1. Unit 2
Week 2

2. Homework for the week Monday 9/23 Tuesday 9/24 Block Day 9/25 & 9/26
Cornell Notes: 14.2
*Reminder: Tuesday is the last day to complete the test if a student had an excused absence
Tuesday 9/24
T-Chart from sections 15.1 & 15.2
Block Day 9/25 & 9/26
Test corrections are Wednesday and Thursday at lunch and during 7th period.
Study Vocab
Essay outline rough draft due on Friday
Friday 9/27
Look over the peer review comments and work on your essay outline.

3. Agenda: Monday 9/23 HOT ROC Monopoly simulation
How did people amass such wealth at the turn of the Century? (Robber Barons or Captains of Industry?)
Vocab terms
Notes
Below the Surface graphic
Today’s division of wealth
Monday 9/23
Cornell Notes: 14.2
*Reminder: Tuesday is the last day to complete the test if a student had an excused absence
Tuesday 9/24
T-Chart from sections 15.1 & 15.2
Block Day 9/25 & 9/26
Test corrections are Wednesday and Thursday at lunch and during 7th period.
Study Vocab
Essay outline rough draft due on Friday
Friday 9/27
Look over the peer review comments and work on your essay outline.

4. HOT ROC: Do billionaires have a responsibility to help the poor?
Do millionaires?
Homework Check: Project notes and primary source

5. Simulation Business A 1 volunteer (owner) Business B
3 volunteers (shareholders)
Step 1 (August):
Business A, set the price for t-shirts
Step 2 (September):
Business B opens up a store across the street, set the price for t-shirts at store B
Class: Which store will you shop at?
Hand out info sheet (print slide #7 and cut in half)

6. Simulation Step 3 (October): Step 4 (November): Step 5 (December)
Business A, respond to the t-shirt price of Business B
Class: Which store will you shop at?
Step 4 (November):
Business B, respond to the t-shirt price of Business A
Step 5 (December)
Repeat process

7. Business Person B Business Person A
You are a local manager for the national t-shirt company, Shirt Me Up, that has stores all over the nation. You are currently managing the new store that just opened up on Castro Street. There is a t-shirt shop already on Castro Street, but you are pretty confident you can drive them out of business since you can draw on money from the national office.
Basics – t-shirts cost $6 to manufacture and your competitor currently sells them for $12. They need to make at least $2 profit on each t-shirt to cover the cost of rent and employees. This is true for you also, but you can lose money for several months in a row because your national office will cover your costs.
Task: Start the competition by telling the shoppers in your group that you are willing to offer t-shirts for $10 and ask if they will shop at your store instead. No matter what your competitor does, respond by offering your t-shirts for less money. It doesn’t matter if you lose money, because eventually they’ll go bankrupt and then you won’t have to compete with them anymore. When they go out of business, raise your prices to $20 a t-shirt.
Business Person A
You own a successful t-shirt shop on Castro Street. You are just one shop but you’ve managed to stay in business because you are the only t-shirt shop on Castro Street. Recently, a t-shirt shop opened up across the street and it’s part of the national chain, Shirt Me Up, that has stores all over the nation. You are worried about losing some of your customers to them but you are willing to cut prices and offer sales if it will keep you in business.
Basics – t-shirts cost $6 to manufacture and you currently sell them for $12.
You need to make at least a $2 profit on each t-shirt in order cover the cost of your rent and pay your employees.
If you lose money for more than a month then you will not be able to pay for your rent.
Task: Respond to the sales ideas from Person B in competitive ways in order to stay open.
1. Get volunteers (4)
2. 1 Store owner, 3 shareholders
3. B- open store, set t-shirt price
4. A- respond to price
5. Repeat process, A will eventually go out of business
6. When A goes out of business- B jack up the price!

8. Big Business and the Government
Horizontal and Vertical Integration
Textbook, page 171

9. New Vocabulary words…
Monopoly: Oil and steel industries were both controlled by monopolies at the beginning of industrialization.
Trust: a set of companies managed by a small group known as trustees, who can prevent companies in the trust from competing with each other. If all search engines were controlled by the same people.
Corporation: Google, Netflix, Apple. Any company that sells stocks.

10. Andrew Carnegie $75 Billion
Don’t take notes on this section
Andrew Carnegie came from Scotland with his parents in 1848.
In 1861, at the age of 26, he started up the Freedom Iron Company, and used the new Bessemer process for making steel
He formed all of his companies into the Carnegie Steel Company in 1899, which controlled raw materials, manufacturing, storage, and distribution for steel.
Vertical Integration

11. John D. Rockefeller $192 Billion
Don’t take notes on this section
Born in 1839
His working life started as a bookkeeper
He established one of the first oil refineries
1870—With partners, forms a business trust: Standard Oil
At its peak, controls 90% of all oil companies
Horizontal Integration

12. The Gilded Age…1870s-1900 Where was the most money made?
Was this positive or negative for America?
1870
1900
Steel Production
77,000 tons
11 million tons
Oil production
5 million barrels
63 million barrels
Railroad track
53,000 miles
200,000 miles

13. What would Rockefeller say…
Monopolies are good because we can produce goods at a lower cost to consumers!
Now everyone can have cheap oil and gas.
We use our wealth to benefit others through our charitable donations (philanthropy)
We are captains of industry!

14. What would the Populists (poor farmers) say?
Monopolies are bad because they control the whole industry and there is no competition over prices.
We have to pay high prices to ship our wheat on the trains!
And these companies pay low wages to their workers!
They are robber barons!

15. Big Business and the Government: POV
Limit Business
Leave Business Alone
Sherman Anti-Trust Act
1911--Splits Rockefeller’s Standard Oil into 34 companies
(A U.S. Court of Appeals found in 2001 that Microsoft violated the Sherman Act antitrust law.)
Laissez-faire
Social Darwinism

16. Who are the billionaires (Robber Barons) of today?
Walton- founder of Wal-Mart
Warren Buffett- CEO Berkshire Hathaway (holding company) and investor
Ellison- Oracle

17. Source: Forbes 2013 Rank Name Worth Age Source Country 1
Carlos Slim Helu & family
$73 B 73
telecom
Mexico 2
Bill Gates
$67 B 57
Microsoft
United States 3
Amancio Ortega
$57 B 77
Zara
Spain 4
Warren Buffett
$53.5 B 83
Berkshire Hathaway 5
Larry Ellison
$43 B 69
Oracle 6
Charles Koch
$34 B
diversified
David Koch 8
Li Ka-shing
$31 B 85
Hong Kong 9
Liliane Bettencourt & family
$30 B 90
L'Oreal
France 10
Bernard Arnault & family
$29 B 64
LVMH

18. Do we have robber barons today?

19. (If time allows) Draw a Below the Surface graphic from each point of view…
1. According to Rockefeller—monopolies are like…
2. According to the Populists—monopolies are like…
Can also explain this as creating a metaphor

21. Agenda: Tuesday 9/24
HOT ROC: Was the rise of industry good for American workers? Thesis statement
Union simulation
Oral Processing questions
Notes on 14.3 with guided reading questions
(if time) begin Historical Inquiry: Why did the Homestead Strike turn violent?
Monday 9/23
Cornell Notes: 14.2
*Reminder: Tuesday is the last day to complete the test if a student had an excused absence
Tuesday 9/24
T-Chart from sections 15.1 & 15.2
Block Day 9/25 & 9/26
Test corrections are Wednesday and Thursday at lunch and during 7th period.
Study Vocab
Essay outline rough draft due on Friday
Friday 9/27
Look over the peer review comments and work on your essay outline.

22. Homework Push Factors Pull Factors
Read sections 15.1 & 15.2 and complete the following T-Chart:
*Ask your parents how, when, and why did your family come to the US. Place this on the T-Chart as well.
Push Factors
Pull Factors

23. HOT ROC
Using your HW from last night, respond to the following prompt in a thesis statement:
Was the rise of industry good for American workers?

24. Simulation Instructions Form groups of 4 Procedure: Put desks together
Get an envelope from the teacher
Procedure:
The game has six rounds
During each round, you will have a few minutes to decide whether you want to play a green card or a pink card
You may send a representative to talk to other groups about what color each group should play.
Once you decide which card to play, hide that card under one person’s desk. Hide your other card in the envelope and place the envelope in the middle of your group of desks.

25. Instructions
At the end of each round, all groups will be asked to reveal their cards by quickly holding them up at the same time.
Points will be given in the following manner:
If ALL groups play a green card, every group will receive points.
If some groups play green and some play pink, groups that played pink will receive positive points
If ALL groups play pink, every group will receive negative points.
Points +/- 1 Point
The group with the most points wins!

26. Scoring: After each round, the scores will be tallied on the white board
Group
Round 1
Round 2
Round 3
Round 4
Round 5
Round 6
Total
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8

27. Each round
Cards & Points
Procedure
If ALL groups play a green card, every group will receive points.
If some groups play green and some play pink, groups that played pink will receive positive points
If ALL groups play pink, every group will receive negative points.
Points +/- 1 Point
Once you decide which card to play, hide that card under one person’s desk. Hide your other card in the envelope and place the envelope in the middle of your group of desks.
You can allow kids to send a representative to talk to other groups about what color each group should play; good to do in quiet classes, bad idea in rowdy classes.
Repeat the same procedure for each round. As the rounds go on, expect students to try and get no one to play pink anymore and to deny that they are going to play pink, but they still do. Nice classes or classes with strong leaders may play all green at some point, but I’ve had lots of classes never do it.

28. Processing What emotions did you experience while playing the game?
For those of you who played a green card every time, why did you do that?
For those of you who played a pink card even once, why did you do that?
Why was (or wasn’t) the class able to play the game so that everyone won?
Can you think of something from history or real life that has a similar dynamic to this game?
Tell students that this activity was designed to help them experience some of the challenges and choices involved in forming labor unions. Then ask groups to discuss these questions:

29. 14.3 Formation of unions The green card represented joining a union.
The pink card represented “scabs” or workers who crossed the picket line.

30. Unions: Attempts to solve the problems of the working class.
Section 14.3
Record at least two strategies labor unions employed in their attempt to improve workers’ lives.
Record at least two ways employers attempted to undermine unions.
What was the American Federation of Labor (AFL)?

31. Rise of Labor Unions
Labor Unions: group of workers organized to protect the interests of its members
Formed in response to low pay and unhealthy working conditions
Collective Bargaining: group negotiations between workers and employers to reach common agreement on wages/working conditions for all.
If demands are not met, workers can Strike (*new vocab term)

32. Strikes turn Violent Haymarket Affair (1886, Chicago)
Strike over 8 hour work day
Dynamite thrown at a demonstration
Pullman Strike (1894, Chicago)
Railroad workers strike over lowered wages
Federal troops break the strike

33. The Homestead Strike Homestead Steel Mill: owned by Andrew Carnegie
Amalgamated Association: successful labor union formed at the mill
Mill run by Henry Frick
His goal is to break the union

34. The Homestead Strike Worker contracts expire in 1892
Frick tries to lower wages
Workers try collective bargaining to keep wages
Frick refuses to negotiate, locks workers out
The Homestead Strike
Frick hires Pinkerton Detectives to guard mill
“battle” breaks out when they arrive
Largest uprising since Civil War

35. Historical Inquiry: Why did the Homestead Strike of 1892 turn violent?
Docs
Source: who wrote this document? Do you trust it? Why or why not?
Hypothesize: According to this document, why did the Homestead Strike turn violent? Explain
Evidence: quotes/info from the document supporting the suggestion
Doc A
Doc B
Doc C

36. Mixed Success for Unions
Section 14.5
Record at least three important losses or gains that labor unions experienced during this time.
Write at least one sentence explaining each gain or loss.

37. Wrap Up
Based on your experience in the game and what you read in Chapter 14, why might it have been difficult for workers to form labor unions?
Would you have advised an immigrant who had just come to the US looking for work to join a union? Why or why not?
Why might workers have wanted to form labor unions, despite those difficulties?
What was the government’s response to the Homestead and Pullman strikes?

38. Agenda: Block Day 9/25 & 9/26 Go over unit 1 test as a class
Continue Historical Inquiry activity
HOT ROC: Class immigration story report out.
Vocabulary: Immigration & Strike
Push and pull factors T-Chart completion
“American Land” song and discussion
Why did the Captains of Industry want an immigrant workforce?
Monday 9/23
Cornell Notes: 14.2
*Reminder: Tuesday is the last day to complete the test if a student had an excused absence
Tuesday 9/24
T-Chart from sections 15.1 & 15.2
Block Day 9/25 & 9/26
Test corrections are Wednesday and Thursday at lunch and during 7th period.
Study Vocab
Essay outline rough draft due on Friday
Friday 9/27
Look over the peer review comments and work on your essay outline.

39. The Homestead Strike Homestead Steel Mill: owned by Andrew Carnegie
Amalgamated Association: successful labor union formed at the mill
Mill run by Henry Frick
His goal is to break the union

40. The Homestead Strike Worker contracts expire in 1892
Frick tries to lower wages
Workers try collective bargaining to keep wages
Frick refuses to negotiate, locks workers out
The Homestead Strike
Frick hires Pinkerton Detectives to guard mill
“battle” breaks out when they arrive
Largest uprising since Civil War

41. Historical Inquiry: Why did the Homestead Strike of 1892 turn violent?
Docs
Source: who wrote this document? Do you trust it? Why or why not?
Hypothesize: According to this document, why did the Homestead Strike turn violent? Explain
Evidence: quotes/info from the document supporting the suggestion
Doc A
Doc B
Doc C

42. Mixed Success for Unions
Section 14.5
Record at least three important losses or gains that labor unions experienced during this time.
Write at least one sentence explaining each gain or loss.

43. Wrap Up
Based on your experience in the game and what you read in Chapter 14, why might it have been difficult for workers to form labor unions?
Would you have advised an immigrant who had just come to the US looking for work to join a union? Why or why not?
Why might workers have wanted to form labor unions, despite those difficulties?
What was the government’s response to the Homestead and Pullman strikes?

44. Immigration
Share with your partner what you know about when your family came to the US and why they came.
Open up textbook to p.200 to see the break down of where people have come from.
New Vocab: Immigration

45. WHY (did they come?)
Middle East
Africa
Asia & S. Pacific
Australia
Europe
Central America
South America
Jobs
(Opportunity)
Political Turmoil in Native Country (Democracy)
Escape/
Persecution
(Liberty/Equality/
Rights)
Family already in US
Forced :
Servitude / Indentured

46. Immigration from Europe
1st Wave
1870s-1880s: Western and Northern Europeans (German, English and Irish Immigrants
2nd Wave 1890s-1920s:
Southern and Eastern Europeans (Italian, Jewish, and Polish immigrants

47. The Journey Across the Atlantic
Steamships
No windows, little ventilation, one toilet for hundreds of passengers
Steerage class

48. Arrival in America Ellis Island and Angel Island 75% Ellis Island
Chinese and Japanese in Angel Island
Statue of Liberty
“Give me your tired, your poor, your huddles masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door”
~Emma Lazarus 1883, Jewish-American poet

49. Ellis Island Medical Inspections: Legal Interviews
“Six-second exam”
Legal Interviews
29 Questions: What is your name? Age?
“Do you have work waiting for you in the US?”
20% failed one of these
Hospital
Further interviews
2% Deported

50. Beyond Ellis Island:
Many immigrants settle in cities: New York, Chicago, Boston
1870—25% of Americans live in cities
1920—50% of Americans live in cities
Immigrants settle near others from their home country
“Ethnic Enclaves”
Tenements: crowded, dirty
Settlement Houses: provide services, such as child care and classes

51. Homework review & new information
Push Factors
Pull Factors
Europe, p
Population growth leads to food shortages and fewer jobs.
Asia, p.195 & 197
Mexico, p.198
Canada, p.199

52. “American Land”- Bruce Springsteen http://www. youtube. com/watch
What is this land of America, so many travel there I'm going now while I'm still young, my darling meet me there Wish me luck my lovely, I'll send for you when I can And we'll make our home in the American land Over there all the woman wear silk and satin to their knees* And children dear, the sweets, I hear, are growing on the trees* Gold comes rushing out the river straight into your hands* If you make your home in the American land* There's diamonds in the sidewalks, there's gutters lined in song Dear I hear that beer flows through the faucets all night long There's treasure for the taking, for any hard working man Who will make his home in the American land I docked at Ellis Island in a city of light and spire I wandered to the valley of red-hot steel and fire**** We made the steel that built the cities with the sweat of our two hands And I made my home in the American land

53. “American Land”- Bruce Springsteen
There's diamonds in the sidewalk, there's gutters lined in song Dear I hear that beer flows through the faucets all night long There's treasure for the taking, for any hard working man Who will make his home in the American land The McNicholas, the Posalski's, the Smiths, Zerillis too** The Blacks, the Irish, the Italians, the Germans and the Jews The Puerto Ricans, illegals, the Asians, Arabs miles from home***-***** Come across the water with a fire down below****** They died building the railroads, worked to bones and skin They died in the fields and factories, names scattered in the wind They died to get here a hundred years ago, they're dyin' now The hands that built the country we're all trying to keep down There's diamonds in the sidewalk, there's gutters lined in song Dear I hear that beer flows through the faucets all night long There's treasure for the taking, for any hard working man Who will make his home in the American land Who will make his home in the American land Who will make his home in the American land

54. Wrap Up
Why did the “Captains of Industry” want an immigrant workforce?
Ellis Island:
(2:12-14:40)

55. Agenda: Friday 9/27 HOT ROC: Vocab Quiz
Peer review of essay outline rough draft
Thesis statement analysis practice (if time)
Monday 9/23
Cornell Notes: 14.2
*Reminder: Tuesday is the last day to complete the test if a student had an excused absence
Tuesday 9/24
T-Chart from sections 15.1 & 15.2
Block Day 9/25 & 9/26
Test corrections are Wednesday and Thursday at lunch and during 7th period.
Study Vocab
Essay outline rough draft due on Friday
Friday 9/27
Look over the peer review comments and work on your essay outline.

56. Understanding Thesis Statements
On the next slide you will be presented with 3 examples of a thesis statement.
For each statement, assign a letter grade (A, B, or C)
For the “A” Grade- explain why.
Have them discuss this with a partner rather than write down?

57. Thesis Statements
The rise of industry had many positive and negative effects on the United States.
While industrialization at the turn of the twentieth century created social inequalities, overall it created economic opportunities for both workers and industrialists, benefiting the daily lives of most Americans.
The rise of industry at the turn of the twentieth century greatly increased economic opportunities for some of the wealthy elite. However, industrialization negatively impacted a far larger percentage of the population both economically and socially.

58. Peer Editing Swap your outline with your partner
You will use the scoring guide to assess your partner’s outline.
Mark your score on the guide attached to the assignment sheet.
If you are not prepared with an outline, then take out your notes and a textbook and work on your thesis statement and outline.

59. Scoring Guide Introduction and Thesis
__ Introduction sets place and time
__ Thesis statement answers the prompt
__ Thesis statement states a position.
__Thesis statement includes sub-claims (paragraph topics) that are different than the list of research terms on the assignment sheet.
__ Sub-claims are more refined than economic, social, political, opportunity, conflict or positive and negative.
__ Uses academic vocabulary, like transition words.
__ Is written clearly.
Claims (Topic Sentences of the Body Paragraphs)
__ Describes a topic that is not one of the key terms given on the assignment sheet.
__ Is a complete sentence.
__ Does not repeat the exact same words used in the thesis statement.
__ Connects to the thesis sentence.
Evidence
__ Is fully explained.
__ Includes information beyond what is in the textbook.
__ Uses at least 2 of the suggested key terms or people to support your claim.
__ Includes commentary that connects the evidence back to the claim and/or the thesis statement.
__ Includes source information from at least 3 sources.
Conclusion and Research Skills
__ States why the information included is historically significant or of interest to the reader.
Scoring Guide