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Unit 2

Unit 2. Week 2. Homework for the week. Monday 9/23 Cornell Notes: 14.2 Work on essay outline. Find more research to use as evidence. Outline due Friday. Tuesday 9/24 T-Chart from sections 15.1 & 15.2 Block Day 9/25 & 9/26

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Unit 2

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  1. Unit 2 Week 2

  2. Homework for the week • Monday 9/23 • Cornell Notes: 14.2 • Work on essay outline. Find more research to use as evidence. Outline due Friday. • Tuesday 9/24 • T-Chart from sections 15.1 & 15.2 • Block Day 9/25 & 9/26 • Test corrections are Wednesday and Thursday at lunch and during 7th period. • Study Vocab • Essay outline rough draft due on Friday • Friday 9/27 • Look over the peer review comments and work on your essay outline.

  3. Agenda: Monday 9/23 • HOT ROC • Monopoly simulation • How did people amass such wealth at the turn of the Century? (Robber Barons or Captains of Industry?) • Vocab terms • Notes • Below the Surface graphic • Today’s division of wealth

  4. HOT ROC: • Do billionaires have a responsibility to help the poor? • Do millionaires? • Homework Check: Project notes and primary source

  5. Simulation • Business A • 1 volunteer (owner) • Business B • 3 volunteers (shareholders) • Step 1 (August): • Business A, set the price for t-shirts • Step 2 (September): • Business B opens up a store across the street, set the price for t-shirts at store B • Class: Which store will you shop at?

  6. Simulation • Step 3 (October): • Business A, respond to the t-shirt price of Business B • Class: Which store will you shop at? • Step 4 (November): • Business B, respond to the t-shirt price of Business A • Class: Which store will you shop at? • Step 5 (December) • Repeat process • Class: Which store will you shop at?

  7. Business Person A • You own a successful t-shirt shop on Castro Street. You are just one shop but you’ve managed to stay in business because you are the only t-shirt shop on Castro Street. Recently, a t-shirt shop opened up across the street and it’s part of the national chain, Shirt Me Up, that has stores all over the nation. You are worried about losing some of your customers to them but you are willing to cut prices and offer sales if it will keep you in business. • Basics – t-shirts cost $6 to manufacture and you currently sell them for $12. • You need to make at least a $2 profit on each t-shirt in order cover the cost of your rent and pay your employees. • If you lose money for more than a month then you will not be able to pay for your rent. • Task: Respond to the sales ideas from Person B in competitive ways in order to stay open. • Business Person B • You are a local manager for the national t-shirt company, Shirt Me Up, that has stores all over the nation. You are currently managing the new store that just opened up on Castro Street. There is a t-shirt shop already on Castro Street, but you are pretty confident you can drive them out of business since you can draw on money from the national office. • Basics – t-shirts cost $6 to manufacture and your competitor currently sells them for $12. They need to make at least $2 profit on each t-shirt to cover the cost of rent and employees. This is true for you also, but you can lose money for several months in a row because your national office will cover your costs. • Task: Start the competition by telling the shoppers in your group that you are willing to offer t-shirts for $10 and ask if they will shop at your store instead. No matter what your competitor does, respond by offering your t-shirts for less money. It doesn’t matter if you lose money, because eventually they’ll go bankrupt and then you won’t have to compete with them anymore. When they go out of business, raise your prices to $20 a t-shirt.

  8. Big Business and the Government • Horizontal and Vertical Integration • Textbook, page 171

  9. New Vocabulary words… • Mass production – Henry Ford set up the assembly line to mass produce cars. • Corporation: Google, Netflix, Apple. Any company that sells stocks. • Monopoly: Oil and steel industries were both controlled by monopolies at the beginning of industrialization. • Trust: a set of companies managed by a small group known as trustees, who can prevent companies in the trust from competing with each other. If all search engines were controlled by the same people.

  10. Andrew Carnegie$75 Billion Don’t take notes on this section • Andrew Carnegie came from Scotland with his parents in 1848. • In 1861, at the age of 26, he started up the Freedom Iron Company, and used the new Bessemer process for making steel • He formed all of his companies into the Carnegie Steel Company in 1899, which controlled raw materials, manufacturing, storage, and distribution for steel. • Vertical Integration

  11. John D. Rockefeller$192 Billion Don’t take notes on this section • Born in 1839 • His working life started as a bookkeeper • He established one of the first oil refineries • 1870—With partners, forms a business trust: Standard Oil • At its peak, controls 90% of all oil companies • Horizontal Integration

  12. The Gilded Age…1870s-1900 • Where was the most money made? • Was this positive or negative for America?

  13. What would Rockefeller say… • Monopolies are good because we can produce goods at a lower cost to consumers! • Now everyone can have cheap oil and gas. • We use our wealth to benefit others through our charitable donations (philanthropy) • We are captains of industry!

  14. What would the Populists (poor farmers) say? • Monopolies are bad because they control the whole industry and there is no competition over prices. • We have to pay high prices to ship our wheat on the trains! • And these companies pay low wages to their workers! • They are robber barons!

  15. Big Business and the Government: POV Leave Business Alone Limit Business Sherman Anti-Trust Act 1911--Splits Rockefeller’s Standard Oil into 34 companies (A U.S. Court of Appeals found in 2001 that Microsoft violated the Sherman Act antitrust law.) • Laissez-faire • Social Darwinism

  16. Draw a Below the Surface graphic from each point of view… • 1. According to Rockefeller—monopolies are like… • 2. According to the Populists—monopolies are like…

  17. Who are the billionaires (Robber Barons) of today?

  18. Source: Forbes 2013

  19. Do we have robber barons today?

  20. Agenda: Tuesday 9/24 • HOT ROC: Was the rise of industry good for American workers? Thesis statement • Union simulation • Oral Processing questions • Notes on 14.3 with guided reading questions • (if time) begin Historical Inquiry: Why did the Homestead Strike turn violent? • Monday 9/23 • Cornell Notes: 14.2 Tuesday 9/24 • T-Chart from sections 15.1 & 15.2 • Block Day 9/25 & 9/26 • Test corrections are Wednesday and Thursday at lunch and during 7th period. • Study Vocab • Essay outline rough draft due on Friday • Friday 9/27 • Look over the peer review comments and work on your essay outline.

  21. Homework • Read sections 15.1 & 15.2 and complete the following T-Chart: • *Ask your parents how, when, and why did your family come to the US. Place this on the T-Chart as well.

  22. HOT ROC • Using your HW from last night, respond to the following prompt in a thesis statement: • Was the rise of industry good for American workers? Sentence Frame (optional) • The rise of industry (benefitted/harmed) American workers by ___________. However, the overall effect was (harmful/beneficial) because ___________________

  23. Simulation Instructions • The game has six rounds • During each round, you will have a few minutes to decide whether you want to play a green card or a pink card • You may send a representative to talk to other groups about what color each group should play. • Once you decide which card to play, hide that card. Hide your other card in the envelope and place the envelope in the middle of your desk.

  24. Instructions • At the end of each round, all groups will be asked to reveal their cards by quickly holding them up at the same time. • Points will be given in the following manner: • If ALL groups play a green card, every group will receive points. • If some groups play green and some play pink, groups that played pinkwill receive positive points • If ALL groups play pink, every group will receive negative points. • Points +/- 1 Point • The group with the most points wins!

  25. Scoring: After each round, the scores will be tallied on the white board

  26. Procedure Each round Cards & Points If ALL groups play a green card, every group will receive points. If some groups play green and some play pink, groups that played pinkwill receive positive points If ALL groups play pink, every group will receive negative points. Points +/- 1 Point Once you decide which card to play, hide that card under one person’s desk. Hide your other card in the envelope and place the envelope in the middle of your group of desks.

  27. Processing • What emotions did you experience while playing the game? • For those of you who played a green card every time, why did you do that? • For those of you who played a pink card even once, why did you do that? • Why was (or wasn’t) the class able to play the game so that everyone won? • Can you think of something from history or real life that has a similar dynamic to this game?

  28. 14.3 Formation of unions • The green card represented joining a union. • The pink card represented “scabs” or workers who crossed the picket line.

  29. Unions: Attempts to solve the problems of the working class. http://www.youtube.com/watch?v=te9JZhSZUZE Section 14.3 As you watch this video, record at least 6 cause and effect statements. Example: One worker complaining about working conditions won’t change anything  workers organized into larger groups called unions to protest their treatment.

  30. Agenda: Block Day 9/25 & 9/26 • HOT ROC: Union gains and losses • Vocabulary: Strike • Homestead Strike – closer examination • Immigration • Push and pull factors chart – adding to it • “American Land” song and discussion • Why did the Captains of Industry want an immigrant workforce? • HW: • Study Vocab • Essay outline rough draft due on Friday • Test corrections are Wednesday and Thursday at lunch and during 7th period.

  31. HOT ROC: Mixed Success for Unions Read through Section 14.5 • Record at least 2 losses (“setbacks”) and 2 gains that labor unions experienced during this time.

  32. The Homestead Strike • Homestead Steel Mill: owned by Andrew Carnegie • Amalgamated Association: successful labor union formed at the mill • Mill run by Henry Frick • His goal is to break the union

  33. The Homestead Strike • Worker contracts expire in 1892 • Frick tries to lower wages • Workers try collective bargaining to keep wages • Frick refuses to negotiate, locks workers out • The Homestead Strike • Frick hires Pinkerton Detectives to guard mill • “battle” breaks out when they arrive • Largest uprising since Civil War

  34. Historical Inquiry: Why did the Homestead Strike of 1892 turn violent?

  35. Wrap Up • New vocabulary – add strike to your glossary • Based on your experience in the game and what you read in Chapter 14, why might it have been difficult for workers to form labor unions? • Would you have advised an immigrant who had just come to the US looking for work to join a union? Why or why not? • Why might workers have wanted to form labor unions, despite those difficulties? • What was the government’s response to the Homestead and Pullman strikes?

  36. Immigration • Share with your partner what you know about when your family came to the US and why they came. • Open up textbook to p.200 to see the break down of where people have come from.

  37. Immigration from Europe 1st Wave 1870s-1880s: Western and Northern Europeans (German, English and Irish Immigrants 2nd Wave 1890s-1920s: Southern and Eastern Europeans (Italian, Jewish, and Polish immigrants

  38. The Journey Across the Atlantic • Steamships • No windows, little ventilation, one toilet for hundreds of passengers • Steerage class

  39. Arrival in America • Ellis Island and Angel Island • 75% Ellis Island • Chinese and Japanese in Angel Island • Statue of Liberty • “Give me your tired, your poor, your huddles masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door” • ~Emma Lazarus 1883, Jewish-American poet

  40. Ellis Island • Medical Inspections: • “Six-second exam” • Legal Interviews • 29 Questions: What is your name? Age? • “Do you have work waiting for you in the US?” • 20% failed one of these • Hospital • Further interviews • 2% Deported

  41. Beyond Ellis Island: • Many immigrants settle in cities: New York, Chicago, Boston • 1870—25% of Americans live in cities • 1920—50% of Americans live in cities • Immigrants settle near others from their home country • “Ethnic Enclaves” • Tenements: crowded, dirty • Settlement Houses: provide services, such as child care and classes

  42. Homework review & new information

  43. “American Land”- Bruce Springsteen http://www.youtube.com/watch?v=SPIYmjzbK7c • What is this land of America, so many travel thereI'm going now while I'm still young, my darling meet me thereWish me luck my lovely, I'll send for you when I canAnd we'll make our home in the American landOver there all the woman wear silk and satin to their knees*And children dear, the sweets, I hear, are growing on the trees*Gold comes rushing out the river straight into your hands*If you make your home in the American land*There's diamonds in the sidewalks, there's gutters lined in songDear I hear that beer flows through the faucets all night longThere's treasure for the taking, for any hard working manWho will make his home in the American landI docked at Ellis Island in a city of light and spireI wandered to the valley of red-hot steel and fire****We made the steel that built the cities with the sweat of our two handsAnd I made my home in the American land

  44. “American Land”- Bruce Springsteen • There's diamonds in the sidewalk, there's gutters lined in songDear I hear that beer flows through the faucets all night longThere's treasure for the taking, for any hard working manWho will make his home in the American landThe McNicholas, the Posalski's, the Smiths, Zerillis too**The Blacks, the Irish, the Italians, the Germans and the JewsThe Puerto Ricans, illegals, the Asians, Arabs miles from home***-*****Come across the water with a fire down below******They died building the railroads, worked to bones and skinThey died in the fields and factories, names scattered in the windThey died to get here a hundred years ago, they're dyin' nowThe hands that built the country we're all trying to keep downThere's diamonds in the sidewalk, there's gutters lined in songDear I hear that beer flows through the faucets all night longThere's treasure for the taking, for any hard working manWho will make his home in the American landWho will make his home in the American landWho will make his home in the American land

  45. Wrap Up • Why did the “Captains of Industry” want an immigrant workforce? • Ellis Island: (if time) http://www.youtube.com/watch?v=u4wzVuXPznk • (2:12-14:40)

  46. Agenda: Friday 9/27 • HOT ROC: Vocab Quiz • Peer review of essay outline rough draft • Thesis statement analysis practice (if time) • Monday 9/23 • Cornell Notes: 14.2 • *Reminder: Tuesday is the last day to complete the test if a student had an excused absence • Tuesday 9/24 • T-Chart from sections 15.1 & 15.2 • Block Day 9/25 & 9/26 • Test corrections are Wednesday and Thursday at lunch and during 7th period. • Study Vocab • Essay outline rough draft due on Friday • Friday 9/27 • Look over the peer review comments and work on your essay outline.

  47. Understanding Thesis Statements • On the next slide you will be presented with 3 examples of a thesis statement. • For each statement, assign a letter grade (A, B, or C) • For the “A” Grade- explain why.

  48. Thesis Statements • The rise of industry had many positive and negative effects on the United States. • While industrialization at the turn of the twentieth century created social inequalities, overall it created economic opportunities for both workers and industrialists, benefiting the daily lives of most Americans. • The rise of industry at the turn of the twentieth century greatly increased economic opportunities for some of the wealthy elite. However, industrialization negatively impacted a far larger percentage of the population both economically and socially.

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