-How do we think like an Historian?
-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"
1. Homework Check
- Outlines on Opportunities/Opportunist and The Grange/Railroads from Wednesday night.
-Video questions from the Trans-Continental Railroad Video last night.
2. A list of the Wealthiest Americans according to the New York Times
3. "Modern Colossus of (Rail) Roads," 1879 Activity
Cornelius "the Commodore" Vanderbilt is shown towering over his rail empire and pulling the strings to control its operations. The sign reads "all freight leaving the seaboard MUST pass here and pay any tolls we demand."(Library of Congress)
- The entire class will break into 3 groups.
- Each group will take ONE question below in the "Thought Questions" Section
- Your goal is to work together to find the answer (you should use the resources below, but you can do extended research if you want), BUT you must provide an argument (thesis) AND provide EVIDENCE to support your argument. Create a GOOGLE DOC so that you all can contribute to answering this question and please share me on this doc. You are a team so act like one and work like one please.
- The group will present TUESDAY (5 minutes). Consider it a GROUP GRADE!!! Presentation Rubric
- Use the following resources to answer these 3 questions below:
Railroad Thought Questions - You may use the textbook as well as the links above to help you develop your answers.
- What role did railroads play in U.S. economic development?
- Why did railroad construction boom after the American Civil War?
- How did men like Vanderbilt come to control the nation's rail lines?
Homework:1. Please continue to work toward your group's question and be ready to share with the ENTIRE class tomorrow. You will have 10 minutes at the start of class to discuss with your group to make sure you are on the same page and prepared to give an ENGAGING presentation. Each group will have 5 minutes to present their case tomorrow and providing EVIDENCE to support your thesis/argument. Due Tuesday.
U.S. HISTORY I - Periods 4, 5, and 6:
-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776?
Themes: Mercantilism, Independence, Revolutions
1. We will continue to review the Causes of the American Revolution slideshow
A Timeline and Key Terms - Great Resource for students!
2. Additionally, we will continue the investigative hunt on The Boston Massacre using the SOAPS Activity and your small group discussions. The alternative viewpoint.
3. We will complete all of the acts that build colonial resentment toward helped in the Causes of the American Revolution Packet.
1. Please read Chapter 4 - Section 2 - "Ideas Help Start a Revolution" pages 103-108 complete pages 3&4 on the Causes of the American Revolution Packet.
International Studies - Period 4
1. Is peace sustainable?
2. What are Human Rights?
3. Can the United Nations enforce international policy of human rights?
Themes: Peace Day, Global Awareness, United Nations, Human Rights
1. We will continue to examine the United Nations using the UN Website and a UN slideshow.
2. Ban-Ki-Moon - Secretary-General of the United Nations
3. United Nation Resources:
United Nations History
United Nations Multimedia Room
1. None, enjoy your weekend.
2. From Thursday and Friday: You should finalize what is in the news today on the United Nations? Go out and find UN related websites that will help you fully understand the role it plays in the world. What major meetings are going on at the UN today and who is speaking? Why is this meeting very necessary in the world right now? Be prepared to present this information tomorrow in a round-table discussion.