1. Industrialization

2. Bell Ringer  YOU NEED YOUR BOOK TODAY!!!!

3. Objective  Today I will be able to understand the causes and effects of the Industrial Revolution in America.  Don’t Forget:  Quiz tomorrow.

4. Classwork  Read the Following sections in your book and complete the Observation/Inference chart.  Natural Resources Fuel Industrialization (Blue-436)  New Uses for Steel (Red-438)  Inventions Promote Change (Blue/Red-438-439)  Industry Changes the Environment (Geography Spotlight-440-441)  Railroads Span Space and Time (Blue/Red 442-443)  Pullman (Red-444)  The Grange and the Railroads (Blue/Red 444-445)  DUE AT THE END OF CLASS.

5. Bell Ringer  Clear your desk for your quiz.

6. Objective  Today I will be able to analyze How human responsibilities and capabilities can help or harm the environment through utilizing the PEA strategy.  I will be able to: Identify Authors claims, support their claims with evidence, and analyze the claim as well as counterclaims.

7. Industrialization February 11, 2014

8. Bell Ringer  Amari, please collect the observation/inference notes from yesterday. Thanks!  Answer the following in your journals:  What was the purpose of trade unions?  Why did they exist?  Why are they beneficial?  Why might companies not like them?

9. Objectives  Today I will be able to analyze the claims of Samuel Gompers in regards to trade unions by using the PEA strategy. I will then be able to infer counterclaims as well.  Homework:  Quiz on Industrialization on Thursday.

10. PEA Strategy  What is the PEA Strategy?  Point-What claims does the author make?  Evidence-What evidence does the author use to support his argument?  Analysis-Clearly make the connection between the claim and the evidence used to support the claim by discussing HOW the evidence supports the claim.  What is the purpose of the PEA strategy?  To read informational text to state the author’s claim and support the claim with textual evidence in order to:  Understand author’s point of view  Identify a claim or argument and identify it with textual support

11. Exit Ticket  Complete the PEA strategy for Trade Unions. Turn it in at the end of class.

12. February 13, 2014

13. Bell Ringer  YOU NEED YOUR BOOK TODAY!  Provide a claim and a counterclaim that demonstrate support and opposition of trade (labor) unions.

14. OBJECTIVE  Today I will be able to think critically about the effectiveness of trade unions to industry and society through the use of inference.  Homework  Prepare for SAC  Content quiz tomorrow  Updates:  Office hours will now be held on Thursday mornings at 7:15.

15. Reading Groups  Based on ACT data from December’s test.  Grouped with students who scored similarly.  Some students will be given different work.  This is to help YOU reach your GOAL!  We will be frequently conferencing about your scores.  Need further help?  Come to office hours  Send me an email  Or, see me to set up a time to meet.

16. 2A Reading Groups GroupMembers #1Tynisha, Marilyn #2Carlos, Amari, Jermaine #3Tim, Brandis #4Rhyaan, Destiny, Kershawn #5Savon, Julian, Summer #6Tyler, Daja #7Kayla, Jacqueline, Dashia #8Kaliyah, Sade, Diamond #9Abisoye, Ciarra #10Nierra, Briana

17. Structured Academic Controversy (SAC)  Team A will argue:  Labor Unions are necessary for workers to have equal rights.  Team B will argue:  Trade Unions are not necessary because companies have the right to set the guidelines.  Resources:  Textbook  “How Women Were Treated by the Pullman Company” by Jennie Corliss  “ On the Goals of Trade Unions” by Samuel Gompers  Teams doing Argument B will also use Carnegie reading given today. 

18. SAC Teams Argument A  Group #1  Group #2  Group #3  Group #4  Group #5 Argument B Group #6 Group #7 Group #8 Group #9

19. 5A Reading Groups GroupMembers #1Marisa, Kryslin, Jaleasa #2Jordan, Dariana, Shaquana #3Robert, Amber #4Asha, Faith #5Tamara, Joshua, Felicia #6Oludamola, Sean #7Savanna, Ricquia, Jasmine

20. Structured Academic Controversy (SAC)  Team A will argue:  Labor Unions are necessary for workers to have equal rights.  Team B will argue:  Trade Unions are not necessary because companies have the right to set the guidelines.  Resources:  Textbook  “How Women Were Treated by the Pullman Company” by Jennie Corliss  “ On the Goals of Trade Unions” by Samuel Gompers  Teams doing Argument B will also use Carnegie reading given today. 

21. SAC Teams Argument A  Group #1  Group #2  Group #3 Argument B Group #4 Group #5 Group #6 Group #7

22. 7A Reading Groups GroupMembers #1Kyla, Tamaria, Travon #2Mia, Maciana #3Tiyana, Altrell, Morye #4Niko, Nichole, Savion #5Jocquill, Kaylim, Michelle #6Jerae, Tyrone #7Eric Twylah #8Fred, David, Raymun #9Monet, Qwest #10Danielle, Jermiah #11Janae, Latonya

23. Structured Academic Controversy (SAC)  Team A will argue:  Labor Unions are necessary for workers to have equal rights.  Team B will argue:  Trade Unions are not necessary because companies have the right to set the guidelines.  Resources:  Textbook  “How Women Were Treated by the Pullman Company” by Jennie Corliss  “ On the Goals of Trade Unions” by Samuel Gompers  Teams doing Argument B will also use Carnegie reading given today. 

24. SAC Teams Argument A:  Group #1  Group #2  Group #3  Group #4  Group #5  Group #6 Argument B: Group #7 Group #8 Group #9 Group #10 Group #11