October 20-24

 

 

 

 

 

 

 

Monday

Portfolio due dates:

Monday: 

* Questions p.17-18

Tuesday: 

Essay #1

Thursday:

McKinley, Roosevelt, & Taft

Friday:

Impacts (all)

Focus of Lesson

 (Student-Friendly Objective & #s)

Suggest the impact of the Spanish American War

-U.S. Government: 6C, 7C

-U.S. History: 3A

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

-CC – Key Ideas and Details - 2

Eagle Challenge (3-5 minutes)

Infographic – pg. 259

#1-2

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

 Mini-Lesson 1 (Reading/Literacy)

 

TSW read “American Troops Battle The Spanish” – pg. 259-260.  TSW answer the following question: How did the Rough Riders and African American  cavalry units contribute to the War Effort?

 

Mini-Lesson 2 (Lecture)

 

TSW view a short lecture (Effects of the Spanish American War).  TSW complete notes and answer question.

 

Mini-Lesson 3 (The Presidents: McKinley)

 

TSW view a short video clip (The Presidents: McKinley).  TSW use information from the video to complete the biography on page 10 of the portfolio.

 

 

Text/Materials

SMART Board, Projector, computer, textbook

Closure

TSW complete a reading assignment from the Buckle Down Guide

-The Accidental Empire

 

*If time permits, TSW work on portfolio assignment (Terms, McKinley biography, practice questions)

Remediation (if needed)

TTW provide assistance during closing assignments.  TTW also provide feedback on quiz from 10/17.

Enrichment

 

 

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (Eagle Challenge, Closing Assignment)

Informal (Questions – Lecture)

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Determine the meaning of the terms “obsolete,” “guerilla,” and “insurgent.”

-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 the causes and effects of the Philippine insurrection

-U.S. Government: 6C

-U.S. History: 3A

Eagle Challenge (3-5 minutes)

What were the causes and effects of the Spanish-American War?

-Paragraph Form

-5-7 sentences

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 as well as a visual representation of the term.  TSW guess the term meaning.  TTW provide the correct meaning.

 

Mini-Lesson 2 (Reading/Literacy)

 

TSW complete an anticipation guide.  TSW read the Chapter 9, Section 2 Summary (The Spanish-American War).  TSW answer text-based questions after reading the section summary.

 

Mini-Lesson 3 (Lecture)

 

TSW view a short presentation (Filipino Rebellion).  TSW complete notes and answer questions.

Text/Materials

SMART Board, Projector, computer, section summary

Closure

TSW complete Infographic: War and Peace in the Philippines – pg. 265

-#1-2

Remediation (if needed)

TSW complete flash cards during the closing assignment.

Enrichment

 

 

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (Section Summary)

Informal (Questions during lecture)

 

 

Wednesday

Pop Quiz – Formative Assessment

Focus of Lesson

 (Student-Friendly Objective & #s)

Analyze the effects of the Open Door Policy.

-U.S. Government: 6C

-U.S. History: 1B, 3A

Suggest how the United States dealt with the rising power of Japan.

-U.S. Government: 6C

-U.S. History: 1B, 3A

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

-CC – Key Ideas and Details – 2

Determine the meaning of the term “rigor.”

-CC – Craft and Structure - 4

Eagle Challenge (3-5 minutes)

TSW work on portfolio (terms)

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

Mini-Lesson (Lecture)

 

TSW view a short presentation (China, Japan, and Imperialism).  TSW complete notes and answer questions.

 

Mini-Lesson (Vocabulary)

 

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

 

Mini-Lesson (Reading/Literacy)

 

TSW read a section summary (Chapter 9, Section 3).  TSW answer text-dependent questions.

 

Textbook/Materials

SMART Board, projector, section summary (Chapter 9, Section 3)

Closure

TSW complete a pop quiz

 

If time permits, TSW work on portfolio assignment.

Remediation (if needed)

TSW work on flash cards after pop quiz.

Enrichment

 

 

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (section summary, pop quiz – formative assessment)

Informal (questions during lecture, vocabulary)

Thursday

Formative Assessment

Focus of Lesson

 (Student-Friendly Objective & #s)

Find out how Puerto Rico and Cuba were impacted by imperialism.

-U.S. Government: 6C, 7A

-U.S. History: 3A

Analyze the effects of Big Stick Diplomacy

-U.S. Government: 6C, 7A

-U.S. History: 3A

Eagle Challenge (3-5 minutes)

Look up the meaning of the terms “illustrate,” “compromise,” and “diplomacy.”

 

How did President Roosevelt’s actions toward Japan illustrate the use of diplomacy and compromise?

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

 

 

Mini-Lesson 1 (Formative Assessment)

 

TSW complete a quiz (formative assessment)

 

Mini-Lesson 2 (Lecture)

 

TSW view a presentation (U.S. Policy in Puerto Rico and Cuba).  TSW complete notes and answer questions.

 

Mini-Lesson 3 (Big Stick Diplomacy)

 

TSW read “Roosevelt Pursues “Big Stick” Diplomacy” – pg. 269-273.  TSW complete a graphic organizer while reading.  TSW identify effects of Roosevelt’s “Big Stick” Diplomacy and analyze the impact.  TTW lead a short review of Big Stick Diplomacy.

 

 

 

Textbook/Materials

SMART Board, projector, computer, textbook, graphic organizer (mini-lesson 3)

Closure

TSW complete “Focus on Geography” – pg. 271

Remediation (if needed)

TTW provide assistance during mini-lesson 3 and correct misconceptions about Big Stick Diplomacy.

Enrichment

 

 

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Formal (Quiz – Formative Assessment; Closure Activity)

Informal (Eagle Challenge, Questions during lecture)

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

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

-CC – Key Ideas and Details – 2

Determine the meaning of the term “moral.”

-CC – Craft and Structure - 4

Compare Wilson’s “moral diplomacy” with the foreign policies of his predecessors.

-U.S. Government: 6C, 7A

-U.S. History: 3A

Eagle Challenge (3-5 minutes)

Map Skills – pg. 272

-#2,3

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

Mini-Lesson 1  (The Presidents: Roosevelt and Taft)

 

TSW view a short video clip (The Presidents: Roosevelt and Taft).  TSW use information from the video to complete the biography (portfolio) of Roosevelt and Taft). 

 

Mini-Lesson 2 (Vocabulary)

 

TTW display the term “moral” on the SMART Board.  TSW view the term used in a sentence as well as a visual representation of the term.  TSW guess the term meaning.  TTW display the correct term meaning on the SMART Board.

 

Mini-Lesson 3 (Lecture)

 

TSW view a short presentation (Wilson Pursues Moral Diplomacy).  TSW complete notes and answer questions.

Textbook/Materials

SMART Board, projector, computer

Closure

Weekly Review

-TTW lead a short review of key concepts covered during the week.  TSW complete practice questions. 

Remediation (if needed)

TTW address misconceptions about concepts covered during the week (closure).

Enrichment

 

 

 

Group Composition (if used)

 

Assessment(s)-Pretests & Posttests

Formal and Informal

Informal (questions during lecture, practice questions during closure)