Recent Changes

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Unit 8 Web
Analyze lyrics to the following song to students. Its title is and it was one of the most popular labor movement songs of the late 19th century.
1 Twelve hours a day, there’s no reason
I have no say, nor do my children
2 We stand today, against indifference
For better pay, despite resistance
3 We will not give in, not this time
There is nothing left, but our pride
4 The day has come, for our inclusion
We have the right to form a union
5 The Civil War has finally ended
The working class has ascended
6 We will not give in, not this time
We have to prevent our decline
7 The movement unfolds, as unions surface
We can’t unite, in common purpose
8 Soldiers shoot at us with their rifles
Innocents die, but not their struggle
9 We will not give in, not this time
We cannot forget those who’ve died
After the students have reviewed the nine short verses, ask them to make a list of issues that workers had, including concerns they had about resistance they were facing. Underlined words/phrases can be used to focus student work; for example, “the working class has ascended” refers to the dramatic increase in the number of factory workers – from 1.5 million in 1861 to 3.5 million by 1900. Students can refer to their text to locate information that expands on the issues they identify. Use the internet to find proof of the underlined words.
2. Use the text or internet to identify Progressive governmental reforms and their effects.
Progressive Governmental Reforms
Reform
Effects
primary elections
initiative
referendum
recall elections
secret ballot
women’s suffrage
city manager form of government
commission form of government
3. Have students investigate the beliefs and actions of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey. Have them create a graphic organizer that illustrates the recommendations made and actions taken by the three men to address racial inequality in America.
4. Describe the causes, patterns, and contributions of immigration in the late 19th - early 20th century.
Push
Pull
Patterns (Where did the different ethnic groups settle?)
Contributions (What did they add to "American")
(What did each group add to the definition of "American"
5. Memorize this chart.
{progressive.jpg} progressive.jpg

Pre-Civil War
Civil War and Reconstruction
Immigration

unit 6 web
1. Watch the following video and type notes from the information presented.
http://www.youtube.com/watch?v=H6YKr5vU5aY&feature=player_embedded
2. Look at the list of the “Civil War First” items. Tell students that the Civil War is often considered to be the first modern war, and that they will be looking at some of the “firsts” that occurred during the era. Discuss with students their ideas about “old” wars versus “modern” wars.
Have each group review the items in their envelope, and then work together to create categories under which the items can be classified. All items must be accounted for. Ask students to use their categories to create a Venn Diagram comparing the difference between old and modern wars.

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unit 6 web
1. Watch the following video and type notes from the information presented.
2. Look at the list of the “Civil War First” items. Tell students that the Civil War is often considered to be the first modern war, and that they will be looking at some of the “firsts” that occurred during the era. Discuss with students their ideas about “old” wars versus “modern” wars.
Have each group review the items in their envelope, and then work together to create categories under which the items can be classified. All items must be accounted for. Ask students to use their categories to create a Venn Diagram comparing the difference between old and modern wars.
After completing their categorization activity, have students review the items and select specific items for the following:
Most interesting
Most surprising
Most humane
Most sad
Most devastating
Most applicability to civilian life
Discuss student categories and “awards” as a class. At the conclusion of the discussion, have students write a brief paper that contains the following introductory stem :
“The best evidence that the American Civil War should be designated the first modern war in history is…”
Civil War Firsts‍Civil War Firsts
workable machine guns
steel ship
successful submarine
“snorkel” breathing device
press corps in battle areas
conscription
bread lines
Presidential assassination
organized medical and nursing corps
photography of battle
railroad artillery
blackouts and camouflage under aerial observations
cigarette and tobacco tax
commissioned Army chaplains
Department of Justice (Confederacy)
Electrically exploded bombs and torpedoes
fxed trenches on a large scale
flame throwers
repeating rifles
revolving gun turrets
the bugle call “Taps”
income and withholding tax
periscopes
telescopic sights for rifles
U.S. Secret Service
U.S. Navy Admiral
wire entanglements
wide-scale use of anesthetics
aerial reconnaissance
Army ambulance corps
hospital ships
Ironclad navies
land-mine fields
legal voting for servicemen
long-range rifles for general use
Medal of Honor
military telegraphs
military railroads
naval torpedoes
black U.S. Army officers
3. Complete the following pre-assessment to students, directing them to write “North” or “South” next to the item. When reviewing items, ask students to explain the reasons why they associated an item with the North or the South.
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4. R.A.F.T. papers provide a simple framework that helps students focus their thinking and written expression. Students assume a specific role and use a given format to present information to an identified audience. Allow students to select one of the following to demonstrate their knowledge and understanding of unit topics. (Additional options may be added at the discretion of the teacher.)
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5. Direct each group to use class and media center resources and complete the following tasks for each site
1. Location
2. Date of event
3. Brief synopsis of event
4. Importance of event
6. Look at the map of the southern states at the end of the Civil War and have them identify, label, and color key the five military districts the South was divided into by the Reconstruction Act of 1867.
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{http://www.enchantedlearning.com/usa/label/south/labelsouth.GIF} Southern US states to label
Southern US states to label
7. Complete the following crossword puzzle
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Early National Period
Pre-Civil War
Civil War and Reconstruction

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Introuduction: We will discuss in class.
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1. Complete a First Word Activity, using the term sectionalism. This strategy offers teachers the opportunity to quickly preassess student’ knowledge based about the time period. WIKI
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2. Provide students with the following list of slang terms that originated during the Civil War Era. Ask them to identify (or guess) at their meaning.
Civil War Slang. WIKI
chief cook and bottle washer
greenhorn
sheet iron
snug as a bug
bread basket
sawbones
greenbacks
skedaddle
Arkansas toothpick
hornets
fit to be tied
blowhard
horse sense
fit as a fiddle
hunkey dorey
uppity
scarce as hen’s teeth
played out
toeing the mark
wallpapered
Hard case
goobers
bluff
whipped
jailbird
number one
hard knocks
bully
been through the mill
fresh fish
3. Look at the chart for the Causes of the Civil War. Direct students to simply enter a check if the event should be classified under the causes of the war that are listed across the top of the chart. When done, conduct a discussion with students where they justify the associations they made. Ask them to analyze their charts and determine which of the causes was the most influential/responsible for bringing on a war. WIKI
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teaching 4
4.Look at the chart below for important vocabulary terms or phrases from the unit, such as the one that follows. Students are to complete the middle and last column by recording definitional information and them drawing a memory clue. WIKI
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Constitution
Early National Period
Pre-Civil War

Revolutionary War
Constitution
Early National Period

{Unit_3_web.jpg} Unit_3_web.jpg
1.Read pages 98-103 in the text and create a chart showing the pros and cons of the Articles of Confederation.
2.Venn Diagram: Articles of Confederation Versus Constitution
3.Discuss with students the meaning of compromise and consensus and explain their significance to the Constitutional Convention. Explain that the Constitution is often referred to as “a bundle of compromises.” Identify the major compromises (Great Compromise, Three-fifths Compromise, Slave Trade Compromise) and have students read text pages 106-107 to identify the issue and solution for each compromise. (11.3.2)
4. Review the viewpoints of the Federalists and Anti-Federalists over the ratification of the Constitution and complete a data chart
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teaching 5
5. Read the passages, determine whether the speaker was a Federalist or an anti-Federalist and underline the statement or statements which led them to draw that conclusion. You can use the chart as a template(11.3.4) WIKI
Name
Anti-Federalists or Federalists
Statement of Proof
James Wilson
Edmund Pendleton
Patrick Henry
John Smilie
James Wilson: The gentlemen tell you that they expect the States will not possess any power. but, I think there I reason to draw a different conclusion. Under this system their respectability and power will increase with that of the general government. I believe their happiness and security will increase in still greater proportion.
In order to keep republics together, they must have a strong binding force, which must be either external or internal. The situation of this country shows, that no foreign force can press us together; the bonds of our union ought therefore to be indissolubly strong.
It is meant that the general government will destroy the government of the States, I will admit that such a government would not suit the people…But that description does not apply to the system before you. This, instead of placing the state governments in jeopardy, is founded on their existence. On this principle, its organization depends; it must stand or fall, as the State governments are secured or ruined…
What is the interest of the whole, must, on the great scale, be the interest of every part. It will be the duty of the State, as of an individual, to sacrifice her own convenience to the general good.
If then they have unlimited power to drain the wealth of the people in every channel of taxation, the system must be too powerful for any single State, or even for a combination of the states, should an attempt be made to break and destroy the yoke of domination and tyranny which it will hereafter set up. The money which has been raised from the people, may be employed to keep them I a state of slavery. If, under such circumstances, the several States should presume to assert their un-delegated rights, I ask again what balance remains with them to counteract the misuse of power of so powerful a superior?
Edmund Pendleton: An objection is made to the form: the expression “We, the people” is thought improper. Permit me to ask the gentlemen who made this objection, who but the people can delegate powers? Who but the people have a right to form government?
If the objection be that the Union ought to be not of the people but of the state governments, then I think the choice of the former very happy and proper. What have the state governments to do with it? Were they to determine, that people would not, in that case, be the judges upon what terms it was adopted.
It is the interest of the federal government to preserve the state governments; upon the latter the existence of the former depends. The Senate derives its existence immediately from the state legislatures; and the representatives and the president are elected under their direction and control; they also preserve order among the citizens of their respective states, and without order and peace no society can possibly exist. When, therefore, the federal governments, I wonder how any gentleman could conceive an idea of a possibility of the former destroying the latter.
Patrick Henry: Here I would make this inquiry of those worthy characters that composed a part of the late Federal Convention…I have the highest regard for those gentlemen; but sir allow me to demand – What right had they to say, “We the people”?... Who authorized them to speak the language of “We, the people” Instead of “We, the states”? States are the characteristics and the soul of the confederation. If the states are not the agents of this agreement, it must be one great consolidated national government of the people of all the states.
It was expressly declared in our Confederation that every right was retained by the states, respectively, which was not given up to the government of the United States. But there is not such thing here. You, therefore, by a natural and unavoidable implication, give up your rights to the general government.
If you give up these powers, without a Bill of Rights, you will exhibit the most absurd thing to mankind that ever the world saw –
government that abandoned its powers of direct taxation, the sword, and the purse. You have disposed of the to congress, without a Bill of Rights – without check, limitation, or control..
John Smilie: It is fair and reasonable to infer that is was contemplation of the framers of this system to absorb and abolish the efficient authority and independent powers of the several states in order to invigorate and enlarge the general government. Here we find the right of making laws for every purpose is invested in the future governors of America, and in this included the uncontrolled jurisdiction over the purses of the people. The national government may take from the people just what they please.
6. Have students answer the following questions using the copy of the Constitution that begins on page 130. ( 11.3.5) WIKI
Identify the Article, Section, and Clause of the Constitution that can be used to prove or disprove the following statements.
Members of the House of Representatives must be at least thirty-five years old.
Each state has one senator.
If there is a tie vote in the Senate, the Vice President may vote.
Impeachment trials are held in the House of Representatives.
Congress has the power to borrow money.
Congress has the power to declare war.
Congress has the power to create courts.
Congress may not appropriate funds for the military for more than two years.
The President is elected by the Electoral College.
Only natural-born citizens may hold the office of President.
The President must appoint at least nine cabinet officers.
Persons accused of breaking federal laws are entitled to a jury trial.
Treason is the only crime defined in the Constitution.
Amendments can be repealed.
Constitutional amendments can be proposed by state legislatures.
Senators have always been directly elected by the people.
7. Have students compare the Virginia Declaration of Rights with the Bill of Rights of the U.S. Constitution and complete a chart that illustrates the similarities and differences. (11.3.1, 11.3.5) WIKI
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teaching 10