5 Day Lesson Plans Scope and Sequence

Scope and Sequence and Lesson Plans
AP United States History

The Industrial Revolution, Unit 1
Grace Erwin 12/4/16
Table of Contents:
Scope and
Sequence
page 3
Day 1 Lesson Plan
. Page 4
Day 2 Lesson Plan
Page 6
Day 3 Lesson Plan
Page 8
Day 4 Lesson Plan
Page 10
Day 5 Lesson Plan
Page 12
William Jennings Bryan Speech
Page 13
20 years at Hull House
Page 14
Great Thinkers Project Assignment sheet
Page 17
Great Thinkers Project

RubricPage 18
Class Power Point
Page 20
Unit 1 Vocab. Sheet
Page 38
Teachers Lecture Notes
Page 40
Day One:
Monday
Day Two:
Tuesday
Day Three:
Wednesday
Day Four:
Thursday
Day
Frida
Students Can:
Explain patterns
of agricultural and
industrial
development in
America during
the Industrial
Revolution.
Identify the term
The Gilded Age
as it applies to
America in the
1870s through the
1920s.
What is the Gilded

Age/the Industrial
Revolution and
how did it affect
life in America?
Crash Course
Lecture/power
point and
notes
Add to class
timeline
Intro to
projects and
begin to work
& brainstorm
Industrial
Revolution
1870s 1920s
US 1; US 2;
Students Can:
Summarize the
changes in African
American life in
and as a result of
the Industrial
Revolution.
Assess the affects
of immigration in
the growth of
major cities
during the
Industrial
Revolution.
How did changes

in America during
the Industrial
Revolution affect
African
Americans?
Students Can:
Analyze the
causes and
effects of Gilded
Age politics and
Economics.
Students Can:
Analyze the
controversy that
arose over
currency system
in the late
1800s. Students
Be able to identify can also describe
a political
and understand
machine.
the significance of
the Gold Crisis in
the United States.
How were the

economy and
political system
altered
throughout, and
as a result of, the
Industrial
Revolution? What
is a political
machine?
Lecture/power
Lecture/powe
point and
r point and
notes
notes
Clinton 12
Twenty Years
video
at Hull
House
Add to class
Add to class
timeline
timeline
Time to work
Time to work
on projects
on Projects
Write project
type and plan
to be
approved by
teacher
Industrial
Industrial
Revolution
Revolution
1870s 1920s
1870s 1920s
US 2; US 3
US 3; US 4
How did the Gold

Crisis affect the
currency system
in America?
Lecture/powe
r point and
notes
Add to class
timeline
Cross of
Gold Speech
Time to work
on Projects
Industrial
Revolution
1870s 1920s
US 5; US 6
4
Stud
Pres
proje
dem
their
unde
of th
Age,
Indu
Revo
or th
Crisi
effec
had
Ame
econ
polit
cultu
Can
dem
unde
of th
far th
your
Indu
Revo
1870
US 7
(tn.gov)
(tn.gov)
(tn.gov)
(tn.gov)
(tn.g
US History Scope and Sequence

Grace Erwin
Industrial Revolution, Unit 1
12/4/16
TEAM Lesson Plan Day 1

Teacher:
Class:
Course Unit:
Lesson Title:
LESSON OVERVIEW
Grace Erwin
AP United States History
The Industrial Revolution, Unit 1, Section 2
Introduction to the Gilded Age and the Industrial
Revolution
Summary of the task, challenge, investigation, career-related scenario,
problem, or community link
Students will be introduced to the Gilded Age and the Industrial Revolution. They
will learn about the changes in America during the late 1800s and the early
1900s. They will be introduced to their project for the unit, allowed to choose
their partners, and have time to brainstorm for their project.
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
US.1Explainpatternsofagriculturalandindustrialdevelopmentastheyrelatetoclimate,use
ofnaturalresources,marketsandtrade,thegrowthofmajorurbanareas,anddescribethe
geographicconsiderationsthatledtothelocationofspecializedindustriessuchastextiles,
automobiles,andsteel.(tn.gov)
US.2SummarizethemajordevelopmentsinTennesseeduringtheReconstructionera,
includingtheConstitutionalConventionof1870,theyellowfeverepidemicof1878,andthe
electionofAfricanAmericanstotheGeneralAssembly.(tn.gov)
OBJECTIVE
Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly
Students will: 1. Explain patterns of agricultural and industrial development in

America during the Industrial Revolution. 2. Be introduced to the term the Gilded
Age as it applies to America in the 1870s through the 1920s. (tn.gov)
Essential Question: What is the Gilded Age/ the Industrial Revolution and how did
it affect life in America?
ASSESSMENT /
EVALUATION
Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal
Students will be introduced to their Project for the Unit and they will be informed
about their test on Monday. They will be given an assignment sheet and a rubric.
They will also be given time in class each day this week to work on their projects
and ask questions.
MATERIALS

Rigorous & Relevant
Project assignment sheet, project rubric, research sheet, Lecture notes (teacher
use only) excerpt from the Gilded Age by Mark Twain, Class timeline (on class
bulletin board)
ACTIVATING
STRATEGY
Motivator / Hook
An Essential Question encourages students to put forth more effort
when faced with complex, open-ended, challenging, meaningful and
authentic questions.
What kinds of new technology do you use in every day life? How do you think
that technology today may relate to the technological advances of the Industrial
Revolution?
Crash Course Video
Step-By-Step Procedures Sequence
INSTRUCTION
Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension
Crash Course
Excerpt from the Gilded Age by Mark Twain
Lecture and notes
Add to class timeline
Intro to projects and begin to work & brainstorm
We Do You Do
GUIDED &
Encourage Higher Order Thinking & Problem Solving
INDEPENDENT
Relevance
PRACTICE
Differentiated Strategies for Practice to Provide Intervention &
Extension
Students will begin working on their projects that will be due at the end of the
week.
Reflection / Wrap-Up
CLOSURE
Summarizing, Reminding, Reflecting, Restating, Connecting
Ticket Out the Door:

On a piece of paper, write one thing that you learned today that you did not know
before about the Industrial Revolution. Also write how you think learning about the
Industrial Revolution might apply to your life today.
CROSS-CURRICULAR CONNECTIONS
Writing for Ticket Out the Door (English)
Discussing technological advances (stem)

Teacher:
Class:
Course Unit:
Lesson Title:
Grace Erwin
AP US History
African American Life and Immigration
LESSON OVERVIEW

Students will continue to learn about the Industrial Revolution and learn about the
growing rate of immigration during this time. They will learn about the role that
African Americans played during the Gilded Age and how the culture was changed
drastically.
STANDARDS
US.2SummarizethemajordevelopmentsinTennesseeduringtheReconstructionera,
includingtheConstitutionalConventionof1870,theyellowfeverepidemicof1878,andthe
electionofAfricanAmericanstotheGeneralAssembly.(C,E,H,TN)US.3Explainthe
impactoftheHayesTildenPresidentialelectionof1876andtheendofReconstructionon
AfricanAmericans,includingJimCrowlaws,lynching,disenfranchisementmethods,efforts
ofPapSingletonandtheExodusters.(tn.gov)
OBJECTIVE

Student-friendly
Students will Summarize the changes in African American life in and as a result
of the Industrial Revolution.
Students will assess the affects of immigration in the growth of major cities during
the Industrial Revolution.
ASSESSMENT /
EVALUATION

Formal / Informal
Students will be given time in class to work on their projects and will be able to
study for their test on Monday.
MATERIALS

Rigorous & Relevant
use only), Class timeline (on class bulletin board), and The Clinton 12 article
ACTIVATING
STRATEGY
Motivator / Hook
Crash Course Video

The Clinton 12 Video
INSTRUCTION

Grouping Strategies
Extension
Lecture and notes

Clinton 12 video
Time to work on projects
Write project type and plan to be approved by teacher
We Do You Do
GUIDED &
INDEPENDENT
Relevance
PRACTICE
Extension
Students will have time at the end of class to work on their projects for class on
Friday.
CLOSURE
Ticket out the door: Write one thing that you learned about the way that life
changed for African Americans living in America.
Writing: Ticket Out the Door

Teacher:
Class:
Course Unit:
Lesson Title:
LESSON OVERVIEW
Grace Erwin
AP US History
Industrial Revolution, Unit 1, Section 3
Industrial Revolution Politics and Economics
Students will learn about the economic and political systems in America during
the Gilded Age.
STANDARDS
US.3ExplaintheimpactoftheHayesTildenPresidentialelectionof1876andtheendof
ReconstructiononAfricanAmericans,includingJimCrowlaws,lynching,disenfranchisement
methods,effortsofPapSingletonandtheExodusters.(C,H,P,TN)US.4Analyzethecauses
andconsequencesofGildedAgepoliticsandeconomics,includingtheriseofpolitical
machines,majorscandals,civilservicereform,andtheeconomicdifferencebetweenfarmers,
wageearners,andindustrialcapitalists,includingthefollowing:(E,H,P)
BossTweed
ThomasNast
CreditMobilier
WhiskeyRing
Garfieldsassassination
PendletonAct
InterstateCommerceAct
(tn.gov)
OBJECTIVE

Student-friendly
Analyze the causes and effects of Gilded Age politics and Economics, and be
able to identify a political machine.
ASSESSMENT /
EVALUATION
Formal / Informal
Students will be given time in class to work on their projects and will be able to
study for their test on Monday.
MATERIALS

Rigorous & Relevant
use only), Class timeline (on class bulletin board)
Motivator / Hook
ACTIVATING
STRATEGY

Crash Course Video

INSTRUCTION

Grouping Strategies
Extension
10
Lecture and notes

Arrows worksheet
Time to work on Projects
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
Extension
Students will have time to study for their test and work on their great thinker
projects.
CLOSURE
Ticker out the Door: Define and give an example of a political machine.
Writing for ticket out the door

Teacher:
Class:
Course Unit:
Lesson Title:
Grace Erwin
AP US History
The Gold Crisis
11
LESSON OVERVIEW

Students will learn about the Gold crisis and the conflict over the use of gold and
silver as currency in America.
STANDARDS
US.5Analyzethecontroversythataroseoverthecurrencysysteminthelate1800s,includingthe
impactofgoldandsilverstrikesintheWest,thecontrastingviewsoffarmersandindustrialists,the
ShermanSilverPurchaseActof1890,theGoldCrisisduringtheClevelandadministration,andan
analysisofWilliamJenningsBryansCrossofGoldspeech.(E,H,P)US.6Describethechangesin
Americanlifethatresultedfromtheinventionsandinnovationsofbusinessleadersandentrepreneurs
oftheperiod:(C,E)
HenryBessemer
GeorgePullman
AlexanderGrahamBell
AndrewCarnegie
ThomasEdison
J.P.Morgan
JohnD.Rockefeller
SwiftandArmour
CorneliusVanderbilt
OBJECTIVE
Student-friendly
Analyze the controversy that arose over currency system in the late 1800s.
Students can also describe and understand the significance of the Gold Crisis in
the United States.
ASSESSMENT /
EVALUATION
Formal / Informal
Students will have time in class to work on their projects and to study for their
test on Monday.
MATERIALS

Rigorous & Relevant
use only), Class timeline (on class bulletin board)
ACTIVATING
STRATEGY
Motivator / Hook
Crash Course Video

12
INSTRUCTION

Grouping Strategies
Extension
Lecture and notes

Cross of Gold Speech
Time to work on Projects and make last minute changes for presentation
tomorrow
We Do You Do
GUIDED &
INDEPENDENT
Relevance
PRACTICE
Extension
Students will have time on their projects and to study for their test on Monday.
CLOSURE
Ticket Out the Door: Write one reason for the Gold Crisis.
Writing for Ticket out the door.
13

Teacher:
Grace Erwin
Class:
AP US History
Course Unit:
The Industrial Revolution, Unit 1
Lesson Title:
Project Presentation Day
LESSON
Summary of the task, challenge, investigation, careerOVERVIEW
related scenario, problem, or community link
Students will present their Great Thinkers project for the class.
STANDARDS
US 1, 2, 3, 4, 5, 6, 7, 8
OBJECTIVE

Student-friendly
Present a project demonstrating their understanding of the Gilded Age, the

Industrial Revolution and or the Gold Crisis and the effect that they had on
American economy, politics, and culture.
ASSESSMENT /
EVALUATION
Formal / Informal
Project Presentation.
MATERIALS

Rigorous & Relevant
Project assignment sheet, project rubric

ACTIVATING
STRATEGY
Motivator / Hook
Crash Course Video
14
Document B: William Jennings Bryan, 1896 (Modified)

The merchant at the corner store is as much a businessman as the
merchant of New York. The farmer who goes forth in the morning and
toils all day...is as much a businessman as the man who [works on
Wall Street].
We come to speak for this broader class of businessmen....It is for
these that we speak. We are fighting in the defense of our homes and
our families. We have petitioned, and our petitions have been
scorned. We have entreated, and our entreaties have been
disregarded. We have begged, and they have mocked us.
We beg no longer; we entreat no more; we petition no more. We defy
them!
You come to us and tell us that the great cities are in favor of the gold
standard. I tell you that the great cities rest upon these broad and
fertile prairies. Burn down your cities and leave our farms, and your
cities will spring up again as if by magic. But destroy our farms and
the grass will grow in the streets of every city in this country.
Having behind us the commercial interests and the laboring interests
and all the toiling masses, we shall answer their demands for a gold
standard by saying to them: you shall not press down upon the brow
of labor this crown of thorns. You shall not crucify mankind upon a
cross of gold.
Source: The speech above was delivered by William Jennings Bryan
at the Democratic National Convention in July 1896. It is considered
one of the most famous speeches in American history. The passage
is an excerpt.
Excerpt from Cross of Gold (speech) by

William Jennings Bryan, 1896
Populism and the Election of 1896 Lesson
Plan.pdf
Lesson Plan day 4, Scope and Sequence
15
An Excerpt From Twenty Years at Hull House by Jane Addams, 1910

We have in America a fast-growing number of cultivated young people who have no recognized
outlet for their active faculties. They hear constantly of the great social maladjustment, but no way
is provided for them to change it, and their uselessness hangs about them heavily. Huxley
declares that the sense of uselessness is the severest shock which the human system can
sustain, and that if persistently sustained, it results in atrophy of function. These young people
have had advantages of college, of European travel, and of economic study, but they are
sustaining this shock of inaction. They have pet phrases, and they tell you that the things that
make us all alike are stronger than the things that make us different. They say that all men are
united by needs and sympathies far more permanent and radical than anything that temporarily
divides them and sets them in opposition to each other. If they affect art, they say that the decay
in artistic expression is due to the decay in ethics, that art when shut away from the human
interests and from the great mass of humanity is self-destructive. They tell their elders with all the
bitterness of youth that if they expect success from them in business or politics or in whatever
lines their ambition for them has run, they must let them consult all of humanity; that they must let
them find out what the people want and how they want it. It is only the stronger young people,
however, who formulate this. Many of them dissipate their energies in so-called enjoyment. Others
not content with that, go on studying and go back to college for their second degrees; not that
they are especially fond of study, but because they want something definite to do, and their
powers have been trained in the direction of mental accumulation. Many are buried beneath this
mental accumulation which lowered vitality and discontent. Walter Besant says they have had the
vision that Peter had when he saw the great sheet let down from heaven, wherein was neither
clean nor unclean. He calls it the sense of humanity. It is not philanthropy nor benevolence, but a
thing fuller and wider than either of these. This young life, so sincere in its emotion and good
phrase and yet so undirected, seems to me as pitiful as the other great mass of destitute lives.
One is supplementary to the other, and some method of communication can surely be devised.
Mr. Barnett, who urged the first SettlementToynbee Hall, in East Londonrecognized this need
of outlet for the young men of Oxford and Cambridge, and hoped that the Settlement would
supply the communication. It is easy to see why the Settlement movement originated in England,
where the years of education are more constrained and definite than they are here, where class
distinctions are more rigid. The necessity of it was greater there, but we are fast feeling the
pressure of the need and meeting the necessity for Settlements in America. Our young people
feel nervously the need of putting theory into action, and respond quickly to the Settlement form
of activity. Other motives which I believe make toward the Settlement are the result of a certain
renaissance going forward in Christianity. The impulse to share the lives of the poor, the desire to
make social service, irrespective of propaganda, express the spirit of Christ, is as old as
Christianity itself. We have no proof from the records themselves that the early Roman Christians,
who strained their simple art to the point of grotesqueness in their eagerness to record a "good
news" on the walls of the catacombs, considered this good news a religion. Jesus had no set of
truths labeled Religious. On the contrary, his doctrine was that all truth is one, that the
appropriation of it is freedom. His teaching had no dogma to mark it off from truth and action in
16
general. He himself called it a revelationa life. These early Roman Christians received the
Gospel message, a command to love all men, with a certain joyous simplicity. The image of the
Good Shepherd is blithe and gay beyond the gentlest shepherd of Greek mythology; the hart no
longer pants, but rushes to the water brooks. The Christians looked for the continuous revelation,
but believed what Jesus said, that this revelation, to be retained and made manifest, must be put
into terms of action; that action is the only medium man has for receiving and appropriating truth;
that the doctrine must be known through the will. That Christianity has to be revealed and
embodied in the line of social progress is a corollary to the simple proposition that man's action is
found in his social relationships in the way in which he connects with his fellows; that his motives
for action are the zeal and affection with which he regards his fellows. By this simple process was
created a deep enthusiasm for humanity, which regarded man as at once the organ and the
object of revelation; and by this process came about the wonderful fellowship, the true democracy
of the early Church, that so captivates the imagination. The early Christians were pre-eminently
nonresistant. They believed in love as a cosmic force. There was no inconoclasm during the
minor peace of the Church. They did not yet denounce nor tear down temples, nor preach the end
of the world. They grew to a mighty number but it never occurred to them, either in their weakness
or in their strength, to regard other men for an instant as their foes or as aliens. The spectacle of
the Christians loving all men was the most astounding Rome had ever seen. They were eager to
sacrifice themselves for the weak, for children, and for the aged; they identified themselves with
slaves and did not avoid the plague; they longed to share the common lot that they might receive
the constant revelation. It was a new treasure which the early Christians added to the sum of all
treasures, a joy hitherto unknown in the worldthe joy of finding the Christ which lieth in each
man, but which no man can unfold save in fellowship. A happiness ranging from the heroic to the
pastoral enveloped them. They were to possess a revelation as long as life had new meaning to
unfold, new action to propose. I believe that there is a distinct turning among many young men
and women toward this simple acceptance of Christ's message. They resent the assumption that
Christianity is a set of ideas which belong to the religious consciousness, whatever that may be.
They insist that it cannot be proclaimed and instituted apart from the social life of the community
and that it must seek a simple and natural expression in the social organism itself. The Settlement
movement is only one manifestation of that wider humanitarian movement which throughout
Christendom, put pre-eminently in England, is endeavoring to embody itself, not in a sect, but in
society itself. I believe that this turning, this renaissance of the early Christian humanitarianism, is
going on in America, in Chicago, if you please, without leaders who write or philosophize, without
much speaking, but with a bent to express in social service and in terms of action the spirit of
Christ. Certain it is that spiritual force is found in the Settlement movement, and it is also true that
this force must be evoked and must be called into play before the success of any Settlement is
assured. There must be the overmastering belief that all that is noblest in life is common to men
as men, in order to accentuate the likenesses and ignore the differences which are found among
the people whom the Settlement constantly brings into juxtaposition. It may be true, as the
positivists insist, that the very religious fervor of man can be turned into love for his race, and his
desire for a future life into content to live in the echo of his deeds; Paul's formula of seeking for
the Christ which lieth in each man and founding our likenesses on him, seems a simpler formula
to many of us. In a thousand voices singing the Hallelujah Chorus in Handel's "Messiah," it is
possible to distinguish the leading voices, but the differences of training and cultivation between
them and the voices of the chorus, are lost in the unity of purpose and in the fact that they are all
17
human voices lifted by a high motive. This is a weak illustration of what a Settlement attempts to
do. It aims, in a measure, to develop whatever of social life its neighborhood may afford, to focus
and give form to that life, to bring to bear upon it the results of cultivation and training; but it
receives in exchange for the music of isolated voices the volume and strength of the chorus. It is
quite impossible for me to say in what proportion or degree the subjective necessity which led to
the opening of Hull-House combined the three trends: first, the desire to interpret democracy in
social terms; secondly, the impulse beating at the very source of our lives, urging us to aid in the
race progress; and, thirdly, the Christian movement toward humanitarianism. It is difficult to
analyze a living thing; the analysis is at best imperfect. Many more motives may blend with the
three trends; possibly the desire for a new form of social success due to the nicety of imagination,
which refuses worldly pleasures unmixed with the joys of self-sacrifice; possibly a love of
approbation, so vast that it is not content with the treble clapping of delicate hands, but wishes
also to hear the brass notes from toughened palms, may mingle with these. The Settlement, then,
is an experimental effort to aid in the solution of the social and industrial problems which are
engendered by the modern conditions of life in a great city. It insists that these problems are not
confined to any one portion of a city. It is an attempt to relieve, at the same time, the
overaccumulation at one end of society and the destitution at the other; but it assumes that this
overaccumulation and destitution is most sorely felt in the things that pertain to social and
educational privileges. From its very nature it can stand for no political or social propaganda. It
must, in a sense, give the warm welcome of an inn to all such propaganda, if perchance one of
them be found an angel. The one thing to be dreaded in the Settlement is that it lose its flexibility,
its power of quick adaptation, its readiness to change its methods as its environment may
demand. It must be open to conviction and must have a deep and abiding sense of tolerance. It
must be hospitable and ready for experiment. It should demand from its residents a scientific
patience in the accumulation of facts and the steady holding of their sympathies as one of the
best instruments for that accumulation. It must be grounded in a philosophy whose foundation is
on the solidarity of the human race, a philosophy which will not waver when the race happens to
be represented by a drunken woman or an idiot boy. Its residents must be emptied of all conceit
of opinion and all self-assertion, and ready to arouse and interpret the public opinion of their
neighborhood. They must be content to live quietly side by side with their neighbors, until they
grow into a sense of relationship and mutual interests. Their neighbors are held apart by
differences of race and language which the residents can more easily overcome. They are bound
to see the needs of their neighborhood as a whole, to furnish data for legislation, and to use their
influence to secure it. In short, residents are pledged to devote themselves to the duties of good
citizenship and to the arousing of the social energies which too largely lie dormant in every
neighborhood given over to industrialism. They are bound to regard the entire life of their city as
organic, to make an effort to unify it, and to protest against its overdifferentiation. . . .
Addams, Jane. "Excerpt from Twenty Years at Hull-House." World War I and the Jazz Age.
Woodbridge, CT: Primary Source Media, 1999. American Journey.Student Resources in Context.
Web. 25 Mar. 2016.
18
The Gilded Age Great Thinkers Unit 2 Project

Students will be assigned an influential person or Great Thinker, from
the Industrial Revolution Era, and using their knowledge of the era, will
create a project to describe the influence of that person to the class.
The Great Thinkers of the Industrial Revolution Era:
HenryBessemer
GeorgePullman
AlexanderGrahamBell
AndrewCarnegie
ThomasEdison
J.P.Morgan
JohnD.Rockefeller
SwiftandArmour
CorneliusVanderbilt
BossTweed
ThomasNast
PossibleProjectFormats:
Aposter
APowerPoint
Anoralpresentation/speech
Avideo
*Otherformatscanbenegotiatedforapproval
Youhavefullcreativelibertyonthisproject;however,ALLprojectideasmustbe
reportedtomeforapprovalbyTuesday.
Extra Credit:
You may dress up as your Great Thinker in class on Friday
during your presentation for 10 points of credit added to
you final project grade.
This Project will be worth 100 points, and is DUE FRIDAY. You
will present your project to the class on Friday, we will have a
19
review day on Monday, and you will have a UNIT TEST ON

TUESDAY.
Industrial Revolution Great Thinker Project Rubric

HistoryProject
Understandingof
Event/Person/Era(Counts
double)
Project
demonstrates
excellent
understandingof
theevent,person,
orerabyproviding
manyrichand
variedhistorically
accuratedetails
thatgobeyonda
mererecountingof
theevents.
Project
demonstratesgood
comprehensionof
theevent,person,
orerabyproviding
manyhistorically
accuratedetails.
Project
demonstratesfair
comprehensionof
theevent,person,
orerausingsome
widelyknown
historically
accuratedetails.
Mayincludesome
misunderstandings
.
Projectdemonstrates
poorcomprehensionof
theevent,person,orera
withfewhistorically
accuratedetails.
Project
demonstrates
excellentwriting
skills,including
feworno
conventionserrors.
Project
demonstratesgood
writingskills,
includingsome
conventionserrors.
Project
demonstratesfair
writingskills,
includingseveral
conventionserrors.
Projectdemonstrates
poorwritingskillswith
manyconventionserrors.
Projectishighly
visuallyappealing.
Itlookslikethe
authortookgreat
prideinit.
Projectisvisually
appealing.Itlooks
liketheauthor
tooksomepridein
it.
Projectis
somewhatvisually
appealing.Itlooks
likepartsofit
mighthavebeen
doneinahurry.
Projectlacksvisual
appeal.Itlookslikethe
studentjustwantedtoget
itdoneanddidn'tcare
whatitlookedlike.
WritingSkills
QualityofEndProduct
Source: mayersclass.weebley.com
Students will turn in this sheet to teacher at the time of their
presentation.
Teacher Notes/Comments:
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T e x tile M ill a t P a w tu c k e t, R h o d e
Is la n d
D e p ic tio n o f M ill
M ill p re s e n t d a y
re c o n s tru c tio n
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www.bejtlich.com/MGT336/Week%203%20Notes.ppt
Unit 1 Vocab Worksheet

Urbanization
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Americanization movement
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Tenements
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Mass Transit
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Social Gospel Movements
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Settlement Houses
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Political Machine
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Graft
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Patronage
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Civil Service
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Pendleton Civil Service Act
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Poll Tax
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Grandfather Clause
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Segregation
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Jim Crow Laws
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Plessy vs. Ferguson

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Debt Peonage
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The Industrial Revolution Lecture Notes (Course Notes)

1)Sources of Industrial Growth
a)Industrial Technologies
i)Most impt tech development was new iron + steel production techniquesHenry Bessemer and William Kelly invented process to turn iron to steel,
possible to produce large quantities and dimensions for construction, RRs
ii)Steel industry emerged in Pennsylvania and Ohio (Pittsburgh notably)iron industry existed, fuel could be found in PA coal
iii)New transportation systems emerged to serve steel industry- freighters
for the Great Lakes, RRs used steel to grow + transported it (sometimes
merged w/ one another). Oil industry also grew b/c of need to lubricate
mill machinery
b)The Airplane and the Automobile
i)Development of automobile dependent upon growth of two technologies:
creation of gasoline from crude oil extraction, and 1870s Eur development
of internal combustion engine. By 1910 car industry major role in
economy
ii)First gas-car built by Duryea brothers 1903, Henry For began production
1906
iii)Search for flight by Wright Bros lead to famous 1903 flight. US govt
created National Advisory Committee on Aeronautics 1915 to match Eur
research
c)Research and Development
i)New industrial technologies lead companies to sponsor own researchGeneral Electric established first corp lab 1900, marked decentralization
of govt-sponsored research. At same time cnxn began btwn university
45
research + needs of industrial economy- partnership btwn academic +

commercial
d)The Science of Production
i)Principles of scientific management began to be employed- fathered by
Frederick Taylor who argued employers subdivide tasks to decrease need
for highly skilled workers, increase efficiency by doing simple tasks w/
machines
ii)Emphasis on industrial research led to corporate labs (e.g. Edisons
Menlo Park)
iii)Most impt change in production was mass production + assembly line.
First used by Henry Ford in automobile plant 1914- cut production time,
prices
e)Railroad Expansion
i)Industrial development b/c of RR expansion- gave industrialists access
to new markets + raw materials, spent large sums on construction and
equipment
ii)Possible b/c of govt subsidies, investment capital from abroad, and
combinations of RRs by Cornelius Vanderbilt, James Hill, Collis
Huntington
f)The Corporation
i)Modern corp emerged after Civil War when industrialists realized no
person or group of limited partners able to finance great ventures
ii)Businesses began to sell stock, appealing b/c limited liability meant
lost only amt of investment + not liable for debts- allowed vast capital to
be raised
iii)Began in RR industry, spread to others- in steel industry Andrew
Carnegie struck deals with RRs, bought up rivals, purchased coal mines
w/ partner Henry Clay Frick controlled steel process from mine to market
iv)Financed undertaking by selling stock. Bought out 1901 by JP Morgan
who formed United States Steel- controlled 2/3 of nations steel production
46
v)Corporate organizations developed new management techniquesdivision of responsibilities, control hierarchy, cost-accounting procedures,
and middle manager btwn owners and labor introduced. Consolidation
now a possibility
g)Consolidating Corporate America
i)Consolidation occurred thru horizontal integration (forming competing
firms into single corporation) and vertical integration (control production
from raw materials to distribution). Also thru pool arrangements (most
failed)
ii)Most famous corp empire John D Rockefellers Standard Oil- thru
horizontal & vertical integration came to control 90% of refined oil in US
iii)Consolidation used to cope w/ cutthroat competition- feared too much
competition lead to instability, best was to eliminate/absorb competition
h)The Trust and the Holding Company
i)Failure of pools (informal agreements to stabilize rates, divide markets)
led to less cooperation and more centralized control- trust emerged
(stock transferred to group of trustees who made all decisions but shared
profits)
ii)Beginning w/ NJ 1889 states changed laws to allow companies to buy
other companies, trust unnecessaryholding companies emerged as
corporate body to buy up stock and establish formal ownership of
corporations in trust
iii)End of 19th cent 1% of corps controlled 33% of manufacturing, system
where power in hands of a few men- NY bankers (JP Morgan),
industrialists (Rockefeller), ect.
iv)Substantial economic growth ultimately from this arrangement- costs
cut, industrial infrastructure formed, new markets stimulated, new
unskilled jobs
2)Capitalism and Its Critics
a)The Self-Made Man
47
i)Defenders argued capitalist economy expanding opportunities for

individual advancement, and some tycoons were self-made men. But
most came to be wealthy as a result of ruthlessness, arrogance,
corruption (financial contributions to political, parties)
ii)Many industrialists were modest entrepreneurs trying to carve role for
their business in an unstable economy & fragmented, highly competitive
industries
b)Survival of the Fittest
i)Assumptions that wealth earned thru hard work and thrift and that those
who failed earned their failure became basis of Social Darwinism- only
fittest individuals survived and flourished in the marketplace
ii)English philosopher Herbert Spencer championed theory, in America
William Graham Sumner promoted similar ideas- absolute freedom to
struggle, compete, succeed, and fail
iii)Appealed to businessmen b/c justified their tactics- efforts to raise
wages by labor thru unions or govt regulation would fail, laws of supply
and demand and invisible hand or market forces would determine wages
and prices
iv)Yet tycoons themselves thru monopolies tried to eliminate competition
c)The Gospel of Wealth
i)Gospel of Wealth (1901) by Andrew Carnegie advocated idea that w/
great wealth came great responsibility to use riches to advance social
progress
ii)Author Horatio Alger promoted stories of individual success in his
works- anybody could become rich thru work, perseverance, and luck
d)Alternative Visions
i)Groups emerged challenging corporate and capitalistic ethos
ii)Sociologist Lester Ward in Dynamic Sociology (1883) argued natural
selection didnt shape society, and active govt in positive planning best for
society. Skeptical of laissez-fire, ppl should intervene to serve their needs
48
iii)Famous dissidents emerged to challenge ideas: Socialist Labor Party

founded 1870s by Daniel De Leon; Henry George and his Progress and
Poverty (1879) argued poverty due to wealth of monopolists and their high
land values; Edward Bellamy and his Looking Backward (1888) spoke of
fraternal cooperation and of future society where govt distributed wealth
equally
e)The Problems of Monopoly
i)Few questioned capitalism itself but movement grew in opposition to
monopolies + economic concentrations- seen as creating artificially high
prices, unstable economy. Recessions and havoc 1873 every 5-6 yrs
ii)Resentment increased b/c of new class of conspicuously wealthy ppl
who lived opulent lifestyle- flagrant wealth in face of 4/5 who lived
modestly
iii)Standard of living rising for everyone, but gap btwn rich + poor growing
3)Industrial Workers in the New Economy
a)The Immigrant Work Force
i)Industrial work force grew late 19th century b/c of migration to industrial
cities from both rural areas and foreign immigration- late century most
migrants from England, Ireland, N Eur, by end shit toward S and E
Europeans
ii)Immigrants came to escape poverty, lured by opportunity and
advertisements by companies. Ethnic tensions increased b/c of job
displacement, competition
b)Wages and Working Conditions
i)Average standard of living rose but wages low, little job security b/c
boom-bust cycle, monotonous tasks that required little skill, long hours in
unsafe conditions- loss of control over work conditions seen as worst part
of factory labor as corporate efficiency and managers centralized
workplace
c)Women and Children at Work
49
i)Decreasing need for skilled labor led to increase use of women and
children who could be paid lower than men
ii)Most women were young immigrants, concentrated in textile industry
and domestic service. Some single, others supplemented husbands
earnings
iii)Children employed in agriculture and factories w/ little regulation,
dangerous
d)The Struggle to Unionize
i)Labor attempted to fight conditions by creating large combinations
(unions) but had little success by centurys end. Fist attempt to federate
separate unions came 1866 w/ National labor Union (disintegrated after
Panic of 1873)
ii)Unions faced difficulty during 1870s recessions b/c of high
unemployment, hostility of middle class
e)The Great Railroad Strike
i)Railroad Strike of 1877 began after 10% wage cut announced. Strikers
disrupted rail service, state militia mobilized and in July President Hayes
ordered some federal troops. Strike collapsed eventually after many
deaths
ii)Showed disputes could no longer be localized in national economy,
depth of resentment toward employers, frailty of labor movement
f)The Knights of Labor
i)First effort at national labor organization 1869 Noble Order of the
Knights of Labor under Uriah Stephens- lacked strong central direction
but local assemblies championed 8-hour workday, end to child labor, but
also interested in long-range reform of economy. Allowed women to join
ii)During 1870s under Terence Powderly rapid expansion, but by 1890
Knights had collapsed due to failure of strikes in the Gould railway system
g)The AFL
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i)1880s American Federation of Labor created, became most impt

+enduring national labor group- collection of autonomous craft unions of
skilled workers
ii)Led by Samuel Gompers- goal to secure greater share of capitalisms
material rewards to workers, opposed fundamental economic reform
iii)Wanted creation of national 8-hour work day, national strike May 1,
1886 to achieve goal- in Chicago violence broke out btwn strikers and
police after deaths in Haymarket Square bombing- anarchism became
widely feared by middle class, associated it with radical labor
h)The Homestead Strike
i)The Amalgamated Association of Iron and Steel Workers (craft union in
AFL) held large amt of power in steel industry b/c of reliance on skilled
workers
ii)By 1880s Efficient Carnegie process led management to want more
control over labor + needed fewer skilled workers
iii)Carnegie and Henry Frick began to cut wages at Homestead plant in
Pittsburgh to break union. 1892 strike called after company stopped
consulting the Amalgamated, Pinkerton Detective Agency security guards
brought in as strikebreakers- were attacked, National Guard of PA called
in
iv)Eventually protected strikebreakers ended strike, by 1900
Amalgamated had lost nearly every major steel plant
i)The Pullman Strike
i)Strike at Pullman Palace Car Company in 1894 after Pullman cut wages.
Workers began to strike w/ the American Railway Union of Eugene V.
Debs
ii)Within few days thousands of railway workers struck and transportation
nationwide frozen. General Managers Association asked Pres Grover
Cleveland to send in federal troops b/c passage of mail being blocked
iii)Pres complied and sent 2,000 troops to protect strikebreakers. Strike
collapsed
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j)Sources of Labor Weakness

i)Late 19th century labor suffered many losses- wages rose slowly,
whatever progress made not enforced
ii)Reasons for failures included: leading labor organizations represented
only small percentage of industrial work force; ethnic tensions; many
immigrant workers planned to stay in country for short while and moved
very often- eroded willingness to organize, believed not part of permanent
working class; couldnt match efforts of powerful + wealthy corporations
52

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Scope and Sequence and Lesson Plans

AP United States History

Great Thinkers Project

What is the Gilded

How did changes

How were the

How did the Gold

US History Scope and Sequence

TEAM Lesson Plan Day 1

Clear, Specific, and Measurable NOT ACTIVITIES

Students will: 1. Explain patterns of agricultural and industrial development in

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective

Ticket Out the Door:

TEAM Lesson Plan Day 2

Summary of the task, challenge, investigation, career-related scenario,

Clear, Specific, and Measurable NOT ACTIVITIES

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective

Crash Course Video

Step-By-Step Procedures Sequence

Lecture and notes

TEAM Lesson Plan Day 3

Clear, Specific, and Measurable NOT ACTIVITIES

Aligned with the Lesson Objective

when faced with complex, open-ended, challenging, meaningful and

Crash Course Video

Step-By-Step Procedures Sequence

Lecture and notes

TEAM Lesson Plan Day 4

Summary of the task, challenge, investigation, career-related scenario,

Aligned with the Lesson Objective

Crash Course Video

Step-By-Step Procedures Sequence

Lecture and notes

TEAM Lesson Plan Day 5

Clear, Specific, and Measurable NOT ACTIVITIES

Present a project demonstrating their understanding of the Gilded Age, the

Aligned with the Lesson Objective

Project assignment sheet, project rubric

Crash Course Video

Document B: William Jennings Bryan, 1896 (Modified)

Excerpt from Cross of Gold (speech) by

An Excerpt From Twenty Years at Hull House by Jane Addams, 1910

The Gilded Age Great Thinkers Unit 2 Project

The Great Thinkers of the Industrial Revolution Era:

review day on Monday, and you will have a UNIT TEST ON

Industrial Revolution Great Thinker Project Rubric

Unit 1 Vocab Worksheet

Plessy vs. Ferguson

The Industrial Revolution Lecture Notes (Course Notes)

research + needs of industrial economy- partnership btwn academic +

i)Defenders argued capitalist economy expanding opportunities for

iii)Famous dissidents emerged to challenge ideas: Socialist Labor Party

i)1880s American Federation of Labor created, became most impt

j)Sources of Labor Weakness

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