The Labor Movement: Discussion on "The Jungle"

Agenda:

1. Review discussion protocol (if you were absent today, make sure you select a passage from Chapter 1-7 that highlights a theme (or central idea) of the novel.

2. Discussion on Chapters 1-7 of Upton Sinclair's The Jungle

3. Fill out self-assessment form on video discussion from yesterday (topic: "Muckraker Video Discussion") & today's conversation (topic: "Discussion on Chapters 1-7 of The Jungle")
NOTE: fill it out twice!

4. Introduction to "Modern Muckraker" Project

HW: Read "Modern Muckraker" Project description and write down clarifying and probing questions (this will be linked by the end of the school day)

The Labor Movement: Progressive Era/Muckraker Wrap-Up

Agenda:

1. Fill out "Speaking and Listening: Active Participant" self-assessment for the "making meaning" discussion HERE

2. Discussion on videos (Progressive Era/Muckrakers): what did you learn about the gilded age, the progressive era, and the muckrakers? 

3. Song Analysis: Babies in the Mill (1960s, written by Dorsey Dixon)


WRITING REMINDER: "Making Meaning from Historical Photographs" reflection is due on Monday, Nov. 3 

READING REMINDER: Read to p. 69 by Thursday, Oct. 30 (be ready for a text-based discussion in class on Thursday)

The Labor Movement: Visual Analysis Reflection

Agenda:

1. Replace the Writing Prompt in your "making Meaning" doc with the following:

Using examples from the photograph you analyzed in your group, and one additional image from the "Labor Movement: Muckraker", explain the three methods of visual analysis, and how each contributes to a greater understanding of the historical photographs? From an historical perspective, what do these images tell us about this time period in US History?  

The Labor Movement: The Gilded Age and The Muckrakers, Day 4

AGENDA:

1. FairPoint Communications Strike (Article from PPH)
2. Visual analysis groups: finish protocol - analyze photograph on p. 13 of the "Labor Movement: the Muckrakers" document
3. Fill out "Speaking and Listening: Active Participant" self-assessment HERE
4. Video discussion: what did you learn about the gilded age, the progressive era, and the muckrakers?

WRITING REMINDER: "Making Meaning from Historical Photographs" reflection is due on Wednesday, Oct. 29 (select one additional photograph to use as an example)

READING REMINDER: Read to p. 69 by Thursday, Oct. 30 (be ready for a text-based discussion in class on Thursday)

The Labor Movement: The Gilded Age and The Muckrakers, Day 3

Agenda:

1. All students must fill out this BOOK NUMBER FORM before leaving class! If you are not on THIS LIST, then this means YOU!

2. Review Visual Analysis Protocol

3. Analyze Muckraker Images using the protocol. (Angie and I will assign each group 2-3 images)



HW: Flipped Classroom - For Monday, watch and take notes on The Progressive Era (up to 18:05),  Crash Course US History: The Progressive Era  (entire video) & The Emergence of Modern America: The Progressive Era (entire video) - 60 Min. Total


FOR NEXT THURSDAY: Read to the end of Chapter 7 (page 69) in The Jungle

The Labor Movement: The Gilded Age and The Muckrakers, Day 2

1. Review expectations, standards, and protocol for text-based discussions.
2. Text-based discussions on the assigned readings/photos.
3. Distribute copies of The Jungle
4. All students must fill out this BOOK NUMBER FORM before leaving class!

The Labor Movement: Introduction to the Gilded Age and The Muckrakers

1. Work on Blog Post #1
2. Introduction to the Gilded Age & The Muckrakers
3. In table groups, divide up and read these sources on the Gilded Age and the Muckrakers - take notes! As a group, review the photos of Jacob Riis and Lewis Hine.
4. In table groups, share your notes on the Gilded Age and the Muckrakers - prepare for large group discussions tomorrow.

Labor Movement: Concert debrief & blog setup

1. Review unit descriptor (questions?)
2. Set up blogs:

• 1. Go to blogger using this link > BLOGGER
• Sign in using your Baxter Academy google account (if you have yet to join google+, please do so when prompted)
• Click the "Create Blog" button (upper left corner I believe)
• A pop-up window will appear. Complete the following three steps in the pop-up window:
• Step 1: name your blog using the following format - "[your name]'s Humanities Blog"
• Step 2: enter your blog's address using the following format - "BAhumanities10-[firstnamelastname]" - if you have any spaces in the address, or if it's too long, blogger will tell you that the address is already taken - just take a few letters off your last name and it should work; 
• Step 3: select the "simple" template and click the "create blog" button at the bottom of the pop-up window.
• Congrats! You now have a blog! However, you still have one more VERY IMPORTANT step - click "view blog" at the top of the page (this will take you to your actual blog page); next, copy your url and email it to me with the following subject line: "blog url Hum 10B/10C/10D"
• Ok now you're really done...except that now you need to publish your first blog entry...

3. Debrief of concert & review of The Preacher & The Slave
4. Please write and publish your first blog post using the prompt below:

Based on your experience at Friday's concert and your interpretation and analysis of the song, "The Preacher and The Slave," please reflect on and answer the following questions:

What is/was the role of music in the labor movement? How does Joe Hill's song, "The Preacher and the Slave" illustrate that role? Use evidence from the lyrics of the song, as well as your own experiences at Friday's concert, to answer these questions. There is no length requirement, but you will be assessed based on THIS WRITING RUBRIC.

Introduction to the Labor Movement, Day 2

Agenda:

1. Labor Movement Unit Descriptor (read and generate questions for Monday)
2. Debrief videos in pairs/table groups - generate additional themes and questions
3. Share out
4. Answer the question: "What is a labor union and what does it do?"
5. Song Analysis: The Songs of Joe Hill
6. Questions for the Panel


“Once upon a time, wasn't singing a part of everyday life? As much as talking, physical exercise, and religion. Our distant ancestors, wherever they were in this world, sang while pounding grain, paddling canoes or walking long journeys. Can we begin to make our lives, once more, all of a piece? Finding the right songs and singing them over and over is a way to start…. And when one person taps out a beat while another leads into the melody. Or when three people discovery a harmony they never knew existed or a crowd joins in on a chorus as though to raise the ceiling a few feet higher then they also know there is hope for the world.“                                                 
-Pete Seeger


Reminder: We will leave the building at 12:30 tomorrow. Please MAKE SURE you are in the Great Room at 12:25 sharp!

HW: Read the Unit Descriptor and generate clarifying and probing questions for Monday!

The Labor Movement

1. Introduction: Labor Movement Unit (Unit Descriptor by Thursday)
2. KWL (the "K" part) and essential questions
3. Share out in table groups
4. Explore the cartoons and photos your LABOR MOVEMENT READER and come up with at least two observations and two questions (share with table group)



HW for Thursday: Flipped classroom - watch Labor's Turning Point from 0:36 to 19:42 and The Wobblies from 5:36 to 38:00 and take notes (link should start you at 5:36). Here are some guiding questions for your notes: What were some of the social and economic changes that led to the rise of labor unions in the 19th century? What were the strikers fighting for? What role did music play? What was the mission of the I.W.W.? What connections can you make to the Suffrage Movement?

Tactics/strategies

Class Agenda:
1. Debrief movements -- What tactics do groups use to overcome challenges?
2. Thesis statements
3. CC Essay
4. Purdue Owl Writing Lab (Conclusion guide from OWL)

And here is the infamous funnel:

"One Woman, One Vote"

Class Agenda:

1. Go over HW for tonight. 

2. Go over essay prompt and discuss paper organization. 

3. Text Based discussion focusing on the question, "Why were women prevented from voting (who gained)? How did the women defeat them?"

4. Updated version of Suffrage K-W-L (COPY AND PASTE this into the K-W-L that was shared with you, or simply use it as a guide when filling out the "topics" column)

Songs of the Suffrage Movement, Part 2

1. FLIPPED CLASSROOM: Watch the first 43 minutes of "One Woman, One Vote" tonight!
2. Song Analysis: Keep Woman in her Sphere (Sung to Auld Lang Syne); performed by Elizabeth Knight  (Modern version: Spooky Q's); Hallelujah Song (Lyrics: L. May Wheeler; Music: "John Brown's Body"); The Taxation Tyranny (Based on lyrics by General E. Estabrook; Music: "The Red, White, and Blue")
3. Review text-based discussion protocol
4. Text-based discussion 

Bonus (for home viewing): John Green's Crash Course US History: Women's Suffrage

Songs of the Suffrage Movement

Class Agenda:

1. Kate Driver: PSAT presentation
2. Finish viewing Musical Activism in the American Women's Suffrage Movement, 1900-1920
3. Song Analysis: Keep Woman in her Sphere (Sung to Auld Lang Syne); performed by Elizabeth Knight  (Modern version: Spooky Q's)
4. Text-based discussion


Bonus (for home viewing): John Green's Crash Course US History: Women's Suffrage

Primary Source Analysis & Discussion, Day 3

Class Agenda:

1. Continue SOAPST 

• Small Groups (SG) -- break out into small groups and tackle one of the "Declaration of Rights" articles.
• Big Groups (BG) -- Share out notes.
• HW: Read Wilson's article and fill out the final section.

Primary Sources: The Enfranchisement of Women (1846), The Seneca Falls Declaration on Women's Rights (1848), Declaration of Rights for Women (1876), Woodrow Wilson's Address to the National American Women Suffrage Association (NAWSA) Convention (1916)

2. Musical activism in the US Suffrage Movement youtube primer