Gilded Age Assignment 12/1 and 12/2

The Gilded Age – please answer all questions with a separate piece of paper

Textbook: http://www.ushistory.org/us/index.asp

Click on 36: The Gilded Age: http://www.ushistory.org/us/36.asp

1.       What was the Gilded Age?

2.       What is corruption? Why was it part of the Gilded Age?

36.a Go to this page now: http://www.ushistory.org/us/36a.asp

3.       What did the Pullman Car company produce?

4.       Why was the Transcontinental Railroad important?

5.       What is Manifest Destiny?

6.       What kind of immigrants worked on the railroads?

7.       What is the significance of Promontory Summit?

8.       Why was there a need for government to regulate railroads (Interstate Commerce Commission)?

36.b Go to this page (John D. Rockefeller): http://www.ushistory.org/us/36b.asp

9.       Who was John D. Rockefeller? What company did he control?

10.   What is a captain of industry? What is a robber baron? Are they really just the same thing?

11.   Why was oil such an important part of industrialization?

36.c Andrew Carnegie: http://www.ushistory.org/us/36c.asp

12. Who was Carnegie?

13. Why was Carnegie’s background important to him? Do you think this had to do with his giving/charities?

36.d JP Morgan: http://www.ushistory.org/us/36d.asp

14. What type of things did Morgan invest in? Why was he so powerful?

15. Was Morgan necessarily a bad guy?

37.e: New  Attitudes toward wealth: http://www.ushistory.org/us/36e.asp

                16. What is Social Darwinism?

                17. What is the Gospel of Wealth?

                18. What is meant by the “American Dream” according to this section?

EXTRA CREDIT: Columbia World’s Fair - http://xroads.virginia.edu/~MA96/WCE/title.html

19. Why was the Chicago Fair so important and popular?

20. Also, research H.H. Holmes here: http://www.inquisitr.com/2329164/who-was-hh-holmes-meet-the-serial-killer-leonardo-dicaprio-will-bring-back-to-life/ How was HH Holmes able to take advantage of the fair?

Day Two (11/10) and Day Three (11/12)

1) The topics and sources are meant to guide you on your research

2) Assign roles to each student (read this to consider how you would like to assign these roles). One student will have to volunteer to record what is done each day. However students will be responsible to keep a journal of what they did over these two days and turn them into me at the end of Day Three.

3) Start doing research on your topic and compile a list of sources you will use for your presentation and essay. .org and .edu websites are almost always acceptable, but please check with Mr. Randall before using a source.  If you would like to use Wikipedia to familiarize yourself with the topic, go down to the resources section and check to see if there are any worthwhile sites. Do not cite Wikipedia, and Google is never cited either (google is a search engine, where you "land" from google is the source/site).

4) At the end of Day three, give me a rough draft, outline, or plan of your presentation and essay.

Thanks,

Mr.Randall

Industrial Revolution Project

The class will be divided into 5 groups. The groups will research one of the following: the telephone, the gramophone, the automobile, steel, or the textile industry. There will be 5 days of computer use in class.

The group will be responsible for (3) Journals, (1) timeline with agenda of each day, one (2) two page essay, and a presentation.

Instructions for Essay (35 points)

2 pages, typed, double-spaced. 12 point, Times Roman font. Citations in the same style you use in English class (minimum 1).

The purpose of this essay is to attempt to answer the investigative question: Why was this industry the most beneficial to Americans? You will need to introduce your topic in the context of the aftermath of Reconstruction. What was the state of the nation at this time period? What necessities led to the invention they are discussing? Who were the major players who introduced the new technologies? What major events surrounded the creation of those inventions?

Be sure to include quotes from interviews, books, or articles in their essays. Also be sure to refer to primary and secondary sources, quoting or describing them in support of your argument.

Your essay will be graded with THIS rubric

Instructions for Presentation (35 points)

Presentations may include but are not limited to the use of PowerPoint, Prezi, poster boards, videos, audio recordings or other methods approved by the instructor.

Each team member should participate in the presentation and explain the team’s research methods and work procedures. The presentation should attempt to answer the investigative question. Each group should take questions at the end of their presentations.

The presentation will be graded using the rubric from the Civil War project (without the number of slides requirement)

Group 1: Telephone

Observe A.G. Bell’s telephone patent notes and make predictions about the subject and year they were produced. What device are these notes referring to? Who might these notes be going to? What is the purpose of writing this information down? What year was this made?

This circular from 1879 details the controversy surrounding the true inventor of the telephone. Read an discuss the following questions at your table:

·Who was the true inventor of the telephone?

·Why did it matter who was granted the patent?

·What was at stake if one man lost the patent?

·How were telephones used in everyday life?                    

Group 2: Birth of the Recording Industry: Berliner’s Gramophone

This chart by Emile Berliner details the parts of his Gramophone. Browse his scrapbook to see how an inventor pieced together his work.

Here you can listen to one of the earliest sound recordings available at  the Library of Congress.

·         What type of jobs might have been created with the introduction of sound machines?

·         How were gramophones used in everyday life?

Group 3: Automobile

Here you can browse through pictures highlighting how the Ford car evolved over the years. This cartoon of a horse crying while riding in a car suggests the end of horses as the primary means of travel. Analyze the cartoon. This drawing shows that the idea of the ‘car’ goes back to the early 19^th century.

·         Why did the models of Ford’s cars change over the years?

·         Who was most affected by the change from horses to cars?

·         What type of person worked for the automobile industry?

·         How were cars used in everyday life?

Group 4: Textiles

Analyze this cover of Harper’s Weekly showing a woman working in a factory. What is meant by the title? What might ‘New South’ mean? Does that give us any clue to when this might have been made? Analyze the working conditions and the child labor of the 19^th and 20^th centuries here:

·         What were the dangers of working in a textile factory?

·         How were textile products used in everyday life?

Group 5: Steel

Read this brief detail of steel in Pittsburgh. Andrew Carnegie built his wealth with his steel company and here students can read a brief biography of the magnate. This timeline of The Homestead Strike of 1892 displays the unrest and unfair treatment in the Pittsburgh steel companies. This sheet music shows what the common man thought of working conditions in the factories. The Pullman Strike of 1894 was carried out by railway workers protesting lower wages and unfair working conditions. President Cleveland supported the Pullman Company and sent in federal troops to break up the strikes.

·         What were conditions in a steel factory like?

·         How was steel used in everyday life?

Day One

Day One -

Step 1

Read American Industry after Reconstruction using the article “America at the Turn of the Century” (paper copy given to you)

Step 2

Each group should analyze their primary source using the primary source analysis tool. Each group should have one sheet per source. Students should fill out the sheet completely, recording what they know, the questions they have, and ideas about how to answer those questions.

Step 3

Each group should select one member to give a brief presentation of one of their primary

sources, selected together by the group. Students from other groups should be encouraged to ask questions about the primary sources on display. This is not a big deal, you just have to explain what the source shows to the class.

French Revolution Movie Project

Here is the assignment:

French Revolution Movie Project – Due Friday October 2nd

20 points summative, 20 formative

Movie Poster – Color, Non-Notebook Paper

Cast List – Typed, Double Spaced or done in color on non-notebook paper

2 Page Script – Typed, 12 Pt Double Spaced

1 Page Plot Summary – Typed, 12 Pt, Double Spaced

Turn in list of who did what in the group (3 to 4 students)

Here are MANY resources that can help you with journey:

• Modern Western Civilization 10: The French Revolution: Origins 
  Read these class notes about the origins and causes of the French Revolution from an intellectual, social and political viewpoint.
  
  
• Fact Monster: French Revolution 
  This encyclopedia entry covers the origins of the revolution, the Estates-General and the National Assembly, the Revolution of 1789, factionalism and war, the Revolution of 1792, and more. NOTE: This site includes ads.
  
  
• Liberty, Equality, Fraternity: Exploring the French Revolution Explore this site to learn more about the French Revolution. This site includes many images, maps, and translated documents from revolution time. You can also listen to songs from the time period by clicking on "Browse" and then choosing a song.
• PBS: The French Revolution This PBS site explains the French Revolution and includes comments from experts. There is also information about Napoleon.
• British Newspaper Coverage of the French Revolution Read these primary documents that show how the British press reported on events of the French Revolution.
• Fact Monster: Reign of Terror 
  Read this encyclopedia entry about the Reign of Terror. NOTE: This site includes ads.
  translate link
• The French Revolutionary Calendar 
  This site explains the calendar adopted at the revolution time. The site also includes information on how to count years and converting a Republican date to a Gregorian date.
  translate link
• ThinkQuest: Freedom or Death 
  This site is a school-oriented site and gives introductory information on different aspects of the French Revolution. It covers why and how the Revolution occurred, how it was lived, celebrated, resisted, condemned, and suffered by men and women whose hopes and aspirations were hardly different from their 20th-century counterparts. Resources such as letters, poems, speeches, diaries, newspaper articles, songs and videos are included.
  translate link
• History Channel: French Revolution 
  This site includes an interactive timeline and interactive game which test knowledge of revolution-related words. Teachers should review the site before using in classrooms. NOTE: This site includes ads.
  translate link
• The French Revolution Resources 
  This site has many resources for the classroom such as worksheets created by teachers, activities, mind-maps, and summary of events. NOTE: This site includes ads.
  translate link
• Answers: List of People Associated with the French Revolution 
  Find out about people involved in major events of the French Revolution. NOTE: This site includes ads.
  
  
• YouTube: Crash Course World History: The French Revolution 
  This 11 minute "crash course" video includes most of the important details about the French Revolution. NOTE: This site includes ads. NOTE: This site includes a message board.
  
  
• eThemes Resource: Country: France Learn more about the country of France and its culture, geography, holidays, language, regions, and more. Take virtual tours of the Palace of Versailles, the Eiffel Tower, and the famous Louvre Museum. Includes royalty-free images, 360-degree panoramic views, a live Webcam you can control, and lots of factual information, plus a list of recommended children's books about France. An eThemes Resource on the Statue of Liberty, a gift from France, is included.
• eThemes Resource: Famous People: Marie Antoinette These websites are about Marie Antoinette, the Bourbon Queen who was beheaded during the French Revolution. There are biographies, portaits, and timelines, and historical information on important people and events in the turbulent times in which she lived. Included is an eThemes resource on the French Revolution.

Here is the rubric from which I will grade:

Assignment	5	4	3	2	1
Poster	Quality (Color, Title, Creative)	Satisfactory	Average	Needs Improvement	Poor
Cast List	Quality (Typed or creative)	Satisfactory	Average	Needs Improvement	Poor
2 Page Script	Quality (Typed or creative)	Satisfactory	Average	Needs Improvement	Poor
1 Page Plot Summary	Quality (Typed or creative)	Satisfactory	Average	Needs Improvement	Poor

Student Survey

DO THIS SURVEY

Study Guide

Here is the study guide for the final exam. Answer on paper as I don't know the computer availability when we are doing the final.  The document will continue to be updated so check back. I will make a note when it has been updated.


WORLD HISTORY STUDY GUIDE

Iran - Iraq War

Reading here Iran-Iraq War

Iranian Revolution

Today:

We will review Iraq and the rise of Saddam Hussein

Next we will  look at the Iranian Revolution that happens next door to Iraq in 1979.

Here is a reading on the Iranian Revolution

Here is a Crash Course video on Iran!

We will answer the following questions:

1) Review: How did Saddam take power in Iraq?

2) Why was oil important for Saddam?

Iranian Revolution

1)Why was there a revolution in Iran?

2) What type of revolution was it?

3) What role did the United States play in the Revolution?

4) How was this related to the Cold War?

Saddam's Rise to Power

Reading Friday (read 15 minutes silently)

Friday and Monday, you will be making a comic strip of how Saddam Hussein rose to power in Iraq. If you need more than what we read already, here are some resources about Saddam's Rise to Power:

CNN's story of Saddam's Rise to Power

BBC's Saddam's Rise to Power

Very brief PDF article about Saddam's Rise.

Colored pencils are over on the side of the room as well as markers, please put everything back neat. You do not need to draw well, I am more interested in the story than the art. Please have it ready to share on Tuesday.

Links:

How to make a comic strip:

Vietnam Comic Strip

Part of a Cuban Missile Comic Strip

4/29

Complete this worksheet on Iraq

4/28/15

Today you will be reading THIS article on the end of the Cold War:


Answer the following questions:

1) What did the end of the Cold War mean to the United States?

2) Did the United States actually win the Cold War?

3) Do you think terrorism (9/11) has impacted us as much as the Cold War?

Thanks

4/23 and 4/24

4/23 Administer Checkpoint
In both periods, students are to use the answer document (the bubble sheet) to answer the questions related to the Test.  The essay questions should be answered on the back. When the students are done, they can go to Randallhistory.blogspot.com and do the work for today and tomorrow.

If periods are quiet and do not talk during the test they will be given two points extra credit SUMMATIVE. MUST BE A GOOD SUB REPORT FOR BOTH DAYS.

4/24 Cold War review

1)     For the first 20 minutes, students are to silent read for reading Friday.  They can use their computers to read as long as they are reading and not facebooking.

2)     Go to http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/

In the section labeled “End of Cold War” have students do “Revise” and “Test” for Prague Spring, Détente, and the Collapse of Communism.

3)     Next, They should do the section labeled “Summary activities.” They can do all four, but the End of the Cold War is the most important.

4)     After, they can do fling the teacher. There are three now: 

Role of Gorbachev,:
http://www.activehistory.co.uk/fling/quizzes/gcse_coldwarend_gorby/quiz.htm

External Factors Fling the Teacher

Internal Factors Fling the Teacher

(have students do all three - they can work together if they chose but they need to be working not goofing off)