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Monday February 4

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:

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Monday February 4

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  1. 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: Q.O.D. Technology and Society Activity Report out answer Exit Activity

  2. Exit Activity February 4 • List at least 2 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

  3. Wednesday February 6 Green 3 Q.O.D.:.: Answer the following questions: Who was the inventor of Alternate current energy? Define productivity. 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: Q.O.D. Report out answers: Technology and Society Activity Chapter 14 section 2 Questions and worksheet Exit Activity

  4. 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: Q.O.D. Chapter 14 section 2 worksheet Robber Barons or Captains of Industry Worksheet Exit Activity

  5. 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: Q.O.D. 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

  6. Robber Barons vs. Captains of IndustryRead page 414-415: • List 5 characteristics of a Robber Baron • List 3 characteristics of a Captain of Industry

  7. 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: Q.O.D. Review Chapter 14 section 2 Major Points Group Work: Robber Barons vs Captains of Industry Activity Exit Activity

  8. Robber Barons vs. Captains of IndustryRead page 414-415: • List 5 characteristics of a Robber Baron • List 3 characteristics of a Captain of Industry

  9. 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.

  10. 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: Q.O.D. Group Work: Robber Barons vs Captains of Industry Activity Industrialist Brochure Project Exit Activity

  11. 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: Q.O.D. Introduce Chapter 16 Daily Activities Project Complete at a least 2 daily Activities from check list Exit Activity

  12. 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. Agenda: Q.O.D. Complete at a least 3 daily Activities from check list Exit Activity

  13. 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. Agenda: Q.O.D. Complete at a least 2 daily Activities from check list Exit Activity

  14. Exit Activity • Complete Exit Pass based on chapter 16 section 1-4 material

  15. 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. Agenda: Q.O.D. Need to complete chapter 16 section 3 and 4 questions, open notes quiz and DBQ activity Exit Activity

  16. 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. 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

  17. Part A: • Rapid expansion of urban areas • 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

  18. 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

  19. 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. Agenda: Q.O.D. Chapter 14 and 16 Test Complete Immigration Past & Present work from ch.16 checklist

  20. Q.O.D. Notebook Check • What was Monday February 4th agenda? • What was Wednesday February 6th agenda? • What was Tuesday February 12th Q.O.D.? • What was Thursday February 14th agenda? • What was Monday February 25th objective?

  21. Chapter 14 and 16 Test Information Label written Part on white lined paper • Part C • Part D • Provide all relevant information • Provide all relevant information • 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

  22. 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. • Agenda: • Q.O.D. • Complete Chapter 18.1 Questions • Complete Chapter 18.1 Written Response • Exit Activity

  23. Exit Activity March 13Chapter 18.1 • Read the following pages and complete assignments on white lined paper • Pg. 514 Viewing History • Page 516 Map Skills (both) • Page 517 Interpreting Charts • Page 518 Viewing History

  24. 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. • Agenda: • Q.O.D. • Chapter 18.1 Written Response • Complete chapter 18.1 Exit Activity • Complete Chapter 18.2 Questions • Exit Activity

  25. 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. • Agenda: • Q.O.D. • Complete Chapter 18.2 Questions • Exit Activity Section 2 • Complete Chapter 18.4 Question

  26. 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:

  27. Exit Activity Green 3Chapter 18.2 • Page 520 Interpreting Tables • Page 522 Map Skills • Page 523 Viewing History • Page 523 Main Idea Connections • Page 524 Viewing History • Page525 Viewing History • Page 525 #5

  28. Exit Activity Green 4Chapter 18.2 • Page 520 Interpreting Tables • Page 522 Map Skills • Page 523 Viewing History • Page525 Viewing History • Page 525 #5

  29. 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

  30. 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

  31. 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

  32. After Quiz • Look at the Imperialism Political Cartoon and answer questions that follow on paper.

  33. 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

  34. 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. • Tell whether document is in support imperialism or anti-imperialist • What is the main idea of this document? Circle the correct answer. • Economic • Political • Social Darwinism(racial) • Provide a quote to support your answer to question # 2 • Provide an analyze to support your answer to question #3.

  35. Wednesday April 3 • Question of the Day: • Objective: Students will be able to identify and explain

  36. 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

  37. 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

  38. 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 9th

  39. Oppose or support imperialism • Provide a quote to support answer #1 • Explain Quote • Discuss book information

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