The student understands the connections among industrialization, the start of the modern corporation and material well-being. (6.1A)
The student understands the effects of rapid industrialization on the environment and the emergence of the first conservation movement. (6.1D)
The student understands how the "second industrial revolution" changed the nature and conditions of work. (6.3A)
The student understands the rise of national labor unions and the role of state and federal governments in labor conflicts. (6.3B)
The student understands how Americans grappled with social, economic, and political issues. (6.3C)
Analyze the environmental costs of pollution and the depletion of natural resources during the period 1870-1900.
Analyze the causes and consequences of the industrial employment of children.
Analyze the issues and results of the 1896 election and determine to what extent it was a turning point in American politics.
Explain how business leaders sought to limit competition and maximize profits in the late 19th century.
Explain the origins of the conservation movement in the late 19th century.
Analyze how working conditions changed and how the workers responded to new industrial conditions.
Explain the response of management and government at different levels to labor strife in different regions of the country.
Explain how Democrats and Republicans responded to civil service reform, monetary policy, tariffs, and business regulation.
Examine how industrialization made consumer goods more available, increased the standard of living for most Americans, and redistributed wealth.
Analyze how "reform unions" and "trade unions" differed in terms of their agendas for reform and for organizing workers by race, skill, gender, and ethnicity
Explain the causes and effects of the depressions of 1873-79 and 1893-97 and the ways in which government, business, labor, and farmers responded.
Capital and Labor27 min. EQ 1, 3, 6 Elections of 1896 and 1900, Standard Oil Trust, Plessy v. Ferguson, Lattimer Massacre and strike, U.S. Steel Corporation, J. Pierpont Morgan, Theodore Dreiser, Jacob Riis, William Jennings Bryan, William McKinley, John Mitchell
Industrial Supremacy 27 min. EQ 1, 2, 4, 5, 6 Knights of Labor, Chicago meatpacking, Great Uprising of 1877, Edison Electric Light Company, Andrew Carnegie, Haymarket riot, American Federation of Labor, The Jungle (Upton Sinclair), Rutherford B. Hayes, Marshall Field, Philip Armour, Gustavus Swift, The Steel Industry, William Le Baron Jenney
Binding the Nation by Rail 951 words locomotive, Gilded Age, George Westinghouse, Pullman Car Company, Transcontinental Railroad, John L. O'Sullivan, manifest destiny, Union Pacific, Central Pacific, Promontory Summit, Leland Stanford, railroad tycoons, Cornelius Vanderbilt, James J. Hill, Jay Gould, Interstate Commerce Commission, regulatory agency
The New Tycoons: John D. Rockefeller 675 words John D. Rockefeller, capitalism, of industry, robber baron, Edwin Drake, oil industry, rebates, trust, Standard Oil Company
The New Tycoons: Andrew Carnegie 607 words steel, Andrew Carnegie, Thomas Scott, horizontal integration, vertical combination, Gustavus Swift, Henry Clay Frick, Carnegie Steel Company, Carnegie-Mellon University, Carnegie Hall
New Attitudes Toward Wealth 733 words survival of the fittest, Charles Darwin, natural selection, Social Darwinists, Herbert Spencer, William Graham Sumner, Gospel of Wealth, Horatio Alger, dime novels, American Dream
2. Organized Labor 490 words factory, unions, Triangle Shirtwaist Company, Haymarket Riot, eight-hour day
The Great Upheaval 603 words Baltimore and Ohio Railroad Company, Martinsburg, West Virginia, strikers, Martinsburg strike, Pennsylvania and Reading Railroads, Great Upheaval, mass strike
Labor vs. Management 638 words strike, boycott, sabotage, lockout, yellow-dog contract, ironclad oath, scabs, cross the picket line
Early National Organizations 603 words blacklists, William Sylvis, National Labor Union, prison labor, racism, Knights of Labor, International Workers Day, Haymarket Square, Terence Powderly
American Federation of Labor 478 words Samuel Gompers, bread and butter issues, National Labor Union, American Federation of Labor, craft unions
Eugene V. Debs and American Socialism 677 words radicalism, socialists, Karl Marx, Eugene V. Debs, American Railway Union, Pullman strike, Pullman Car Company, Socialist Party, election of 1912, Industrial Workers of the World, William "Big Bill" Haywood, Wobblies, antiwar movement
Essential Questions
How did Robber Barons/Captains of Industry justify their wealth?
How effective were early labor unions in combating widespread misery?
The Industrial Revolution began in England in the middle of the 18th Century and by 1860, Great Britain was the primary manufacturing nation in the world. By 1900, in a little over a generation the United States had taken over first place and was producing almost twice as much as second place Britain. What were the key factors that sparked this rapid change?
The rise of Corporations transformed the United States in the late nineteenth century. Discuss the changes and determine if the transformations were for the better or for the worse?
How successful was organized labor in improving the position of workers in this time period? Analyze the factors that contributed the level of success achieved (2000 DBQ)
Between 1800-1896 farmers and workers claimed that the government and the courts overwhelmingly favored big business and the rich? To what extent were they correct in their judgment of this situation?
You need all of the files below for this assignment. All of the details for what to do are in these handouts, so read them all very carefully. If you have questions, please post them as comments to this blog post. Thank you.
Write the final copy of your articles, plus a 300 word paragraph to 2 other questions in 2 different sections from the one you have already focused on. Be sure that you revise your primary post based on good feedback from at least 2 other students. Also make sure that your main post has all the elements listed in the rubric.
Oct. 18th - 21st
Peer edit and comment on at least 2 other students' posts. Seek feedback from at least 2 other students for your own post. Give detailed, practical feedback. It doesn't help anyone to be nice. Be professional, but do not hold back. The more specific and detailed your feedback, the more useful it is.
Oct. 13th - 14th
Write the rough draft of article. Write the rough draft based on your web diagram, using your notes and sources for additional help. Do not ditch your concept web and go straight back to your notes. The concept web gives you the structure for your article, and prevents you from just re-wording your notes or sources.
Oct. 6th - Oct. 12th
Develop a concept web based on your notes. Organize categories around a central topic and add details to those. Include all important details (who, what, where, when) and be sure to also include the significance (why it's important, effects it had, etc.). This will organize and pull your notes together from different sources. It will help you pre-plan your articles, and help you to write them in your own voice.
Using the handouts above, take notes on your topic. Everything is carefully laid out and explained in the magazine assignment handout, so read that carefully. You can post any questions you have about it to this blog.
Oct. 4th - 7th
Walking into spiderwebs Create a spiderweb (a.k.a. bubble chart, concept web) of your notes. This is a way for you to organize your notes, which is a critical step before writing a rough draft. You do this to see how all your information fits together, and to discover where you have gaps in your information.
Put a central concept in the middle of a piece of butcher paper.
Place main categories off of the center concept (circles are optional)
Place details related to the categories off of the main categories.
Address the key information: Who, what, where, when, why and how as appropriate, and show why each item/detail is significant
You will probably use up your notes before you fill up your chart. This is what I meant by gaps. This is where you go back to the books to get the missing pieces filled in, significances explained, etc.
When you have a completed web, you are ready to write your rough draft
You should include a section for the vocabulary you learned.
