U.S. History
• Date : 2/18/2016
• Content Objective: Students will understand the geography of WWII and
the U.S. entering the war and the realities of the Holocaust
• Language Objective: Students will read questions and write answers.
Students will take notes and will then match cards with categories and
write down answers
• Agenda: Mr. Cox will discuss and talk about Auschwitz, his family members
who experience the camp and visits to the camp
• Students will finish their maps –color pencils will be out
• Students will then complete the reading packet concerning the Holocaust
• Student need to meet Mr. Cox Friday in the auditorium 3rd hour and
complete their presentation viewing guide to hand in after the
presentation
• Homework: Read 16 and 17.1
WWII Story of Us
• http://www.dailymotion.com/video/xwju0q_america-the-story-ofthe-us-wwii-10-12_people
• Date : 2/16/2016• Content Objective: Students will understand the geography of WWII and the U.S.
entering the war
• Language Objective: Students will read questions and write answers. Students
will take notes and will then match cards with categories and write down answers
• Agenda: Students will cover and discuss the reading quiz
• Students will discuss the reading questions concerning the U.S. entering WWIIhand in and hand in Chautauqua 35 facts
• Students will read and follow along with President Roosevelt’s Declaration of war
speech and discuss questions
• Students will then complete a map activity to identify Allied v. Axis powers and
territory controlled by both
• Homework: Read 16.1 -16.4- Discuss 3rd hour Friday!!!!!!!!!!!!!!!!!!!!!!
• Date : 2/11/2016
• Content Objective: Students will understand the continue to look at the Axis
power control over Europe and the causes of the U.S. to enter WWII
• Language Objective: Students will read questions and write answers. Students
will take notes and will then match cards with categories and write down answers
• Agenda: Students will take a reading quiz
• Students will discuss the Blitzkrieg over Europe and a speech by Winston
Churchill and will answer questions
• Student will read about the Battle of Britain
• Students will watch video clip on the bombing of Pearl Harbor and read about the
U.S. entering WWII
• Homework: Read 16.1 -16.3
• Date : 2/9/2016
• Content Objective: Students will begin to conduct basic research to become
familiar with their Chautauqua character
• Language Objective: Students will read questions and write answers. Students
will take notes and will then match cards with categories and write down answe
• Agenda: Students will get introduced to their first Chautauqua assignment
• Mr. Harrington will show data base information to students to conduct first
searches
• Students will begin to read Blitzkrieg over Europe and a speech by Winston
Churchill and will answer questions- Watch video and gain definition
• Student will prepare for the quiz over 16.1-16.2 reading on the block
• Homework: Read 16.1 -16.2 – Prepare for quiz on the block
• Date : 2/8/2016
• Content Objective: Students will understand the events leading to WWII and the
U.S. entering the war
• Language Objective: Students will read questions and write answers. Students
will take notes and will then match cards with categories and write down answers
• Agenda: Students will stand up and discuss their favorite commercial of the Super
Bowl or the most memorable moment of the Super Bowl
• Students will finish their guided notes
• Students will begin to read Blitzkrieg over Europe and a speech by Winston
Churchill and will answer questions- Watch video and gain definition
• Student will prepare for the quiz over 16.1-16.2 reading on the block
• Homework: Read 16.1 -16.2 – Prepare for quiz on the block
Metallica blitzkrieg
• https://www.youtube.com/watch?v=ouMjv8ntVds
• Full Definition of BLITZKRIEG
• 1: war conducted with great speed and force; specifically : a violent
surprise offensive by massed air forces and mechanized ground forces
in close coordination.
U.S. History
Date 2/5/2016
Objective: Students will begin to understand the causes of WWII and
understand important vocabulary
Language Objective: Students will learn about the course offered next year
Agenda: Students will receive their schedule information and will then go to
auditorium to meet with counselors
Monday Students will the finish notes and read Blitzkrieg over Europe and
Winston Churchill’s Speech and answer questions
Homework: Read chapter 16.1-16.2 Be prepared for quiz over 16.1-16.2 on
Tuesday!!!!!!!!!!
• Date 2/4/2016
• Objective: Students will begin to understand the causes of WWII and
understand important vocabulary
• Language Objective: Students will perform skits and students will write
down terms in connection to definitions. Students will then write notes.
• Agenda: Students will finish their skits and pictowords- present them to
class
• Students will go over the Great Depression assessment
• Students will take note on the causes of WWII and the action taken by the
Axis powers that will lead to the U.S. joining the war efforts
• Homework: Read chapter 16.1
• Date 2/1/2016
• Objective: Students will begin to understand the causes of WWII
• Language Objective: Students will read the essay prompt analyze
sources to write begin to plan an write their essay
• Agenda: Students will get their unit organizer
• Students will finish their Road to War worksheet- students get 10
minutes
• Students will then begin to work on a skit and pictoword that
students will present to class tomorrow
• Homework: Read chapter 16.1
• Date 1/29/2016
• Objective: Students will demonstrate their understanding of the Great
Depression and the New Deal
• Language Objective: Students will read the essay prompt analyze sources to write
begin to plan an write their essay
• Agenda: Students will juggle and prepare their brain for their test!!!
• Students will finish planning their essay and writing their essay
• Students that didn’t finish their multiple choice can finish their last questions
• Students may use notes and their New Deal graphic organizer
• Students will read the Road to War worksheet and answer the questions for
discussion on Monday
• Homework: Read the Road to War worksheet and answer question by Monday
Citing sources
• In the fireside chat President Roosevelt said, “I offer the American
people a New Deal to get us out of the depression…” (Doc B) The New
Deal was an attempt to help the U.S. economy and get people back to
work, where Roosevelt used the fireside chats to reassure the
American people the government was trying to help them.
• The Essay and Thesis need to address the issues (problems)
Americans faced, what the U.S. government did to solve the
problems, and was the New Deal effective in ending the Great
Depression.
• Skip lines for Mr. Harrington for grading purposes
• Don’t use 1st or 2nd person!!!!!!
• Date 1/25/2016
• Objective: Students will demonstrate their understanding of the Great
Depression and the New Deal
• Language Objective: Students will read the essay prompt analyze sources to write
begin to plan an write their essay
• Agenda: Students will juggle and prepare their brain for their test!!!
• Students will look over an graphic organizer to help them plan their essay and
group documents- Students will look over the documents
• Students will plan their essay and will begin writing their essay
• Students that didn’t finish their multiple choice can finish their last questions
• Students may use notes and their New Deal graphic organizer
• Homework:
• Date 1/25/2016
• Objective: Students will demonstrate their understanding of the Great
Depression and the New Deal
• Language Objective: Students will read questions and analyze sources to
write answer on their scantrons
• Agenda: Students will juggle and prepare their brain for their test!!!
• Students will complete their multiple choice assessment on the 1930s /
Great Depression
• Students will look over a organizational worksheet to use on their DBQ on
Thursday
• Homework: Prepare for DBQ on the block
• Date 1/25/2016
• Objective: Students will understand the impact on the economy through
the New Deal and the various programs created to end the Great
Depression
• Language Objective: Students will verbally present their posters to
classmates and will read information and write answers
• Agenda: Students will select Chautauqua character
• Students will finish their reading packet and will hand in on Thursday
• Students will present their New Deal Poster- and read their written
response to the class- If Time permits
• Homework: Read Chapter 14 and 15- Test – M.C. Test Tuesday- DBQ block
and probably into Friday
• Date 1/22/2016
• Objective: Students will begin to understand FDR’s attempt to bring relief, recovery and
reform to the economy through the New Deal and the various programs created to end
the Great Depression
• Language Objective: Students will read and review their quiz, students will then read
information concerning the New Deal programs and write clues to create an crossword
puzzle
• Agenda: Students will hand in their crossword puzzles
• Students will then create a New Deal poster and be prepared to present the poster to
class- Students will present their posters on Monday to the class
• Students will have reading packet to complete – first 2 pages today and for homework
and the second 2 pages will be completed on Monday
• Homework: Read Chapter 14 and 15- Test – M.C. Test Tuesday- DBQ block and probably
into Friday
• Date 1/21/2016
• Objective: Students will begin to understand FDR’s attempt to bring relief,
recovery and reform to the economy through the New Deal and the various
programs created to end the Great Depression
• Language Objective: Students will read and review their quiz, students will
then read information concerning the New Deal programs and write clues
to create an crossword puzzle
• Agenda: Students will continue to work on their crossword puzzle
assignment concerning the 3 R’s and the New Deal programs- Due today
• Students will then create a New Deal poster and be prepared to present
the poster to class- Students may do this with their partner if they are
working with someone else on the crossword
• Homework: Read Chapter 14 and 15.1-15.5
• Date 1/18/2016
• Objective: Students will begin to understand FDR’s attempt to bring relief,
recovery and reform to the economy through the New Deal and the various
programs created to end the Great Depression
• Language Objective: Students will read and review their quiz, students will
then read information concerning the New Deal programs and write clues
to create an crossword puzzle
• Agenda: Students will discuss their quiz and re-assessing
• Students will then begin to work on their crossword puzzle assignment
concerning the 3 R’s and the New Deal programs
• Homework: Read Chapter 14 and 15.1-15.3
• Date 1/15/2016
• Objective: Students will begin to understand the change the FDR brings to
the Presidency and the optimism he brings to the nation while creating the
New Deal
• Language Objective: Students will analyze maps and the atlas while
drawing and coloring certain areas on the map, students will read
information and write answers
• Agenda: Students will review the 1st 4 New Deal programs as a class
• Students will continue to read in groups about different New Deal
programs- students will write information concern the program they read
and will report out to the rest of their group- who will write down the
information
• Homework: Read Chapter 14 and 15.1-15.2
U.S. History
• Date 1/14/2016
• Objective: Students will begin to understand the change the FDR brings to the
Presidency and the optimism he brings to the nation while creating the New Deal
• Language Objective: Students will analyze maps and the atlas while drawing and coloring
certain areas on the map, students will read information and write answers
• Agenda: Students will hand in 14.2 reading guide, the Dust Bowl maps, paragraphs and
any other work that has been due.
• Students will take the Great Depression quiz
•
Students will be introduced to Chautauqua project and will look over the potential list of
characters to select –Look at interest inventory questions to help guide students
• Student will complete a reading aloud as a class on Franklin D. Roosevelt Presidential
policies
• Students will then begin to read in groups different New Deal programs- students will
write information concern the program they read and will report out to the rest of their
group- who will write down the information
• Homework: Read Chapter 14 and 15.1
• Date 1/14/2016
• Objective: Students will begin to understand the change the FDR brings to the Presidency and the optimism
he brings to the nation while creating the New Deal
• Language Objective: Students will analyze maps and the atlas while drawing and coloring certain areas on
the map, students will read information and write answers
• Agenda: Students will hand in 14.2 reading guide, the Dust Bowl maps, paragraphs and any other work that
has been due.
• Students will take the Great Depression quiz
•
Students will be introduced to Chautauqua project and will look over the potential list of characters to select
–Look at interest inventory questions to help guide students
• Student will complete a reading aloud as a class on Franklin D. Roosevelt Presidential policies
• Students will then begin to read in groups different New Deal programs- students will write information
concern the program they read and will report out to the rest of their group- who will write down the
information
• Homework: Read Chapter 14 and 15.1
• Date 1/12/2016
• Objective: Students will be able to identify and locate the geographic region impacted by
the Dust Bowl, recognize the states that were with severe unemployment and the
Tennessee Valley Authority dam.
• Language Objective: Students will analyze maps and the atlas while drawing and coloring
certain areas on the map, students will read information and write answers
• Agenda: Students will hand in any work that is due or over due!
• Students will begin working to locate the Dust Bowl and other areas impacted by the
drought during the time, the states impacted by unemployment and the TVA dam.
• Student will complete a guided reading worksheet that will help them prepare for their
quiz Thursday
• Homework: Read Chapter 14.1-14.3- Prepare for Quiz Thursday- Dust Bowl images and
paragraph due Thursday- Can share images with Mr. Harrington – print paragraph
TVA
• https://www.google.com/search?q=TVA&safe=strict&biw=1600&bih=
775&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj1trTnzaTKAhUL02
MKHb0zDm0Q_AUIBygC#imgrc=itrlgx65EOZgBM%3A
• Date 1/11/2016
• Objective: Students will conduct research on the Dust Bowl, locating images and
providing a written response
• Language Objective: Students will discuss the worksheets assignments, students will
research and copy and paste images while writing/typing a paragraph response
• Agenda: Students will discuss the graph questions / video questions and hand them in
• Students will go to the computer lab and complete research and find 10 images of the
Dust Bowl- They will copy the images they like and paste them on a word document,
where students provide a original and detailed caption- cite all images
• Students will need to write a paragraph response concerning the impact of the Dust Bowl
on the Great Depression and the hard choices the farmers had to make.
• Homework: Read Chapter 14.1-14.3
• Date 1/8/2016
• Objective: Students will understand the economic causes of the Great Depression
• Language Objective: Students will read information concerning the U.S.
economic policies, speculation and the stock market crash. Students will write
summaries of the reading. Students will analyze graphs and answer questions.
• Agenda: Mr. Harrington will give students time to exercise their BRAIN!!!! For 3
minutes students will juggle
• Students will watch a video on the Great Depression and answer questions
• Students will then analyze information and complete graphs- Students will
answer questions pertaining to the graphs- if time permits- due Monday for
discussion at the beginning of class
• Homework: Read Chapter 14.1-14.2
Stormy Weather
• https://www.youtube.com/watch?v=zSfzFWU5LbY
• Date 1/7/2016
• Objective: Students will understand the economic causes of the Great Depression
• Language Objective: Students will read information concerning the U.S. economic
policies, speculation and the stock market crash. Students will write summaries of the
reading. Students will analyze graphs and answer questions.
• Agenda: Mr. Harrington will give students time to exercise their BRAIN!!!! For 5 minutes
students will juggle
• Students will discuss the guided reading worksheet for 14.1 and hand it in
• Students will then read 2 different printouts with different topics on the causes of the
Great Depression- students will write a summary paragraph of each. Students will
highlight a thesis statement for each paragraph topic
• Students will then analyze information and complete graphs- Students will answer
questions pertaining to the graphs
• Homework: Read Chapter 14.1-14.2
•
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•
•
•
•
•
•
Date 1/5/2016
Objective: Students will understand the cause of the Great Depression
Language Objective: Students will write information down
Agenda: Mr. Harrington will give students time to exercise their BRAIN!!!!
For 5 minutes students will juggle
Students will get a new seating chart
Students will then receive their unit organizer
Students will take notes to understand the causes of the Great Depression
Students will receive a reading guide worksheet to complete by the block
• Homework: Read Chapter 14.1- complete guided reading worksheet
• Date 12/17/2015
• Objective: Students will demonstrate their knowledge of U.S. History
from first semester
• Language Objective: Students will read questions and write answers
on a scan tron
• Agenda: Mr. Harrington will give students their Christmas present!
And teach students some wicked cool skills to help your BRAIN!!!!
And your test scores!!!!
• Students then will complete their final
• Homework: Have a great break
• Date 12/14/2015
• Objective: Students will begin to understand the changes of the 1920s with increase
freedom and consumerism cause conflicts with traditional values
• Language Objective: Students will read about specific topics individually at their own
speed, discuss the topics covered and write descriptions on their graphic organizer.
Students will analyze sources and answer questions
• Agenda: Students will read about the Harlem Renaissance aloud as a class and then read
about a variety of individual entertainers from the time period – take notes on type of
entertainer they were, what made them famous and the impact fame had on their lives.Need to read at least 3
• Students will then analyze documents and answer questions concerning the Scopes Trial
• Rest of time will be to study for finals
• Homework: Read Chapter 12 and study for final
• Date 12/11/2015
• Objective: Students will begin to understand the changes of the 1920s with
increase freedom and consumerism cause conflicts with traditional values
• Language Objective: Students will read about specific topics individually at
their own speed, discuss the topics covered and write descriptions on their
graphic organizer. Students will analyze sources and answer questions
• Agenda: Students will read different topics concerning the 1920s and
complete a graphic organizer concerning each
• Students will then analyze documents and answer questions concerning
the Scopes Trial
• Homework: Read Chapter 12 and study for final
• Date 12/10/2015
• Objective: Students will begin to understand the changes of the 1920s with
increase freedom and consumerism cause conflicts with traditional values
• Language Objective: Students will discuss the DBQ and begin to read about
specific topics individually at their own speed, discuss the topics covered
and write descriptions on their graphic organizer
• Agenda: Students will discuss the DBQ written responses and grades- rewrite option
• Students will then begin to read different topics concerning the 1920s and
complete a graphic organizer concerning each we will complete this into
Monday
• Homework: Read Chapter 12.1-12.4
• Date 12/08/2015
• Objective: Students will demonstrate their knowledge of WWI and
then finish propaganda poster and 12.1 worksheet
• Language Objective: Students will read questions and write answer
on the scan tron
• Agenda: Students will complete WWI assessment
• Students will receive a reading guide for chapter 12.1 to complete
• Students will finish creating a propaganda poster
• Homework: Read Chapter 12.1-12.3
• Date 12/07/2015
• Objective: Students will begin to understand the changes that occurred in
American society after WWI and the conflict between the changing values
and traditional values of the past.
• Language Objective: Students will write notes and then read information
write answer to questions and then draw and create a poster
• Agenda: Students will be introduced to the 1920s with some guided notes
• Students will receive a reading guide for chapter 12.1 to complete
• Students will finish creating a propaganda poster
• Homework: Prepare for WWI test Tuesday- Read Chapter 12.1-12.2
• Date 12/04/2015
• Objective: Students will understand the impact the U.S. had on the war and the impact
here in the U.S. with the use of propaganda and the impact on citizen rights.
• Language Objective: Students will read information and write answer to questions and
then draw and create a poster
• Agenda: Students will read the 14 points created by Woodrow Wilson
• Students will read information concerning the Treaty of Versailles and answer questions
• Students will read over both views of the Allies and make the decision on how to punish
Germany- write a paragraph response and answer questions
• Students will finish creating a propaganda poster
• Homework: Read chapter 11 and prepare for WWI test Tuesday- We will start 1920s
Monday
• Date 12/03/2015
• Objective: Students will understand the impact the U.S. had on the war and the
impact here in the U.S. with the use of propaganda and the impact on citizen
rights.
• Language Objective: Students will then do a propaganda poster analysis after
reading descriptions of propaganda objectives and tools
• If time remains students will read information on Schenck v. U.S. and answer
questions
• Students will complete a war is over worksheet and read the 14 pts created by
Woodrow Wilson
• Students will then create a propaganda poster
• Homework: Read chapter 11.1-11.4- complete Schenck v. U.S. questions for
homework
• Date 12/01/2015
• Objective: Students will understand the impact the U.S. had on the war and the
impact here in the U.S. with the use of propaganda and the impact on citizen
rights.
• Language Objective: Students will read information, discuss posters and answer
questions.
• Students will discuss certain questions from the reading homework and hand in
• Students will then do a propaganda poster analysis after reading descriptions of
propaganda objectives and tools
• If time remains students will read information on Schenck v. U.S. and answer
questions
• Homework: Read chapter 11.1-11.3- complete Schenck v. U.S. questions for
homework
• Date 11/30/2015
• Objective: Students will understand the reason for the U.S. joining the allies during WWI,
the impact U.S. soldiers had on the war and the impact here in the U.S.
• Language Objective: Students will read information and write answer to questions.
• Agenda: Students will read the lyrics Johnnie Got His Gun and then watch Metallica
Video- One
• Students will then read two different packets- Information concerning the U.S. joining
the war efforts against Germany and the central powers and the U.S. war efforts at home
and their impacts
• Students will answer questions finish for homework if not complete
• Will cover 11.1 Reading quiz at the end of class with 5-10 minutes left
• Homework: Read chapter 11.1-11.2
• Date 11/20/2015
• Objective: Students will demonstrate their knowledge of the events that
led the U.S. to get involved in WWI and become familiar with
• Language Objective: Students will
• Agenda: Students will take the reading quiz for 11.1- hand in 11.1
worksheet
• Students will read about WWI military weapons advancements- answer
questions
• Students will watch video on the German footage of trench warfare
• Students will then watch video of WWI aircrafts and the first pilots
• Homework: Read chapter 11.1-11.2
• Date 11/19/2015
• Objective: Students will be introduced to the causes of WWI
• Language Objective: Students will watch a video, look over the unit organizer and
will read chapter 11.1 and write answer to the questions for the guided reading
worksheet
• Agenda: Students will look over the WWI unit organizer
• Students will watch a video on the assassination of the Arch Duke Franz
Ferdinand
• Students will take some quick notes on the causes of WWI
• Students will pair up and complete the 11.1 worksheet and prepare for the 11.1
reading quiz on Friday
• Homework: Read chapter 11.1 complete 11.1 worksheet and prepare for reading
quiz
• https://www.youtube.com/watch?v=CErUTpuDbd8
• https://www.youtube.com/watch?v=U7jc04Sp5ew
Arch duke assassination
• https://www.awesomestories.com/asset/view/Assassin-of-ArchdukeFranz-Ferdinand-Gavrilo-Princip
• Date 11/14/2015
• Objective: Students will demonstrate their knowledge of U.S. Imperialism and
their writing skills
• Language Objective: Students will read and analyze the essay prompt and
documents and write a DBQ essay
• Agenda: Students will look over the DBQ rubric and the prompt
• Students will write at least a 5 paragraph essay that has a complete introduction
paragraph, at least 3 body paragraphs and a complete conclusion paragraph
• Mr. Harrington will discuss and review how to reference the source and cite the
documents- Be sure to follow every citation and reference to a source with a
sentence of analysis
• Homework: Read chapter 11.1
Referencing a source and citing a document
In the political cartoon The World’s Plunders by Thomas Nast (source)
it describes the… blah, blah, blah.(Doc G) Then always follow a quote,
paraphrase or reference to a source with a sentence of analysis to
support your argument.
In “The March of the Flag”, Albert Beveridge (source) states, “The rule
of liberty that all just government derives its authority from the
consent of the governed, applies to those who are capable of selfgovernment…”(Doc C) followed by a sentence of analysis
Remember to use 3rd person- they, them, their
Don’t use I, you, us, we, our!!!!
Skip lines for Mr. Harrington
• Date 11/13/2015
• Objective: Students will demonstrate their knowledge of U.S.
Imperialism
• Language Objective: Students will read and analyze questions and
will write and fill in bubbles on a scan-tron
• Agenda: Students will complete the Imperialism multiple choice
• Homework: Students will continue to prepare for their Imperialism
DBQ beginning Monday
• Date 11/12/2015
• Objective: Students will understand the U.S. foreign policy during imperialism
and how they treated other nations that they were actively involved.
• Language Objective: Students will discuss certain worksheets, students will read
information and write down a variety of responses
• Agenda: Students can hand in the Venn Diagram and questions if they want or
can keep them to study for the assessment
• Students will take notes concerning China and Teddy Roosevelt with political
cartoons
• Students will then work in get back into groups and finish up their simile foreign
policy reading and graphic organizer
• Homework: Read 10.1-10.4
• Prepare for the Friday multiple choice assessment
• Date 11/10/2015
• Objective: Students will understand the U.S. foreign policy during imperialism and how they treated other
nations that they were actively involved.
• Language Objective: Students will discuss certain worksheets, students will read information and write down
a variety of responses
• Agenda: Students will hand in their research homework concerning Roosevelt
• Students will discuss the pro v. con worksheet concerning U.S. Imperialism – fill out Venn Diagram and
answer questions pertaining to the reading hand in Thursday before DBQ
• Students will then work in groups of 3 to complete a foreign policy reading activity where they will identify
and create a similes to describe the U.S. foreign policy and will also provide 5 bullet points of U.S. action
towards the country – students will share out with a partner from the other side- I’ll explain how this will
work
• Finish up the day by looking at notes concerning China and Teddy Roosevelt with political cartoons
• Homework: Read 10.1-10.4
• Prepare for the DBQ on Thursday and Friday
Definition of a Simile
• a figure of speech involving a comparison of one thing with another
thing of a different kind, used to make a description more vivid. Such
as brave as Harrington, or crazy like a fox.
• Date 11/9/2015
• Objective: Students will understand the timeline of events for U.S. imperialism and continue to
look at
• Language Objective: Students will conduct research and will write and type up a response
• Agenda: Students will cover their reading quiz
• Students will complete the timeline notes
• Students will read the Whiteman Burden by Rudyard Kipling
• Students will finish atlas activity-hand in if needed
• Students will complete a pro v. con worksheet concerning U.S. Imperialism – fill out Venn Diagram
and answer questions pertaining to the reading
• Homework: Read 10.1-10.4
• Student research concerning Teddy Roosevelt and locating Political cartoon with analysis – Due by
next Tuesday
• Date 11/6/2015
• Objective: Students will understand Teddy Roosevelt’s impact and involvement in
Imperialism and the significance of the Spanish-American war to U.S. imperialism
• Language Objective: Students will conduct research and will write and type up a
response
• Agenda: Students will read information concerning Theodore Roosevelt
• Students will watch a video concerning U.S. imperialism and the Spanish American wartake notes may have a pop quiz after the movie
• Students will have 5 minutes to complete their atlas activity
• Might finish guided notes if time allows
• Homework: Read 10.1-10.3
• Student research concerning Teddy Roosevelt and locating Political cartoon with analysis
– Due by next Tuesday
Spanish American War
• http://www.byutv.org/watch/656fdaa4-caa8-4979-82fe6dc3dd1dbb0d/american-ride-remember-the-maine
U.
• Date 11/5/2015
• Objective: Students will research Teddy Roosevelt and his impact and
involvement in Imperialism
• Language Objective: Students will conduct research and will write
and type up a response
• Agenda: Students will go to the computer lab and get research
information from the Librarian
• Student will research information concerning Teddy Roosevelt and
locate Political cartoon to conduct some analysis
• Homework: Read 10.1-10.2
• Date 11/2/2015
• Objective: Students will become familiar the timeline of events with U.S.
imperialism
• Language Objective: Students will read questions and write answer to a
quiz. Students will then read over time line of events and write specific
events down on their own time line.
• Agenda: Students will cover the Industrialization / Progressive Assessment
• Students will finish and hand in their Imperialism timeline- stop and discuss
certain events
• Student will then complete an atlas and map identification activity
• Students need to make up 10.1 reading quiz will take in class
• Homework: Read 10.1-10.2
• Date 10/30/2015
• Objective: Students will become familiar the timeline of events with U.S.
imperialism
• Language Objective: Students will read questions and write answer to a quiz.
Students will then read over time line of events and write specific events down
on their own time line.
• Agenda: Students will hand in their 10.1 worksheet and complete the 10.1
reading quiz
• Student will then begin working on a timeline activity- where they will first locate
dates for specific events and number the order of all 15 events
• Students will then write out a timeline on a separate piece of paper where the
Imperial events are described
• Homework: Read 10.1-10.2
• Date 10/29/2015
• Objective: Students will become familiar with U.S. becoming a world power and the role of
Imperialism to achieve this goal.
• Language Objective: Students will read terms and definitions, draw and image, create a skit to
perform. Students will take notes, and read and write answers
• Agenda: Students will receive their Imperialism Unit organizer
• Students will get into 5 groups and will get a important term for the unit- Students will have 1
student draw and image for the term and definition while the other create a skit – Students will
perform their skit and describe the term and definition in relation to their skit
• Students will then take some guided notes
• Students will complete a 10.1 worksheet
• Homework: Students need to read ch. 10.1 and complete their worksheet
• Date 10/27/2015
• Objective: Students will demonstrate their knowledge of Industrialization,
Immigration, Urbanization and the Progressive Era
• Language Objective: Students will read questions and write a their answer
on the scan tron
• Agenda: Students will hand in their Progressive packet
• Students will complete the assessment
• If time remains students will receive their Imperialism Unit organizer
• #47 is A
• Homework:
• Date 10/26/2015
• Objective: Students will continue to look at the progressives era will analyzing
Upton Sinclair’s book The Jungle and his muckraking investigative work
concerning the meat industry and immigrant labor
• Language Objective: Students will listen and write notes and read information
from the textbook and write answer to questions concerning Progressive topics in
their packets.
• Agenda: Students will get new seating charts
• Students will take notes on the Teddy Roosevelt and the U.S. government
legislative changes he made during the Progressive era
• Students will have the remainder of time to work on the Progressive packet- due
tomorrow
• Homework: Study for the test tomorrow- complete packet
• Date 10/23/2015
• Objective: Students will continue to look at the progressives era will analyzing Upton Sinclair’s book The
Jungle and his muckraking investigative work concerning the meat industry and immigrant labor
• Language Objective: Students will watch the video and will discuss and then will receive a packet to write
answer to questions concerning Progressive topics they read about in their textbook
• Agenda: Students will begin to look at Upton Sinclair and his investigation of the Meat packing industry with
his book The Jungle by watching a video on the story and real life impact of the novel
• Students will read about modern day issues of the Meat packing industry
• Student will receive a packet concerning the various Progressive topics to begin working locate different
information to support the topic of reform
• Share your essay with Mr. Harrington at har010789@adams12.org and yourself so you see that it was sent!!!
• Homework: Read Ch. 8 and Ch. 9- Study for the test will be next Tuesday
• Date 10/22/2015
• Objective: Students will continue to look at the progressives and the different changes that took
places during the time
• Language Objective: Students will conduct research and will type up an essay, locate articles to
pull quotes to support their argument and cite sources using easy bib
• Agenda: Students will hand in their essays
• Student will then take a National survey college and career interest
• Student will have 10 minutes to complete their atlas assignment and hand in
• Students will take notes over the women’s suffrage and will complete a worksheet focusing state’s
giving women the right to vote
• Student will then begin to look at Upton Sinclair and his investigation of the Meat packing
industry with his book The Jungle
• Homework: Read Ch. 8 and Ch. 9- Study for the test will be next Tuesday
• Date 10/22/2015
• Objective: Students will continue to look at the progressives and the different changes that took
places during the time
• Language Objective: Students will conduct research and will type up an essay, locate articles to
pull quotes to support their argument and cite sources using easy bib
• Agenda: Students will hand in their essays
• Student will then take a National survey college and career interest
• Student will have 10 minutes to complete their atlas assignment and hand in
• Students will take notes over the women’s suffrage and will complete a worksheet focusing state’s
giving women the right to vote
• Student will then begin to look at Upton Sinclair and his investigation of the Meat packing
industry with his book The Jungle
• Homework: Read Ch. 8 and Ch. 9- Study for the test will be next Tuesday
• Date 10/20/2015
• Objective: Students will work to become a modern day Muckraker and will
conduct research on corruption in the U.S. concerning politics, sports, the
economy from new articles.
• Language Objective: Students will conduct research and will type up an
essay, locate articles to pull quotes to support their argument and cite
sources using easy bib
• Agenda: Students will receive their rubric and look it over and discuss as a
class
• Students will go to the lab C245 and continue to work on their Progressive
essay
• Homework: Read Ch. 8.1-8.3- Ch. 9.1- 9.2 Have essay complete by
Thursday- Test will be next Tuesday
• Date 10/19/2015
• Objective: Students will work to become a modern day Muckraker and will conduct
research on corruption in the U.S. concerning politics, sports, the economy from new
articles.
• Language Objective: Students will conduct research and will type up an essay, locate
articles to pull quotes to support their argument and cite sources using easy bib
• Agenda: Students will discuss their essay assignment- Due Thursday
• Students will go over their Industrialization and Immigration Quiz
• Students will take notes over the Progressive era
• Student will then complete an Atlas assignment for the rest of time
• Homework: Read Ch. 8.1-8.3- Ch. 9.1-Have essay complete by Thursday
• Date 10/16/2015
• Objective: Students will work to become a modern day Muckraker and will
conduct research on corruption in the U.S. concerning politics, sports, the
economy from new articles.
• Language Objective: Students will conduct research and will type up an
essay, locate articles to pull quotes to support their argument and cite
sources using easy bib
• Agenda: Students will get their research essay assignment- discuss
• Students will go to C245 to conduct research and begin typing up their
essay – Due by next Thursday
• Homework: Read Ch. 8.1-8.3
Muckraker Writing Assignment
• Students will write a minimum of a 2 page essay- on
an issue that concerns you. The issue can be a news
related problem involving politics, economics, it could
be a problem in sports, it could be a social problem
involving problems between people. In your essay you
need to detail the overall issue, the corruptness of the
issue, and why this is something that needs to be
addressed. This is your chance to be a Muckraker and
in that role, you are attempting to expose a problem
and promote change.
• Date 10/15/2015
• Objective: Students will understand the conditions in the south that led to the Great
Migration and will be introduced to the Muckrakers
• Language Objective: Students will answer questions and then will read and article and
answer questions and will then verbally discuss
• Agenda: Students will take notes and over 8.3 worksheet terms and definitions and
discuss the conditions in the South
• Students will view primary and secondary sources pertaining to the Great Migration
• Students will be introduced to their research essay assignment
• Students will then read in groups about different Muckrakers and complete a graphic
organizer
• Homework: Read Ch. 8.1-8.3
• Date 10/13/2015
• Objective: Students will focus their attention on struggles of labor during the Industrial revolution
and the impact of immigrants moving to the U.S.
• Language Objective: Students will answer questions and then will read and article and answer
questions and will then verbally discuss
• Agenda: Students will complete their Industrialization and Immigration quiz
• Students will then read about Booker T. Washington and W.E.B. Dubois and answer questions on
the worksheet.
• Students will then discuss the differences between the two men and their perspectives
• Students will read ch. 8.3 and define poll tax, grandfather clause, Jim Crow laws, segregation, debt
peonage
• May support information with a power point that cover the topic
• Homework: Read Ch. 8.1-8.3
• Date 10/12/2015
• Objective: Students will focus their attention on struggles of labor during the Industrial
revolution and the impact of immigrants moving to the U.S.
• Language Objective: Students will view a video on immigration, read information and
begin re-writing their essay
• Agenda: Students will receive their Progressive Unit organizer and will discuss the second
half of the unit
• Students will take notes over Immigration and Urbanization Problems and solutions• Students will complete a Industrial/Immigration one pager
• Students will have the remainder of time to prepare for their quiz
• Homework: Read Ch. 6 and 7 prepare for quiz Tuesday
• Date 10/6/2015
• Objective: Students will focus their attention on struggles of labor during
the Industrial revolution and the impact of immigrants moving to the U.S.
• Language Objective: Students will view a video on immigration, read
information and begin re-writing their essay
• Agenda: Students will hand in 7.3 worksheets and will keep 7.1-7.2 w.s.
• Students will complete a group reading and share information with other
students concerning Immigration and Urbanization
• Students will complete a reading worksheet and view images concerning
the reading topics
• Students will complete a Industrial/Immigration one pager
• Homework: Read Ch. 6 and 7 prepare for quiz Tuesday
• Date 10/6/2015
• Objective: Students will focus their attention on struggles of labor during
the Industrial revolution and the impact of immigrants moving to the U.S.
• Language Objective: Students will view a video on immigration, read
information and begin re-writing their essay
• Agenda: Students will read about Jane Addams and discuss her impact on
immigrants
• Students will then read about William Tweed
• Students will receive a worksheet on 7.1-7.2-immigrants
• Then will receive a worksheet concerning the Political machine
• Homework: Read 7.1-7.3
Immigrant video
• Monday
• www.youtube.com/watch?v=Bvb2UI53e5s
• Tuesday
• https://www.youtube.com/watch?v=e366Udy2rhY
• Date 10/5/2015
• Objective: Students will focus their attention on struggles of labor during
the Industrial revolution and the impact of immigrants moving to the U.S.
• Language Objective: Students will view a video on immigration, read
information and begin re-writing their essay
• Agenda: Students will watch a video concerning immigration and
urbanization into the United States
• Students will read about the Struggles of Labor and the belief of Social
Darwinism
• Students will then receive their West DBQ back to discuss, look over an
example and begin re-writing for an improved grade
• Homework: Read 7.1-7.2
• Date 10/2/2015
• Objective: Students will focus their attention on struggles of labor with children and
safety during the Industrial revolution that sparks change and legislation for protection of
workers rights.
• Language Objective: Students will view images and discuss. Then students will read
information concerning child labor and the triangle shirtwaist fire and write responses
• Agenda: Students will view images of child labor
• Students will then read primary source documents from children who were forced into
labor during the Industrial Revolution- Students will write a response as if they are the
children
• Students will read about The Triangle Shirtwaist Fire - with a list of specific items Discuss and watch video clip
• Homework: Read 7.1-7.2
Triangle shirtwaist factory fire response
• On the same paper as the child labor response
• List and record at least 5 things that hurt or prevented the workers
from escaping the fire
• List at least 7 things that were put in place to prevent fire related
deaths and promote safety in the work place
• We will discuss these once everyone is finished
• https://www.youtube.com/watch?v=dvKrkCLl_0U
• Date 9/29/2015
• Objective: Students will understand the problems that big business create during
the Industrial Revolution and the formation of labor unions to protect workers
rights
• Language Objective: Students will read information together and in their
textbook. Student will write answer to questions and complete a graphic
organizer.
• Agenda: Students will discuss the worksheet concerning labor unions and strikes
• Students will the read about the Homestead Mill Strike where students will
answer questions and create a timeline of events
• Students will watch a video that discuss and describes the Strike
• Homework: Read all of Chapter 6 and 7.1-complete worksheet
Homestead Mill Strike
• https://www.youtube.com/watch?v=zPjM0fv8G9M
• https://www.youtube.com/watch?v=f1ZOqiRAIH4
• Date 9/28/2015
• Objective: Students will understand the problems that big business create
during the Industrial Revolution and the formation of labor unions to
protect workers rights
• Language Objective: Students will read information together and in their
textbook. Student will write answer to questions and complete a graphic
organizer.
• Agenda: Students will hand in their invention projects
• Students will read about the goals of trade unions
• Students will complete a worksheet and graphic organizer concerning trust,
unions and strikes
• Homework: Read all of Chapter 6 and 7.1-complete worksheet
• Date 9/25/2015
• Objective: Students will be able to identify the data of change during the
Industrial Revolution while students analyze growth charts on various topics
• Language Objective: Students will view and read graphs and images where their
analysis will allow them to write
• Agenda: Students will hand in their invention projects or by Monday
• Students will then work with a partner to complete the graph analysis worksheetStudent will analyze data and write complete sentences when appropriate- There
are 3 questions for each graph
• The graph and image will be projected on the overhead for about 3-5 minutes so
students must keep up!!!!!!!!
• Completed worksheet due today in class
• Homework: Read all of Chapter 6 and 7.1
• Date 9/24/2015
• Objective: Students will be understand the importance of inventions and the
impact of the Industrialist on society and the geographic impact of the Industrial
Revolution
• Language Objective: Students will view a video and complete the video guide.
Students will be creative and draw, write and create their invention proposal.
• Agenda: Students will watch America Story of Us and complete a video guide
• Students will go to the computer lab to complete their invention project- Due
Tomorrow!!
• Homework: Read all of Chapter 6
• Continue to create invention-Due Friday
• Date 9/22/2015
• Objective: Students will be understand the importance of inventions and
the impact of the Industrialist on society and the geographic impact of the
Industrial Revolution
• Language Objective: Students will discuss their quiz, read the atlas and
locate and write answer to question. Students will be creative and draw,
write and create their invention.
• Agenda: Students will finish their notes
• Student will read about the assembly line and then complete a simulation• Students will read write down their experience and discuss the activity
• Homework: Read all of Chapter 6
• Continue to create invention-Due Friday
• Date 9/21/2015
• Objective: Students will be understand the importance of inventions and the
impact of the Industrialist on society and the geographic impact of the Industrial
Revolution
• Language Objective: Students will discuss their quiz, read the atlas and locate
and write answer to question. Students will be creative and draw, write and
create their invention.
• Agenda: Students will go over 6.1 reading quiz
• Student will have an atlas assignment that will be due today in class
• Student can use the rest of time to work on their invention assignment- Create
image front and back, business proposal, advertisement, logo and tagline.
• Homework: Read all of Chapter 6
• Continue to create invention-Due Friday
• Date 9/18/2015
• Objective: Students will be understand the importance of inventions and
the impact of the Industrialist on society and the economy during the
Industrial Revolution
• Language Objective: Students will discuss the Unit I assessment, students
will then research and read information and type up invention information.
• Agenda: Students will go over the item analysis of their Westward
expansion assessment –Discuss the re-assessment opportunity
• Student will go to the lab to work on their Invention activity and project
will be introduced and worked on for the remainder of time in class C147
• Homework: Read Chapter 6.3- Continue to brainstorm and create
invention
• Date 9/16/2015
• Objective: Students will be understand the importance of inventions and the impact of
the Industrialist on society and the economy during the Industrial Revolution
• Language Objective: Students will discuss the homework, write notes and then read two
passages and answer questions.
• Agenda: Students will take their reading 6.1 quiz
• Students will get a graphic organizer worksheet once their done with the quiz and a
textbook and turn to 6.3 on pg. 241-244 and complete the work with the reading
• Discuss homework worksheet and hand in
• Invention activity and project will be introduced and worked on for the remainder of
time in class
• Homework: Read Chapter 6.3- Continue to brainstorm and create invention
• Date 9/15/2015
• Objective: Students will be introduced to Industrialization and understand the
two different perspectives concerning the Industrialist
• Language Objective: Students will discuss the homework, write notes and then
read two passages and answer questions.
• Agenda: Students will get a new seating chart
• Students will get their graphic organizer for the unit- the discuss the homework
worksheet
• Students will take notes over the Industrial Revolution in the U.S.
• Students will read 2 perspective concerning the Business leaders of the time
period and answer questions
• Homework: Read Chapter 6.1- Finish worksheet and prepare for 6.1 reading quiz
• Date 9/14/2015
• Objective: Students will demonstrate their knowledge of Westward expansion with an
essay response and multiple choice assessment.
• Language Objective: Students will read and analyze documents and will respond to the
writing prompt with a written response and fill in scan tron for correct answer to
questions.
• Agenda: Students complete their essay response
• Students will then receive their multiple choice assessment to begin and will finish on
Monday
• Students may work on states and capitals test if they finish other assessments
• Once students have completed their assessment they need to read ch. 6.1 and complete
the worksheet and questions
• Homework: Read Chapter 6.1- Complete Industrial Revolution worksheet - Anything that
is incomplete needs to be done during access or on an off hour.
• Date 9/14/2015
• Objective: Students will demonstrate their knowledge of Westward expansion with an
essay response and multiple choice assessment.
• Language Objective: Students will read and analyze documents and will respond to the
writing prompt with a written response and fill in scan tron for correct answer to
questions.
• Agenda: Students complete their essay response
• Students will then receive their multiple choice assessment to begin and will finish on
Monday
• Students may work on states and capitals test if they finish other assessments
• Once students have completed their assessment they need to read ch. 6.1 and complete
the worksheet and questions
• Homework: Read Chapter 6.1- Complete Industrial Revolution worksheet - Anything that
is incomplete needs to be done during access or on an off hour.
• Date 9/11/2015
• Objective: Students will demonstrate their knowledge of Westward expansion
with an essay response and multiple choice assessment.
• Language Objective: Students will read and analyze documents and will respond
to the writing prompt with a written response and fill in scan tron for correct
answer to questions.
• Agenda: Students complete their essay response
• Students will then receive their multiple choice assessment to begin and will
finish on Monday
• Students may work on states and capitals test if they finish other assessments
• Homework: Be prepared to complete any assessment(s) on Monday- This will be
the last day in class to assess everything that is incomplete needs to be done
during access or on an off hour.
• Date 9/10/2015
• Objective: Students will demonstrate their knowledge of Westward expansion
with an essay response.
• Language Objective: Students will read and analyze documents and will respond
to the writing prompt with a written response.
• Agenda: Students will look over the rubric and the essay prompt and documents
together-discuss the scaffolding questions to help student analyze the documents
• Students will have the entire time to complete the essay response and will have
time Friday to finish
• Students may work on states and capitals test if they finish early
• Homework: Read all of Ch. 5 - prepare for multiple choice Friday and Monday
How to cite documents and reference the source!
• Zitkala-Sa (Source)describes her mistreatment in The Schools Days of an
Indian Girl (Source) by saying, (Quote)“I felt the cold blades of the scissors
against my neck, and heard them gnaw off one of my thick braids. Then I
lost my spirit.”(Doc C)
• -Cite Document Zitkala-Sa like many young Native American children were
taken from their families in an effort to assimilate them and Americanize
them by taking away their culture and customs. (Sentence of analysis)
• Other important writing items- Use 3rd person- They, them, their
• Don’t use 1st or 2nd person- I, you, we, use, our –I am not that old and
neither are you, We weren’t alive yet and weren’t U.S. citizens
• Have clear hand writing, skip lines and work on spelling and grammar it
will help your score!!!!!
• Date 9/8/2015
• Objective: Students will understand analyze the conflicts with the U.S.
government and Native Americans with specific battles and legislation.
• Language Objective: Students will read items and match them appropriately,
students will read information and write answer to questions.
• Agenda: Students will finish notes on the Wounded Knee massacre
• Students will discuss their paragraph response comparing the reservation to the
Dawes Act - watch video clip on the Dawes Act
• Students will then complete a source analysis worksheet to prepare how to
reference sources, cite documents and provide sentence of analysis to prepare
for DBQ essay Thursday
• Homework: Read all of Ch. 5 - prepare for DBQ essay test Thursday and multiple
choice next Friday
Dawes Act
• https://www.youtube.com/watch?v=45HATCWo2PQ
U.S. History
Date 9/4/2015
Objective: Students will understand analyze the conflicts with the U.S.
government and Native Americans with specific battles and legislation.
Language Objective: Students will read items and match them
appropriately, students will read information and write answer to
questions.
Agenda: Students will hand in their completed worksheet concerning
the Ft. Laramie Treaty of 1868 and then discuss the treaty
Students will read about the Battle of the Little Big Horn and answer
questions
Student will take notes and then will complete a paragraph responsewatch video clip if time permits
Homework: Read all of Ch. 5 - prepare for DBQ essay test during the
block and multiple choice next Friday
• Date 9/3/2015
• Objective: Students will understand the technology that came out of westward
expansion, and begin to analyze the conflicts with the U.S. government and
Native Americans
• Language Objective: Students will read items and match them appropriately,
students will read information and write answer to questions.
• Agenda: Students will discuss the 5 themes of geography worksheet- hand in
• Students will get into groups of 4 or 5 and complete a matching activity
concerning technology of W.E.
• Students will read about the Ft. Laramie Treaty of 1851, 1868 and the Sand Creek
Massacre- complete a worksheet
• Homework: Read all of Ch. 5 - 5.1-5.3 – prepare for DBQ essay test during the
block and multiple choice next Friday
• Date 9/1/2015
• Objective: Students will identify and recognize the geography of Westward
expansion
• Language Objective: Students will read and analyze their textbook and
maps while locating places, regions and identifying the 5 themes of
geography
• Agenda: Students will complete the map assignment they started- due
today!!!!!!!- Add the Great Lakes and the Black Hills to the Geological
Features of the West
• Students will complete the 5 themes of geography worksheet
• Homework: Read all of Ch. 5 - 5.1-5.3 and complete 5 themes o geography
worksheet by the block
• Date 8/31/2015
• Objective: Students will identify and recognize the geography of Westward
expansion
• Language Objective: Students will write read and analyze primary sources,
students
• Agenda: Students will discuss the 4 groups motives and conflict portion of
their worksheet
• Students will complete the railroad reading and questions and hand in if
they aren’t finished
• Students will then begin to work on the map assignment
• Homework: Read ch. 5.2-5.3
• Date 8/28/2015
• Objective: Students will understand the Homestead Act the different groups that
it motived to moved out west and the obstacles they faced in the west
• Language Objective: Students will write read and analyze primary sources,
students will read about different groups and write information about each group
• Agenda: Students will take their states and capitals assessment
• Students will then complete the last two stations with their group from the day
before
• Students will complete the conflict portion of their worksheet and discuss all
groups as a class
• Students will hand in their railroad worksheet for a grade
• Homework: Read ch. 5.2-5.3
States and Capitals Grading Scale
4 point scale, missed, and correct
•4=
-0 to -7
(102 to 95)
• 3.5 = -8 to 15
(94 to 87)
• 3 = -16 to 23
(86 to 79)
• 2.5 = -24 to 30
(78-72)
• 2 = -31 to 38
(71-64)
• 1.5 = -39 to 45
(63 to 57)
• 1 = -46 or below (56 or less correct)
• Date 8/27/2015
• Objective: Students will understand the Homestead Act the different groups that
it motived to moved out west and the obstacles they faced in the west
• Language Objective: Students will write read and analyze primary sources,
students will read about different groups and write information about each group
• Agenda: Students will read and analyze the Homestead Act
• Students will form 4 groups and will read about 4 different groups moving west
and complete a graphic organizer worksheet
• Homework: Study 50 states and capitals + Puerto Rico for Friday assessmentthere will be re-assessment opportunities
• Read ch. 5.2 and skip 5.1
• Date 8/24/2015
• Objective: Students will learn about and analyze a Primary document to evaluate the concept of
Manifest Destiny further
• Language Objective: Students will write notes, students will view and discuss a painting, write
answer to questions and a paragraph.
• Agenda: Students will take notes on Primary Sources v. Secondary Sources
• Students will view “American Progress”, by John Gast and analyze the Primary Source individually
and then discuss as a class
• Students will then write a informative paragraph with a clear thesis statement and Evidence and
Analysis
• Students will analyze the Homestead Act
• Homework: Study 50 states and capitals + Puerto Rico for Friday assessment- there will be reassessment opportunities
• Read ch. 5.2 and skip 5.1
Outlaw clips
• http://www.youtube.com/watch?
• v=SREed7TT5_s&safety_mode=true&persist_s
• afety_mode=1&safe=active
• https://www.youtube.com/watch?
• v=U2YVyLLKRHw
• https://www.youtube.com/watch?
• v=GGNdnlCbfMs
U.S. History
Date 8/24/2015
Objective: Students will identify states and capitals, students will gain an
introduction to Westward Expansion and Manifest Destiny
Language Objective: Students will discuss states and capitals while
writing any they don’t have. Students will read
Agenda: Students will get a seating chart
Students will complete map where and identify states and capitals of
each state for all 50 states and Puerto Rico
Students will receive their Westward Expansion Unit Organizer /Study
guide
Students will read about Manifest Destiny- Fill out worksheet
Homework: Study 50 states and capitals + Puerto Rico for Friday
assessment- there will be re-assessment opportunities
States and Capitals 1-10
1. Maine – Augusta
2. New Hampshire – Concord
3. Vermont – Montpelier
4. Massachusetts – Boston
5. New York – Albany
6. Pennsylvania – Harrisburg
7. Rhode Island - Providence
8. Connecticut – Hartford
9. New Jersey – Trenton
10. Delaware – Dover
States and Capitals 11-20
1. Maryland – Annapolis
2. West Virginia – Charleston
3. Virginia – Richmond
4. North Carolina – Raleigh
5. South Carolina – Columbia
6. Georgia – Atlanta
7. Florida – Tallahassee
8. Alabama – Montgomery
9. Tennessee – Nashville
10. Kentucky – Frankfort
States and Capitals 21-30
1. Ohio – Columbus
2. Indiana – Indianapolis
3. Michigan – Lansing
4. Wisconsin – Madison
5. Illinois – Springfield
6. Mississippi – Jackson
7. Louisiana – Baton Rouge
8. Arkansas – Little Rock
9. Missouri – Jefferson City
10. Iowa – Des Moines
States and Capitals 31-40
1. Minnesota – St. Paul
2. North Dakota – Bismarck
3. South Dakota – Pierre
4. Nebraska – Lincoln
5. Kansas – Topeka
6. Oklahoma – Oklahoma City
7. Texas – Austin
8. New Mexico – Santa Fe
9. Arizona – Phoenix
10. Utah – Salt Lake
States and Capitals 41-51
1. Colorado – Denver
2. Wyoming – Cheyenne
3. Montana – Helena
4. Idaho – Boise
5. Washington – Olympia
6. Oregon – Salem
7. Nevada – Carson City
8. California- Sacramento
9. Alaska – Juneau
10. Hawaii – Honolulu
11. Puerto Rico – San Jaun
Manifest Destiny
• An attitude or belief that the U.S. had God’s blessing and favor to
move throughout America, coast to coast and control the areas
political, economic, and social decisions.
• This was a belief that was based on Anglo-Saxton superiority and that
the U.S. was the nation of the future.
U.S. History
Date 8/21/2015
Objective: Introduction to U.S. History textbook and identify states and
capitals
Language Objective: Students will scan and read through their U.S. textbook,
students will write answer on a separate piece of paper
Agenda: Students will complete the textbook scavenger hunt
• Students will receive a copy of a map where they will need to begin to
identify states and capitals of each state for all 50 states and Puerto Rico
Homework: Go to Mr. Harrington’s web-page and show parents/guardian
U.S. History syllabus
• Complete States and Capitals worksheet to cover on Monday
• Expected Daily Materials!!!!! -Bring Planner, 3 ring binder with dividers,
and Loose leaf paper, and pencil/ pen to class-
U.S. History
Date 8/20/2015
Objective: Introduction to U.S. History
Look over syllabus, Expectations, and Procedures. Look at Mr.
Harrington’s web-page and P:drive
Complete Student information sheet
Homework: Go to Mr. Harrington’s web-page and show
parents/guardian U.S. History syllabus
Tell parents/guardians about back to school night tonight. They can
come and meet your teachers to answer any question or voice any
concerns.
Expected Daily Materials!!!!!
Bring Planner
3 ring binder with dividers
Loose leaf paper, and pencil/ blue or black pen to class- No red or pink
please!