Industrializing America: Farmers in Crisis
Tasks:
- Introduction: Industrialization did not just impact the lives of factory workers in urban areas. As America's economy transitioned from an agrarian to industrial one, the farmer felt pressure as well. The next few days of class transition our focus away from labor to the farmer.
- Contextualize the American West: Integrating the national economy required the American government to incorporate the Great Plains into the country. For years, many settlers pushed beyond the Great Plains to settle on the West Coast. With the end of the Civil War, the American government had the power and desire to actively take the land of the Great Plains and make it part of the United States
- Question: How and Why did the lives of the Plains Indians change?
- Use the movie Bury My Heart at Wounded Knee to answer the "how" and "why" of this change.
Industrializing America: Corporations and Conflict
Tasks:
- Labor Quiz
- Using Labor DBQ, construct introduction paragraph, which includes thesis
- Analyze student essay to see how DBQ should come together.
- How does your argument compare to the student DBQ?
- Pay particular attention to:
- Thesis
- Outside information
- Use of documents
- Debrief: What did this student accomplish well? What does this student need to improve?
Industrializing America: Corporations & Conflict
Tasks:
- Review DBQ process from last week.
- Read question to determine subject, time, task
- Brainstorm thesis - Why brainstorm thesis before reading the documents? To set your purpose for reading.
- Degree OR Direction
- Specifics
- Read documents.
- Spend 10 minutes individually analyzing the documents.
- All documents should trigger outside information, which is historical evidence not explicitly stated in the document.
- Work in small groups to identify relevant historical evidence triggered by each document.
- Construct outline of argument.
- Choose 3 factors that you would use to support your thesis.
- Create a claim for each factor, and identify relevant evidence from the documents to support your claim.
- Management used tactics to suppress labor unions.
- Yellow dog contracts required workers to "abandon membership" (Doc. E)
- Assign: Construct outline of argument that you would use to support your thesis.
Reminders:
- Labor Quiz - Tuesday 1/12
- Unit V test corrections due Friday January 15
Industrializing America: Corporations & Conflicts
Tasks:
- Small group discussion about the section of chapter 11 "Robber Barons & Rebels" To help identify his argument, discussions should center around the following prompts:
- Clarify any misunderstandings about the text
- Identify the sequence
- How does Zinn move the reader through the pages (262 - 282)?
- Identify the language Zinn uses to argue.
- For example, in the first section we read before break, Zinn argues that Robber Barons sought to control economic growth by exploiting workers, influencing government to favor their interests, and creating institutions to control the masses.
- p. 257 "choking out competition"
- p. 260 "government was doing its best for ruling elite"
Reminders:
- Unit V test corrections due Friday January 15
Industrializing America: Corporations & Conflict
Tasks:
- Industrialization Quiz
- Review College Board expectations for DBQ:
- Go beyond documents to set context
- Make clear argument - Thesis
- Direction OR Degree & Specifics
- Analyze the documents
- Corroborate; bring documents into "conversation"
- Organize documents into categories
- Categories might be explicitly stated in question
- You may have to create your own categories
- Return back to Labor DBQ - What is your thesis?
- Identify the degree to which you think labor was successful.
- Create a list of factors that influence the level of success achieved.
Reminders:
- Zinn reading (p. 262 - 282) due Friday January 9.
Industrializing America: Corporations & Conflict
Tasks:
- Begin to contextualize working conditions in preparation for DBQ work by answering the question: How did working conditions change for American workers by the late 19th century?
- Small group debrief: Discuss answers to homework (describe working conditions in the 1830s and 1880s). Identify changes to working conditions.
- Return to large class:
- Identify the ways in which working conditions stayed the same.
- Identify the ways in which working conditions changed.
- Essay in Five Minutes: What is the question asking you to argue?
- Discuss the subject, time period & task associated with this DBQ question.
- Assign: Labor categorization.
- Important terms to know for this unit of study.
Reminders:
- Zinn reading (pages 262 - 282) due Friday January 9, 2016.
Industrializing America: Corporations & Conflict
Tasks:
- Welcome back!
- Review industrialization process from prior to break by answering the following questions:
- What factors facilitate economic growth?
- Which factor is most significant to understanding change?
- Which factor is an inferior choice?
- Review impact of Big Business on politics and economy by analyzing political cartoon.
- How did Big Business influence politics?
- How did Big Business influence the economy?
- Segue into the changing working conditions.
- Describe the working conditions of the 1830s and 1880s. Use the following notetaker to organize your thoughts. Use the following readings to described the working conditions: Lowell Mills (ch. 14 in Kennedy) and the Union Stockyards (excerpt from The Jungle).
Reminders:
- Zinn p. 262 - 282 due Friday January 9.
