Pō’akahi, 30 Malaki 15

Emigrants-Arriving-Ellis-IslandChemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
1)  Review packet
2)  Immigration to Hawai’i work time

Homework:  Immigration vocabulary due tomorrow; Family Interview write up due Monday 04/06/15.

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Pō’akahi through Pō’akolu, 16 Malaki 15 through 18 Malaki 15

Emigrants-Arriving-Ellis-IslandChemistry of Immigration Project Base Learning Unit

Intro: Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Essential Question:  In what ways has sugar cane affected our island with regards to immigration?

Objections:  Students will know…
—the settlement patterns of immigrants and their influence on American culture.
—immigrantsʻ reasons for leaving their homelands.
—the route immigrant groups too to arrive in Hawai’i
—the importance of immigrant groups with regards to Hawai’iʻs Sugar Plantations.
—how immigrant groups affected Hawai’i with regards to working on the sugar plantations.
—gain a better understanding about immigration and how this event is an important part of history.

Standards:
—Culture (#1, #2, #3, #6, #8)
—Time, Continuity, and Change (#2, #6)
—People, Places, and Environments (#1, #5, #8)
—Individual Development and Identity (#6)

Immigration Project Base Learning Unit:PBL Packet for Students Revised 9-14
—View Ellis Island
—Take notes
—Complete Ellis Island Interpretive Essay

Homework:  Finish Ellis Island Essay.  All essayʻs due into Google Docs or via e-mail by Thursday 03/19/15 at 11:59pm!

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Pō’alima, 13 Malaki 15

writeonIndustrialization (1865 – 1901):  Expository Essay

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Economic systems shape relationships in society.

Essential Question:  How did the United States become an industrialized society after the Civil War?

Objections:  Students will know…
—the various resources that enabled the United States to industrialize quickly.
—the new technologies invented during this era and their inventors.
—how the spread of railroads changed the nation.
—the leading railroad industrialists and evaluate their accomplishments.
—the rise of large-scale businesses and their different forms of organization.
—the key industrialists and financiers and what their role was in shaping the nationʻs economy.
—the changes in retail and the emergence of the advertising industry in the late nineteenth century.
—how industrialization changed working conditions in the United States.
—the rise of organized labor, and the reasons it failed to achieve its major goals.

Standards:
—Time, Continuity, and Change (#6, #7)
—People, Places, and Environments (#1, #4)
—Individual Development and Identity (#2)
—Production, Distribution, and Consumption (#4, #6, #8)
—Science, Technology, and Society (#1, #4, #6)
—Global Connections (#6)

Industrialization:  Industrialization Expository Essay Handout_0315
1)  Finish up essay
2)  Essay due today into Google Docs by the end of your block

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Pō’ahā, 12 Malaki 15

writeonIndustrialization (1865 – 1901):  Expository Essay

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Economic systems shape relationships in society.

Essential Question:  How did the United States become an industrialized society after the Civil War?

Objections:  Students will know…
—the various resources that enabled the United States to industrialize quickly.
—the new technologies invented during this era and their inventors.
—how the spread of railroads changed the nation.
—the leading railroad industrialists and evaluate their accomplishments.
—the rise of large-scale businesses and their different forms of organization.
—the key industrialists and financiers and what their role was in shaping the nationʻs economy.
—the changes in retail and the emergence of the advertising industry in the late nineteenth century.
—how industrialization changed working conditions in the United States.
—the rise of organized labor, and the reasons it failed to achieve its major goals.

Standards:
—Time, Continuity, and Change (#6, #7)
—People, Places, and Environments (#1, #4)
—Individual Development and Identity (#2)
—Production, Distribution, and Consumption (#4, #6, #8)
—Science, Technology, and Society (#1, #4, #6)
—Global Connections (#6)

Industrialization:  Industrialization Expository Essay Handout_0315
1)  Go over essay
2)  Essay work time
3)  Essay due tomorrow into Google Docs by the end of your block

Homework:  Expository Essay due tomorrow into Google Docs by the end of your block; Current Event Worksheet #10  due tomorrow-please tie into economic resources, inventions, transportation, big businesses or unions.

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Pō’akolu, 11 Malaki 15

8hoursday_banner_1856Industrialization:  Unions (1865-1901)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Economic systems shape relationships in society.

Essential Question:  How did the United States become an industrialized society after the Civil War?

Objections:  Students will know…
—the various resources that enabled the United States to industrialize quickly.
—the new technologies invented during this era and their inventors.
—how the spread of railroads changed the nation.
—the leading railroad industrialists and evaluate their accomplishments.
—the rise of large-scale businesses and their different forms of organization.
—the key industrialists and financiers and what their role was in shaping the nationʻs economy.
—the changes in retail and the emergence of the advertising industry in the late nineteenth century.
—how industrialization changed working conditions in the United States.
—the rise of organized labor, and the reasons it failed to achieve its major goals.

Standards:
—Time, Continuity, and Change (#6, #7)
—People, Places, and Environments (#1, #4)
—Individual Development and Identity (#2)
—Production, Distribution, and Consumption (#4, #6, #8)
—Science, Technology, and Society (#1, #4, #6)
—Global Connections (#6)

Industrialization:  Unions
1)  Read Chapter 12 Lesson 4
2) Small and whole group discussion:
—–Why do you think industries made conditions for workers so harsh?
—–Why did workers try to form unions in the late 1800s?
—–How did industrialization affect working conditions and hours?
—–Why do you think companies opposed creating safer working conditions for their employees?
—–What made it difficult for union workers to create large industrial unions?
—–Why were some Americans suspicious of unions?
—–How are labor-management issues typically resolved today?
—–Why was it difficult for unions to achieve their goals in the 1800s?
—–What are some positive and negative aspects of a strike?
—–How were the new industrial unions different from the older trade unions?
—–What set the IWW apart from the AFL?
—–Why do you think establishing a union specifically for women was important?
—–What do you think were the main differences between the workers and employers in the late 1800s?  What about today?

Homework:  Current Event Worksheet #10  due Friday-please tie into economic resources, inventions, transportation, big businesses or unions.

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Pō’alua, 10 Malaki 15

carnegie_steel

Industrialization:  Big Businesses (1865-1901)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Economic systems shape relationships in society.

Essential Question:  How did the United States become an industrialized society after the Civil War?

Objections:  Students will know…
—the various resources that enabled the United States to industrialize quickly.
—the new technologies invented during this era and their inventors.
—how the spread of railroads changed the nation.
—the leading railroad industrialists and evaluate their accomplishments.
—the rise of large-scale businesses and their different forms of organization.
—the key industrialists and financiers and what their role was in shaping the nationʻs economy.
—the changes in retail and the emergence of the advertising industry in the late nineteenth century.
—how industrialization changed working conditions in the United States.
—the rise of organized labor, and the reasons it failed to achieve its major goals.

Standards:
—Time, Continuity, and Change (#6, #7)
—People, Places, and Environments (#1, #4)
—Individual Development and Identity (#2)
—Production, Distribution, and Consumption (#4, #6, #8)
—Science, Technology, and Society (#1, #4, #6)
—Global Connections (#6)

Industrialization:  Big Business
1) Whole class discussion:
—–What advantages do large corporations have over small businesses?
—–Why do many factories run day and night, all year long?
—–What advantage does a big business have when it comes to operating costs?
—–How did consumers benefit directly from the rise of corporations?
—–What draw backs do you think may have been associated with big business
manufacturing from a consumer’s point of view?
—–What new business strategies allowed businesses to weaken or eliminate
competition?
—–How could vertical integration prove to be more efficient and cost effective for both
the producer and the consumer?
—–How did horizontal integration work to consolidate an industry?
—–Horizontal integration was often a successful strategy for strong companies, but what
challenges might it have posed to the company doing the integration?
—–What big American industry has employed both horizontal and vertical integration in
modern times?
—–How did the development of modern manufacturing create the need for advertising
and retail sales?
2)  Complete Big Business_Handout.

Homework:  Current Event Worksheet #10  due Friday-please tie into economic resources, inventions, transportation, big businesses or unions.

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Pō’akahi, 09 Malaki 15

RailroadIndustrialization:  Railroads in the U.S. (1865-1901)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Economic systems shape relationships in society.

Essential Question:  How did the United States become an industrialized society after the Civil War?

Objections:  Students will know…
—the various resources that enabled the United States to industrialize quickly.
—the new technologies invented during this era and their inventors.
—how the spread of railroads changed the nation.
—the leading railroad industrialists and evaluate their accomplishments.
—the rise of large-scale businesses and their different forms of organization.
—the key industrialists and financiers and what their role was in shaping the nationʻs economy.
—the changes in retail and the emergence of the advertising industry in the late nineteenth century.
—how industrialization changed working conditions in the United States.
—the rise of organized labor, and the reasons it failed to achieve its major goals.

Standards:
—Time, Continuity, and Change (#6, #7)
—People, Places, and Environments (#1, #4)
—Individual Development and Identity (#2)
—Production, Distribution, and Consumption (#4, #6, #8)
—Science, Technology, and Society (#1, #4, #6)
—Global Connections (#6)

Industrialization:  Railroads Discussion Questions
1.  How did the transcontinental railroad transform the West?
2.  What was the West probably like before the coming of the railroad?
3.  What effects on the development of the West would you predict the transcontinental railroad to have?
4.  How did the federal government encourage the growth of  railroads?
5.  How did the federal governmentʻs land policies change the United States?
6.  Why were large companies needed to build railroads?
7.  How did railroads become the United Statesʻs first big business?
8.  How did railroad growth and economic growth become so closely interrelated?
9.  How might you evaluate the accomplishments of railroad industrialists?

Industrialization:  Railroads

—Create a web diagram which shows the impact of the railroads during this time.
—Share your web via Google Docs with Mrs. Pico-Lilio during your block.

Homework:  Read Chapter 12 Lesson 3 for tomorrow; Current Event Worksheet #10  due Friday-please tie into economic resources, inventions, transportation, big businesses or unions.

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Pō’alima, 06 Malaki 15

Carnegie-Steel

Industrialization:  The Rise of Industries in the U.S. (1865-1901)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Introduce Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Economic systems shape relationships in society.

Essential Question:  How did the United States become an industrialized society after the Civil War?

Objections:  Students will know…
—the various resources that enabled the United States to industrialize quickly.
—the new technologies invented during this era and their inventors.
—how the spread of railroads changed the nation.
—the leading railroad industrialists and evaluate their accomplishments.
—the rise of large-scale businesses and their different forms of organization.
—the key industrialists and financiers and what their role was in shaping the nationʻs economy.
—the changes in retail and the emergence of the advertising industry in the late nineteenth century.
—how industrialization changed working conditions in the United States.
—the rise of organized labor, and the reasons it failed to achieve its major goals.

Standards:
—Time, Continuity, and Change (#6, #7)
—People, Places, and Environments (#1, #4)
—Individual Development and Identity (#2)
—Production, Distribution, and Consumption (#4, #6, #8)
—Science, Technology, and Society (#1, #4, #6)
—Global Connections (#6)

Industrialization:  The Rise of Industries in the U.S.
–Whole class reading of Chapter 12 Lesson 1 pp. 286-289
–Whole class discussion on the following:
1)  What were two significant factors in the growth of U.S. industry?
2)  Which type of resource do you think was most important to industrialization?
3)  Why has petroleum become one of our most important natural resource need today?
4)  Why wasnʻt petroleum an important natural resource in the past?
5)  Where are most of the worldʻs petroleum reserves found today?
6)  How do these past inventions compare with todayʻs inventions?
7)  Are the past inventions comparable, or are we in an era of different ideas and methods?
8)  How did individual inventors and entrepreneurs contribute to industrialization during this era?
9)  How did laissez-faire ideas contribute to the tremendous economic growth during this time period?
10)  How are the protectionist actions of the government shown in the cartoon (p. 288) a contradiction of the laissez-faire philosophy?
11)  Which group of people might be likely to object to a totally laissez-faire economic policy?

—Complete Rise of Industries Political Cartoon_Handout

Homework: Finish Rise of Industries Political Cartoon_Handout-due Monday; Read Chapter 12 Lesson 2 for Monday.

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Pō’ahā, 05 Malaki 15

54th

The Civil War:  Glory

Intro:
 Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  The struggle for individual rights and equality often shapes a societyʻs politics.

Essential Questions:
—Can the nationʻs union of states be broken?
—Should war be conducted agains both military and civilian population?

Objectives:  Students will . . .
—Assess the strengths and weakness of each region’s economy
—Describe the progress of the war in the west
—Contrast the effect of the war on the economies as well as evaluate the importance of events
—Will gain a better understanding of The Civil War and how this event is an important part of history

Standards:
—Culture (#3, #6)
—Time, Continuity, & Change (#1, #2, #4,)
—People, Places, & Environments (#8)
—Individuals, Groups, & Institutions (#3, #5)

The Civil War:  Glory
—Complete Glory Movie Reflection

Homework:  Current events worksheet #9 due tomorrow-topic to focus on is freedom.

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Pō’akolu, 04 Malaki 15

54th

The Civil War:  Glory

Intro:
 Overview, Attendance, Agenda, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  The struggle for individual rights and equality often shapes a societyʻs politics.

Essential Questions:
—Can the nationʻs union of states be broken?
—Should war be conducted agains both military and civilian population?

Objectives:  Students will . . .
—Assess the strengths and weakness of each region’s economy
—Describe the progress of the war in the west
—Contrast the effect of the war on the economies as well as evaluate the importance of events
—Will gain a better understanding of The Civil War and how this event is an important part of history

Standards:
—Culture (#3, #6)
—Time, Continuity, & Change (#1, #2, #4,)
—People, Places, & Environments (#8)
—Individuals, Groups, & Institutions (#3, #5)

The Civil War:  Glory
—Finish movie

Homework:  Current events worksheet #9 due Friday-topic to focus on is freedom.

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