September 9-13

 

UNITED STATES HISTORY FROM POST-RECONSTRUCTION TO PRESENT

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

      Introduction into Imperialism and the Spanish-American War

Eagle Challenge

(3-5 minutes)

      Student will work on their important terms, people, and events in their Imperialism Portfolio.  (Terms due Thursday)

Learning Tasks/Activities

      Mini Lesson #1: The teacher will introduce the following topics: What is imperialism?  Why do countries imperialize?  Why was the US late in the imperialism game?  What were the causes behind the Spanish-American War?  What roll does media play in international decisions made today?

Mini Lesson #2: The students will watch a video clip from William McKinley, and they will analyze the presidential decisions that the men made and decide if they would have taken the country into a different direction.

Mini Lesson #3: Students will continue working on their Imperialism terms, people, and events.  Students are not only asked to define the people, event, or term, but they are also asked what impact did they/it make or have during the Imperialism Era.  Students may work in partners to discuss the impact they believe each item had on history.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio

Closure 

Teacher will remind the students of their Imperialism Era terms are due on Thursday, their Spanish-American War essay is due on Friday, and their WWI essay is due on Monday.

Remediation/Intervention 

Students will be asked to not only define the important terms, people, and events of the Imperialism Era, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the Imperialism Era.  Students who are on a lower level will be ask to complete all there terms and to make what connections to the impacts that they can.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Enrichment/Challenge for upper 25%

Students will be asked to not only define the important terms, people, and events of the Imperialism Era, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the Imperialsim Era.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Peer tutoring and working together will be encouraged as their define and find the importance of their terms, people, and events during the Imperialism Era.

Assessment (pre and/or post)

Informal pre-test on Spanish-American War & WWI

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Re-cap of the causes of Imperialism
  • The effects of the Spanish-American War

Eagle Challenge

(3-5 minutes)

Student will work on their important terms, people, and events in their Imperialism Portfolio.  (Terms due Thursday)

Learning Tasks/Activities

Mini Lesson #1: The teacher will introduce the following topics: What was the end result of the Spanish-American War?  Why did Teddy Roosevelt build the Panama Canal, and what controversy surrounded the building of it?  Should the United States be the “World’s Police Officer?”

Mini Lesson #2: The students will watch a video clip from Spanish-American War from the TR American Lion series (on you.tube) & Teddy Roosevelt President clip and they will analyze the presidential decisions that the he made and decide if they would have taken the country into a different direction.

Mini Lesson #3: The students will be working in partners to discuss President Roosevelt’s  accomplishments.  They will also be able to collectively work on their Imperialism Portfolios.

Mini Lesson #4: Student will have 15 minutes at the end of class to research and begin writing  their essay on the Spanish-American War

 

Text Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio

Closure

Teacher will remind the students of their Imperialism Era terms are due on Thursday, their essay on the Spanish-American War is due on Friday, and their essay on WWI will be due on Monday.

Remediation/Intervention 

All students are expected to write an essay on the Imperialism Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Imperialism Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  The teacher will work one on one with the lower level students making sure they have an outline in which to write their essay.

Enrichment/Challenge for upper 25%

All students are expected to write an essay on the Imperialism Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Imperialism Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Peer tutoring (Teddy Roosevelt video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Re-cap of the causes and effects of the Spanish-American War & the annexation of Hawaii
  • Causes of WWI

Eagle Challenge

(3-5 minutes)

Student will work on their important terms, people, and events in their Imperialism Portfolio.  (Terms due Thursday)

Learning Tasks/Activities

Mini Lesson #1: The teacher will address such topics as: Why was aggressive nationalism a bad thing and one of the causes behind WWI?  Why did Wilson want isolationism at first?  What forced the US to go into WWI? 

Mini Lesson #2: The students will watch a video clip from William Howard Taft's presidency, and they will analyze the presidential decisions that he made and decide if they would have taken the country into a different direction.

Mini Lesson #3: The students will be working in partners to discuss President Taft’s  accomplishments.  They will also be able to collectively work on their Imperialism Portfolios.

Mini Lesson #4: Student will have 15 minutes at the end of class to research and begin writing  their essay on the Spanish-American War (due Friday)

 

Text/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio

Closure

Teacher will remind the students of their Imperialism Era terms are due on Thursday, their essay on the Spanish-American War is due on Friday, and their essay on WWI will be due on Monday.

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Imperialism Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Imperialism Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Imperialism Era.

Group Composition (If used)

Peer tutoring (William Howard Taft video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.

Assessment (pre and/or post

Informal questioning from the teacher to see if the students are retaining the information.  Formal Assessment of Friday.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Re-cap of the causes and effects of the Spanish-American War
  • Re-cap of the causes of WWI
  • Lesson will focus on the fighting of WWI

 

Eagle Challenge

(3-5 minutes)

Students will work on their Spanish-American War essay which is due Friday.

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: Why was aggressive nationalism a bad thing and one of the causes behind WWI?  Why did Wilson want isolationism at first?  What forced the US to go into WWI?  What was trench warfare like, and why was it the style of warfare in WWI?  What is total war?  Could we fight another total war today?

Mini Lesson #2: The students will watch a video clip from Woodrow WIlson's presidency and a video clip from WWI, and they will analyze the presidential decisions that he made and decide if they would have taken the country into a different direction.

Mini Lesson #3: The students will be working in partners to discuss President Wilson’s  accomplishments.  They will also be able to collectively work on their Imperialism Portfolios.

Mini Lesson #4: Student will have 15 minutes at the end of class to research and begin writing  their essay on the Spanish-American War (due Friday)

 

Text/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio

Closure

Teacher will remind the students of their essay on the Spanish-American War is due on Friday, their essay on WWI will be due on Monday, timeline on Tuesday, and Imperialism Portfolio due on Wednesday. 

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Imperialism Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Imperialism Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Imperialism Era.

Group Composition (If Used)

Peer tutoring (Woodrow Wilson’s video)- students may work together to see if they would have accomplished the same as the president or if they would have taken the country into a different direction.  Students may also work together with their portfolios.

Assessment (pre and/or post

Informal questioning

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Re-cap of the causes and effects of the Spanish-American War
  • Re-cap of the causes of WWI
  • Re-cap the fighting of WWI
  • Lesson will focus on the effects of WWI on the nation and worldwide

 

Eagle Challenge

(3-5 minutes)

Students will work on their WWI essay which is due Monday while the teacher checks for the Spanish-American War essay. 

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: Why was aggressive nationalism a bad thing and one of the causes behind WWI?  Why did Wilson want isolationism at first?  What forced the US to go into WWI?  What was trench warfare like, and why was it the style of warfare in WWI?  What is total war?  Could we fight another total war today?

Mini Lesson #2: The students will watch a video clip from Woodrow WIlson's presidency and a video clip from WWI, and they will analyze the presidential decisions that he made and decide if they would have taken the country into a different direction.

Mini Lesson #3: The students will be working in partners to discuss President Wilson’s  accomplishments.  They will also be able to collectively work on their Imperialism Portfolios.

Mini Lesson #4: Student will have 15 minutes at the end of class to research and begin writing  their essay on the Spanish-American War (due Friday)

 

Text/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio

Closure

Teacher will remind the students of their essay on the Spanish-American War is due on Friday, their essay on WWI will be due on Monday, timeline on Tuesday, and Imperialism Portfolio due on Wednesday. 

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Imperialism Era including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Imperialism Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Imperialism Era.

Group Composition (If Used)

Students will be able to work in pairs with their portfolio.  Students may choose their partners they think they work the best, but the teacher may rearrange if it deems necessary. 

Assessment (pre and/or post)

Imperialism Test on Wednesday