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16 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 2a, Industry and Urban Issues
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History of American Industry

Description: This activity allows you to become an active historian of an industry or business enterprise of your choice. If the community in which you live or a nearby city has such an enterprise that grew substantially in the latter part of the nineteenth century, you may wish to explore its development, using data available locally. Standard 8.12.1, 8.12.3, 8.12.4, 11.5.7, and 11.7.6

Author: Council for Citizenship Education, Crossroads Curriculum

Lesson ID: 504

How Can Businesses Make Money From Tarrifs?

Description: Investigate the impact fo tarrifs on businesses and consumers during the 1880s by examining political cartoons, and comparing protectionism in different time periods. Determine what impact business has made on special interest legislation supporting tarrifs or other trade restrictions. Standard 8.12.3, 11.2.5 and 11.2.6

Author: Focus on Economics: U.S. History, National Council on Economic Education

Lesson ID: 516

Limiting Trade

Description: Why do nations choose to limit trade? Learn about the different ways to restrict trade and the effects of each of these restrictions, including who benefits and who is hurt by tarrifs. Standards 11.2.5, 12.2.7, 12.2.1 and 12.6.2

Author: Focus on Economics: Geography, National Council on Economic Education

Lesson ID: 668

Mill Village and Factory

Description: Here are two methods for understanding the American Industrial Revolution in a more complete manner. First read the description of a mill village and the poem "Textile Life" on the American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940 exhibit at the American Memory website from the Library of Congress. (Link to the American Life Histories Then search for the exact phrase "Textile Life" and ask the search engine to match those words only.) What parts of the poem seem to apply to the experiences that the mill workers on this website described? How did mill villages differ from community to community? What would have been the best and worst aspects of living in a mill village? How might a poem about textile life written by a textile mill owner be different? Secondly, look at the documents and information about life in the 19th century at the textile mills in Lowell, Massachusetts found on Liberty Rhetoric and the Nineteenth-Century American Woman website at the City University of New York How did the lives of mill workers in the 20th century South compare to the lives of working women in Lowell? Standards 8.12.6 and 11.2.1

Author: Dr. James Leloudis and Dr. Kathryn Walbert, Teaching and Learning in the Digital Age

Lesson ID: 718

Pullman Strike of 1894

Description: The Pullman Strike is remembered as one of the turning points in American labor history. You decide: "Did the federal government behave properly in using force to end the Pullman Strike?" Get inside the actions and motivations of the various parties in the strike by role-playing commissioners who examined different groups involved. You will read and act out expert testimony to the commission as a worker, manager, or resident of Chicago. You will need Acrobat Reader for this pdf lesson but do not need an Internet hook-up in class. Standards 8.12.6, 11.2.1 , and 12.4.1 economics

Author: Jonathan Bassett, Organization of American Historians

Lesson ID: 866

Rockefeller and the Standard Oil Monopoly

Description: Follow the development of Standard Oil monopoly and the reason behind the Sherman Anti-Trust Act. Read the testimony of Rockefeller and evaluate the ruling of the Supreme Court in the trial of Oil of New Jersey vs the United States. Select a modern "tycoon" and compare his/her experience to that of Rockefeller. Standards 11.2.5, 112.2.1, 12.2.5, 12.2.7, and 12.2.8 economics

Author: Carlton Martz, Bill of Rights in Action

Lesson ID: 913

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

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