October 13-17

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Determine the meaning of the term “imperialism”

-Common Core – Craft and Structure – 4

-U.S. History – 3A

-U.S. Government – 6C

Eagle Challenge (3-5 minutes)

Set three goals for the upcoming nine weeks.  These goals should be related to U.S. Government.

Learning Tasks/Activities (Mini-Lessons are recommended.)

Mini-Lesson 1 (9 Weeks Test Review)

 

TTW lead a short review of the 9 weeks test.  TTW share grades and offer feedback.

 

Mini-Lesson 2 (KWL)

 

TSW complete a KWL for imperialism. TSW write down all facts that they know about imperialism.  TSW also develop 3 questions about imperialism.

 

Mini-Lesson (Vocab)

 

TTW display the term “imperialism” on the SMART Board.  TSW view the term being used in a sentence.  TSW also view visual representations of imperialism.  TSW write down a possible word meaning (mini-whiteboard).  TSW

Text/Materials

SMART Board, Projector, Computer, KWL sheets, mini-whiteboards, markers

Closure

Do you think that imperialism will lead to conflict?  Explain.

Remediation (if needed)

TTW correct student misconceptions about the 9 weeks test.

Enrichment

TSW develop high-level questions on the KWL chart.

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

KWL – Pretest

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Suggest the reasons for a nation to become involved in imperialism

-CC – Key Ideas and Details – 2

-U.S. History – 3A

-U.S. Government – 6C

Find a unique way to explain the reasons for imperialism.

-U.S. History – 3A

-U.S. Government – 6C

Eagle Challenge (3-5 minutes)

Turn to page 251.  Look over the vocabulary-builder (commodity).  What are some examples of commodities that you have purchased?

Learning Tasks/Activities (Mini-Lessons are recommended.)

Mini-Lesson 1 (Pre-Reading)

 

TSW complete an anticipation guide (reasons for imperialism).

 

Mini-Lesson 2 (Literacy/Reading)

 

TSW read a short passage (The Causes of Imperialism – pg. 250-252.  TSW use the chunking technique to understand the main idea of the passage.  TSW suggest the causes of imperialism while reading.

 

Mini-Lesson 3 (Lecture)

 

TSW view a short presentation (Why Imperialism).  TSW complete notes and answer questions while viewing the presentation.

 

Mini-Lesson 4 (questions)

 

TTW display questions on the SMART Board.  TSW read questions and select answers.

Text/Materials

Textbook (U.S. History: Reconstruction to the Present), SMART board, Projector, Computer

Closure

TSW complete a choice board activity.  TSW select an activity from the choice board (Reasons for Imperialism)

Remediation (if needed)

TSW complete a graphic organizer (reasons for imperialism)

Enrichment

TSW choose from a high-level choice board.

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (choice board), Informal (questions during lecture)

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Determine the meaning of the words “nationalism,” “sphere of influence” and “protectorate”

-CC – Craft and Structure – 4

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

-CC – Key Ideas and Details - 2

Find out how the U.S. took steps to become a world power.

-U.S. History – 3A

-U.S. Government – 6C, 7B

 

Eagle Challenge (3-5 minutes)

Do you think there can be positive aspects to imperialism?

Learning Tasks/Activities (Mini-Lessons are recommended.)

 

Mini-Lesson 1 (vocabulary)

 

TTW display terms on the SMART Board.  TSW view the term being used in a sentence.  TSW view visual representations of the term.  TSW guess the word meaning.  TTW display the correct term on the SMART Board.

 

Mini-Lesson 2 (Literacy/Reading)

 

TSW complete an anticipation guide.  After completing the anticipation guide, TSW read a short passage (European Imperialism – Buckle Down Guide – pg. 6).  After the reading assignment, TTW display a review question on the SMART Board.  TSW display an answer on a mini-whiteboard.

 

Mini-Lesson 3 (Lecture)

 

TSW view a short presentation (Becoming a World Power).  TSW complete notes and answer questions.

 

Mini-lesson 4 (Choice Board)

 

TSW select activities from a choice board. TSW complete the activity.

 

Textbook/Materials

Buckle Down Guide, SMART Board, Projector, Computer, mini-whiteboard, markers

Closure

TSW complete the following activities:

 

-Map Skills – pg. 253 (#2-3)

-Why did journalists criticize Seward for his purchase of Alaska?

Remediation (if needed)

Graphic Organizer

-bubble map

Enrichment

Choice Board

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal Assessment (Closure), Informal Assessment (Questions – lecture)

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Determine the meaning of the terms “annexation” and “acquire”

-CC – Craft and Structure – 4

Suggest reasons for the U.S. to acquire Hawaii.

-CC – Key Ideas and Details – 2

-U.S. History – 3A, 3B

-U.S. Government – 6C, 7B

Find out why the United States annexed Hawaii

-U.S. History – 3A, 3B

-U.S. Government – 6C, 7B

Eagle Challenge (3-5 minutes)

TSW analyze a primary source (Stars and Stripes Forever – pg. 252).  TSW answer the following question:

-How did nationalism contribute to the rise of American imperialism?

Learning Tasks/Activities (Mini-Lessons are recommended.)

Mini-Lesson 1 (Vocabulary)

 

TTW display terms on the SMART Board.  TSW view the term being used in a sentence.  TSW view a visual representation of the term.  TSW guess the word meaning.  TTW display the correct term meaning on the SMART Board.

 

Mini-Lesson 2 (Literacy/Reading)

 

TSW complete an anticipation guide.  TSW read a short passage (The Unites States Acquires Hawaii – pg. 253-254).  TSW answer the following question: Why did many from the U.S. have the desire to acquire Hawaii?

 

Mini-Lesson 3 (Lecture)

 

TSW view a short presentation (U.S. Acquires Hawaii).  TSW complete notes and answer questions.

Textbook/Materials

Textbook (U.S. History: Reconstruction to the Present), SMART Board, Projector, Computer

Closure

TSW complete a section summary.

Remediation (if needed)

TTW assist with the section summary.

Enrichment

Higher-level answers expected during closure

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (Section Summary), Informal (questions during lecture)

Friday

Quiz – Formative Assessment

Focus of Lesson

 (Student-Friendly Objective)

Provide two reasons why the United States became involved in the Spanish-American War

-CC – Key Ideas and Details – 2

-U.S. History – 3A, 3B

-U.S. Government – 7A, 7C

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

-CC – Key Ideas and Details – 2

Find out why the United States became involved in the Spanish-American War.

-U.S. History – 3A, 3B

-U.S. Government – 7A, 7C

Eagle Challenge (3-5 minutes)

Page 255

#6

Learning Tasks/Activities (Mini-Lessons are recommended.)

TSW complete a formative assessment (quiz)

 

Mini-Lesson 1 (Reading/Literacy)

 

TSW read a short passage (The Accidental Empire – pg. 8-9 – Buckle Down Guide).  TSW answer the following question after reading the passage: Suggest two reasons why the United States became involved in the Spanish-American War.

 

Mini-Lesson 2 (Lecture)

 

TSW view a short presentation (Beginnings of the Spanish-American War).  TSW complete notes and answer questions.

Textbook/Materials

SMART Board, Projector, Computer

Closure

TSW read a primary source (The War Must Be Ended)

TSW answer questions about the primary source.

Remediation (if needed)

TTW provide assistance in completing the closing assignment.

Enrichment

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (Formative Assessment – Quiz; Closing Activity – Primary Source); Informal (Questions – during lecture)