September 8-12

 

Due Dates:

Monday- Billionaire Project & Timeline

Tuesday- 

Wednesday- Impacts & Voc.

Thursday- Short Answer Questions in Gilded Age Portfolio

Friday- Gilded Age Essay Portfolio

Next Monday- Gilded Age Test

 

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

*Review “Cross of Gold Speech” at beginning of class.

Determine the meaning of the words corporation, monopoly, cartel, horizontal integration, vertical integration.

Determine the central ideas or information of a primary or secondary source.

Find out how big business developed and how government responded to problems created by big business.

Eagle Challenge

(3-5 minutes)

Focus on Geography – pg. 105

Learning Tasks/Activities

 

 

 

Mini-Lesson 1

TTW display terms on the SMART Board.  TSW view terms used in sentences.  TSW guess the word meaning.  TTW display the word meaning on the SMART Board.  TSW copy the correct term.

Mini-Lesson 2

TSW view a short lecture (Meet the Monopolists).  TSW complete notes, participate in discussion and answer questions.

 

Mini-Lesson 3

TSW complete a section summary (Chapter 4, Section 2)

Remediation

Graphic Organizer (describing wheel)

Enrichment

TSW read a passage from “Wealth” – Andrew Carnegie

Page 113

Assessment

Formative (Informal – Questions)

Resources

Computer, SMART  Board, Projector, Textbook

Closure

Portfolio

Cross Curricular

Biology (Darwinism)

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

 

*REVIEW CHINESE IMMIGRANTS/CHINESE EXCLUSION ACT

Suggest the push and pull factors leading immigrants to America.

Find out the challenges faced by in traveling to America.

Determine the central ideas of a primary or secondary source.

Eagle Challenge

(3-5 minutes)

What arguments did people use to support or oppose big business?

Learning task/Activities

 

 

 Mini-Lesson 1 (Jot Thoughts)

 

TTW display a question on the SMART Board (Why would a person move to another country?).  TSW will have 1 minute to write down as many ideas as possible.  TTW call on students to provide reasons for immigration.

 

Mini-Lesson 2 (Push/Pull Factors)

 

TSW read “Immigrants Decide to Leave Home” – pg. 129.  TSW suggest push and pull factors that led immigrants to the United States.

 

Mini-Lesson 3 (Lecture)

 

TSW view a short lecture (New Immigrants).  TSW complete notes and answer questions.  TSW also view a short video clip from “America: The Story of Us” – Cities Episode.

 

Mini-Lesson 4 (Primary Source Activity)

 

TSW analyze primary and secondary sources.  TSW answer questions about the central ideas of primary and secondary sources (Experience Ellis Island – pg. 134-135)

Remediation

Section Summary

      Assessment

Formative (questions), Primary Source Activity

Enrichment

Analyzing Political Cartoons

Cross Curricular

Cholera (Biology)

Closure

 

TSW examine primary and secondary sources.  TSW answer questions about primary and secondary sources.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

Determine the meaning of the words political machine, civil service, spoils system, and merit system.

Find out how political machines led to the need for civil service reform.

Determine the central ideas and information of a primary or secondary source.

Eagle Challenge

(3-5 minutes)

TSW work on portfolio

Learning Tasks/Activities

 

 

Mini-Lesson 1 (Vocabulary)

 

TTW display terms on the SMART Board.  TSW view the word used in sentences.  TSW guess the word meaning.  TTW display the correct meaning on the SMART Board.

 

Mini-Lesson 2 (Lecture)

 

TSW view a short presentation (Political Machines).  TSW complete notes and answer questions.

 

Mini-Lesson 3 (Primary Source Activity)

 

TSW examine political cartoons (notes handout).  TSW determine the central ideas of the political cartoons.

 

Mini-Lesson 4 (portfolio)

 

TSW work on sections of portfolio.

Remediation

Graphic Organizer

Assessment

Formative (Questions)

Enrichment

Analyzing Political Cartoons – pg. 194

Resources

Computer, SMART Board, Projector

Cross Curricular

 

Closure

TSW complete a section summary (Chapter 7, Section 2)

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

 

Suggest the reason that labor unions developed.

Determine the meaning of the words labor union and strike.

Find out how labor unions worked for change.

Eagle Challenge

(3-5 minutes)

TSW work on portfolio.

Learning Tasks/Activities

TSW complete a formative assessment (quiz)

 

Mini-Lesson 1 (Vocabulary)

 

TTW display terms on the SMART Board.  TSW read sentences using the terms.  TSW attempt to determine term meanings.  TTW display the correct term on the SMART Board.

 

Mini-Lesson 2 (Reading Assignment)

 

TSW read “Workers Endure Hardships” – pg. 114-115.  TSW jot down causes of labor union development.  TSW participate in a discussion about the conditions faced by workers.

 

Mini-Lesson 3 (Lecture)

 

TSW view a short presentation (Labor Unions: Time for Change).  TSW complete notes and answer questions.

Remediation

TSW complete a graphic organizer

Assessment

Formative Assessment (quiz, questions during lecture, discussion)

Enrichment

Choice Board

-TSW select activity from choice board.

Cross Curricular

 

Closure

TSW complete a section summary (Chapter 4, Section 3)

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Find out how inventions changed the U.S.

Determine the importance of inventions.

Eagle Challenge

(3-5 minutes)

Infographic (Pullman Workers Strike)

-pg. 120

Learning Tasks/Activities – might show Crash Course video

Mini-Lesson 1 (True/False)

 

TSW analyze statements about monopolies, immigrants, labor unions, political machines, etc.  TSW determine of the statements are true or false.  TSW correct false statements.

 

Mini-Lesson (Lecture)

 

TSW view a short lecture (inventions).  TSW complete notes and answer questions.

 

Mini-Lesson (Section Summary)

 

TSW complete a section summary (Chapter 4, Section 1)

Remediation

Graphic Organizer, Flash Cards

Assessment

Formative (true/false, questions during lecture).

Enrichment

Choice Board

-TSW choose an activity from a choice board.

Cross Curricular

 

Closure

TSW work on portfolio.

 

TSW also be allowed to submit any questions or concerns about material.