August 24-28, 2015

 

 

 

 

 

Monday – 8/24

Due Dates: 

Wednesday- Terms

Friday- Quiz/Retake

Focus of Lesson

 (Student-Friendly Objective)

Determine the meaning of the following terms: industrial, capitalism, entrepreneur, protective tariff, laissez-faire, innovation, patent.

(CC – Craft and Structure – 4)

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

(CC – Key Ideas and Details – 2)

Analyze the factors that led to the industrialization of the United States in the late 1800s.

(U.S. History – 5A)

Explain how new inventions and innovations changed Americans’ lives.

(U.S. History – 5A)

Select the statement that best describes the impact of industrialization in the late 1800s and explain the reason for selecting statement.

(U.S. History – 5B)

Eagle Challenge

(3-5 minutes)

What is your favorite form of technology?

What would your life be like without that form of technology?

Learning Tasks/Activities

 

 

 

Mini-Lesson 1 (Vocabulary)

 

TTW display a visual representation of a term on the SMART Board.  TSW answer questions about the visual representation.  TTW display a sentence using the term.  TSW attempt to guess the term meaning.  TTW display the correct meaning on the SMART Board.

 

Mini-Lesson 2 (Anticipation Guide/Reading Assignment)

 

TSW complete an anticipation guide prior to the reading assignment.  TSW read “Encouraging Industrial Growth.” – pg. 100 – 102.  TSW complete a cause and effect organizer while reading.  TSW revisit the anticipation guide after the reading assignment to see if opinions have changed.

 

Mini-Lesson 3 (Lecture)

 

TSW view a presentation (Technology and Industrial Growth).  TSW complete notes and answer questions.

 

 

 

 

Assessment

Formative – Informal (questioning) Formal (exit slip)

Resources

Textbook, Anticipation Guide, SMART Board, projector, computer (Power Point), notes handout

Closure

Exit Slip

-TSW select a statement that best describes the impact of industrialization.

-TSW explain the reason for selecting statement.

 

 

Tuesday -  8/25

 

Focus of Lesson

 (Student-Friendly Objective)

Determine the meaning of the following term: hub, big business, shape.

(CC – Craft and Structure – 4)

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

(CC – Key Ideas and Details – 2)

Use a variety of information to address a question or solve a problem.

(CC – Integration of Knowledge and Details – 7)

Point out the different methods that businesses used to increase their profits.

(U.S. History - 5A)

Eagle Challenge

(3-5 minutes)

What were some of the positive and negative outcomes of industrialization and technological innovation?

Learning task/Activities

 

 

Mini-Lesson 1 (Piecing it Together)

 

TSW analyze a map as well as primary and secondary sources.   TSW use information obtained from the map and sources to answer a question.

 

The Railroads: Shaping American Cities – pg. 105

 

Mini-Lesson 2 (Secondary Source)

 

TSW read “Fighting for Profits” – pg. 107 – 109.  TSW complete a graphic organizer while reading the source.  TSW then answer the following question:

 

What strategies did corporations use to decrease costs and increase profits?

 

Mini-Lesson 3 (Lecture)

 

TSW view a presentation (Rise of Big Business).  TSW complete notes and answer questions.

 

 

 

      Assessment

Formative – Informal (Questioning: Mini-Lesson 2) Formal (Mini-Lesson 1 and 2, Exit Slip)

     Resources

Textbook, SMART Board, computer (Power Point), projector

 

 

Closure

Exit Slip (Pointing Out)

-TTW display statements on the SMART Board.

-TSW “point out” the statements that correctly highlight the methods used by big business.

 

 

 

Wednesday – 8/26

Pop Quiz(?)

Focus of Lesson

 (Student-Friendly Objective)

Determine the meaning of the following terms: Social Darwinism, regulation, shape.

(CC – Craft and Structure – 4)

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

(CC – Key Ideas and Details – 2)

Contrast between the “captain of industry” and “robber baron” views of big business leaders.

(U.S. History - 5A)

 

Eagle Challenge

(3-5 minutes)

What were some strategies used by big business leaders to stay competitive?

Learning Tasks/Activities

 

 

Mini-Lesson 1 (Vocabulary)

 

TTW display a visual representation of a term on the SMART Board.  TSW answer questions about the visual representation.  TTW display a sentence using the term.  TSW attempt to guess the term meaning.  TTW display the correct meaning on the SMART Board.

 

Mini-Lesson 2 (Anticipation Guide/Close Reading)

 

TSW complete an anticipation guide.  TSW examine various statements and decide if they agree or disagree with each statement.  TSW read “Debating the Role of Big Business” – pg. 109 – 111.  TSW complete a graphic organizer (Robber Barron vs. Captain of Industry)

 

Mini-Lesson 3 (Lecture)

 

TSW view a presentation (Government Imposes Regulations).  TSW complete notes and answer questions.

 

 

Assessment

Formative – Informal (Questioning: Mini-Lesson 1, 2, 3) Formal (Exit Slip)

 

 

Resources

SMART Board, projector, computer (Power Point), lecture notes

 

 

Closure

Exit Slip

-How did big business shape the American economy in the late 1800s and early 1900s?

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

 

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

(CC – Key Ideas and Details – 2)

Determine the meaning of the following terms: amass, hardship, sweatshop, company town

(CC – Craft and Structure – 4)

Appraise work conditions faced in the 1800s.

(U.S. History - 5B, 7A)

Eagle Challenge

(3-5 minutes)

Comparing Viewpoints

-pg. 109

-#1-2

Learning Tasks/Activities

Mini-Lesson 1 (Primary Source)

 

TSW read a selection from “Wealth” – pg. 113.  TSW answer questions about the primary source.

 

Mini-Lesson 2 (Vocabulary)

 

TTW display a visual representation of a term on the SMART Board.  TSW answer questions about the visual representation.  TTW display a sentence using the term.  TSW attempt to guess the term meaning.  TTW display the correct meaning on the SMART Board.

 

Mini-Lesson 3 (Appraising the Situation)

 

TTW lead a short discussion about the ideal workplace.  TSW suggest the ideal workplace or job.  After the discussion, TSW read “Workers Endure Hardships” – pg. 114 – 115.  TSW record the problems faced by workers in the 1800s.  TSW compare the conditions faced in the 1800s with their idea of an ideal workplace. 

 

Mini-Lesson 4 (Lecture)

 

TSW view a short presentation (Bad Conditions).  TSW complete notes and answer questions.

 

 

Assessment

Formative – Informal (Questioning: Mini-Lesson 3, 4) Formal (Exit Slip)

Resources

SMART Board, projector, computer (Power Point), note handouts

 

 

Closure

Exit Slip (Appraising)

-How did the work conditions of the 1800s compare to our idea of an ideal workplace?

-How can workers overcome bad conditions?

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Determine the meaning of the following terms: labor union, collective bargaining, socialism, strike.

(CC – Craft and Structure – 4)

Compare the goals and strategies of different labor organizations.

(U.S. History – 5B, 7A)

Analyze the causes and effects of strikes.

(U.S. History – 5B, 7A)

Eagle Challenge

(3-5 minutes)

A Changing Workforce

-Graph (pg. 115)

-Describe the growth in the industrial workforce between 1860 and 1900.

Learning Tasks/Activities

Mini-Lesson 1 (Vocabulary)

 

TTW display a visual representation of a term on the SMART Board.  TSW answer questions about the visual representation.  TTW display a sentence using the term.  TSW attempt to guess the term meaning.  TTW display the correct meaning on the SMART Board.

 

Mini-Lesson 2 (Lecture)

 

TSW view a presentation (The Organized Labor Movement).  TSW complete notes and answer questions.

 

 

Assessment

Formative – Informal (Questioning: Mini-Lesson 2; Closure)

 

 

 

 

Closure

Practice Questions

-TTW display questions on the SMART Board

-TSW suggest an answer