An+Economic+History+of+the+United+States

Focus: To evaluate the effectiveness of economic policies the 1970-1980's Presidents.
 * Class 24: Friday 5/13 (Green) Monday 5/16 (Purple)**

Activities: 1. Using the last two pages of the attached document- read and understand the economic policies of the Presidents 2. Class evaluation 3. Prep for test
 * PAPER DUE FOR ALL SECTIONS ON FRIDAY**

Homework: Test both sections -Tuesday 5/17- See below review guide- you need to access this document using your school gmail account Review Guide Progressive- Conservative

Focus: Conservative Resurgence 1970's-1980's
 * Class 23: Thursday 5/12 (Both Classes)**

Activities: 1. Ford, Carter Presidential - answering the attached video guide media type="youtube" key="pyN5LPHEQ_0" width="560" height="315" 2. Reagan Revolution- answer the questions on the second media type="youtube" key="2h4DkpFP_aw" width="560" height="315" 3. Using the attached worksheets- describe the economic policies implemented by Nixon, Ford, Carter and Reagan.

Homework: Historiography Paper due tomorrow Friday 5/13 Test for both sections- Tuesday 5/17

Survey- You are required to take- if you miss this class you need to make up this survey!! Evidence vs. reasoning
 * Class 22: Tuesday 5/10 (Green) Wednesday 5/11 (Purple)**
 * Focus:**

Activities: 1. Survey 11th Grade 2. Great Society Essay work- you need to be in your Wellesley gmail to access and you need to cut and past this into a new document Outline- Great Society

Essay due Friday both sections- 2:30 Test next Tuesday 5/17 both sections
 * Homework:**

Focus: What is the evidence and reasoning? Difference between using historical scholarship as evidence and as a reasoning?
 * Class 21: (Green) Friday 5/6+ Monday 5/9 and (Purple) 5/9**

Activities: 1. Using pages 5+6 Essay packet- IF YOU ARE ABSENT YOU NEED TO SEE ME ABOUT THE ESSAY!! 2. Green block only- watched the attached youtube under class 20 (See below)

Historiography Paper is due Friday both sections by 2:30 Test on second half of Economic history- Both section Tuesday 5/17
 * Homework**:

To what extent did the New Deal provide relief, recovery and reform to the American people? What is a back-up dancer -using historical scholarship in reasoning? What constitutes as evidence when writing.
 * Class 20: Tuesday 5/3 and Wednesday (Green) Thursday 5/5 (Purple)**
 * Focus:**

Activities: 1. Working in groups write claims based on the historical perspective your group was assigned (Commanger or Flynn) 2. Working in groups receive direct teaching on the last two questions listed under focus and complete below worksheet 3. Socratic Seminar- Purple only

Homework: Green (assigned Wed) due Friday 5/6 - Read the annotate the first five pages of the attached packet

Purple- Read the above article (Evaluating the Success of Great society) Pages 1-5 AND watch the below clip of the documentary and take notes f media type="youtube" key="rDeBd1j7sCM" width="560" height="315"

To what extent did the New Deal provide relief, reform and recovery to the American people?
 * Class 19: Monday 5/2 (Both Classes)**
 * Focus:**

1. Finish conclusions about FDR and New Deal 2. Read two different perspectives about the New Deal 3. Working in groups of three write a claim that addresses the focus question based on the author assigned,
 * PURPLE ONLY**

Activities: 1. Go over causes of the Great Depression 2. Working in groups using the attached information on the New Deal create a poster that captures how the new deal provided Relief, Recovery and Reform 3. Present poster
 * GREEN ONLY:**

Homework: Complete the socratic seminar prep= Due Tuesday 5/3 for **Green** If you did not finish Purple- we will be presenting our Socratic Seminar information this Thursday 5/5


 * Class 18: Thursday 4/28 (Green) Friday 4/20**
 * Focus:** How did the economic conditions of the 1920's culminate in the Great Depression?

Activities: GREEN ONLY 1. Finish Causes of Great Depression stations 2. Begin to go over Causes

Homework: Due Tuesday 5/3 for BOTH Read the articles by Califano and Will and answer the attached socratic seminar prep

How did the economic conditions of the 1920's culminate in the Great Depression?
 * Class 17: Wednesday 4/27 (Green and Purple)**
 * Focus:**

GREEN BLOCK: Activities: 1. Finish presenting out the Progressive Era reforms 2. Share out and take notes answering : How did the relationship between government and the people change during the Progressive Era? 3. Divide into groups and begin to take notes on the Causes of the Great Depression

PURPLE BLOCK: 1. Complete station activity on Causes of the Great Depression 2. Share out causes

Homework for both sections: Due Thursday Green Due Friday Purple Read and take notes on attached LBJ assignment

Focus: How did the relationship between government and the people change during the Progressive Era? How did the economic conditions of the 1920's culminate in the Great Depression?
 * Class 16: Tuesday 4/27 (Green and Purple)**

Purple Only: 1. Go over Progressive Powerpoint 2. Present Progressive findings from yesterday 3. Causes of Great Depression
 * Activities:**

1. Progressive powerpoint 2. Read progressive reforms
 * Green only-**

Write your note below

3. Jigsaw- findings

Homework: Both Classes Read and annotate the below reading- Due in TWO classes (Purple- Due Friday 2/29) (Green Due Thursday 2/28)

Focus: What was the Populist legacy on the shifting size and scope of the national government? Activities: 1. Go over populist packet 2. Get out Progressive Packet and note taking chart
 * Class 15: Friday 4/15 (Green)**

Homework: None- Enjoy break

Who were the Populists? What was the Populist legacy on the shifting size and scope of national government?
 * Class 14: Thursday 4/14 (Both Green and Purple)**
 * Focus:**

Activities: 1. Using computers complete the Populist party powerpoint and corresponding questions- 2. Poster Carousel 3. De-Brief

Homework: None

To what extent should the events at the Homestead strike tarnish Carnegie's reputation? Who were the Populists?
 * Class 13: Tuesday 4/12 (Green) Wednesday 4/13 (Purple)**
 * Focus:**

Activities: 1. Finish watching Carnegie documentary and answer questions (see attached questions under class 12) 2. Begin Populist powerpoint- answer questions on attached worksheet

Homework: No homework


 * Class 12: Friday 4/8 (Both Sections)**

Activities: 1. Test on Economic History- Founding - Gilded 2. Second half of class watch- American Experience- Andrew Carnegie- Richest Man in the World and answer attached video guide questions

Homework: None

How did labor respond to the growing power of corporations and to what extent were they effective?
 * Class 11.5( Half day) 4/6 (Both Sections)**
 * Focus:**

1. Spend class time going over chart completed for homework -Labor organization and Union- See below for notes (On both unions and the strikes)- Note you should have notes on the strikes you took individually- cross reference my notes with yours
 * //Green Only://**

//**Purple Only:**// 1. Read from pages 474- 478- Reading about corporation power Brief Notes: - Corporations consolidated power through horizontal and vertical integration - Corporations consolidated power through trust, pools and monopolies -Government attempted to curb power through creation of ICC and Sherman Anti-Trust act (Both ineffective)

Homework:
 * Purple- Read your assigned union and take notes in chart**

Study for test (Both)

Focus: How did labor respond to the growing power of corporations and to what extent were they effective?
 * Class 11: Tuesday April 5th (Green) Thursday April 7th (Purple)**

Activities: 1. Read from pages 474- 478- Reading about corporation power Brief Notes: - Corporations consolidated power through horizontal and vertical integration - Corporations consolidated power through trust, pools and monopolies -Government attempted to curb power through creation of ICC and Sherman Anti-Trust act (Both ineffective)

2. Read the first page of below packt providing an overview of Labor in Gilded Age

3 Listen to James Green- The Haymarket Riot Haymarket Riot 4. Assigned one of the three unions to read and complete section of chart Homework: Read your assigned union and answer questions on the chart

Attached below is the google link to the review guide- YOU MUST BE ON YOUR WELLESLEY HS ACCOUNT TO ACCESS LINK Review for Assessment

Focus: How does America become a great Industrial Nation?
 * Class 10: Monday April 4th (Both Classes)**

Activities: 1. Complete the powerpoint- received hard copy of this powerpoint last class 2. Share out the questions from homework 471-474 3. Socratic Seminar

Homework: Starting on the fourth page of packet "A" read the sections highlighted "One, Two and Three." In packet "B" write notes in the first three rows of the chart for "one" "Two" and "Three" Packet A Packet B

How does America become a great Industrial nation?
 * Class Nine: Thursday 3/31- Green Friday 4/1- Purple**
 * Focus:**

Activities: 1. Review west activity- Go over larger summary from the assignment yesterday 2. Brainstorm- On a SPOP write the answer focus question 3. Go through powerpoint-

4. Break into groups and answer the questions last night's homework (471-474)

Homework: Due Monday 4/4- Socratic Seminar Using the Entrepreneurs Reading- prepare for socratic seminar using the below worksheet

Focus: Evaluate the role the federal government had in building/settling the West. How does American expansion/settlement in the West fit within the concepts of individualism v. collectivism?
 * Class Seven: Wednesday 3/30 - Both**

1. 15 minutes working in station groups complete to prepare for informal discussion 2. Discussion about above worksheet and White article 3. Meet with assigned partner and answer the below three questions: a. How did the White article and the station activity reinforce any existing idea(s) you had about the West/Westward settlement? b. What was something new learned about settlement of the West? c. What was the main takeaway form the White article and the station activity?
 * Activities:**

One person from each partnership submit responses

Homework: Read pages 471-474 of the below packet. You do not need to annotate- only answer the question at the bottom of each page.

Evaluate the role the federal government had in building/settling the West. How does American expansion/settlement in the West fit within the concepts of individualism v. collectivism?
 * Class Six: Tuesday 3/29 (Both)**

Activities: 1. Complete station activity- Station activities:
 * If you are absent you need to get to schedule a time to come to my class and read the documents associated with the station activity.**

3. Using the remainder of class time begin to complete the below worksheet

Homework: Read and annotate

Activities: 1. Hang posters around the room and complete the attached poster sheet 2. Share out findings 3. Purple- Get Settlement of the West handout- see class five for electronic copy
 * Class Four: Thursday 3/24(Green) Monday 3/28 (Purple)**

Homework: Due Wednesday 3/30- Read and annotate attached article Make sure that the Richard White Article is read and the questions are answered

ON TUESDAY 3/20 PURPLE BLOCK WAS CANCELLED! Focus: Graph the actions of national gov't/state gov't//private individuals AND the impact it had on the economic opportunities for individuals and the welfare (well-being) of the people.//
 * Class Three: Monday 3/19 (Green) and Wednesday 3/21 (Purple)**

Activities: 1. Using class time have students graph the focus

Homework: Complete the graph if you did not complete in class

//**Class Two: Friday 3/18 ( Green and Purple)**// //Focus:// //Graph the actions of national gov't/state gov't//private individuals AND the impact it had on the economic opportunities for individuals and the welfare (well-being) of the people.

Activities: 1. Receive a hard copy of the powerpoint below and working in groups graph the focus of lesson

Homework: None

Focus: What role should the national government play in shaping the economy?
 * Class One: Thursday 3/17 (Green and Purple)**

Activities: 1. Present the below presentation- only got through half of the slides 2. Go over Jefferson v. Hamilton Reading Hamilton not Jefferson

Homework: None