Harrison High School: Lesson Plans Week-At-A-Glance
WEEK: 11/10-13/2014 GOAL: United States History: Imperialism - Progressives
Monday
Essential Question:
Tuesday
Essential Question:
Wednesday
Essential Question:
Thursday
Essential Question:
Friday
Essential Question:
EQ: In what ways did the US
proceed in the Imperialism stage?
EQ: In what ways did the US
proceed in the Imperialism stage?
EQ: In what ways did the US
proceed in the Imperialism stage?
EQ: In what ways does Roosevelt
shape foreign policy?
EQ: n what ways does Roosevelt
shape foreign policy?
SSUSH13 The student will identify
major efforts to reform American
society and politics in the
Progressive Era.
a. Explain Upton Sinclair’s The Jungle
and federal oversight of the
meatpacking industry.
b. Identify Jane Addams and Hull
House and describe the role of women
in reform movements.
c. Describe the rise of Jim Crow,
Plessy v. Ferguson, and the emergence
of the NAACP.
d. Explain Ida Tarbell’s role as a
muckraker.
e. Describe the significance of
progressive reforms such as the
initiative, recall, and referendum;
direct election of senators; reform of
labor laws; and efforts to improve
living conditions for the poor in cities.
f. Describe the conservation movement
and the development of national parks
and forests; include the role of
Theodore Roosevelt.
SSUSH13 The student will identify
major efforts to reform American
society and politics in the
Progressive Era.
a. Explain Upton Sinclair’s The Jungle
and federal oversight of the
meatpacking industry.
b. Identify Jane Addams and Hull
House and describe the role of women
in reform movements.
c. Describe the rise of Jim Crow,
Plessy v. Ferguson, and the emergence
of the NAACP.
d. Explain Ida Tarbell’s role as a
muckraker.
e. Describe the significance of
progressive reforms such as the
initiative, recall, and referendum;
direct election of senators; reform of
labor laws; and efforts to improve
living conditions for the poor in cities.
f. Describe the conservation movement
and the development of national parks
and forests; include the role of
Theodore Roosevelt.
SSUSH13 The student will identify
major efforts to reform American
society and politics in the
Progressive Era.
a. Explain Upton Sinclair’s The Jungle
and federal oversight of the
meatpacking industry.
b. Identify Jane Addams and Hull
House and describe the role of women
in reform movements.
c. Describe the rise of Jim Crow,
Plessy v. Ferguson, and the emergence
of the NAACP.
d. Explain Ida Tarbell’s role as a
muckraker.
e. Describe the significance of
progressive reforms such as the
initiative, recall, and referendum;
direct election of senators; reform of
labor laws; and efforts to improve
living conditions for the poor in cities.
f. Describe the conservation movement
and the development of national parks
and forests; include the role of
Theodore Roosevelt.
SSUSH13 The student will identify
major efforts to reform American
society and politics in the
Progressive Era.
a. Explain Upton Sinclair’s The
Jungle and federal oversight of the
meatpacking industry.
b. Identify Jane Addams and Hull
House and describe the role of
women in reform movements.
c. Describe the rise of Jim Crow,
Plessy v. Ferguson, and the
emergence of the NAACP.
d. Explain Ida Tarbell’s role as a
muckraker.
e. Describe the significance of
progressive reforms such as the
initiative, recall, and referendum;
direct election of senators; reform of
labor laws; and efforts to improve
living conditions for the poor in
cities.
f. Describe the conservation
movement and the development of
national parks and forests; include the
role of Theodore Roosevelt.
SSUSH13 The student will identify
major efforts to reform American
society and politics in the
Progressive Era.
a. Explain Upton Sinclair’s The
Jungle and federal oversight of the
meatpacking industry.
b. Identify Jane Addams and Hull
House and describe the role of
women in reform movements.
c. Describe the rise of Jim Crow,
Plessy v. Ferguson, and the
emergence of the NAACP.
d. Explain Ida Tarbell’s role as a
muckraker.
e. Describe the significance of
progressive reforms such as the
initiative, recall, and referendum;
direct election of senators; reform of
labor laws; and efforts to improve
living conditions for the poor in
cities.
f. Describe the conservation
movement and the development of
national parks and forests; include the
role of Theodore Roosevelt.
SSUSH14 The student will explain
America’s evolving relationship with
the world at the turn of the
twentieth century.
a. Explain the Chinese Exclusion Act
of 1882 and anti-Asian immigration
sentiment on the west coast.
b. Describe the Spanish-American
War, the war in the Philippines, and
the debate over American
expansionism.
c. Explain U.S. involvement in Latin
America, as reflected by the Roosevelt
Corollary to the Monroe Doctrine and
SSUSH14 The student will explain
America’s evolving relationship with
the world at the turn of the
twentieth century.
a. Explain the Chinese Exclusion Act
of 1882 and anti-Asian immigration
sentiment on the west coast.
b. Describe the Spanish-American
War, the war in the Philippines, and
the debate over American
expansionism.
c. Explain U.S. involvement in Latin
America, as reflected by the Roosevelt
Corollary to the Monroe Doctrine and
SSUSH14 The student will explain
America’s evolving relationship with
the world at the turn of the
twentieth century.
a. Explain the Chinese Exclusion Act
of 1882 and anti-Asian immigration
sentiment on the west coast.
b. Describe the Spanish-American
War, the war in the Philippines, and
the debate over American
expansionism.
c. Explain U.S. involvement in Latin
America, as reflected by the Roosevelt
Corollary to the Monroe Doctrine and
SSUSH14 The student will explain
America’s evolving relationship
with the world at the turn of the
twentieth century.
a. Explain the Chinese Exclusion Act
of 1882 and anti-Asian immigration
sentiment on the west coast.
b. Describe the Spanish-American
War, the war in the Philippines, and
the debate over American
expansionism.
c. Explain U.S. involvement in Latin
America, as reflected by the
SSUSH14 The student will explain
America’s evolving relationship
with the world at the turn of the
twentieth century.
a. Explain the Chinese Exclusion Act
of 1882 and anti-Asian immigration
sentiment on the west coast.
b. Describe the Spanish-American
War, the war in the Philippines, and
the debate over American
expansionism.
c. Explain U.S. involvement in Latin
America, as reflected by the
the creation of the Panama Canal.
the creation of the Panama Canal.
the creation of the Panama Canal.
Roosevelt Corollary to the Monroe
Doctrine and the creation of the
Panama Canal.
Roosevelt Corollary to the Monroe
Doctrine and the creation of the
Panama Canal.
Objectives:
Objectives:
Objectives:
Objectives:
Objectives:
1. WU
2. discuss
3. notes: Imperialism
4. Visual Vocab
5. Review ?s
6. KWL
1. WU
2. discuss
3. Notes: Imperialism
4. pg. 614 (1-15)
5. Review ?s
6. go over homework
1. 10 min review
2. Section 2 test: Imperialism
3. Notes: Sq. Deal / Roosevelt
3. Roosevelt Chart
4. Review ?s
1. WU
2. discuss
3. notes: Sq. Deal / Roosevelt
4. Big Stick Cartoon
5. Big Stick / Foreign Policy
ESSAY (due Monday)
6. Review ?s
1. WU
2. discuss
3. notes: Roosevelt /
Progressive Presidents
4. America Story of Us
5. Progressive Chart
6. Review ?s
Activities:
Activities:
Activities:
Activities:
Activities:
Discussion
Power point notes
Vocabulary
People Chart
Pre test / review
Voting
Power point notes
Pretest
Review
Political cartoon
Discussion
Power point notes
Review
video
Discussion
Power point notes
Review
Test
Essay - writing
Differentiation
Differentiation: During group work, students will be leveled according to ability to allow us to focus more on those who are struggling. During lecture time, notes will be delivered in PowerPoint
format with basic information required by the Standards and additional facts to stimulate the minds of the higher-level learners. Note-taking is offered in three tiers for those who can work more
on critical thinking skills: Open note format which allows students to take notes in their own words, guided notes which allow students to fill in the blanks, and completed notes for lower
functioning students in which the notes are filled in with a copy of the powerpoint. Notes will be supplemented with video clips to stimulate those who learn differently according to the 7 Multiple
Intellegences. Vocabulary will be previewed before each unit and presented so that students can express understanding of the words through words or pictures for those kinesthetic learners. In
addition, almost daily students will be given a warm-up question(s) and wrap-up assessment that can choose to do alone or collaborate with a partner.
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Lab: questions are altered for those who have a difficult time understanding or grasping the concept of what is needed to be seen.
Review: when reviewing the people chart, students will be split into 2 groups. 1 group will leave with the team teacher to review the chart while
the other group remains in class for lecture. Upon finishing lecture, the groups will switch.