Sarah A. Huett U.S. History Lesson Plan T.I.S.D.

TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

Teacher: Sarah A. Huett Subject/Course: U.S. History
Grade(s): Grade 11 Time frame: 45 minutes

Lesson Plan Number: 44

Topic/Process: Big Business and Labor

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch. 6, sec. 3, pgs 241-249

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US2 B-C, US12 C, US19 B

(1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(2)History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(B)analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and

(C)analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

(12)Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:

(C)describe the impact of the Sherman Antitrust Act on businesses;

(19)Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(B)evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt; and

TAKS: US1 A-B, US2 B-C

(1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(2)History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(B)analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and

(C)analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict / Conflict often leads to change or reform. Social, economic and political oppression often leads to conflict.
Industrialization / Industrialization may lead to changes in culture, economy and demography.
Free Enterprise / Free enterprise often leads to a strong economy. War may affect free enterprise.
Reform / Reform often occurs as a result of conflict.

Sequence of Activities (Instructional Strategies):

1. Activity: Have students read their text and create a graphic organizer that shows

what each of the following is and how it helped big businesses and business

tycoons: vertical integration, horizontal integration, Social Darwinism, monopoly,

holding company and trust. Next have student show what each of the following is

and how it hurt big businesses and business tycoons: “robber barons” and

Sherman Antitrust Act.

2. Lecture/Class Discussion: Discuss with students the information from their notes. Be sure that at the end of the discussion students have a good grasp on the information.

Questions to Consider in Lesson:

1)  Do you agree with Carnegie’s defense of millionaires? Explain.

2) Did “robber barons” do more harm or good? Explain.

Assessment of Activities:

Graphic Organizers

Classroom Discussion

Classroom Observation

Prerequisite Skills:

1. Note-taking Skills

Key Vocabulary:

Andrew Carnegie, vertical integration, horizontal integration, Social Darwinism, John D.

Rockefeller, Sherman Anti-Trust Act

Materials/Resources Needed:

Textbook, pens, paper

Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP. Paired Activity.

Differentiated Instruction: Have students choose one “robber baron” and create a biographical sketch. Did he really deserve to be called a “robber baron”?

Teacher Notes:

Sample Test Questions:

1.  Which of the following did Social Darwinism discourage?

A.  hard work

B.  industrialization

C.  government regulation

D.  the accumulation of wealth

2.  Andrew Carnegie gained control of a large percentage of the steel industry by doing all of the following except

A.  buying out his suppliers

B.  cutting the quality of his products

C.  buying out his competitors

D.  underselling his competitors

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.