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24 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 12a, Industrial America: Agriculture, Business, Government, and Labor
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Labor Hall of Fame: A Problem-Based Lesson

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http://rims.k12.ca.us/score_lessons/LabHallofFame/

Description: For Labor Day this year, a new Labor Hall of Fame on the Mall in Washington D.C. is being unveiled. It will record the contributions of labor leaders and unions to the success of America. It will have pictures and a description of the achievements of the major labor leaders in America and their contributions to the success of this great nation. We need your help to make this Hall of Fame a reality. We need exciting and informative museum displays on the major labor leaders put together as quickly as possible. Standards 8.12.6. 8.12.7, 11.2.1, and 11.8.2 This is an excellent activity to prepare for Cesar Chavez Day.

Author: Margaret Hill, History-Social Science Coordinator

Lesson ID: 625

Turn of the Century

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http://rims.k12.ca.us/activity/turncent/

Description: Students will play the role of a historical figure in turn of the 20th century America. They will research important figures on-line to assume the role of that person in order to give a brief speech and participate in a table topic discussion with other important historical figures of the turn of the century. Standards 8.12.4, 8.12.5, 8.12.6, 11.2.1, and 11.2.4

Author: Dede Bartels, Crittenden Middle School

Lesson ID: 1141

Unfinished Business: Making Democracy Work for Everyone, 1877-1904

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http://rims.k12.ca.us/activity/unbusiness/index.html

Description: Theodore Roosevelt has called together five "All Deliberate Speed Committees" to investigate the problems and issues related to civil rights in the late 19th early 20th centuries and to offer solutions. It is your job to advise the President. Standards 8.12.6, 8.12.7, 11.2.8, and 11.2.9

Author: Harold Handy, John F. Kennedy JHS

Lesson ID: 1164

Work, Lyddie! Work!

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http://rims.k12.ca.us/activity/lyddie/

Description: This is a chance for you to find out what it was like to have to work instead of having the chance to go to school. Analyze primary source documents about early factory labor (young women mill workers during the period 1840-1860) showing their hours of labor, ages, reasons for working, and factory conditions. Then read a historical novel about the time, Lyddie by Katherine Paterson. Research modern day labor issues to see if the things faced by Lyddie are really so different today in places where young people do not have the opportunity to go to school. To share what you learned with others, you will write a poem or labor song. Standards 8.6.1 and 8.12.4

Author: Darla Moore, Cucamonga Middle School

Lesson ID: 1286

Building America's Industrial Revolution: The Boott Cotton Mills of Lowell, Massachusetts

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/21boott/21boott.htm

Description: Boott Cotton Mills' buildings (c. 1835) were products of the earliest large-scale industrial planning project in America and were developed by the same industrialists who founded the city of Lowell. Among the planners was Kirk Boott, first agent of the initial textile company in Lowell, for whom the Boott Mills are named. The Boott millyard illustrates the development of a single textile company in the early years of America's Industrial Revolution and how it paralleled the rise and decline of the Northern textile industry. Using primary material from the Teaching with Historic Places site, you will hold a town meeting about building the mill, analyze a primary source about the mill system, and explore the industrial history of your town or city. Standards 8.6.1 and 8.12.1

Author: Stephen Stowell, Lowell Historic Board

Lesson ID: 171

Chicago's Black Metropolis

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/53black/53black.htm

Description: Visit South Chicago today through the Internet. There is a Victory Monument here, celebrating African American contributions to the Allied victory in World War I. Other nearby structures, such as a newspaper building, an office and manufacturing building, and a YMCA, also testify to the presence of thousands of African Americans who came to Chicago's South Side in the early 20th century to fashion a better life for themselves and their families. The search for the history in these places leads to questions about the essence of history itself: What happened here? Why did the place change? What has transformed the site into a historically important place? Standards 8.11.2, 8.12.5, 11.2.2 and 11.10.5

Author: Gerald A. Danzer, University of Illinois at Chicago

Lesson ID: 205

Child Labor in Cotton Mills of the Early 20th Century

http://www.learnnc.org/lessons/johnschaefer952004579

Description: Students look into mill life and child labor in the South in the early 20th century, as part of the story of American industrialization. They will examine a poster from a mill village as a focus and review activity and read a document calling for an end to child labor in Southern cotton mills, especially focusing on ending the employment of females under 14 years of age. Standards 8.12.6 and 11.2.1

Author: John and Victoria Schaefer, University of North Carolina

Lesson ID: 1345

Child Labor: Giving Voice to the Industrial Revolution Through Monologues

http://readWriteThink.org/lessons/lesson_view.asp?id=289

Description: Students explore issues related to child labor, particularly as it occurred in England and the United States during the Industrial Revolution. Selected websites describe (with text, illustrations, and photographs) the conditions under which children labored during the Industrial Revolution. Each student uses information gathered at these websites to prepare and present a monologue in the "voice" of someone involved in the Industrial Revolution's child labor debate in England. After dramatically assuming that person's point of view on the issue, he or she will respond to audience members' questions. Journal entries will further allow for students' reflections on the issue. Standard 8.12.6

Author: Mary E. Shea, Lockport, New York

Lesson ID: 206

Frankish Building: A Reflection of the Success of Ontario, California

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/43frankish/43frankish.htm

Description: The 1870s and 1880s brought the development of agriculture on the dry lands of the West. Many people, believed that the West's barren acres could be profitably farmed if they could be irrigated. Developing irrigation systems took money, however, and most families who wanted to move West had little hard cash. To solve the problem, land developers formed model colonies in which people could buy a share of land. In the San Gabriel/Pomona Valleys of California, one of the best known and most successful colonies owed its beginning to George Chaffey and his younger brother William who formed California's first mutual water company. Note: Students may need some help with the primary documents. Standards 3.3.3, 3.5.1, 4.4.6 and 4.4.7

Author: Brent Heath, De Anza Middle School

Lesson ID: 420

Gilded Age, The

http://artsedge.kennedy-center.org/content/2492/

Description: Explore the history, architecture, arts and culture of American high society in the 1890s-1920s in this three-lesson sequential unit. Using three famous Newport mansions as the focal point of the unit, students learn how the arts and the culture of society developed during the Gilded Age in American history.Standards 8.12.4, 8.12.5, 8.12.6 and 8.12.7 and 11.2.5

Author: Arts Edge

Lesson ID: 266

24 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 12a, Industrial America: Agriculture, Business, Government, and Labor
<-- Previous | Next -->

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