September 16-20

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Review of the Causes and Effects of the Spanish-American War
  • Review Causes of WWI
  • Learn the international and domestic effects of WWI

 

Eagle Challenge

(3-5 minutes)

      Teacher will check their WWI essay while students are working on their Imperialism Timeline.

Learning Tasks/Activities

      Mini Lesson #1: The teacher will introduce the following topics: What effect did the Bolshevik Revolution have on the United States?  What was the Great Migration, and what was the result?  What economic effects will the US and the rest of the world face after WWI?

Mini Lesson #2: The students will watch a video clip from Woodrow Wilson, 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 WWI timeline of important and events that happened during the Imperialism Era.  Students are not only asked to define the  event,  but they are also asked what impact it made or have during the Imperialism Era.  Students may work in partners to discuss the impact they believe each event 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 Timeline due Tuesday.  Imperialism Portfolio & Test on Wednesday.

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)

Formal post-test on Imperialism on Wednesday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Review Imperialism, Spanish-American War, & WWI

Eagle Challenge

(3-5 minutes)

Teacher will check their Imperialism Timeline while the students continue to work on their Imperialism Portfolio

Learning Tasks/Activities

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Imperialism Era.

Mini Lesson #2: The teacher have the students return to their normal seats then they will play a word connection game.  The teacher will have a list of terms, people, and events that affected the Imperialism  Era.  The students will then connect as many things to that term, person, or event.   Extra credit will be assigned for students who make 25 word connections to each topic.

Mini Lesson #3: The teacher will go over any remaining test items needed.

 

Text Materials

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

Closure

Teacher will remind the students that their test and portfolio are due on Wednesday,

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)

: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Imperialism Era

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.  Formal assessment on Wednesday.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Imperialism Test
  • 1920s Portfolio distributed 

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: Students will take their Imperialism Test

Mini Lesson #2: Students will turn in their Imperialism Portfolio.

Mini Lesson #2: Students will work on their 1920s  after their state test.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Imperialism Era Portfolio& 1920S Portfolio

Closure

1920s terms will be due on Friday.

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 1920s 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 1920s Era.

Group Composition (If used)

n/a

Assessment (pre and/or post

Imperialism Test

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Introduce the effects of WWI domestically & internationally
  • Prohibition and Temperance Movement (Causes & Effects)

 

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: What did the Treat of Versailles do to Germany?  How will the United States treat Germany after World War I?  What will happen to Germany’s economy?  What will be the United States’s economic standing after WWI?  What will be the “side effects” of prohibtion?  How will the government try to stop organized crime?  Why will leaders like Al Capone be difficult to bring down?  What is the Red Scare?  What will the government do to avoid communist influence?

Mini Lesson #2: Students will watch a video showing the “Roaring Twenties”

Mini Lesson #3: The students will be working in partners to discuss President Warren G. Harding’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 work on their 1920s terms (due Friday)

 

Text/Materials

United States History 1877-Present, The Presidents (video), 1920s  Era Portfolio, “Boom” Video: America: The Story of Us

Closure

Teacher will remind the students of their terms on1920s  are due on Friday, their essay 1920s will be due on Monday, timeline on Tuesday, and 1920s 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 1920s 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 (Warren G. Harding’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)

  • 1920’s re-cap of effects from WWI (internationally & domestically)
  • Great Migration & Harlem Renaissance

Eagle Challenge

(3-5 minutes)

Students will work on their 1920s essay which is due Monday while the teacher checks for their 1920s terms. 

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: What did the Treat of Versailles do to Germany?  How will the United States treat Germany after World War I?  What will happen to Germany’s economy?  What will be the United States’s economic standing after WWI?  What will be the “side effects” of prohibtion?  How will the government try to stop organized crime?  Why will leaders like Al Capone be difficult to bring down?  What is the Red Scare?  What will the government do to avoid communist influence? And start, Why did African Americans leave the South during WWI?  What was the effect of the Great Migration on northern cities?

Mini Lesson #2: Students will watch/complete a video showing the “Roaring Twenties” & Harlem Renaissance & Calvin Coolidge’s Presidency.

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

 

Text/Materials

United States History 1877-Present, The Presidents (video), 1920s Era Portfolio, Harlem Renaissance Video

Closure

Teacher will remind the students of their essay on the 1920  is due on Monday, their timeline on 1920s will be due on Monday, timeline on Tuesday, and 1920s 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 1920 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

 

 

Resources/Materials

United States History 1877-Present, The Presidents (video), 1920 Era Portfolio