Monday, November 18, 2013

Primary Source Document Activity: DUE THURSDAY 11/21 (B) and FRIDAY 11/22 (A) BE PREPARED TO PRESENT

Select and Search 10 images regarding the following below:

  1. Triangle Shirtwaist Factory Fire
  2. Progressive Era / Progressive Movement / Progessive Era Reforms
  3. Muckrakers Of The Progressive Era (Jacob Riis, Lincoln Steffens, etc)


QUESTIONS (Bring in 10 visuals on the Progressive Era)
  1. Explain what each image represents. (1 paragraph)
  2. Compare the images to today's society and what conclusions can be drawn. (1 paragraph)


Example Links:

Monday, September 30, 2013

Politcal Cartoon Interpretation HW Due 10/ 8(B day) - 9(A day)



 
As industrialization spread in the late 1800s, American businesses grew in size and complexity. A few businesses, such as
John D. Rockefeller’s Standard Oil Company, became giants. Rockefeller worked to control all aspects of oil production. Standard Oil drove rivals out of business and dominated the U.S. oil industry. Critics were alarmed at the wealth
and power the company possessed. The cartoon below appeared in Puck magazine on September 7, 1904

Please answer the following questions!

1. Why do you think the cartoonist used an octopus to represent Standard Oil?


2. Which buildings is the octopus grabbing? What is the message the cartoonist wants to
convey?
3. How do you think the artist wanted people to react to this cartoon?


Bosses of the Senate
This frequently reproduced cartoon, long a staple of textbooks and studies of Congress, depicts corporate interests–from steel, copper, oil, iron, sugar, tin, and coal to paper bags, envelopes, and salt–as giant money bags looming over the tiny senators at their desks in the Chamber. Joseph Keppler drew the cartoon, which appeared in Puck on January 23, 1889, showing a door to the gallery, the "people’s entrance," bolted and barred. The galleries stand empty while the special interests have floor privileges, operating below the motto: "This is the Senate of the Monopolists by the Monopolists and for the Monopolists!"
Keppler’s cartoon reflected the phenomenal growth of American industry in the 1880s, but also the disturbing trend toward concentration of industry to the point of monopoly, and its undue influence on politics. This popular perception contributed to Congress’s passage of the Sherman Anti-Trust Act in 1890.

 
Interpret the "Bosses of the Senate" cartoon and write a 1 page paper summary. Include text support via book/ internet sources.
 
 

Political Cartoon
 

 1. What image suggest Rockefeller's wealth and power?
2. how does this depiction of Rockefeller contrast with his position as a generous philanthropist?

See page 469 in the text
 

The Rise of Big Business

http://www.fasttrackteaching.com/burns/Unit_3_Industry/Review_Inventors_Industrialists.html
http://www.fasttrackteaching.com/burns/Unit_3_Industry/U3_Vocabulary.html


Please answer the following questions below.

Tuesday, September 24, 2013

Section I - The Fight for the West - page 438 -443 Due: 9/30 & 10/1

Bring in pictures and explain the significance of each of the following.

1. Sitting Bull
2. George Armstrong Custer
3. Chief Joseph
4. Geronimo
5. Battle of  Little Big Horn
6. Dawes Act

The American West -Chapter 13, pages 436 - 453 Due: October 7th and 8th, 2013


Task:

This performance task will count as a test grade.

 

It is said that you cannot understand someone until you walk a mile in their shoes.  You are living in the West in the late 1800’s.  Choose from one of the following people:

 

1. Native American Plains Indians

2. Miner

3. Railroader

4. Rancher/Cowboy/Vaquero

5. Farmer

6. Vigilante in a Boom Town

7. Immigrant Railroad Worker

 

Write a three minute speech that you will present to the class describing what life is like for you.  Visual aids must be used in your presentation.  Some ideas for visual aids are but are not limited to:

1. Dress up in costume the day of your presentation

2. Bring in artifacts or props that relate to your character

3. Bring in a poster with photographs and pictures

4. Build a model

5. Create a Powerpoint Presentation

 

*You must have at least three different sources for your project, and they must be listed for the teacher to see on your written report. 

 

The speech you present may be in the form of an interview or an acting skit.  Your presentation may include but is not limited to the following information:

1.  What is a typical day in the life for you?

2.  What kinds of foods do you eat, and how do you get your meals?

3.  Where do you live, what kind of shelter?

4.  What is the weather like where you live?

5.  Why did you move West?  What are your goals and dreams?

6.  What do you do in your leisure time? 

7.  Where do you see yourself in ten years from now?

8.  Is life hard for you?  Do you plan on getting help from anyone?

Thursday, September 19, 2013

Classdojo.com Daily Behavioral Records

Hello parents!

Your son/daughter will be receiving their access codes to our class dojo that records their bahaviors during the class period. With the access code you are able to create an account that allows you to review their weekly status.

Thanks :)

Wednesday, September 11, 2013

 
Welcome to Ms. Manning's Blog
 


My Goal:

Is to teach every child by capitalizing on each student’s individual strengths and interests.

 
 
 Parents
Hello parents and guardians.  Welcome to my website.  I created this website to foster three way communication between your child, you and myself. You can reach me in several ways:

Email: lue.manning@pgcps.org and school phone.

Helping Your Student Be Successful in High School

In high school young people are developing emotionally, intellectually, and physically.  Parents can help their children be successful students by encouraging them in the following ways:
  • Create a quiet space for homework to be completed. A place free from disruption and fully stocked with supplies (pencils, pens, paper, stapler, tape, calculator, etc.) is ideal.
  • Communicate with students about their homework, and what large projects and tests are up-coming.
  • Keep a family routine concerning dinner, homework, and TV.
  • Remember that intrinsic motivation leads to greater creativity. Allow students to try a variety of activities in order to find their true interests.
  • Encourage students to keep trying when faced with a challenge. Remind students that parents and teachers are available to provide extra help.
  • Encourage children to read if they want to improve their scores on standardized tests. The best way to improve reading comprehension and vocabulary is to read a lot.
  • Help children set realistic goals and work toward them systematically. Also, no matter what the goal (making a sports team, improving academic grades, or learning a new skill) remind children that the journey is as important as attaining the goal.
  • Allow adolescents some freedom yet, stay involved in their lives. We all learn through experience and sometimes failure is the best teacher.
  • Praise adolescents for their contributions to family, school, and community. This conveys a belief in their accomplishments and helps to build a positive self-image.

Homework # 3 Due Wednesday, September 18, 2013

From the link provided, print 10 pictures of the "reconstruction era" and explain what each represents.

https://www.google.com/search?q=images+of+the+reconstruction+era&bav=on.2,or.&bvm=bv.51773540,d.aWc&biw=1093&bih=522&pdl=300&wrapid=tljp1378917715984030&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=X50wUqz6DpG6yAGozoHIAQ#hl=en&q=reconstruction+era&tbm=isch&um=1

Welcome to Ms. Manning's class website!

I am your United States History teacher at Friendly High School. This year, I will be teaching United States History, from Reconstruction to present. You can visit this site to access the course syllabus, study guides, class work, and home work assignments.

 
If you have any questions, feel free to contact me or schedule a coach class session. I would love hearing from you! My weekly coach class session is from 2:30 – 3:30 on Thursdays, but I am available anytime by appointment. All of my contact information is available on the syllabus.

To All Parents

If you have any concern please contact me via email at lue.manning@pgcps.org . Thank you :)

Tuesday, September 10, 2013

Quarter 1: Lesson Outline

Welcome to our U. S. History course!

·         This is a semester-long 9 unit course.  Here is the breakdown of the units:

·         Click a subpage to further explore the topic and download:

-          power points

-          study guides

-          assignments

Lesson 1
Reconstruction Amendments
Lesson 2
Reconstruction Politics
Lesson 3
Social Consequences of Reconstruction
Lesson 4
Rise of Industry
Lesson 5
Technological Advances and the Growth of Big Businesses
Lesson 6
An Age of Big Business

Course Syllabus 2013-2014 School Year


Syllabus
9th Grade U.S. History , 2013-2014

Ms. Manning Room 218  

Class Requirements
·         Class Text
·         Blue/Black Pen
·         Notebook
·         Paper
·         Construction Paper
·         Folder with Prongs
·         Poster Board(s)
 
Classroom Website:
All assignments, due dates, and important information will be posted here.
 
Class Format:
Usually project-based.  Class discussion is also prevalent (so you need to be prepared, you need to engage, and you need to participate). Also, some lecture, power points, videos, web-based assignments, group projects, interpretation of primary and secondary documents, and in class essay writing.
 
Procedures:
·         Assignments:  To receive full credit, all homework assignments must be turned in by the end of class on the assigned due date.  If you are absent, assignments may be turned into me one week after receiving it.  Late work will be accepted, although a percentage of total points will be deducted.  Assignments turned in one class period late will be deducted 30%.  Late assignments turned in more than one class period late will be deducted 50%.
·         Absences:  It is your responsibility to arrange to make up work within three class days (MTW) after you return.   Work not made up will result in a zero being recorded.  If you are absent, it is your responsibility to check the class website for materials and assignments that you have missed.
·         Leaving Class:  In order to leave class you MUST sign-out.  As per school policy, In addition, I will issue you a pass to your destination. 
·         ‘Free Time’:  If you have extra time after completing an assignment, you can do the following. (1.) Read over your work and make sure you have completed the assignment correctly. (2.) Read silently at your desk.  No talking or disruption of class will occur during this time.
·         Extra Credit:  Extra credit opportunities may be given at my discretion. Extra credit cannot be made up. 
·         Academic Dishonesty:  I have a zero tolerance policy for plagiarism/cheating of any kind.  If you are caught cheating, you will receive an automatic zero on the assignment with no chance to make it up.
·         Food and Drink:  All food and drink is prohibited.
·         Electronics:  All electronics are strictly prohibited as per school policy.  This includes cell phones, tablets, MP3 players, and headphones.
·         Seating Chart:  You will be expected to stay in your designated seat for the duration of class.  If you need supplies, you are welcome to grab them, but do not talk to friends on your way. 
·         Like-O-Meter:  I will be keeping up with your good and bad conduct.  Each time you do something good you will receive a point whereas each time you misbehave you will be deducted a point.  This will count for participation/extra credit.
Rules
·         Be Respectful:  Keep talking to a minimum, use positive conversation, raise your hand, be tidy, stay seated, keep your hands to yourself.
·         Be Achieving:  Work on assigned tasks, ask for help when needed, turn assignments in on time.
Tests
·         There is a test/quiz after each chapter or unit. Tests are usually matching and multiple choice questions, with some short answer and/or essay questions. Students are informed of test dates at least one week in advance and a study guide may be provided. There are in-class review activities, both as a class and individually. There will be a semester final.
Expectations
Students should bring to class everyday their textbook, assignments, notebook/folder with paper, pen and pencil, and be on-time. Remember, no gum, candy, or any other food or drink is allowed in class.  Minor rule infractions will be handled in-class. Major infractions will be referred to the office and follow the student handbook guidelines.
Homework
Typically, homework assignments come from questions out of the textbook, worksheets, and map assignments. An analysis paper will be assigned during the 2nd Quarter.
Late-work
Unless specified on the assignment, all late work will receive a deduction of one letter grade for each day past the due date. After four school days, a maximum of ½ credit can be earned. For excused absences, everyday the student is absent, he/she has that many days past the original due date to turn in the assignment for full credit. Special circumstances will be handled on an individual basis.
Grading Scale:
·         90-100             A
80-89               B
70-79               C
60-69               D
60-Below         F