Today's topic was labor unions during the Gilded Age. Students used the attached reading to complete the activities on pages 9 and 10 of their binders.
Labor Union Reading |
Today's topic was labor unions during the Gilded Age. Students used the attached reading to complete the activities on pages 9 and 10 of their binders.
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After quickly reviewing some of the key economic terms from yesterday, students investigated three of the key Robber Barons of the Gilded Age: John Rockefeller, Andrew Carnegie, and JP Morgan (p. 8 of the binder). Students used iPads and internet resources to gather positives and negatives for these men based on three categories: tactics (how they amassed their wealth), innovation (what new products/methods they brought to their industry), and philanthropy (charitable giving). A class discussion followed.
We finished class by previewing our next topic: the workers. Our discussion today centered on two competing economic systems: capitalism and socialism (p. 7 of the binder). We talked about each system's defining characteristics as well as positives and negatives. See the sheet below for a quick summary of today's talking points. Absent students should come in for a brief discussion with me to ensure comprehension. At the bottom of the sheet, students wrote definitions for Social Darwinism (p. 384 of the textbook) and horizontal and vertical growth (p. 386).
Today's focus was on miners, farmers, cattle ranchers, and Western city dwellers as part of America's westward expansion in the 1870s and 1880s. Students read through information starting on p. 366. For each group on p. 6 of their binder, students were asked to gather information and determine for themselves the positives and negatives for each group they read about. When all groups are understood, students then ranked them 1-5 (counting the two farming sections as one) in terms of which roles they would be most eager to take on had they lived during this era. We then watched the video below, which works to sum up the past two days, to finish class today. Today's focus was Native American Removal. Students read through information starting on p. 361 in their textbooks and worked on organizing the information on p. 5 of their binders.
After getting students' binders set up, we spent time going through the process of getting access to the online textbook. If absent, see the appropriate link and code below to complete this process.
We also spent time exploring some of the key organizing terms of the class - political, social, and economic. Book access code: 4ZMF-WS28-9JQ3-BAAL-9LOS Welcome to US History I! You will find all the important documents from class on the main US History I page.
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