Tuesday February 5
Q.O.D.: Answer the following questions:
1.
Who was the inventor of Alternate current energy?
2.
Define productivity.
3.
Before time zones, how did most towns set their clocks?
4.
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.
Report out answers: Technology and Society Activity
3.
Chapter 14 section 2 Questions and worksheet
4.
Exit Activity
Thursday February 7
Q.O.D.: List at least 1 technological advancements in
transportation, communication, energy or steel in the late 19th
and 20th 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.
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. Review Chapter 14 section 2 Major Points
3. Group Work: Robber Barons vs Captains of Industry
Activity
4. Exit Activity
Friday February 1
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. Technology and Society Activity
3. Report out answer
4. Exit Activity
Question of the Day February 7

List at least 1 technological advancements in
transportation, communication, energy or
steel in the late 19th and 20th 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
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
Wednesday February 13
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. Q.O.D.
2. Group Work: Robber Barons vs Captains of Industry
Activity
3. Industrialist Brochure Project
4. Exit Activity
Friday February 15
Q.O.D.: Define Robber Baron & Captains of Industry
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. Industrialist Brochure Project
3. Make Up Work
Tuesday February 26
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. Introduce Chapter 16 Daily Activities Project
3. Complete at a least 2 daily Activities from check list
4. Exit Activity
Thursday February 28

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.
Agenda:
1. Q.O.D.
2. Complete at a least 3 daily Activities from check list
3. Exit Activity

Monday March 4

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.
Agenda:
1. Q.O.D.
2. Complete at a least 2 daily Activities from check list
3. Exit Activity

Wednesday March 6

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.
Agenda:
1. Q.O.D.
2. Q.O.D. Notebook Check
3. Need to complete the following assignments

1. Chapter 16.3 & 16.4 Quiz
2. Thomas Nast Reading and DBQ activity
3. Reading on Past Immigration Policies
4.
Exit Activity
Q.O.D. Notebook Check
1.
2.
3.
4.
5.
What was Tuesday February 5th
objective?
What was Friday February 1st Q.O.D?
What was Wednesday February 13
agenda?
What was Friday February 15 Q.O.D.
Answer? Should have 2 answers.
What was Tuesday February 26
objective?
Exit Activity February 6

Complete Exit Pass based on chapter 16
section 1-4 material
Friday March 8

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.

1.
2.
3.
4.

Agenda:
Q.O.D.
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

Tuesday March 12

Q.O.D.: Study for test

Objective: Student will be able to identify
and explain how immigration pattern shifted
during the Gilded Age and its effects it made
on America.
 Agenda:
1. Q.O.D.
2. Chapter 14 and 16 Test
3. Complete Immigration Past
from ch.16 checklist
& Present work
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
Thursday March 14

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.

Agenda:
Q.O.D.
Complete Chapter 18.1 Questions
Complete Chapter 18.1 Written Response
Exit Activity
1.
2.
3.
4.
Monday March 18

Q.O.D.: Complete Exit Questions Section 1

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.

Agenda:
Q.O.D.
You Tube Video Clip Chapter 18.2
Complete Chapter 18.2 Questions
Exit Activity Section 2
1.
2.
3.
4.
Exit Activity March 14
Exit Questions Section 1

Read the following pages and complete
assignments on white lined paper
1.
2.
3.
4.
Pg. 514 Viewing History
Page 516 Map Skills (both)
Page 517 Interpreting Charts
Page 518 Viewing History
Wednesday March 20

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.
 Agenda:
1. Q.O.D.
2. Complete Chapter 18.2
3. Exit Activity Section 2
4. Complete Chapter 18.4
Questions
Question
Q.O.D. March 20

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 Section 2
1.
2.
3.
4.
5.
Page 520 Interpreting Tables
Page 522 Map Skills
Page 523 Viewing History
Page525 Viewing History
Page 525 #5
Friday March 22

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
◦ Homework: study for chapter 18 quiz
Tuesday March 26

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.
Thursday March 28

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.
Tuesday April 2

Q.O.D.: What is a thesis statement?

Objective: Students will be able to identify and explain
reasons Americans were for and against imperialism.

Agenda
◦
◦
◦
◦
◦
Q.O.D
Create Thesis Statement for Research Paper
Q3 MCA Formative
Q3 Study guide multiple choice/matching questions
Revise DBQ Written Response Paragraph (if needed)
Thursday April 4

Q.O.D.: What did Theodore Roosevelt do during the
Spanish-American War?

Objective: Students will be able to identify and explain
reasons Americans were for and against imperialism.

Agenda
◦ Q.O.D
◦ Complete Part A MCA Study Guide: multiple choice/matching
questions
◦ Complete Part B Q3 MCA Study Guide: Written Response
◦ Revise DBQ Written Response Paragraph (if needed)