1. Est. 1880

4. http://www.topoquest.com/map-detail.php?usgs_cell_id=37900

5.  http://memory.loc.gov/mbrs/awal/2572s2.mpg http://memory.loc.gov/mbrs/awal/2572s2.mpg  This video shows how logs move down a raging river. The students could get a sense of how powerful the river can be.  http://www.youtube.com/watch?v=GY8y1_ifXpE Documentary on Early Frankfort Logging Industry - This source will give the students a sense of what it was like to work in the logging industry at the turn of the century http://www.youtube.com/watch?v=GY8y1_ifXpE

6.  http://www.davidrumsey.com/luna/servlet/detail/RUMSEY~8~1~26 392~1100063:Railway-map-of-the-state-of- Pennsyl?sort=Pub_List_No_InitialSort%2CPub_Date%2CPub_List_ No%2CSeries_No&qvq=w4s:/what/State+Atlas/where/Pennsylvani a/;sort:Pub_List_No_InitialSort%2CPub_Date%2CPub_List_No%2C Series_No;lc:RUMSEY~8~1&mi=7&trs=33 http://www.davidrumsey.com/luna/servlet/detail/RUMSEY~8~1~26 392~1100063:Railway-map-of-the-state-of- Pennsyl?sort=Pub_List_No_InitialSort%2CPub_Date%2CPub_List_ No%2CSeries_No&qvq=w4s:/what/State+Atlas/where/Pennsylvani a/;sort:Pub_List_No_InitialSort%2CPub_Date%2CPub_List_No%2C Series_No;lc:RUMSEY~8~1&mi=7&trs=33  1872 railroad map of Pennsylvania. This source could be used to show the route the lumber would take out of Ridgway on the railroads

8. a series of classic American song-stories flowing from the bedrock of the American experience. Through these captivating songs, a tale is told of America "once upon a time These songs will be used as listening examples where students could discuss the intrinsic qualities of music that are present in each. They could also be used to discuss what life was like in the late 1800's because folksongs and ballads tend to tell a story.

9.  Struggle for workers forming unions  http://www.digitalhistory.uh.edu/social_history/13labor_leader.cfm The Autobiography of a Labor Leader: James Williams Independent LIV (Nov. 6, 1902), 2634 38. This source could be used to show students the struggles of the workers as they were forming the unions that would help instill their safety. http://www.digitalhistory.uh.edu/social_history/13labor_leader.cfm  Railroad Riot – pillaging for food  http://www.portal.state.pa.us/portal/server.pt?open=512&objID =8642&PageID=608722&mode=2&contentid=http://pubcontent.s tate.pa.us/publishedcontent/publish/cop_environment/phmc/c ommunities/extranet/history/ourdocumentaryheritage/1865___ 1945/railroad_riots_1877.html document on railroad riots - pillaging for food http://www.portal.state.pa.us/portal/server.pt?open=512&objID =8642&PageID=608722&mode=2&contentid=http://pubcontent.s tate.pa.us/publishedcontent/publish/cop_environment/phmc/c ommunities/extranet/history/ourdocumentaryheritage/1865___ 1945/railroad_riots_1877.html

12. In keeping with the theme of a shave costing $.05 in 1880, use the link to find the cost of a shave in 1980 and 2005. http://www.measuringworth.com/uscompare/ If current trends continue, what will a shave in Ridgway, Pa cost in 2030, 2055,and 2080? Complete the chart, and be sure to explain how you came up with your answer. YearPrice 1880.05 1905.07 1930.18 1955.68 1980 2005 2030 2055 2080

13.  With a partner write a nursery rhyme to the tune of “Are You Sleeping” that focuses on what life must have been like in Ridgway in 1880.

14. http://www.digitalhistory.uh.edu/social_history/13labor_leader.cfm

16.  *Students will use the NARA worksheet for both the document and cartoon examples on the previous 2 slides. Students need the in depth analysis tool to help them to focus on more than just the concrete facts but requires they dig deeper and that they speculate about what life would have been like.  *After the students complete the worksheet individually they will break into small groups and use a Venn diagram to come up with common descriptive words that could be used in a Rap.  *The final project will be the group performance of the 4 measure 16 beat rap.  *Critical thinking skills will be used to find the key descriptive words that will be used in the rap. Not only do they need to describe what life would be like but also use a specific rhythm pattern and rhyming words so that the rap flows and follows the correct form.  *This lesson integrates into the music curriculum by having students create, notate and perform their own music.

17.  1868 US Treasury Warrant in the amount of $7.2 Million for the purchase of Alaska  1878 Constitution of the Knights of Labor  1880 Thomas Edison patented the incandescent light bulb.  1881 Portrait of Thomas Edison  Video Biography of Thomas Edison  1881 President Garfield dies

18.  Short music excerpts from the late 1800s along with photos from the time period  America Singing: Nineteenth-Century Song Sheets  The beginnings of Ragtime Music

20.  In keeping with Ridgway being established in the late 1800s, students will become aware of a unique American art form that developed at the same time, Ragtime.  Students will recognize and identify Ragtime music with its use of syncopation and improvisation as a uniquely American art form.  Before listening to examples of Ragtime music, students will study the picture and poster using the SEA chart. This will give students the opportunity to use the picture and poster to predict what the music might sound like. Students will then be told some of the intrinsic qualities of Ragtime (syncopation, improvisation, etc). Students will then experience the listening examples of a classic rag on the LOC web site http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.200035813/default.html. http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.200035813/default.html  Last, the students will study Scott Joplin and his contributions to Ragtime music. Students will use the KWL chart along with a Bibliography of Scott Joplin to finish off this lesson on American music of the late 1800s.  Critical thinking is promoted with the use of the picture and the poster. Students have to look at these and analyze them to decide what something may sound like. This could really stir up some discussions especially since the class will have already been taught the song Five Cent Shave from the previous Modules and a lesson on jug bands from the book. This lesson is integrated with the rest of the music curriculum through the study of form, rhythm, and style.