United States History
Date(s) & Periods this lesson covers: Monday -Friday (Jan.7-11, 2013)
Competency(s)/Objectives:
Monday and Tuesday
1A Cite and analyze evidence that the United States Constitution is a “living” document as
reflected in Supreme Court cases, Amendments and Presidential actions. (DOK 3)
1B Analyze and evaluate the impact of presidential policies and congressional actions on
domestic reform.
1C Explain and analyze the expansion of federal powers. (DOK 3)
1D Analyze and evaluate the on-going tension between individual liberty and national
security. (DOK 3)
Student Friendly Objective Explanation
The students will understand that the U.S. Constitution has changed over the course of time.
They will understand how the U.S. Government functions as three distinct branches with
specific powers. The students will understand how the Bill of Rights can be limited in time of
war.
Assessment(s): Daily independent practice/Portfolio Assessment
Daily bell and closure SATP2 questions
Eagle Challenge (2-3 Minutes):
Monday
The students will respond to a Constitution Thematic Essay in teams. The team will develop an
outline to answer the question. This question will be a later test question- writing response.
We will go over their responses.
Anticipatory Set (3-5 Minutes): The students will be provided an overview of the First
Amendment to the United States Constitution. The teacher will provide descriptions of
constitutional limitations placed on Native Americans, Chinese-Americans and anarchist and
ask the students to determine government action as constitutional or unconstitutional.
Mini-Lesson Monday: The teacher will: guide students through content on the following
themes (PowerPoint): (1) constitutional limitations, (2) expansion of the federal government,(3)
the limitations placed on individuals and civil liberties, and (3) Powers of the three branches
and (4) the clear and present danger doctrine.
Activity 1: Activity 6 Portfolio: the Expansion of Federal Government activitythe students will
answer questions from examining the chart and reviewing key principles modeled through
lecture.
Activity 2: Portfolio Activity 7 The students will develop team responses from individual
scenarios and develop individual responses.
Closure/Exit Slip (3-5 Minutes): Students will be assigned Activity 11 # 6 SATP2 question
practice from the student Portfolio. They will be asked to read and complete question 1 & 2 from
Portfolio Activity 12.
________________________________________
Tuesday
(All prior objectives , 7B & 7D)
7B analyze and evaluate the impact of religion on social movements, domestic/foreign policies
and political debates. DOK 3
7D Contrast modernism and traditionalism relating to social change. (DOK 2)
EAGLE Challenge: The students will complete Portfolio Activity 12 questions 3-4. TTW discuss the
correct answers and teach test taking skills.
Anticipatory Set (3-5 Minutes): The students will be provided brief descriptions of (1) civil liberties
violated, (2) conflict with ulture and religion and (3) individuals who take on the government.
Mini-Lesson Tuesday: The teacher will: guide students through content on the following themes
(PowerPoint): (1) violations of civil liberties, (2) Religion vs. traditionalism and (3) the expansion of
democracy.
Activity 1: Activity 10 Portfolio: Expansion of Democracy interpretation activitythe students will
answer questions from examining the chart and reviewing key principles modeled through lecture.
Activity 2: Team SATP2 Practice questions as a team. Upon completion, the teacher will review the
questions & answers with the class. This should be used as a study guide for test tomorrow.
Closure/Exit Slip (3-5 Minutes): The students will construct a Venn diagram that address: (1)
violations of individuals civil liberties and (2) expansion of American Democracy.
_______________________________________________________
Wednesday
Anticipatory Set (3-5 Minutes): Chapter test 1 review
Mini-Lesson : Jeopardy & TEST (20-25 minutes)
OBJ: 5C Identify and explain migration patterns that developed from push/pull efforts. (DOK 2)
7C: Examine cultural artifacts (music, art, etc.) to contextualized historical developments. (DOK
2)
The teacher will: guide students through content on the following themes (PowerPoint): (1) expansion
of government through the railroad industry (2) cultural changes/geographical changes and (3) major
conflicts with Native Americans. TTW model note-taking skills using the Cornell Note-Taking method.
We will elaborate on pg 2 & 3 notes in student portfolio.
Activity 1: Activity 5 (Student Portfolio) page 12-13.
Activity 2: United States History SATP2 practice/reading comprehensionshort primary source
quotes followed by multiple choice SATP2 practice questions. (Native Americans and civil rights).
Closure/Exit Slip (3-5 Minutes) Western & Gilded Sample Questions
1. Arrival of Chinese Workers
2. The Dawes General Allotment Act
Thursday
Obj 5C Identify and explain migration patterns that developed from push/pull efforts. (DOK 2)
EAGLE Challenge: SATP2 sample question on inventions and factory system (Chart/diagram question
from West/Gilded/Industrial SATP2 packet)
*Question #2 Timeline on Native Americans in West
*Question 7 Primary source quote analysis of Chinese Immigrants working on the railroad
Anticipatory Set (3-5 Minutes): How does mechanization impact our culture? TTW lead a class
analysis of the words industrialization and mechanization
Mini-Lesson :TTW Model content using technology on:
 Labor vocabulary
 Political machines
 Riots
Activity 1: The students will take notes by completing key terms form from Student Portfolio
page 9. They will get with their assigned teams and discuss the “Impact” of the industrial
policies and present to the class.
TTW model content using technology on:
 Impact of Alexander Graham Bell’s invention,
 Importance of Elisha Otis
 George Eastman and the revolutionary camera,
 The Wright Brothers and the development of the airplane,
 Henry Ford and the evolution of the car culture.
Activity 1: The students will complete a team activity on “Ranking the Inventions”. They will select the
“most important” to “least important” and justify their responses. They will present their findings to the
class.
Closure/Exit Slip (3-5 Minutes) Question 2 & 8 from West/Gilded/Industrial SATP2 practice handout
Homework: Study for a vocabulary quiz on the rise of big business, the rise of big business and the
organized labor movement.
Friday
Review of key terms…….key terms quiz
Obj
2B; Trace the response of American institutions, such as government and non-profit organizations to
environmental changes and natural disasters. (DOK 2)
4F: Cite and analyze evidence of political, economic and social changes in the USA that expanded
democracy of immigrant groups or other minorities. DOK 3
5C Identify and explain migration patterns that developed from push/pull efforts. (DOK
2)
7E. Cite and explain diversity in the USA. (DOK 2)
EAGLE CHALLENGE: TSW review wage graphs and answer a sample SATP2 question.
(West/Gilded/Industrial Era SATP Practice questions # 46)
Sample Test Items handout # 5 & 7
Anticipatory Set (3-5 Minutes): Immigration and competition stats from current history
Mini-Lesson : TTW model content using technology on the following topics:
 The “New” immigrant and the Golden Door
 Immigration (push/pull factors)
 American response to immigration (Nativism & melting pot)
 Chinese Exclusion Act vs Gentlemen’s Agreement
 Comparison to Native Americans and Chinese Americans
 Challenges of urbanization
 Catastrophic events (Chicago Fire/San Franscisco Earthquake- Katrina connection)
 Reformers mobilize
Activity 1: TSW Analyze photographs from the student portfolio and answer several questions.
Student Portfolio page 16 picture 6, 7 and 8. The answers will be discussed in the teams and
with the class.
Activity 2: TSW work in teams to answer New Immigrants and Cities Expand page 22 in Student
Portfolio. The questions will be reviewed in class.
Closure/Exit Slip (3-5 Minutes) Interpretative writing prompt
Which solution to urban problems had the most impact? Justify your response….develop
response in cause and effect chart.
Question 1 and 5 (West/Gilded/Industrial SATP2 question practice)