Monday February 4Monday February 4Q.O.D.: Complete chapter 14 section 1 worksheet (both sides)
Objective: Student will be able to identify and explain how advancements in transportation, communication, electric power and Bessemer process affected people and business in the late 1800s and today.
Agenda:1.Q.O.D.2.Technology and Society Activity3.Report out answer 4.Exit Activity
Exit Activity February 4Exit Activity February 4List at least 2 technological
advancements in transportation, communication, energy or steel in the late 19th and 20th century and explain how each of these listed promoted industrial growth in America to a modern industrial nation. Include one positive and negative for each technological advancement.◦Advancement◦Define◦One positive point◦One negative point
Wednesday February 6Wednesday February 6Green 3
Q.O.D.: .: Answer the following questions:1.Who was the inventor of Alternate current energy?2.Define productivity.3.Before time zones, how did most towns set their clocks?4.Name 4 problems that emerged with the growth of railroad passenger service.
Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.
Agenda:1.Q.O.D.2.Report out answers: Technology and Society Activity3.Chapter 14 section 2 Questions and worksheet4.Exit Activity
Wednesday February 6Wednesday February 6Green 4
Q.O.D.: Complete chapter 14 section 1 classwork and homework checkObjective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.
Agenda:1.Q.O.D.2.Chapter 14 section 2 worksheet3.Robber Barons or Captains of Industry Worksheet4.Exit Activity
Tuesday February 12Tuesday February 12Green 3
Q.O.D.: Complete chapter 14 section 2 question worksheet and page 19 #1-3 captains of industry worksheet
Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.
Agenda:1.Q.O.D.2.Review key concepts of chapter 14 section 2 worksheet3.Robber barons vs. captain of industry book work 4.Group Work: Robber Barons vs Captains of Industry Activity
Robber Barons vs. Captains of Robber Barons vs. Captains of IndustryIndustryRead page 414-415:Read page 414-415: List 5 characteristics of a Robber Baron List 3 characteristics of a Captain of Industry
Tuesday February 12Tuesday February 12Green 4
Q.O.D.: Identify 2 positives and negatives affects from the new technological advancements of transcontinental railroads.
Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.
Agenda:1.Q.O.D.2.Review Chapter 14 section 2 Major Points3.Group Work: Robber Barons vs Captains of Industry Activity4.Exit Activity
Robber Barons vs. Captains of Robber Barons vs. Captains of IndustryIndustryRead page 414-415:Read page 414-415: List 5 characteristics of a Robber Baron List 3 characteristics of a Captain of Industry
Exit Activity Exit Activity (Green 4)(Green 4)Read page 414-415Why were some business leaders considered Captains of Industry while others were considered Robber Barons? Provide at least four reasons for each.
Thursday February 14Thursday February 14Q.O.D.: Complete open notebook check #1: chapter 14 section 1 and 2
Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s.
Agenda:1.Q.O.D.2.Group Work: Robber Barons vs Captains of Industry Activity3.Industrialist Brochure Project4.Exit Activity
Monday February 25Monday February 25Q.O.D.: Complete Notebook Check 2: chapter 14 section 1 and 2
Objective: Student will be able to identify and explain American society changed during the Gilded Age.
Agenda:1.Q.O.D.2.Introduce Chapter 16 Daily Activities Project3.Complete at a least 2 daily Activities from check list4.Exit Activity
Wednesday February 27 Q.O.D.:
◦ What did Democrats and Republicans differ about during the Gilded Age?
◦ Why was the Pendleton Civil Service Act passed?◦ Why did Coxey’s Army March on Washington in 1894?
Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.
Agenda:1. Q.O.D.2. Complete at a least 3 daily Activities from check
list3. Exit Activity
Friday March 1 Q.O.D.:
◦ Where did most immigrants come from during the 1890s?
◦ What are subsidies and which groups in society accepted them?
◦ What is segregation and how did this affect immigrants?
Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.
Agenda:1. Q.O.D.2. Complete at a least 2 daily Activities from check list3. Exit Activity
Exit ActivityExit ActivityComplete Exit Pass based on
chapter 16 section 1-4 material
Tuesday March 5 Q.O.D.:
◦ How did political machines gain power in the late 1800s?
◦ What did prohibitionist and purity crusaders agree on?
◦ Define restrictive covenant
Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.
Agenda:1. Q.O.D.2. Need to complete chapter 16 section 3 and 4
questions, open notes quiz and DBQ activity3. Exit Activity
Thursday March 7 Q.O.D.: On chapter 14 and 16 test study guide
complete Robber Barons and Captains of Industry Question chart use PAGE 414
Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age.
Agenda:1. Q.O.D.2. Q.O.D. Notebook Check3. Review Short answer portion of chapter 14 and 16
test4. Complete chapter 14 and 16 test study guide5. Report out answers Homework: Study for TEST CHAPTER 14 & 16
Part A:11.Rapid expansion of urban areas12.Shorter working days, higher wages, better working conditionsPart B: 5. Entrepreneurs: one who organizes, manages and assumes the risks of a business10. Henry Ford: pioneering auto manufacturers in the early 1900s made affortable cars (using assembly line and other production technology)15. Interstate Commerce Act: 1887 law that regulated railroads and other interstate business
Question #3 Paragraph Question #3 Paragraph set upset upTopic Sentence2 Problems Immigrants FacedQuote from Gim Chang documentExplain QuoteQuote from Louise Nagy documentExplain QuoteConnect immigrant problem to
book information
Monday March 11 Q.O.D.: Complete Q.O.D. Notebook Check
Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age and its effects it made on America.
Agenda:1. Q.O.D.2. Chapter 14 and 16 Test3. Complete Immigration Past & Present work
from ch.16 checklist
Q.O.D. Notebook CheckQ.O.D. Notebook Check1. What was Monday February 4th
agenda?2. What was Wednesday February 6th
agenda?3. What was Tuesday February 12th
Q.O.D.?4. What was Thursday February 14th
agenda?5. What was Monday February 25th
objective?
Chapter 14 and 16 Test Chapter 14 and 16 Test InformationInformationLabel written Part on white lined paperPart CPart D
1. Provide all relevant information
2. Provide all relevant information
3. Refer to other column
Part D Question #3 Paragraph set upTopic Sentence2 Problems Immigrants FacedQuote from Gim Chang documentExplain QuoteQuote from Louise Nagy documentExplain QuoteConnect immigrant problem to book information
Wednesday March 13Wednesday March 13Q.O.D.: How does an immigrant to the
United States become a citizen? Provide at least points.
Objective: Student will be able to identify and explain how Imperialism grew in the United States and the world between 1890-1913.
Agenda:1. Q.O.D.2. Complete Chapter 18.1 Questions3. Complete Chapter 18.1 Written Response4. Exit Activity
Exit Activity March 13Exit Activity March 13Chapter 18.1Chapter 18.1Read the following pages and
complete assignments on white lined paper1. Pg. 514 Viewing History2. Page 516 Map Skills (both)3. Page 517 Interpreting Charts4. Page 518 Viewing History
Friday March 15Friday March 15Q.O.D.: complete chapter 18.1 Questions
Objective: Student will be able to identify and explain how the Spanish American War confirmed the United States as a world power and led to disagreements at home.
Agenda:1. Q.O.D.2. Chapter 18.1 Written Response3. Complete chapter 18.1 Exit Activity4. Complete Chapter 18.2 Questions5. Exit Activity
Tuesday March 19Tuesday March 19Q.O.D.: Copy the following information on the
next slide into your notebooks and use page 519-520 to complete missing information.
Objective: Student will be able to identify and explain how the Spanish American War confirmed the United States as a world power and led to disagreements at home.
Agenda:1.Q.O.D.2.Complete Chapter 18.2 Questions3.Exit Activity Section 2 4.Complete Chapter 18.4 Question
Q.O.D. March 19Q.O.D. March 19United States Involvement in Latin America:
paid close attention to political & economic actions of other counties in Western Hemisphere◦ 1891:
◦ 1893:
◦ July 1895:
Exit Activity Green 3Exit Activity Green 3Chapter 18.2Chapter 18.21. Page 520 Interpreting Tables2. Page 522 Map Skills3. Page 523 Viewing History4. Page 523 Main Idea Connections5. Page 524 Viewing History6. Page525 Viewing History7. Page 525 #5
Exit Activity Green 4Exit Activity Green 4Chapter 18.2Chapter 18.21. Page 520 Interpreting Tables2. Page 522 Map Skills3. Page 523 Viewing History4. Page525 Viewing History5. Page 525 #5
Thursday March 21Thursday March 21Q.O.D.: Complete any assignments from
chapter 18.2 not completed
Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish-American War.
Agenda◦Q.O.D◦Chapter 18.4 Questions◦Chapter 18 Quiz Study Guide
Monday March 25Monday March 25Q.O.D.: Complete chapter 18.4 questions
Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish-American War.
Agenda◦ Q.O.D◦ Chapter 18 Quiz Study Guide◦ Chapter 18 Big Idea Packet Question: Bottom of each
page and Test Questions◦ Homework: Study for chapter 18 Quiz
Wednesday March 27Wednesday March 27Q.O.D.: study for chapter 18 quiz
Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish-American War.
Agenda◦ Q.O.D◦ Quiz Chapter 18◦ DBQ: Imperialism◦ Report out answers◦ Homework: finish all missing assignments by THURSDAY
After QuizAfter QuizLook at the Imperialism Political
Cartoon and answer questions that follow on paper.
Monday April 1Monday April 1Q.O.D.: study for chapter 18 quiz
Objective: Students will be able to identify and explain reasons Americans were for and against imperialism.
Agenda◦ Q.O.D◦ Report out Imperialism DBQ Answers◦ Performance Based Task
Performance Based TaskPerformance Based TaskUsing either document 1, 2, or 4 complete the following taskCreate a written response explaining the reasons Americans rejected of supported the idea of imperialism in the gilded age. You must include a quote and analyze for source in your response.
1. Tell whether document is in support imperialism or anti-imperialist
2. What is the main idea of this document? Circle the correct answer. Economic Political Social Darwinism(racial)
3. Provide a quote to support your answer to question # 2
4. Provide an analyze to support your answer to question #3.
Wednesday April 3Wednesday April 3Question of the Day: Objective: Students will be able
to identify and explain
Wednesday April 3Wednesday April 3Q.O.D.: Complete Q3 MCA Formative
Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism
Agenda◦ Q.O.D◦ Review Formative◦ Complete Part A of MCA study guide
Wednesday April 3 (Green Wednesday April 3 (Green 3)3)Q.O.D.: What did Theodore Roosevelt do during
the Spanish-American War that made him a war hero?
Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism
Agenda◦ Q.O.D◦ Complete Part B of MCA study guide◦ Homework: MCA on Thursday April 11th
Friday April 5 (Green 4)Friday April 5 (Green 4)Q.O.D.: What did Theodore Roosevelt do during
the Spanish-American War that made him a war hero?
Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism
Agenda◦ Q.O.D◦ Complete Part B of MCA study guide◦ Homework: MCA on Tuesday April 9th
1. Oppose or support imperialism2. Provide a quote to support
answer #13. Explain Quote4. Discuss book information
