Tuesday
Activities:
1. Do Now- Define Social Darwinism.
2. Guided Notes: Gilded Age Politics- Students will complete notes on political issues of the
Gilded Age.
3. Document Analysis: Gilded Age Politics- Students will analyze political cartoons to
understand political issues of the Gilded Age.
4. Intro to Gilded Age Story Project- Students will receive instructions and a rubric for their
Gilded Age story project. This project is a major grade and will be due on Friday September
19th. Students will receive limited class time to work on the project on the block day. Majority
of the project will be completed outside of class.
Materials: Notes, documents, project instructions
Follow Up/HW: Gilded Age Project Due THIS FRIDAY SEPTEMBER 19th *MAJOR GRADE*
Wed/Thur
Monday
Week of September 15-19, 2014
Teacher: Kindred
Team: U.S. History
Weekly Learning Targets
I can analyze sources to draw conclusions about how urbanization, low wages, poverty, poor living
conditions, and other issues affected women and children.
I can define Social Darwinism and Social Gospel and describe the causes and effects of these beliefs.
I can analyze why the growth of political machines, and civil service reform were important political
issues of the Gilded Age.
I can describe how the anti-trust acts and the Interstate Commerce Act represented a change in the
relationship between private business and government.
I can describe the Populists and their effect on Gilded Age economics and politics.
I can complete a Gilded Age story project that highlights key characteristics of the time period.
Activities:
1. Do Now- List 2 characteristics of the new immigrants that came to the U.S. during the Gilded
Age.
2. Document Analysis: Social Issues of the Gilded Age- Students will complete Friday’s
document analysis activity, focusing on tenement housing in Gilded Age cities.
3. Vocabulary Exercise: Social Darwinism and Social Gospel- In pairs, students will create
definitions for Social Darwinism and Social Gospel. Then, in groups, students will complete a
graphic organizer highlighting the differences between the two ideologies.
4. Document Analysis: Social Darwinism and Social Gospel- Students will analyze primary and
secondary sources to understand the effects of these two ideologies.
Materials: Documents
Follow Up/HW: Gilded Age Project Due THIS FRIDAY SEPTEMBER 19th *MAJOR GRADE*
Activities:
1. Do Now- What is a political machine?
2. Gilded Age Review- Students will receive the review sheet for next week’s exam. Students
will be given class time to study and complete questions on the review. As a class, we will
review for the exam by answer practice multiple-choice questions.
3. Gilded Age Story Project: Work Time- Students will work on their projects for 30 minutes
during class using their notes, textbooks and conferences with the teacher.
Materials: Review sheet, project materials
Follow Up/HW: Gilded Age Project Due THIS FRIDAY SEPTEMBER 19th *MAJOR GRADE*
Friday
Activities:
1. Do Now- Take out Gilded Age Story Project. Staple in the following order: Rubric, Picture,
Essay. WRITE NAME AT THE TOP OF THE RUBRIC.
2. Introduce Unit 2: Age of Imperialism and Reform- Students will begin their study of the next
unit.
3. Who Were the Populists? Group Activity- In groups, students will make a T-Chart to
brainstorm issues faced by people living in rural areas and people living in urban areas. Then,
students will complete a graphic organizer focusing on issues faced by farmers in the late
1800s. Lastly, students will complete a sensory figure based on a Populist farmer.
Materials: Handouts
Follow Up/HW: Open House is on MONDAY SEPTEMBER 22nd
Gilded Age Test on TUESDAY SEPTEMBER 23rd *MAJOR GRADE*