January 21-24

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

      NO SCHOOL (MLK Day)

Eagle Challenge

(3-5 minutes)

     

Learning Tasks/Activities

     

 

 

 

Text/Materials

 

Closure 

 

Remediation/Intervention 

 

Enrichment/Challenge for upper 25%

 

Group Composition (If used)

 

Assessment (pre and/or post)

 

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

Students will continue to explore the Gilded Age and discover problems that plagued the country during that era.

Eagle Challenge

(3-5 minutes)

Students will work on their timeline while the teacher checks for the completion of their Gilded Age terms .

Learning Tasks/Activities

Mini Lesson #1: The teacher will introduce the following topics: President Hayes & President Garfield, trustbusting, conservation vs. expansion, isolationists vs, imperialists, etc.

Mini Lesson #2: The students will watch a video clip from Rutherford B. Hayes & James Garfield, 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 #4: While the teacher is checking for completion of their important terms, people, and events of the Gilded Age, the students will be working in partners to discuss President Taft's accomplishments.  They will also be able to collectively work on their Gilded Age Portfolios.

Mini Lesson #5: Student will have 15 minutes at the end of class to research and write their essays & timelines

 

Text Materials

United States History 1877-Present, The Presidents (video), Gilded Age Portfolio

Closure

Teacher will remind students that their Timeline is due on Thursday, essay is due on Monday, and the entire portfolio is due on January 28th

 

Remediation/Intervention 

All students are expected to write an essay on the Gilded Age 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 Gilded Age 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 Gilded Age 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 Gilded Age 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 (Hayes & Garfield 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)

Students will continue to explore the Gilded Age and discover the solutions that activists and politicians will make to the major issues that plagued the country during the Gilded Age.

Eagle Challenge

(3-5 minutes)

The students will work on their timeline while the teacher checks the Gilded Age essay for competition.    

Learning Tasks/Activities

Mini Lesson #1: The teacher will lead a discussion on the how the issues of the Gilded Age were addressed.  The following topics will be explored: President Chester Arthur & Grover Cleveland, Political Machines, Labor Unions,  .

Mini Lesson #2: The students will watch a video clip from President Arthur & Grover Cleveland'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: While the teacher is checking for completion of their essay, students will work together to discuss President Chester Arthurs & Grover Cleveland’s accomplishments.  They will also be able to collectively work on their Gilded Age Portfolios

Mini Lesson #4: Students will do a group activity analyzing the affectiveness of Labor Unions, business ethics & government intervention and policies.

 

Text/Materials

United States History 1877-Present, The Presidents (video), Gilded Age Portfolio

Closure

Teacher will remind students that their Timeline is due on Thursday, essay is due on Monday, and the entire portfolio is due on January 28th

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 Gilded Age 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 Gilded Age 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 Gilded Age.

Group Composition (If used)

Peer tutoring (Arthur & Cleveland 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)

  • Review for the Gilded Age Test

Students will continue to explore the Gilded Age and discover the solutions that activists and politicians will make to the major issues that plagued the country during that era.

Eagle Challenge

(3-5 minutes)

Students will work on their political cartoons & practice questions in the Gilded Age portfolio.  The teacher will check their timelines while this is happening.

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 West, Great Plains, South, & Northeast.

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 Gilded Age.  The students will then connect as many things to that term, person, or event. 

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

 

Text/Materials

United States History 1877-Present, The Presidents (video), Gilded Age Portfolio

Closure

Teacher will remind the students of their Progressive test and portfolio are both on Friday.

 

Remediation/Intervention 

Breaking into groups according to abilities.  The teacher will be able to mediate throughout the classroom to see how students are doing on their group and individual assignments.  The teacher will make sure that all directions are clear before the assignment begins.

Enrichment/Challenge for upper 25%

Students are encouraged to relate as many topics as possible, and possible extra credit could be awarded to the group/ individual who makes the most connections.

Group Composition (If Used)

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 that each area face: Northeast, South, West, & Great Plains

Assessment (pre and/or post

Gilded Age Test on Friday

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

  • Gilded Age Test

Gilded Age Test & Students will be introduced the Imperialism Era

Eagle Challenge

(3-5 minutes)

Students will have 5 minutes to review their notes and turn in their Progressive review words for extra credit and their Gilded Age Portfolio.

Learning Tasks/Activities

Mini Lesson #1: Students will take their Gilded Age Test

Mini Lesson #2: Students will work on their Progressive Terms

 

Text/Materials

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

Closure

Students will be reminded that their Progressive terms will be due on Tuesday.

Remediation/Intervention 

Students who need extra time on their test given extra time during break

Enrichment/Challenge for upper 25%

Students who choose to answer all essay questions will be considered for extra points on their test.

Group Composition (If Used)

 

Assessment (pre and/or post)

Gilded Age Test

IEP Accommodation (if applicable)

Please read additional notes

Resources/Materials

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