Tuesday, December 11, 2018

12-11-18 US HIstory

This link will aid you in completing the Cardsort  Article: Labor's Response to Industrial Growth

1. List in chronological order all the major incidents that took place involving labor uprisings and be sure to include the names of specific incidents that ended in violence.

2. What types of unions were organized, and list the founding purpose and people involved?
3. List the things that management did to reduce the power of Unions.

4. List the methods Unions went to to protest unfair/unsafe labor practices.

5, How were the Wagner Act, and the Taft-Hartley Act significant to the Labor unions and the factory owners?


Cardsort Aticle:  Labor’s Response to Industrial Growth (6.1.2)

HOW SUCCESSFUL WERE EFFORTS TO ORGANIZE A NATIONAL LABOR MOVEMENT IN AMERICA?

With increasing industrialization after the Civil War unionism became more and more important. The National Labor Union (NLU), a federation of national and local unions and of city federations, was founded in 1866. Was the first national union. Within two years it had more than 600,000 members. The NLU collapsed in in 1872 as the result of a national depression.
The 1870's was a period of widespread activity, largely because of the terrible working conditions faced by workers after the disastrous economic crisis of 1873. Many unions struck against pay cuts and the replacement of workers by machines. Most employers strongly opposed unions. The struggle between workers and employers often took violent forms. In the Great Railroad Strike of 1877, federal troops had to be used to restore order.
The 1870's saw the creation of the Knights of Labor. The Knights of Labor were a true national union. The Knights admitted both skilled and unskilled workers as well as those of each race. The Knights declined after the Haymarket Square Riot.
In 1886 the American Federation of Labor (AFL) was founded by Samuel Gompers, president of the Cigarmakers International Union. The initial membership of the AFL was estimated at about 140,000 workers grouped in 25 national unions. The AFL was a national federation of independent unions. The AFL concerned itself primarily with organizing skilled workers.
In the Supreme Court case called In Re Debs, in 1895, the court ruled on union strikes. In this case Eugene V. Debs, an American railway union officer and one of the leaders of the Pullman Railroad Car workers' strike in 1894, refused to honor a federal court "injunction" ordering him to halt the strike. Debs appealed his "contempt of courts conviction. At issue was whether the federal government has the constitutional authority to stop railroad workers from striking.
The Supreme Court of the United States, in a unanimous decision, upheld the authority of the federal government to halt the strike. The Court reasoned that the federal government has "enumerated powers" found in Article 1, Section 8, to "regulate commerce ... among the several states," and to establish post offices and post roads. When the American Railway Union struck, it interfered with the railroad's ability to carry commerce and mail which benefited the needs and "general welfare" of all Americans.
While Debs lost the case he did not lose the support of the workers. In fact, Debs ran for President of the United States from his jail cell and millions voted for him!
In 1905 the Industrial Workers of the World (IWW), was organized in Chicago to represent unskilled workers. The IWW never had more than about 100,000 members, who were called Wobblies, but it conducted numerous strikes, many marked by bloodshed, and exerted a major influence on the American labor movement until the early 1920's. In the early 20th century, the first woman workers became members of unions, notably of the International Ladies' Garment Workers' Union (ILGWU).
In 1933 a faction of the AFL led by John L. Lewis calling itself the Committee for Industrial Organizations staged a battle within the AFL for the representation of industrial unions to represent unskilled workers. In 1938 the committee split from the AFL and formed the Congress of Industrial Organizations. The CIO as it was called grew in strength and in 1955 after many years of acrimonious competition the AFL and CIO merges under Lewis' leadership. Today the AFL-CIO is the nation's largest union organization.

HOW DID MANAGEMENT RESPOND TO THE EFFORTS OF WORKERS TO FORM UNIONS?

The terrible conditions faced by industrial workers during the gilded age resulted in the call for the creation of unions. These efforts, however, were strongly, and often violently opposed by management.
Workers efforts to form unions were strongly and often violently opposed by management. Factory owners used a variety of methods such as:
1. Firing union organizers.
2. Placing union organizers on what was known as a blacklist. The blacklist was circulated and those on it would not be hired by other factory owners. The blacklist was eventually made illegal.


3. New hires were forced to sign a yellow dog contract. The yellow dog contract made a new employees promise he would never join a union as a term of employment. This was also eventually made illegal .
4. Factory owners were granted injunctions by the courts. An injunction is a court order barring a certain activity. If the court granted an injunction against a unions activities then the union had to stop that activity.
The courts used the Sherman Anti-Trust Act which made illegal any "conspiracy in restraint of trade" to justify the injunctions. While the Sherman Act was not written with this use in mind the courts who sympathized with management interpreted unions to be a "conspiracy in restraint of trade."
5. Striking workers were often fired and replaced with scabs.
6. The police and hired thugs would use violence to break up strikes and union rallies. In the Great Railroad Strike 26 workers were killed. Most strikers were fired and wages were eventually restored.
Perhaps the most telling event was the Haymarket Square Riot. The Haymarket Square Riot was confrontation between police and protesters that took place on May 4, 1886, in Haymarket Square in Chicago. A strike was in progress at the McCormick reaper works in Chicago, and on the previous day several men had been shot by the police during a riot at the plant. A meeting was called at Haymarket Square on May 4 as a protest against police violence by a group of mainly German-born anarchist workers living in Chicago. The police attempted to disperse the meeting, and in the ensuing riot a bomb was thrown, which triggered another gun battle. Seven policemen were killed and many injured; so were many civilians. Eight anarchists attending the meeting were arrested and charged with being accessories to the crime, on the ground that they had publicly and frequently advocated such violence. They were tried and found guilty on a variety of charges (the identity of the bomb thrower was never discovered); seven were sentenced to death and one to imprisonment. Eventually four were hanged, one committed suicide, the sentence of two was commuted to life imprisonment, and one received a 15-year term. In 1893 the three in prison were pardoned by the governor of Illinois, John Peter Altgeld, mainly on the ground that no evidence had been presented actually connecting the defendants with the throwing of the bomb.

HOW HAS THE AMERICAN GOVERNMENT TREATED UNIONS?

Unions have been a very successful force in winning things for their members. Wages have gone up, hours have gone down and conditions have improved. This was not an easy road however. As we know management strongly opposed unions. What many people do not know, however, is that the government strongly opposed unions for many years as well.
The government positions on unions can basically be broken into three time periods:
1. Anti Union - 1830's - 1932 - During this time the government sided with factory workers as it embraced the Laissez Faire/Rugged Individualist mentality.
  • Courts granted injunctions (court order stopping a certain activity) based upon the Sherman Antitrust Act to stop union activity. The Sherman Act declared any "conspiracy in restraint of trade" to be illegal and the courts felt that unions were such a conspiracy.
  • President Grover Cleveland sent federal troops to break up the great Railroad strike. 26 strikers were killed.
  • President Teddy Roosevelt sent in federal troops to break up the Great Anthracite (coal) strike.
  • In 1914 the Clayton Anti-Trust Act made unions legal but courts continued to grant injunctions and favor management.
2. Pro Union - 1932 - 1945 - During the time the government passed laws that supported union activity. The Depression changed the way people looked at government help and the way we viewed governments responsibility as a whole. The notion of rugged individualism died as did the laissez faire economic philosophy.
  • The National Labor Relations Act (Wagner Act) gave unions allot of bargaining power. It also created the National Labor Relations Board (NLRB). The NLRB had the power to mediate in negotiations and assist unions in gaining fair negotiations.
  • The Wages and Hours Act was passed creating a 40 hour work day and a minimum wage.
  • The Social Security Act was passed providing for government run pensions for all workers.


3. Seeking a Balance -1945 - Present - Since the end of WWII the government has tried to find a fair balance between unions and management. The goal has been to keep a level playing field. Often the government (even the President himself) has acted as a mediator.
  • In 1947 Congress passed the Taft-Hartley Act limiting the actions of Unions and balancing the trend begun by the Wagner Act.
4. Today - Many feel the government has begun to swing the pendulum in favor of management again, what will the future hold...no one knows.
Goals of unions: To negotiate a contract for their members that gain improved wages, benefits and working conditions. These contacts are known as collective bargaining agreements (CBA's)
Methods:
Negotiation - Unions bargain and discuss their wished with management in an attempt to come to a peaceful agreement that they both can live with. This is the art of compromise.
Slow Down - If unions do not get what they want sometimes they tell workers to slow down production to "push" management to give them what they want.
Sick Out - One tactic that might be used is having numerous workers call in sick on one day. This temporarily stops production and is a show of force.
Picketing - Unions will protest outside of the place of work to gain public support and attention.
Strike - This is the last resort, walking out of work. If the workers can hold out long enough they may push management to give them what they want.


Works Cited:
"The Formation of Unions." The Social Studies Help Center. N.p., n.d. Web. 15 Oct. 2013.
"Management Responds to Unions." The Social Studies Help Center. N.p., n.d. Web. 15 Oct. 2013.
"Government Treatment of Unions." The Social Studies Help Center. N.p., n.d. Web. 15 Oct. 2013.
"Unions Methods." The Social Studies Help Center. N.p., n.d. Web. 15 Oct. 2013.

Friday, December 7, 2018

Friday 12-7-18 US HIstory


Students will apply the LINK (List, Inquiry, Notes, Know) reading strategy to both links
Be sure to rewind the videos as needed to get an understanding.Use your chromebooks!

Turn in at the end of the hour.

Industrial Revolution
https://www.youtube.com/watch?v=r6tRp-zRUJs

Westward Expansion
https://www.youtube.com/watch?v=Q16OZkgSXfM

Monday, December 3, 2018

Friday, November 30, 2018

Thursday, November 29, 2018

Leadership 11-29-18

Research the leaders below, and after researching the time and their cause of death, explain in a one page essay why you link historic leaders of the 60's were assassinated during the 1960's and the Civil Rights movement.

JFK
RFK
Malcolm X
Patrice Lumumba
MLK

Wednesday, November 28, 2018

11-28-18 US History


Guided reading literacy activity using a civil war and reconstruction handout

Examine an example of a literacy test used to keep freemen from using newly attained rights


Dr. King spoke of the spoke specifically to life of the former slave after slavery was over.

https://www.youtube.com/watch?v=2xsbt3a7K-8

Tuesday, November 27, 2018

Leadership 11-27-18


Students will us the venngage digital infographic poster site to create a visual poster of 4 leaders that inspire you. The poster must include a picture uploaded to the poster and the reasons why you chose this person. Choose a template this gives you multiple options for editing and uploading images and texts. Use Google images for free pictures for public use.
Link:


Student Sample


Monday, November 26, 2018

11-26-18 Leadership

https://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/

Topics:

Gun Control
Abortion
Education (vouchers-Charter schools)
Stem Cell research
Private property
Immigration
Homeland Security
Global Warming
Economy
Religion


Students will choose 3 topics from the list compiled from the link above. In your groups, you must take a conservative of liberal view of that topic and defend it using known characteristics of a effective leader.


US History 11-26-18

Institutional racism is a pattern of social institutions — such as governmental organizations, schools, banks, and courts of law — giving negative treatment to a group of people based on their race. Institutional racism leads to inequality; sociologists use the concept to explain why some people face unequal treatment or occupy unequal statuses. One historic example of institutional racism is the barring of African-American students from attending certain public schools, which limited the students' educational opportunities and helped prevent them from achieving a status equal to that of others. Institutional racism need not involve intentional racial discrimination. For example, individual judges might intend to impose similar sentences for similar crimes; yet if Caucasian people tend to receive lighter punishments, plausibly institutional racism occurs.
Era 6

Students will analyze the reconstruction events during the Post Civil War Era to better understand the effects of Institutional racism up through 2018.

Monday, November 19, 2018

11-19-18 US History

Complete the Info-graph using the Venngage site from Friday.

The assignment is Due Tuesday. Send the link via email to gwadechs@gmail.com

Friday, November 16, 2018

11-16-18 US HIstory

Using the link https://venngage.com/ Students will chose a comparison template to compare the Causes of the War of 1812, with the causes of the Civil War. Students should select two pictures from google images, and include them in their digital poster. Students should also have at least three causes responsible for each conflict.

Wednesday, November 7, 2018

11-9,11-12,11-13 US History

Students will be working on the handouts from "The Civil War and Reconstruction".

Friday 11-9 the assignment is a LINK activity that should be turned in at the end of the hour on Friday. The handout on the civil war will be used for Monday and Tuesdays assignment. They are due at the end of the hour on Tuesday. No exceptions!

11-7-18, 11-8-18 US History




Using the link below from the Student Dailey News, students will follow the link below and complete the article writing both questions and answers. You will need your laptops. This is due at the end of the hour .

https://www.studentnewsdaily.com/daily-news-article/world-1-world-war-what/

Thursday, November 1, 2018

11-1-18 Leadership

Open the link below and answer the questions that follow. You must write the questions and answers to receive any credit.

https://www.studentnewsdaily.com/editorials-for-students/where-does-the-concept-of-birthright-citizenship-come-from/



This will be an extra credit assignment. If any students lost points on the essay that was due on Monday because of it being late or not following the rubric, this is a great opportunity.

US History 11-1-18



Follow the link below to complete the Students daily news assignment.
Students will answer the questions in Google docs.

This is an extra credit assignment and in order to get the full 50 points,  students must write questions and answers and answer this bonus questions

What would be the impact on immigrants if Birthright citizenship were ended? This is due at the end of class today in order to be accepted.


https://www.studentnewsdaily.com/

Tuesday, October 30, 2018

10-30-18 Leadership

http://listening2leaders.com/shape-quiz-learn-colleagues/




US History 10-30-18

Examine events and leadership under "Era of Good Feelings"

https://www.thoughtco.com/era-of-good-feelings-1773317


While America was undergoing an "era of good feeling" there were many problems lying under the surface. These social ills were attacked many social reformers. This reform movement was led by people who believed that America could do anything if she put her mind to it. One writer called America, "The Israel of our time."


Reformers of the Mid 1800s


Major reform movements existed in the following areas:
A. Women's Rights:
1. This movement led by Elizabeth Cady Stanton and Lucretia Mott held a women's rights conference at the Seneca Fall Convention. At the convention they wrote a Declaration of Women's Rights.


B. Temperance
1. The temperance movement was an attempt to eliminate the evils of alcohol. Mostly the same women involved in the women's rights movement . Led by the American Christian Temperance Union they sought to save the American family by trying to get alcohol declared illegal.
2. They were successful in getting some states to adopt state constitutional amendments banning alcohol.
3. This movement continued until the passage of the 18th amendment in 1920.


C. Education
1. Led by Horace Mann, the great educational reformer, a movement was led to create mandatory public education in America. It was eventually successful.
D. Treatment of the insane
1. Reformers led by Dorothea Dix led the way to more modern treatment of the mentally ill.

Monday, October 29, 2018

10-29-18 Leadership

Essay due Today

Rubric for leadership essay:
Essay must me submitted by email
Total points:125

Grammar = 25
5 Characteristic of leadership Represented in essay = 50 points
2 full pages= 50 points

Late papers deduct- 25 points

US History 10-29-18

Students will complete the following activity using the US History command terms as well as the Expansion and reform study guide.

1. Define the Missouri Compromise.

2. Describe why the South believed that westward expansion was vital to the Souths economy.

3. Explain why Industrial factories of the north were of no economic interest to the south.

4. Justify the South's reasons for wanting Texas added to the union as a Slave state?

5.  Identify 3 reasons the South wanted to wage war with the north?

6. To what extent did the idea of manifest destiny motivate Americans to sell their homes in the East and expand to Oregon and other places out west.

7. Compare and Contrast the Souths economy with that of the north during the Antebellum period.

https://docs.google.com/document/d/1TTojPYbZC7S9IHMSP9QWNMhIPSn7jneyqVZPKeXdBOw/edit

Wednesday, October 24, 2018

10-24-18 Leadership


Students will begin working on a two page typed essay on " The type of leader you aspire to be"

Students must include at least 5 of the 10 characteristics of leaders, and give examples of that type using a person or persons that already personifies those traits.

Use no more than three people for your examples



  • Honesty and Integrity. ...
  • Inspire Others. ...
  • Commitment and Passion. ...
  • Good Communicator. ...
  • Decision-Making Capabilities. ...
  • Accountability. ...
  • Delegation and Empowerment. ...
  • Creativity and Innovation.

Tuesday, October 23, 2018

10-23-18 US HIstory

https://www.history.com/topics/war-of-1812/war-of-1812

Analyze and Describe the events causes and impacts of the War of 1812.

How were the partisan politics of that time similar to those that are occurring today?

Who were the War Hawks, and what did most of them later become?

Which countries were fighting and Why?

Tuesday, October 16, 2018

Leadership Class 10-16-18

Follow the link below, and review the four creative thinking techniques.


https://lateralaction.com/creative-thinking/

Tomorrow's lesson will use the concepts explained in the link

Friday, October 12, 2018

Wednesday, October 10, 2018

10-10-18 US History

http://www.ushistory.org/declaration/revwartimeline.html

Use the above link to complete the timeline.

Leadership Class Thursday October 11th 2018


5th Hour Leadership class
Students will complete the Color hunt reflection essay using the Discussion points as a guide

US History Thursday 10-11-18 1/2 Day

US History 2nd Hour and 6th Hour

Students should use the link below to complete the time lines that were given out in class yesterday. They will need their Chromebooks!

http://www.ushistory.org/declaration/revwartimeline.html

Thursday, October 4, 2018

Leadership 10-4-18

Student should make sure all group activities and reflection papers are in binders.

These are the Five activities completed.

High School Leadership Lessons Communication:

Fact or Fiction
Listening Skills
Personality Types
Promote It
Put it Together

US History 10-4-18

Compare and and Contrast the Maps of 1754 and the Map of early 1600's

Please describe in detail the similarities and differences of the physical and political features of the maps

Examine the effects of the proclamation line of 1763, and how it helped push the colonists into rebellion against the British Empire.

Tuesday, October 2, 2018

Leadership 10-2-18

Students will write a one page reflection on yesterdays activity dealing with personality types.
This is the last reflection for the unit on Communication

Please include the roles that you had as well as how it helped you to become a better communicator.

10-2-18 US History

Map Activity Colonial America


What were the names of the first settlements of the early colonists and where were they located? Briefly describe each settlement and its time period on a separate sheet of paper









Which colonies are now apart of the United States of America?


Which Mountain range is closest to the 13 colonies?


What's the name of the ocean nearest the colonies?

Create a map legend that distinguishes the New England, Middle and Southern Colonies from each other, as well as symbols representing mountains and settlement locations, bodies of water.
s Interactive." MrNussbaumcom 13 Colonies Interactive Comments. N.p., n.d. Web. 21 Sept. 2017.

Wednesday, September 26, 2018

US History 2nd and 6th Hour Thursday Sept. 27th

Students will view the Link on The Colonization and Settlement of North and South America. Students will take notes using the LINK method.
Begin the video at the 28:00 minute mark
List
Linquire
Notes
Know
The Colonization and Settlement of North and South America Link:
https://www.youtube.com/watch?v=fRrYG4IE0C4

Monday, September 24, 2018

US History 9-24-18

Students will use 3 of the US History Command terms to generate questions from ERA 1

When Three Worlds Meet

Explain

To What Extent

Justify

Examine

Compare

Contrast

Discuss

Define

Distinguish

Identify

Describe

Analyze

Monday, September 17, 2018

US History 9-17, 18

All US History "Classes Constitution Day"


Watch  the link bewlow before starting the lesson


https://www.youtube.com/watch?v=RnVmIrAiQB8

Compare and Contrast the Articles of Confederation to the US constitution. After comparing the main points of each, explain which document favored states rights more and why?


https://www.usconstitution.net/constconart.html

In observance of "Constitution Day", Students will explain in your own words, why the Bill of Rights are essential to America's Freedoms. Explain each amendment, and give an example of how it would protect you in todays society.

Link to Bill of Rights

http://oll.libertyfund.org/pages/1791-us-bill-of-rights-1st-10-amendments-with-commentary