masthead, closeup of compass

16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 2a, Industry and Urban Issues
<-- Previous | Next -->

Labor Hall of Fame: A Problem-Based Lesson

score logo from SCORE H/SS!

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

score logo from SCORE H/SS!

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

score logo from SCORE H/SS!

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

Americans and the Automobile

http://memory.loc.gov/ammem/ndlpedu/lessons/oralhist/autoset.html

Description: Learn about the meaning of the automobile in American society through the voices of ordinary people drawn from primary sources from the American Memory Collection, American Life Histories, 1936-1940. Using excerpts from the collection, study the role of the auto through interviews that recount the lives of ordinary Americans. Based on these excerpts and further research in the collections, develop your own research questions. Then plan and conduct oral history interviews with members of your community. Standard 8.12.9 and 11.2.0

Author: American Memory Collection, Library of Congress

Lesson ID: 62

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

Conservation Movement at a Crossroads: The Hetch Hetchy Controversy

http://memory.loc.gov/learn/lessons/97/conser1/xroads.html

Description: The debate over damming the Hetch Hetchy Valley in Yosemite National Park marked a crossroads in the American conservation movement. Until this debate, conservationists seemed fairly united in their aims. San Francisco's need for a reliable water supply, along with a new political dynamic at the federal level, created a division between those committed to preserving the wilderness and those more interested in efficient management of its use. While this confrontation happened nearly one hundred years ago, it contains many of the same arguments which are used today whenever preservationists and conservationists mobilize. Standards 11.2.2, 11.2.6, 12.7.5, and 12.10

Author: Michael Federspiel and Timothy Hall, American Memory Project 1997

Lesson ID: 254

Freedom of the Press: Upton Sinclair

http://www.billofrightsinstitute.org/Newsletters/faih/2005-2006/upton.pdf

Description: Upton Sinclair's novel The Jungle showed Americans that writers could change the law, and maybe even the world, by exercising their First Amendment right to freedom of the press. Read excerpts and discuss the book and the rights that enabled its publication. Standard 11.2.1

Author: Bill of Rights Institute

Lesson ID: 1410

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

Gilded Age: Documenting Industry in America

http://oswego.org/staff/tcaswell/wq/gildedage/student.htm

Description: You are a member of a film production studio which has recently been hired to produce a documentary about the Gilded Age. The term "Gilded Age" was coined by historians in an effort to illustrate the outwardly showy, but inwardly corrupt nature of American society during the industrialization of the late 1800's. The documentary will need to highlight the many aspects of society that made up the Gilded Age, including: technological innovation, big business, urbanization, immigration, and reactions to the period. Standards 8.12.1, 8.12.3, 8.12.4, 8.12.5, 8.12.6 and 8.12.7 and 11.2.1, 11.2.2, 11.2.5, and 11.2.6

Author: Thomas Caswell and Joshua Delorenzo, Oswego High School

Lesson ID: 448

16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 2a, Industry and Urban Issues
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.