1 Gogar

Learning Goal 3 Review Homework

 Social Studies

what we learned

WEEK OF 3/5- 3/9
MONDAY 3/5
Learning Goal- Identify and analyze the effects of the different causes of the Great Depression in different segments of the U.S. through reading primary source documents from the time period.
Class Activities:
Do Now: Recall the various changes that shaped the decade in the 1920s via completion of a concept splash.
1.) Students turned in the concept splash.
2.) Students worked in groups of 4. Each student was assigned a different letter from the early years of the depression. (1931-1933) (letters were from a farmer, a laid off worker who worked for the Ford Motor Company, a bank president, and President Hoover to Secretary Mellon.) <click here for letters> 
3.) The students read the letter they were given and highlighted or underlined the events, concerns, or issues that were mentioned in the letter.
4.) The students recorded their findings on the first top row of boxes on <this notes sheet> to also be used for the next day's lesson.
Homework: none
TUESDAY 3/6
Learning Goal- Identify and analyze the effects of the different causes of the Great Depression in different segments of the U.S. through reading primary source documents from the time period.
Class Activities:
Do Now: Recall aspects of the 1920's and give your own explanation as to why the decade is referred to as "The Roaring Twenties" and explain how features from the decade seemed to have impacted or contrasted the early years of the 1930s.
1.) The class addressed the Do Now and discussed that in addition to the fads, fashions, and new music, technological improvements changed lifestyles in the U.S. and that many of these were purchased with installment buying. 
2.) Students took out their letters <click here for letters> and notes sheets from the previous day's lesson.
3.) Students interviewed 3 others who had different letters than the letter they were given.
4.) Students recorded the concerns or issues that were mentioned in the other letters on their notes sheets. <click here for notes sheet>  
5.) The class reviewed the expected guidelines for their creations. <click here for ppt. of guidelines>
Homework: work on your rap, or poem, song, or news report. DUE MONDAY. (check the files page for the grading rubric)

WEDNESDAY 3/7- SNOW DAY- NO SCHOOL

THURSDAY 3/8- 2 HOUR DELAY (shortened class periods)

Learning Goal- Students will summarize the impacts of the stock market crash, overproduction of factory and farm goods, bank failures, and decreased consumer spending, how each of these contributed to the economic depression, how this impacted Americans  and  how President Hoover responded to these issues. 
Class Activities:
The students used the class textbooks pages 770-775 <click here for textbook pages> in order to complete both pages of this <Cornell Notes Sheet.>
This was collected and will be a graded assignment. 
Homework: work on your rap, or poem, song, or news report. DUE ON MONDAY! (check the files page for the grading rubric) 




WEEK OF 2/26- 3/2
MONDAY 2/26
Learning Goal-  Students will explain the problems that factory owners and workers faced after WWI and analyze why the politics of the 1920s centered around the threat of communism. 
Class Activities:
1.) Students will complete the Do Now which asked them to fold a paper into 4 categories; Concerns of the factory Boss, Concerns of the Factory Owner, Concerns of the Factory Worker, and Concerns of the Union Organizer.
2.) Students watched 2 short video clips from 1921 and based on what they learned about in the scenes, they listed information to support each topic under each category. (4pts)
3.) The class discussed the concerns of the different members of society and the government at the time.
4.) The students worked on ipads or laptops in order to research changes <click here for packet> in the areas of fads, fashion, sports, literature, consumerism, race, feminism, and prohibition in the 1920s. 
Homework: none
TUESDAY 2/27
Learning Goal- Students will describe the fads, fashion, music, movies, arts, and culture of the 1920s.
Class Activities:
4.) The students accessed the files page of the class website <click here> in order to research changes <click here for packet> in the areas of fads, fashion, sports, literature, consumerism, race, feminism, and prohibition in the 1920s. 
Homework:  finish packets from class.
WEDNESDAY 2/28
Learning Goal- Students will research a cause for the Great Depression in order to prepare a presentation about the cause and rate the level of impact..
Class Activities:
1.) The students worked in groups to research one of the events that contributed to the Great Depression. Each group was assigned one of the following;
Stock Market Crash, Overproduction, Banking Crisis, and Decreased Consumer Spending.
Homework:  none
THURSDAY 3/1
Learning Goal- Students explained the impacts of  the Stock Market Crash, Overproduction, Banking Crisis, and Decreased Consumer Spending and how each of these contributed to the Great Depression. 
Class Activities:
1.) The students took an "open notes" quiz (20 multiple choice questions) using their 1920's research packets.
2.) The students completed <this graphic organizer> by reading and summarizing from <this packet.>
Homework: finish organizer from class. 
FRIDAY 3/2- Substitute Teacher
Learning Goal- Students summarized the reasons and impacts for, stock market crash, overproduction, bank failures, and Decreased Consumer Spending and how each of these contributed to the Great Depression. 
Class Activities:
1.) The students used the class textbooks pages 770-775 in order to complete this <Cornell Notes Sheet.>
Homework: None





WEEK OF 1/29 -2/2
MONDAY 1/29-
Learning Goal- Students will be able to  describe how life changed for men and for women in the United States once war was declared on Germany.
Do Now- Students will complete <this worksheet> which encourages them to dissect the Zimmerman telegram and explain the impact it had on American opinion of Mexico and Germany. 
Class Activities:
1.) Students will complete the Do Now and will be called on randomly to share their answers.
2.) The class engaged in a discussion about the views the American public had toward Germany and what shaped those views.
3.) The girls were paired up to investigate how women in the U.S. contributed to the war effort. <click here for documents>
4.) The boys worked in pairs to investigate what life was like for men who fought in the trenches. <click here for documents>
5.) Boys and girls then paired up to interview each other and teach each other about how they contributed to the war effort.
Homework: none
TUESDAY 1/30-
Learning Goal- Students will be able to explain how the U.S. government enacted legislation and government programs to organize aspects of industry, food production, and other aspects of the war effort.  
Do Now- Complete this sentence on the post-it note at your desk "...During my interview today, I was surprised to learn that during the years when America was at war (women in the U.S.) (men in the trenches) had to ...."
Class Activities:
1.) Students will complete the Do Now and will be called on randomly to share their answers.
2.) The class engaged in a discussion about why the government had to become more involved in the lives of all Americans by imposing some restrictions and incentives in an effort to win the war.  
3.) Students worked in pairs and worked on an ipad in order to fill in <this notes sheet> through reading through <this slide show presentation.>
Closure Activity-  Students were asked to defend why they agree or disagree with the reasoning or necessity behind the government's restrictions on civil liberties during WWI. 
Homework:  Study all notes for an upcoming Test on WWI Tuesday, 2/6
WEDNESDAY 1/31-
Learning Goal- Students will be able to explain how the U.S. government enacted legislation and government programs to organize aspects of industry, food production, and other aspects of the war effort.  
Do Now- Complete the WWI crossword puzzle for a chance to win a prize.
Class Activities:
1.) Students took an open notes quiz on the topics; American neutrality and the causes for the U.S. to enter WWI.
2.) Students completed <this guided reading activity> upon completion of the open notes quiz.
Homework:  Study all notes for an upcoming Test on WWI Tuesday, 2/6




WEEK OF 1/22 -1/26
MONDAY 1/22-
Learning Goal- Students will be able to describe the new war technology that was used in the Great War and explain the impact on the battlefield and the lives of people during that time period.
Do Now- Students will read a poem written by a soldier who died in battle at age 20 in 1915 and create 3 Level Two or Three questions for their partner to answer about the poem.<click here for poem> 
Class Activities:
1.) Students will come into class and write down the homework.
2.) Students will work on the Do Now worksheet “World War One Soldier’s Poem” <click here for poem> 
3.) Students will be called on randomly to share the questions they answered about the poem.
4.) Students will work in pairs to research information on the ipad about the new war technology in order to share their findings with the rest of the class.
5.) Students will share their findings so that all students can fill in a graphic organizer/notes sheet. <click here for organizer/notes sheet>
6.) Closure Activity-Exit Ticket 
- Which new type of weapon do you think had the most impact and why?
- Give one example as to how one new type of warfare would change how wars are fought?
Homework:  Study the map, countries, and alliances, as well as the M.A.I.N. causes for war for a Quiz on Wednesday.

TUESDAY 1/23-
Learning Goal- Students will be able explain how the American economy benefitted from the war and discuss whether or not the U.S. favored one side over the other.
Do Now- The students will take out their notes sheets from yesterday <click here for notes sheet> and pick one of the new types of war technology used in WWI and argue why they think that particular type of warfare was most deadly and/or effective in winning the war.
Class Activities:
1.) Students will complete the Do Now and will be called on randomly to share their answers.
2.) The teacher will generate a class discussion among the students on how some of the types of warfare were more expensive or attainable to certain nations and debate which types were more deadly and/or effective and why.
3.) Students completed a Cornell Notes Style worksheet <click here for worksheet> by referring to pages 708-711 in the class textbook. <click here for textbook pages>
4.) Closure Activity: Based on what you read, argue whether or not you think the U.S. was truly neutral in the early years of the war and why.
Homework:  Study the map, countries, and alliances, as well as the M.A.I.N. causes for war for a Quiz tomorrow. 

WEDNESDAY 1/24-
Learning Goal- Students will be able to explain the challenges the U.S. faced in the early years of WWI when the U.S. tried to remain neutral. 
Do Now- Matching Activity- The students will speculate how/why various ethnic groups living in the United States during WWI picked or favored one side over the other based on their ethnic histories even though President Wilson asked for all citizens to remain neutral. <click here for Do Now activity> 
Class Activities:
1.) Students will take a short quiz that requires them to identify the countries at war on a map of Europe in 1914 and answer questions about the causes of the war and the two alliance systems.
2.) Students will complete the Do Now activity and will be called upon randomly. <click here for Do Now activity> 
3.) The teacher will go over the Do Now activity.
4.) Students will work in pairs and share an ipad in order  to complete a notes sheet <click here for notes sheet> using <this powerpoint.>
5.) Completed notes sheets were collected to be checked for a grade.
Homework: none

THURSDAY 1/25-
Learning Goal- Students will be able to explain the events that led to the U.S. declaring war on Germany and joining WWI. (part 1)
Do Now- Students will evaluate the amount of trade that the U.S. engaged in with both the Allied Powers and Central Powers and discuss how this trade impacted the war and the United States during the time when trying to remain neutral by completing a worksheet.
Class Activities:
1.) Students will complete the Do Now and will be called on randomly to share their answers.
2.) The class engaged in a discussion about the difficulties the U.S. faced with remaining neutral during the first few years of the war with regard to citizens of the U.S. taking sides and how uneven trade with the warring nations also challenged U.S. neutrality.
3.) The class viewed <this powerpoint> which included short videos in order to complete <this organizer> and discuss the reasons why the U.S. was eventually pulled into the war.  
4.) Closure: How did the events on the part of Germany lead to blame and how were other nations responsible for this blame?
Homework: none

FRIDAY 1/26-
Learning Goal- Students will be able to explain the events that led to the U.S. declaring war on Germany and joining WWI. (part 2)
Do Now- Was U.S. involvement in WWI inevitable? Why or Why not? (refer to yesterday's organizer in order to help you defend your argument) 
Class Activities:
1.) Students will complete the Do Now and will be called on randomly to share their answers.
2.) The class engaged in a debate about whether or not the U.S. could have avoided war with Germany, whether or not Germany should take most or all of the blame for the war. 
3.) The students brainstormed what steps the U.S. would have to take in order to quickly prepare for war.
4.) The class viewed a 4 minute video about what life was like for a soldier in a trench. <click here for video>
5.) Closure: Predict the future for the German veterans of war and the citizens of Germany as a whole if they were to be blamed and shamed for the war.
Homework: none

WEEK OF 1/15 -1/19
MONDAY 1/15- No School MLK Holiday

TUESDAY 1/16-

Learning Goal- Students will be able to provide a basic summary of the causes for W.W.I. by interpreting, analyzing, and classifying (categorizing) facts and major developments into 4 categories that led to the outbreak of war.
Do Now- The students were given 3 choices (competition, alliances, and a desire for wealth or power) and will choose one of the three in order to support and elaborate on the following statement:   ___________________ can sometimes lead to strained relationships between individuals, businesses, or even countries because …
Class Activities:
1.) The teacher used a color wheel (spinner) to call on random students to share their Do Now activity. 
2.) The definitions for the terms; Militarism, Alliance, Imperialism, and Nationalism were displayed on the smartboard for students to refer to for their group activity.
3.) The students were put into groups of 4. Each group was given an envelope containing 14 small cards; each with different facts or data that could pertain to one of the causes of the first World War such as quotes, a map, a statistical chart, and events from the time period. Each group also received a master sheet of the categories Militarism, Alliances, Imperialism, and Nationalism. The students aligned or matched up the different cards under the appropriate category.
4.) The teacher asked students from each group to share the cards that were in each category.
5.) The students completed a graphic organizer that illustrated the M.A.I.N. causes of WWI including the spark that set off the war and defined or gave an example for each term; Militarism, Alliances, Imperialism, Nationalism.
Homework: none

WEDNESDAY 1/16-
Learning Goal- Students will be able to explain the causes for W.W.I., identify the countries from the two opposing sides on a map of Europe from 1914, and explain some of the rules of warfare in 1914.
Do Now- The students completed a "concept splash" that highlighted the causes of the Great War in 1914. <click here for concept splash>
Class Activities:
1.) The teacher used a color wheel (spinner) to call on random students to share their Do Now activity. 
2.) The students labeled the countries and colored in a map of Europe from 1914 which also highlighted the two opposing sides. <click here for map>
3.) The students filled in <these notes sheets> about the causes and the rules of war in 1914 by referring to <this powerpoint>
4.)  Closure- The students were asked to pick one of the rules of war and explain why the rule would no longer apply today. 
Homework: none

​THURSDAY 1/17-
Learning Goal- Students will be able to sequence a series of events and explain why the events and the timing of the events were crucial to leading to a growing conflict in Europe that would involve many nations and lead to those nations being at war.  
Do Now- The students worked in their groups to complete a timeline activity where they were instructed to first put the events in the proper order and then plot them onto a timeline and finally to figure out how much time passed between the first event and the last event.  <click here for timeline worksheet>
Class Activities:
1.) The teacher used a color wheel (spinner) to call on students to turn in their timelines.
2.) Students were asked to explain why so many nations were involved in the conflict and why the conflict grew so quickly in such a short amount of time. 
3.) The students filled in <this notes sheet> and learned about the new technology for weapons and warfare used in WWI by referring to  <this powerpoint>
4.) Closure- The students were asked to work in pairs and use an ipad to research one of the new types of warfare and determine how deadly it was and how or why it would either be used in the future, no longer used, or how it has advanced today. Their findings would be shared in an activity on Monday.
Homework: none

FRIDAY 1/18-
Learning Goal- Students will argue which cause for W.W.I. was the most significant to the outbreak of war in 1914 by taking part in an inner/outer circle activity where students rotate and discuss with the other students in the class how the cause they chose was most significant in creating tensions that led to war. 
Do Now- The students dissected a political cartoon about the outbreak of WWI by using  S.P.A.M.  (list the S (symbols) P (people) A (actions) M (message) and shared their findings with other students in the class. <click here for political cartoon>
Class Activities:
1.) Students were called on randomly using a color wheel (spinner) in order to check their political cartoon responses and share with the class.
2.) Students were instructed to choose from one of the causes of WWI (M.A.I.N.) and write on a post it note how they believe that the particular cause they chose was the most impactful in leading to the outbreak of war.
3.) The class was divided in half so that there was an inner circle and an outer circle. The students in the two circles were instructed to share what they wrote on their post it notes. The students in the 2 circles faced each other and the students in the outer circle were instructed to rotate to their right until each student in the inner circle met with each student in the outer circle.
4.) Closure: The students were asked to share one idea they gained from another student in the circle activity that they felt was a powerful point in explaining a significant cause for the outbreak of WWI.

Homework: none

WEEK OF 1/8 -1/12
MONDAY 1/8- 
Learning Goal-  Discuss how/why the U.S. went about gaining control over the Panama canal. 
Agenda: Midterm Essay Practice
Review the methods and time periods when the United States has expanded to become a larger and more powerful nation. (for midterm essay practice)
Do Now- Copy and answer the Learning goal in your learning journal. (review)
Class Activities:
1.) The class went over the answer to the learning goal and reviewed how/why the U.S. gained control over the Panama Canal.
2.) Teacher reviewed where to find the materials for midterm prep on the class website.
3.) Teacher modeled how to complete the graphic organizer for the essay question on the midterm.  <click here for organizer>
Homework:  Review westward expansion for the midterm <click here to access study guide> Review Immigration and Industrialization for the midterm <click here for these sections> Review the Progressive Era <click here>  There are also some fun review games listed on the FILES page of this website!
TUESDAY 1/9- 
Learning Goal-  Review for the midterm in a jeopardy game competition.  
Do Now- Copy and answer the Learning goal in your learning journal. Learning Goal #5> List 4 ways (areas) in which the U.S. benefited from expansion.
Class Activities:
1.) The class went over the answer to the learning goal.
2.) Teacher reviewed the point structure for the essay and the multiple choice questions on the midterm.
3.) The class played jeopardy in order to review for the midterm <click here to view the jeopardy game> 
Homework:  Review westward expansion for the midterm <click here to access study guide> Review Immigration and Industrialization for the midterm <click here for these sections> Review the Progressive Era <click here>  

​WEDNESDAY 1/10- Midterm 

THURSDAY 1/11-
Learning Goal- Describe and analyze key events of the Spanish American War in the Philipines, Cuba, and Puerto Rico.
Do Now- Students will choose between A or B and answer whichever they choose within 5 minutes. 
A.) Create a list of reasons why countries go to war with other countries.
B.) What are some factors a country must consider before going to war. 
Class Activities:
1.) Names were randomly chosen and the Do Now was collected and shared with the class. The students who were randomly chosen won a prize. 
2.) Students watched a song parody about the Spanish American War <click here to watch> and answered 3 questions about what they learned about the war from the song. 
3.) Students were randomly called on to share their answers.
4.) Students then read about the Spanish American War and filled in a notes sheet. <click here for reading and notes sheet>
5.) Students then answered questions and turned in their work. <click here for question sheet>
Homework:  students who did not finish the question sheet in class will finish at home and turn in tomorrow for a grade. 


WEEK OF 1/1 -1/5
MONDAY 1/1-  New Year's Day - no school
TUESDAY 1/2-

Learning Goal-  Review the reasons for Imperialism and the areas where the U.S. expanded its' economic and political influence at the turn of the century.
Do Now- Using the acronym E.M.P.I.R.E. list the reasons for a nation to imperialize.
Class Activities:
1.) The class discussed the Do Now and reviewed the material covered before the holiday break.
2.) Students worked on completing <this graphic organizer> using their notes and the class textbook.
Homework: none
WEDNESDAY 1/3-
Learning Goal-  Explain how the U.S. established open trade in China.
Do Now- Copy and answer the learning goal.
Class Activities:
1.) The class discussed the answer to the Learning goal.
2.) The class reviewed the answers for the graphic organizer that the students worked on yesterday. <click here for answers to graphic organizer>
3.) The class discussed how the media has the power to sway public opinion and compared the media coverage of the last presidential campaign and election to the media coverage (yellow journalism) of the explosion of the U.S.S. Maine in Cuba.
4.) Students watched <this video> of a song parody that illustrates events pertaining to the Spanish American war. 

Homework: none
THURSDAY 1/4-  Snow Day - no school
FRIDAY 1/5-  Snow Day - no school

WEEK OF 12/25 -12/29- Holiday Recess

WEEK OF 12/18 -12/22

MONDAY 12/18-  
Learning Goal-  Explain how the U.S. gained power and influence in Hawaii and what challenges did the U.S. face as a result? 
Do Now- Copy and answer the learning goal
Class Activities:
1.) Students finished filling in their notes sheets from Friday.
2.) Students took out all of their notes for the unit thus far and color coded them in order to be more familiar with their notes for an open notes quiz tomorrow.
Color codes:
Hawaii- Green
China- Yellow
Samoa Islands- Orange
Alaska- Blue
Japan- Pink
Homework: review your notes for the quiz tomorrow.
TUESDAY 12/19-  

Do Now- Take out your notes for Chapter 20 for a quiz.
Class Activities:
1.) Students used their notes to answer a 20 question quiz on Chapter 20, section 1. (Imperialism)
Homework: none
WEDNESDAY 12/20-  
Class Activities:
1.) Students who were missing assignments were able to use this class time to make up those missing  assignments while students who were caught up worked on a fun extra project.
Homework: none
THURSDAY 12/21-  No class-Team trip to see the movie "Wonder" and team activities

WEEK OF 12/11 -12/15
MONDAY 12/11-  
Class Activities:
1.) Students finished working on completing their VTP (vocabulary, terms, people) packet  and turned them in for a value of 20 points. <click here for packet> 
TUESDAY 12/12- 
Learning Goal-  Explain why the U.S. shifted from a policy of isolationism to a policy of imperialism using the acronym EMPIRE.
Class Activities:
1.) The class was surprised when assistant principal, Mr. Brown came in to tell them that he was taking over as the new leader and there would be new policies to follow. (this was a simulation to demonstrate how citizens of a country would feel if they were suddenly conquered or taken over by a more powerful country.) 
2.) The students reflected on how they felt after the simulation in order to try and gain perspective of how a citizen of a country would feel if that country was taken over.
3.) The students filled in a notes sheet <click here for notes sheet>  about the reasons why a country would choose a policy of Imperialism using the acronym EMPIRE through viewing a slide show presentation.
<click here for presentation>
Homework: none
WEDNESDAY 12/13-
Learning Goal-  Explain why the U.S. shifted from a policy of isolationism to a policy of imperialism using the acronym EMPIRE.
Do Now- With your group, compile a list of “Advantages and Disadvantages for Imperialism” on the dry erase at your tables. (Be ready to share out in 5 minutes)
Class Activities:
1.) The groups shared their lists from the Do Now Activity and the class discussed both the U.S. perspective and the perspective of the country or land being taken over.
2.) The students filled in a notes sheet <click here for notes sheet> about how the U.S. expanded into the Pacific and how the U.S. acquired the Midway Islands, Hawaii, and the American Samoa. <click here for powerpoint.>
 
Homework: none

THURSDAY 12/14-
Do Now- Answer the learning goal- Explain why the U.S. shifted from a policy of isolationism to a policy of imperialism using the acronym EMPIRE.
Class Activities:
​1.) The class reviewed how the U.S. expanded into the Pacific and how it acquired the Midway Islands, Hawaii, and the Samoa Islands.
2.) The students filled in a notes sheet <click here for notes sheet> about how the U.S. became involved with trade in China and Japan. <click here for powerpoint.> 
3.) current events: The students watched a video clip about what has become of the Midway Islands today as a response to plastic pollution in the Pacific.
Homework: none

​FRIDAY 12/15-
Class Activities:
1.) The class viewed a short video clip about the Disney's possible acquisition of Fox and the repeal of Internet Neutrality and discussed the possibilities. <click here for content>
2.) The class took an interactive quiz on the possible Disney and Fox merge and the repeal of Internet Neutrality using Plickers cards for a chance to win a coupon.

3.) Students read section 1 of Chapter 21 <click here to download text pages> and completed a worksheet <click here for worksheet>which reviewed the topics that were covered in yesterday's lesson.
Homework: 
none

​WEEK OF 12/4 -12/8
MONDAY 12/4-  
Learning Goal- In what areas did women put their focus in order to gain progress for society?
Do Now- Take out the Cornell Style Notes Sheet from Friday after the Quiz
Class Activities:
1.) The class went over the reading excerpt on the Temperance Movement <click here> and the corresponding Cornell Style notes sheet <click here> and reviewed the information that needed to be added to the sheet.
2.) The class copied and answered the learning goal.
3.) The class watched a short 5 minute video about the Temperance Movement. <click here to access video> 
Homework: none
TUESDAY 12/5-
Learning Goal- Describe the differences between the views and contributions of Booker T Washington and W.E.B. DuBois during the Progressive Era.
Class Activities:
1.) students read the poem comparing Booker T Washington and WEB DuBois and the reading excerpt that follows aloud.
2.) students were asked to point out the differences between the two men after reading the poem and then after reading the excerpt.
3.) students were instructed to refer to the poem and the reading in order to complete the chart that asks them to check off on the facts listed about the two men. 
4.) students referred to all in order to complete the venn diagram and the concept splash paragraph.
*** This lesson was delivered by a substitute teacher, students completed this packet and turned it in to be graded<click here for packet> 
Homework: none

WEDNESDAY 12/6- 
Learning Goal- Describe the differences between the views and contributions of Booker T Washington and W.E.B. DuBois during the Progressive Era.
Class Activities:
1.) students reviewed the answers to the open notes quiz on the Progressive Era.
2.) students read over the current events questions that they would answer to qualify for extra credit. <click here for question sheet>
3.) students viewed 2 videos from CNN Students news in order to answer the questions to qualify for extra credit. <click here for video 1>   <click here for video 2> 
Homework: none

THURSDAY 12/7-

FRIDAY 12/8-  

Learning Goal: Discuss two reasons why Booker T Washington and W.E.B. DuBois can both be regarded as the most influential Civil Rights leaders of the early 20th century.
Class Activities:
1.) students  answered the last Learning Goal for the unit and turned in their learning journals to be graded.
2.) students reviewed a political cartoon <click here for cartoon> and tried to come up with a definition for Imperialism based on the cartoon.
3.) Students began working on completing their VTP (vocabulary, terms, people) packet for prepping for the new unit on Imperialism. <click here for packet> 


WEEK OF 11/27 -12/1
MONDAY 11/27-  
Learning Goal- Explain why Teddy Roosevelt was considered a "Progressive President." 
Do Now- Copy and Answer learning goal #2 into your new Learning Journal for the new unit.
Class Activities:
1.
) The class discussed the ways in which Teddy Roosevelt sought to protect workers, business, consumers, and the environment.
2.) Students took notes on this notes sheet <click here for notes sheet> through viewing this powerpoint. <click here for powerpoint>
3.) The students analyzed real examples of political issues that have been addressed in recent years and decided if they were examples of the political reforms; initiative, referendum, recall, and primary in action. <click here for worksheet> 
Homework: Reading Packet with questions (due Wed) <click here for packet>

​TUESDAY 11/28-

Learning Goal-  Discuss the different reforms that were made to give voters more power in law making and electing or removing government officials 
Class Activities:
1.) The class viewed the current events clip from cnn student news where the soldier from North Korea flees across the demilitarized zone into South Korea. A discussion on communism followed. 
2.) The class watched a video on the assassination of President Garfield.
3.) The class took notes <click here for notes sheet> on The Spoils System and the connection to Garfield's assassination and how the government  finally took measures to abolish the Spoils System . <click here for powerpoint.>
Homework:  Reading Packet with questions (due tomorrow, see above for packet)

WEDNESDAY 11/29-
Learning Goal- Explain what the "spoils system" was and how/why it was reformed.
Do Now- Take out H.W. and Copy and Answer learning goal #3 into your new Learning Journal.
Class Activities:
1.) The homework assignment was checked.
2.) The class discussed the answer to the Learning Goal and reviewed the material from the previous day's lesson.
3.) Students were told that they need to begin to look over their notes for a test on Friday.
4.) The class reviewed <this powerpoint> about reforms and progress made for women and filled in <this notes sheet.>
5.) In order to review voter reforms, the students worked in their groups to complete a challenge where they matched the before and after scenarios with the appropriate reform that gave voters more power.
Homework: Study/Review all of your notes for the Progressive Era unit. <click here for all notes for this unit>

THURSDAY 11/30-

Do Now- Take out your notes and fill in the graphic organizer. <click here for organizer>
Class Activities:
1.) The students worked in teams and used their notes to play a jeopardy style review game. <click here to view game>
Homework: Study/Review all of your notes for the Progressive Era unit for the open notes quiz tomorrow.  (see HW from wed ^^above for link to notes)


FRIDAY 12/1-
Class Activities:
1.) The students referred to their notes on the Progressive Era in order to take an open notes quiz.
2.) Students began reading this selection on The Temperance Movement <click here for reading> in order to complete a Cornell style notes sheet. <click here for notes sheet>
Homework: complete the notes sheet you started in class (Due Monday) 



WEEK OF 11/20 -11/22
MONDAY 11/20-  
Learning Goal- Explain how progressives worked to reform society and how muckrakers played a part in the reform process. 
Do Now- Copy learning goal #1 into your new Learning Journal for the new unit.
Class Activities:
1.) students worked in their groups to brainstorm and record on their dry erase board, the problems the poor, immigrants, and labor force faced in the late 1800's-early 1900's.
2.) students dissected a political cartoon using S.P.A.M. in order to come up with their own definition of "muckraker."
3.) Students read about the work of Jacob Riis exposing tenement life and Upton Sinclair exposing the horrors of the meatpacking industry in Chicago.
4.) students worked to create their own political cartoons that depict one of the problems requiring reform in society. (child labor, poor working conditions, tenement life, working in dangerous conditions, low pay) 
Homework: Finish political cartoon from class.

TUESDAY 11/21-
Learning Goal- Explain how progressives (like Teddy Roosevelt) worked to reform society and how muckrakers played a part in the reform process. 
Do Now- Answer learning goal #1 into your new Learning Journal for the new unit.
Class Activities:
1.) students referred to textbook pages 649-652 <click here for textbook pages> in order to complete Cornell Style Note Taking worksheet. <click here for worksheet.>
2.) The completion of the worksheet was checked for a classwork grade.
Homework:  complete worksheet if not completed in class. 
WEDNESDAY 11/22- Early release day- Team Activities
THURSDAY 11/23- no school (Thanksgiving holiday)
FRIDAY 11/24- no school (holiday)



WEEK OF 11/13 -11/17
MONDAY 11/13- 
Learning Goal-  Explain the components of how to use historical documents to compose a DBQ Essay using 5 documents about immigration in the late 1800's-early 1900s.
Class Activities:
1.) students completed the questions that followed the 5 documents in the essay packet <click here for packet> for a classwork value of 21 points.
2.) students reviewed <this powerpoint> in order to complete <this guidelines sheet> which explains the guidelines for writing a DBQ (document based question) essay.

Homework- none
TUESDAY 11/14- 
Learning Goal: Create an outline in order to organize historical documents, facts, and details for a Document Based Essay.
1.) Students referred to their DBQ packet and completed <this outline> to be used for their essay.
Homework- finish outline at home if it was not completed in class
WEDNESDAY 11/15- 
Learning Goal: Students researched websites in order to gather information about immigration issues the nation faces today to be used in the conclusion paragraph of their essay. 
Class Activities:
1.) The outlines were checked for a homework grade.
2.) Students worked in pairs and used ipads to research immigration issues in America today and filled in an organizer for their conclusion paragraph. <click here for sheet and websites>
Homework- none
THURSDAY 11/16-
Learning Goal: Compose a document based question essay (DBQ Essay) that explains reasons why immigrants came to the U.S. at the turn of the 20th century and challenges they faced after they arrived.
Class Activities:
1.) Students referred to their DBQ packets, outlines, and conclusion sheets, in order to type out their essays on laptops.
Homework- none
FRIDAY 11/17-
Learning Goal: Compose a document based question essay (DBQ Essay) that explains reasons why immigrants came to the U.S. at the turn of the 20th century and challenges they faced after they arrived.
Class Activities:
1.) Students referred to their DBQ packets, outlines, and conclusion sheets, in order to type out their essays on laptops.
Homework- none

WEEK OF 11/6 -11/10
MONDAY 11/6- 
Learning Goal-  Using evidence from 3 political cartoons, in order to explain the reasoning behind restrictions and limits on immigration in the early 1900’s.
Do Now- Recall the immigration limits and restrictions from our last lesson using the timeline and list reasons why the government felt the need to limit immigrants from certain places. As a group brainstorm and record your answers on your group’s dry erase board
Class Activities:
1.)
Students will analyze political cartoon using SPAM method. <click here for SPAM worksheet>
2.) The class will discuss the meaning or message behind the cartoons.<click here for cartoons> 
3.) Exit activity: Address the learning goal on the index card you were provided. 

Homework- Begin reviewing all past study guides and assessments in order to prepare for the Quarterly Exam on Thursday, Nov 9th.
TUESDAY 11/7-
no school for students Teacher Conference Day
WEDNESDAY 11/8- review for Quarterly Exam
THURSDAY 11/9- Quarterly Exam
FRIDAY 11/10-  
no school Veteran's Day observed

​WEEK OF 10/30 -11/3
MONDAY 10/30- New Unit- Immigration
Learning Goal-  #1 Describe 2 common examples of push factors and 2 common examples of pull factors that relate to why massive amounts if immigrants came to America at the turn of the century.
Do Now- Copy learning goal #1 into your new Learning Journal for the new unit.
Class Activities:
1.) The class reviewed the answers to the test on Rise of Industries.
2.) The students read a reading selection <click here for reading> about the wave of immigration between 1880-1910 and filled in <this Cornell Style notes sheet.>
3.) Students used their Cornell style notes to help them complete <this Study Guide Section review.>

Homework- students who did not finish the 2 worksheets in class have to do so for homework as both of these will be graded assignments. 

TUESDAY 10/31- walkathon (shortened periods)
Learning Goal-  #1 Describe 2 common examples of push factors and 2 common examples of pull factors that relate to why massive amounts of immigrants came to America at the turn of the century.
Class Activities:
1.) The students volunteered to have a part to read in a play about immigration titled; "Coming to America." 
2.) The students filled in <this worksheet> as a closure activity to the play.
3.) Students answered the learning goal.

Homework- none

WEDNESDAY 11/01
Learning Goal-  #2   As immigrants and others crowded into cities for factory jobs, identify 2 problems that arose and 2 solutions to these problems.
Do Now- Copy learning goal #2 into your Learning Journal.
Class Activities:
1.) The class reviewed the answer to yesterday's learning goal and discussed ideas about what problems the newly arrived immigrants would face upon entering America.
2.) The students reviewed <this presentation> and filled in <this notes sheet> in order to discuss urbanization and the problems that arose as cities became overcrowded and solutions to the problems. 
3.) Students answered the learning goal in their learning journals.
Homework- none

THURSDAY 11/02
Learning Goal-  #3   Why was it difficult for some immigrants to assimilate into American culture and why did so many immigrants face nativism?
Do Now- Copy learning goal #3 into your Learning Journal.
Class Activities:
1.) Students looked at a before and after photo of a Native American boy who went from the traditional Native American hair and clothing to American hair and clothing and explained what the word assimilation means.
2.) Students read a selection about nativism in America <click here to access> and then filled in a Cornell Style Note taking sheet. <click here for note sheet>
3.) Students answered the learning goal in their learning journals
Homework- Begin reviewing all past study guides and assessments in order to prepare for the Quarterly Exam on Thursday, Nov 9th.

FRIDAY 11/03

Learning Goal-  #4   List the possible immigrant groups that the government limited or restricted and discuss the reasons why the government limited or restricted these particular groups.
Do Now- Copy learning goal #4 into your Learning Journal.
Class Activities:
1.) Students reviewed a timeline of immigration and placed the events on the timeline into one of three categories: Helping immigrants, limiting immigrants, or expansion of immigrants/immigration.
2.) Students defined the following words in order to better understand some of the restrictions mentioned on the timeline. 
  • Lunatics- people deemed to be mentally insane
  • Anarchists- people who are anti-government
  • Epileptics- people who have a disease that causes seizures (dangerous for factory work)
  • Polygamists- people who marry more than one person (illegal in the U.S.)
  • Tuberculosis- a deadly lung disease
3.) Students then answered the questions that addressed events on the timeline on  <this worksheet.>
3.) Students addressed the learning goal in their learning journals.
Homework- Begin reviewing all past study guides and assessments in order to prepare for the Quarterly Exam on Thursday, Nov 11th..


WEEK OF 10/23 -10/27
MONDAY 10/23- 
Learning Goal-  #4 Explain why there was a need for workers to organize into Labor Unions and why the American public and Factory Managers opposed these unions?
Do Now- Copy and answer learning goal #3 in your learning journals.  "Describe the difficulties the immigrants faced being processed through Ellis Island and explain why it was appropriately called "Island of Hope" and "Island of Tears."
Class Activities:
1.) The class reviewed the answer to learning goal #3 and shared highlights from Friday's class trip to Ellis Island and the Statue of Liberty.
2.) The class discussed the rise of factories in cities and how unskilled laborers were treated and how/why unions formed.
3.) The students referred to textbook pages <click here> in order to fill in an outline <click here for outline> based on today's learning goal.
Exit Activity:  Answer today's learning goal.
Homework: complete <this review sheet>  in order to prepare for the unit test this Thursday. 
(students who did not finish the outline in class must finish at home as this is a graded assignment) 

TUESDAY 10/24-
Do Now- Copy and answer learning goal #4 in your learning journals. 
Class Activities:
1.) The fill in the blank outlines from yesterday's lesson were checked and graded as the class completed the Do Now. (Learning Goal)
2.) The class reviewed the answer to learning goal #4 and reviewed the information in the outlines from yesterday's lesson.
3.) The students volunteered for parts to read in a play <click here for play> about Mother Jones and her activism to end child labor in factories and mines. 
4.) The class discussed the play.
5.) The students listened to a short story about Breaker Boys and life for boys and men in the mining industry. <click here to read Breaker Boys>
Homework: complete <this review sheet>  in order to prepare for the unit test this Thursday. 

WEDNESDAY 10/25-
Learning Goal-  #5 Explain how the patent system encouraged innovation and how a flood of new inventions transformed the lives of Americans?
Do Now- Copy learning goal #5 in your learning journals. 
Class Activities:
1.) The students will learn about patents and major inventions of the Industrial Era as they work in pairs to refer to a powerpoint <click here for powerpoint> in order to fill in a graphic organizer <click here for organizer>.
2.) The students will answer the learning goal in their learning journals.
3.) The class will review the powerpoint and learning goal. 
Homework: complete <this review sheet>  in order to prepare for the unit test TOMORROW!

THURSDAY 10/26- Test on Rise of Industries Unit (U


Due Date: 2/3/2011
Subject: World History



Due Date: 2/2/2011
Subject: World History

- Review W. History DIALY

- Ch. 2 Practice Test




Due Date: 2/1/2011
Subject: World History

- Review W. History DAILY

- Ch. 2.2 Section Review 2-7?'s




Due Date: 1/31/2011
Subject: World History

- Review W. History DAILY

- Ch. 2.2 Vocab Maps




Due Date: 1/27/2011
Subject: World History

- Review W. History DAILY 

- Ch. 2.1 Section Review 2-7?'s




Due Date: 1/26/2011
Subject: World History

- Signed W. History Parent Form

- Class Rules

- Ch. 2.1 Vocabulary Maps




Due Date: 11/19/2010
Subject: World History



Due Date: 10/29/2010
Subject: World History



Due Date: 5/13/2009
Subject: Civics and Economics
Review Units 1-7; USAtestprep.com Goal 4 (10?'s Sect Quiz) 



Due Date: 5/13/2009
Subject: US History
Review EOC Book Goals 1-8; Goal 9.01 Cornell Notes; USAtestprep.com Goal 4 (10?'s Sect Quiz)



Due Date: 5/12/2009
Subject: US History
Review Goals 1-7; EOC Book Goal 8; USAtestprep.com Goal 3 (10?'s Sect Quiz)



Due Date: 5/12/2009
Subject: Civics and Economics
Review Units 1-7; Unit 7 Review Sheet; USAtestprep.com Goal 3 (10?'s Sect Quiz)



Due Date: 5/11/2009
Subject: Civics and Economics
Review Units 1-6; Cornell Notes Unit 7; USAtestprep.com Goal 3 (10?'s Sect Quiz) 



Due Date: 5/11/2009
Subject: US History
Review EOC Book Goals 1-8; Cornell Notes 8.02; USAtestprep.com Goal 3 (10 ?'s Sect Quiz)



Due Date: 5/9/2009
Subject: US History

Review Goals 1-6

Test Corrections Goal 7

USAtestprep.com Goals 1&2 (20 ?'s Sect Quiz)




Due Date: 5/9/2009
Subject: Civics and Economics

Review Units 1-6

USAtestprep.com Goals 1&2 (20 ?'s Sect Quiz)




Due Date: 5/8/2009
Subject: Civics and Economics

Review Units 1-6

USAtestprep.com Goal 2 (10 ?'s Sect. Quiz)




Due Date: 5/8/2009
Subject: US History

Review Goals 1-6

Test Corrections Goal 7

USAtestprep.com Goal 2 (10 Sect Quiz)




Due Date: 5/7/2009
Subject: US History

Review Goals 1-6 

EOC Book 7.03/7.04 Review

USAtestprep.com Goal 2 (10?'s Sect Quiz)




Due Date: 5/7/2009
Subject: Civics and Economics

Review Units 1-6

Review Unit 7 - Voc

USAtestprep.com Goal 2 (10?'s Sect Quiz)




Due Date: 5/6/2009
Subject: Civics and Economics

Unit 6 - Voc. Quiz

Unit 6 - Test

Review Unit 6 Notes

USAtestprep.com Goal 1 - (10 ?'s Section Quiz)




Due Date: 5/6/2009
Subject: US History

Completed Goal 7.02 Notes

Cornell Notes 7.03/7.04

 




Due Date: 5/5/2009
Subject: US History

Review Goals 1-6/ EOC Book

Review 7.01/7.02 Notes

USAtetprep.com - Goal 1 (10?'s Section Quiz)




Due Date: 5/5/2009
Subject: Civics and Economics

Court Case 20 

Unit 6 - Review Sheet

USAtestprep.com Goal 1 (10?'s Section Quiz)

Unit 6 - Test




Due Date: 5/4/2009
Subject: Civics and Economics

Unit 6 - Lecture Notes

Study Unit 6 Voc.

USAtestprep.com Goal 1 (10 ?'s Section Quiz)




Due Date: 5/4/2009
Subject: US History

Review Goals 1-6/ EOC Book

Review 7.01/7.02 Notes




Due Date: 5/1/2009
Subject: US History

Review Goals 1-6/ EOC Book 7

Review 7.01 Notes

Goal 7 - Voc. Maps




Due Date: 5/1/2009
Subject: Civics and Economics

Court Cases 16-19

Unit 6 - Lecture Notes




Due Date: 4/30/2009
Subject: Civics and Economics

Court Cases 11-15

Unit 6 - Lecture Notes




Due Date: 4/30/2009
Subject: US History

Review Goals 1-6/ EOC Book Goal 7

Review 7.01 Notes

USAtestprep.com Goal 1 (20 ?'s Section Quiz)




Due Date: 4/29/2009
Subject: US History

Review Goals 1-6

Goal 6 Test Corrections




Due Date: 4/29/2009
Subject: Civics and Economics

Court Cases 1-10

Unit 6 - Lecture Notes




Due Date: 4/28/2009
Subject: Civics and Economics

Unit 6 Quiz(?'s/ Ans)

Unit 6 Lecture Notes




Due Date: 4/28/2009
Subject: US History

Review Goals 1-5

EOC Book Goal 6

Study Goal 6 Test




Due Date: 4/27/2009
Subject: US History

Review Goals 1-5

EOC Book Goal 6

Guided Notes Goal 6.1-6.3




Due Date: 4/27/2009
Subject: Civics and Economics

Collected Unit 6 - Voc.

Continued Unit 6 - Notes




Due Date: 4/24/2009
Subject: Civics and Economics

Unit 5 - Test Corrections

Unit 6 - Notes




Due Date: 4/24/2009
Subject: US History

Review Goals 1-5

EOC Book Goal 6




Due Date: 4/23/2009
Subject: US History

Review Goals 1-5

EOC Book Goal 6




Due Date: 4/23/2009
Subject: Civics and Economics

Reviewed for Unit 5 - Test 

Unit 5 - Test

Unit 6 - Voc.




Due Date: 4/22/2009
Subject: Civics and Economics

Complete/Study Unit 5 Review Sheet

Unit 5 - Test




Due Date: 4/22/2009
Subject: US History

Review Goals 1-5

Goal 6 - EOC book




Due Date: 4/21/2009
Subject: US History

Complete Goal 6.01 guided notes

Review Goal 6 Notes




Due Date: 4/21/2009
Subject: Civics and Economics

Correct Ch. 17.1-3 Worksheet

Review Unit 5 Notes




Due Date: 4/20/2009
Subject: Civics and Economics

Complete Ch. 17.1-3 Worksheet

Review Unit 5 Notes




Due Date: 4/20/2009
Subject: US History

Read 6.01 EOC Coach book

Review Goal 6 Notes




Due Date: 4/10/2009
Subject: US History

Review Goals 1-6

Complete Goal 6.01/6.02 Voc. Maps




Due Date: 4/10/2009
Subject: Civics and Economics
Review Units 1-5



Due Date: 4/9/2009
Subject: Civics and Economics
Unit 5 - Study Voc. Quiz 4-10-09



Due Date: 4/9/2009
Subject: US History

Complete Goal 6.01 Voc. Map

Complete Goal 6.01 Guided Notes




Due Date: 4/8/2009
Subject: US History
Review Goals 1-5 and Read 6.01 EOC Coach Book



Due Date: 4/8/2009
Subject: Civics and Economics

Cornell Notes Ch. 16.1 Civics Today




Due Date: 4/7/2009
Subject: Civics and Economics

Unit 5 - Quiz Ch. 15 Review




Due Date: 4/7/2009
Subject: US History

Goal 5 - Test 4/8/09 Review



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