agenda

1.  Bellringer:  Reviewing what we learned with your muckraker research yesterday...why do you think that we have that particular picture on the cover of our packet?
2.  Summarize our research from yesterday, and complete pg. 14 with our notes.
3.  Watch clip on Sam Gompers - then answer the following questions:

• Summarize:  What did Gompers WANT for workers?
• What was the AFL?  
• What role was the Department of Labor (1913) to play?  

4.  Proceed to other Social Progressive reforms (pg. 18B).

•  Child Labor (pg. 17).  Answer questions and analyze the document. 

HW - finish pg. 17

Class Agenda

1.  Bellringer:  Why do companies have to put these labels on their products?

Informing consumers about food ingredients wasn't always a priority for companies....
2.  Group Activity:  Read pages 9-11 and complete the column on pg. 14 titled "What was exposed?"
3.  Rank the 3 muckrakers profiled today:  1 being the most important, 3 being the least important.  Which muckraker had the GREATEST impact on society?  Explain your ranking.

HW - none

Class Agenda

1.  Bellringer:  Review...Why was Thomas Nast and the Good Government League AGAINST Boss Tweed?  Review key vocabulary from before vacation.
2.  Political Reform Notes.
3.  Movie Clip:  How does this clip "spoof" the recall election of Gray Davis in 2003?

HW - none

Class Agenda

1.  Bellringer:  What is your own definition of teamwork?  Today we will be using teamwork to put together a skit for....
2.  Boss Tweed Theater!  In your group, you will have 2 minutes to organize a skit/dialogue/interaction between Boss Tweed, Thomas Nast, a member of the Good Government League, and a poor immigrant.  Your skit must include every member of your group in some way...and must be NO more than 2 minutes long.  Props are allowed.  Use your research from yesterday to help develop your skit.
3.  "Tweedie" Voting:  Vote for the:

• best actor
• best actress
• best group

HW - have a good vacation!

Class Agenda

1.  Bellringer:  As a machine, the car has advantages and disadvantages.  Create a "T" chart and list + and - of the car.  Bridge discussion into the + and - roles of political machines...
2.  Political Machine Case Study:  Boss Tweed (pg. 7).  Which groups liked/hated him?  How do you know.  Group research activity (Textbook pgs. 596-97).  Review.

HW - none

Class Agenda

1.  Bellringer:  Look at the pictures in this powerpoint:  Review...

• What was happening?
• What were the effects of this event?

2.  Bridge Bellringer discussion into....Progressive Era Unit Intro (notes...pg. 5)

3.  Table partner Activity (pg. 6).  Review activity as a class

HW - none

Class Agenda

DBQ:  Day 4...and our FINAL day of essay composition.

1.  Bellringer:  Review your work from yesterday and pick up where you left off in composing your DBQ essay.
2.  When you finish writing your essay, complete the DBQ Checklist.

HW - none