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


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

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

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

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

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


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.

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

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


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


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

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


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


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








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


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

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?

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


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


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


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


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


United States Involvement in Latin America: paid close attention to political & economic actions of other counties in Western Hemisphere
◦ 1891:
◦ 1893:
◦ July 1895:

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

1.
Page 520 Interpreting Tables
2.
3.
4.
5.
Page 522 Map Skills
Page 523 Viewing History
Page525 Viewing History
Page 525 #5


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


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


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

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


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

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.



Question of the Day:
Objective: Students will be able to identify and explain


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


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


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