File - Mrs. Alvarez United States History

advertisement

Monday February 4

Q.O.D.: Complete chapter 14 section 1 worksheet (both sides)

Objective: Student will be able to identify and explain how advancements in transportation, communication, electric power and Bessemer process affected people and business in the late 1800s and today.

Agenda:

1.

Q.O.D.

2.

3.

4.

Technology and Society Activity

Report out answer

Exit Activity

Exit Activity February 4

List at least 2 technological advancements in transportation, communication, energy or steel in the late 19 th and 20 th century and explain how each of these listed promoted industrial growth in America to a modern industrial nation. Include one positive and negative for each technological advancement.

◦ Advancement

◦ Define

◦ One positive point

◦ One negative point

Wednesday February 6

Green 3

Q.O.D.: .: Answer the following questions:

1.

2.

Who was the inventor of Alternate current energy?

Define productivity.

3.

4.

Before time zones, how did most towns set their clocks?

Name 4 problems that emerged with the growth of railroad passenger service.

Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late

1800s.

Agenda:

1.

Q.O.D.

2.

3.

4.

Report out answers: Technology and Society Activity

Chapter 14 section 2 Questions and worksheet

Exit Activity

Wednesday February 6

Green 4

Q.O.D.: Complete chapter 14 section 1 classwork and homework check

Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.

Agenda:

1.

Q.O.D.

2.

3.

4.

Chapter 14 section 2 worksheet

Robber Barons or Captains of Industry Worksheet

Exit Activity

Tuesday February 12

Green 3

Q.O.D.: Complete chapter 14 section 2 question worksheet and page 19 #1-3 captains of industry worksheet

Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.

Agenda:

1.

Q.O.D.

2.

3.

4.

Review key concepts of chapter 14 section 2 worksheet

Robber barons vs. captain of industry book work

Group Work: Robber Barons vs Captains of Industry

Activity

Robber Barons vs. Captains of Industry

Read page 414-415:

List 5 characteristics of a Robber Baron

List 3 characteristics of a Captain of Industry

Tuesday February 12

Green 4

Q.O.D.: Identify 2 positives and negatives affects from the new technological advancements of transcontinental railroads.

Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.

Agenda:

1.

Q.O.D.

2.

3.

4.

Review Chapter 14 section 2 Major Points

Group Work: Robber Barons vs Captains of Industry

Activity

Exit Activity

Robber Barons vs. Captains of Industry

Read page 414-415:

List 5 characteristics of a Robber Baron

List 3 characteristics of a Captain of Industry

Exit Activity

(Green 4)

Read page 414-415

Why were some business leaders considered Captains of Industry while others were considered

Robber Barons? Provide at least four reasons for each.

Thursday February 14

Q.O.D.: Complete open notebook check #1: chapter 14 section 1 and 2

Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.

Agenda:

1.

2.

3.

4.

Q.O.D.

Group Work: Robber Barons vs Captains of Industry

Activity

Industrialist Brochure Project

Exit Activity

Monday February 25

Q.O.D.: Complete Notebook Check 2: chapter 14 section 1 and 2

Objective: Student will be able to identify and explain

American society changed during the Gilded Age.

Agenda:

1.

Q.O.D.

2.

3.

4.

Introduce Chapter 16 Daily Activities Project

Complete at a least 2 daily Activities from check list

Exit Activity

Wednesday February 27

Q.O.D.:

◦ What did Democrats and Republicans differ about during the

Gilded Age?

◦ Why was the Pendleton Civil Service Act passed?

◦ Why did Coxey’s Army March on Washington in 1894?

Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.

1.

2.

3.

Agenda:

Q.O.D.

Complete at a least 3 daily Activities from check list

Exit Activity

Friday March 1

Q.O.D.:

◦ Where did most immigrants come from during the 1890s?

◦ What are subsidies and which groups in society accepted them?

◦ What is segregation and how did this affect immigrants?

Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.

2.

3.

1.

Agenda:

Q.O.D.

Complete at a least 2 daily Activities from check list

Exit Activity

Exit Activity

Complete Exit Pass based on chapter 16 section 1-4 material

Tuesday March 5

Q.O.D.:

◦ How did political machines gain power in the late 1800s?

◦ What did prohibitionist and purity crusaders agree on?

◦ Define restrictive covenant

Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.

1.

2.

3.

Agenda:

Q.O.D.

Need to complete chapter 16 section 3 and 4 questions, open notes quiz and DBQ activity

Exit Activity

Thursday March 7

Q.O.D.: On chapter 14 and 16 test study guide complete

Robber Barons and Captains of Industry Question chart use

PAGE 414

Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.

2.

3.

4.

5.

1.

Agenda:

Q.O.D.

Q.O.D. Notebook Check

Review Short answer portion of chapter 14 and 16 test

Complete chapter 14 and 16 test study guide

Report out answers

Homework: Study for TEST CHAPTER 14 & 16

Part A:

11.

Rapid expansion of urban areas

12.

Shorter working days, higher wages, better working conditions

Part B:

5. Entrepreneurs: one who organizes, manages and assumes the risks of a business

10. Henry Ford: pioneering auto manufacturers in the early 1900s made affortable cars (using assembly line and other production technology)

15. Interstate Commerce Act: 1887 law that regulated railroads and other interstate business

Question #3 Paragraph set up

Topic Sentence

2 Problems Immigrants Faced

Quote from Gim Chang document

Explain Quote

Quote from Louise Nagy document

Explain Quote

Connect immigrant problem to book information

Monday March 11

Q.O.D.: Complete Q.O.D. Notebook Check

Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age and its effects it made on America.

1.

2.

3.

Agenda:

Q.O.D.

Chapter 14 and 16 Test

Complete checklist

Immigration Past & Present work from ch.16

Q.O.D. Notebook Check

1.

2.

3.

4.

5.

What was Monday February 4 th agenda?

What was Wednesday February 6 th agenda?

What was Tuesday February 12 th

Q.O.D.?

What was Thursday February 14 th agenda?

What was Monday February 25 th objective?

Chapter 14 and 16 Test Information

Label written Part on white lined paper

Part C

Part D

1.

Provide all relevant information

2.

Provide all relevant information

3.

Refer to other column

Part D Question #3 Paragraph set up

Topic Sentence

2 Problems Immigrants Faced

Quote from Gim Chang document

Explain Quote

Quote from Louise Nagy document

Explain Quote

Connect immigrant problem to book information

Wednesday March 13

Q.O.D.: How does an immigrant to the United States become a citizen? Provide at least points.

Objective: Student will be able to identify and explain how Imperialism grew in the United States and the world between 1890-1913.

2.

3.

4.

1.

Agenda:

Q.O.D.

Complete Chapter 18.1 Questions

Complete Chapter 18.1 Written Response

Exit Activity

Exit Activity March 13

Chapter 18.1

Read the following pages and complete assignments on white lined paper

1.

Pg. 514 Viewing History

2.

Page 516 Map Skills (both)

3.

Page 517 Interpreting Charts

4.

Page 518 Viewing History

Friday March 15

Q.O.D.: complete chapter 18.1 Questions

Objective: Student will be able to identify and explain how the Spanish American War confirmed the United

States as a world power and led to disagreements at home.

4.

5.

2.

3.

1.

Agenda:

Q.O.D.

Chapter 18.1 Written Response

Complete chapter 18.1 Exit Activity

Complete Chapter 18.2 Questions

Exit Activity

Tuesday March 19

Q.O.D.: Copy the following information on the next slide into your notebooks and use page 519-

520 to complete missing information.

Objective: Student will be able to identify and explain how the Spanish American War confirmed the United States as a world power and led to disagreements at home.

1.

2.

3.

4.

Agenda:

Q.O.D.

Complete Chapter 18.2 Questions

Exit Activity Section 2

Complete Chapter 18.4 Question

Q.O.D. March 19

United States Involvement in Latin America: paid close attention to political & economic actions of other counties in Western Hemisphere

◦ 1891:

◦ 1893:

◦ July 1895:

Exit Activity Green 3

Chapter 18.2

1.

Page 520 Interpreting Tables

2.

3.

4.

5.

6.

7.

Page 522 Map Skills

Page 523 Viewing History

Page 523 Main Idea Connections

Page 524 Viewing History

Page525 Viewing History

Page 525 #5

Exit Activity Green 4

Chapter 18.2

1.

Page 520 Interpreting Tables

2.

3.

4.

5.

Page 522 Map Skills

Page 523 Viewing History

Page525 Viewing History

Page 525 #5

Thursday March 21

Q.O.D.: Complete any assignments from chapter 18.2 not completed

Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish-

American War.

Agenda

◦ Q.O.D

◦ Chapter 18.4 Questions

◦ Chapter 18 Quiz Study Guide

Monday March 25

Q.O.D.: Complete chapter 18.4 questions

Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish-

American War.

Agenda

◦ Q.O.D

◦ Chapter 18 Quiz Study Guide

◦ Chapter 18 Big Idea Packet Question: Bottom of each page and Test

Questions

◦ Homework: Study for chapter 18 Quiz

Wednesday March 27

Q.O.D.: study for chapter 18 quiz

Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish-

American War.

Agenda

◦ Q.O.D

◦ Quiz Chapter 18

◦ DBQ: Imperialism

◦ Report out answers

◦ Homework: finish all missing assignments by THURSDAY

After Quiz

Look at the Imperialism Political Cartoon and answer questions that follow on paper.

Monday April 1

Q.O.D.: study for chapter 18 quiz

Objective: Students will be able to identify and explain reasons Americans were for and against imperialism.

Agenda

◦ Q.O.D

◦ Report out Imperialism DBQ Answers

◦ Performance Based Task

Performance Based Task

Using either document 1, 2, or 4 complete the following task

Create a written response explaining the reasons Americans rejected of supported the idea of imperialism in the gilded age. You must include a quote and analyze for source in your response.

1.

Tell whether document is in support imperialism or anti-imperialist

2.

What is the main idea of this document? Circle the correct answer.

 Economic

 Political

 Social Darwinism(racial)

3.

Provide a quote to support your answer to question # 2

4.

Provide an analyze to support your answer to question #3.

Wednesday April 3

Question of the Day:

Objective: Students will be able to identify and explain

Wednesday April 3

Q.O.D.: Complete Q3 MCA Formative

Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism

Agenda

◦ Q.O.D

◦ Review Formative

◦ Complete Part A of MCA study guide

Wednesday April 3 (Green 3)

Q.O.D.: What did Theodore Roosevelt do during the

Spanish-American War that made him a war hero?

Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism

Agenda

◦ Q.O.D

◦ Complete Part B of MCA study guide

◦ Homework: MCA on Thursday April 11th

Friday April 5 (Green 4)

Q.O.D.: What did Theodore Roosevelt do during the

Spanish-American War that made him a war hero?

Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism

Agenda

◦ Q.O.D

◦ Complete Part B of MCA study guide

◦ Homework: MCA on Tuesday April 9 th

1.

2.

3.

4.

Oppose or support imperialism

Provide a quote to support answer #1

Explain Quote

Discuss book information

Download