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November 4 - 8, 2019
Monday - Learning target: learn about the American experience fighting in World War I. Success criteria: I can successfully complete Unit 2 Post Test with at least 70% accuracy.
Tuesday - No School for Students - Teacher PD
Wednesday- Learning target: learn about the American experience fighting in World War I. Success criteria: I can successfully complete Unit 2 Post Test with at least 70% accuracy and Unit 3 PreTest.
Thursday- Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: define: laissez-faire, resources. Complete a Causes graphic organizer that explains why the U.S. industrialized quickly and successfully.
Friday- Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: define: laissez-faire, resources. Complete a Causes graphic organizer that explains why the U.S. industrialized quickly and successfully.
Monday - Learning target: learn about the American experience fighting in World War I. Success criteria: I can successfully complete Unit 2 Post Test with at least 70% accuracy.
Tuesday - No School for Students - Teacher PD
Wednesday- Learning target: learn about the American experience fighting in World War I. Success criteria: I can successfully complete Unit 2 Post Test with at least 70% accuracy and Unit 3 PreTest.
Thursday- Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: define: laissez-faire, resources. Complete a Causes graphic organizer that explains why the U.S. industrialized quickly and successfully.
Friday- Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: define: laissez-faire, resources. Complete a Causes graphic organizer that explains why the U.S. industrialized quickly and successfully.
Unit 3 Progressivism and Reform Content Standards:
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals: Declaration of Independence, the U.S. Constitution (including the Preamble), Bill of Rights,
13th, 14th, and 15th Amendments
6.1 Growth of an Industrial and Urban America
Explain the causes and consequences – both positive and negative – of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930.
6.1.5 A Case Study of American Industrialism – Using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining
• the impact of resource availability (National Geography Standard 16, p. 216)
• entrepreneurial decision making by Henry Ford and others
• domestic and international migrations (National Geography Standard 9, p. 201)
• the development of an industrial work force
• the impact on American society
6.3 Progressivism and Reform
Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period; analyze the solutions or resolutions developed by Americans, and their consequences (positive/ negative – anticipated/ unanticipated) including, but not limited to, the following:
6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).
6.3.2 Causes and Consequences of Progressive Reform – Analyze the causes, consequences, and limitations of Progressive reform in the following areas
• major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments
• new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
• the Supreme Court’s role in supporting or slowing reform
• role of reform organizations, movements and individuals in promoting change
• efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants
6.3.3 Women’s Suffrage – Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (e.g., Susan B. Anthony, Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment.
C1.2.4 Compare and contrast direct and representative democracy.
C2 Origins and Foundations of Government of the United States of America
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
3.5.1 Explain how political parties, interest groups, the media, and individuals can influence and determine the public agenda.
November 4 - 8, 2019
Unit 3 Chapter 3 lessons 1 and 4
Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: define: laissez-faire, resources. Complete a Causes graphic organizer that explains why the U.S. industrialized quickly and successfully.
Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: Unit 3 Pretest and Introduce the Progressive Era.
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 1 The Rise of Industry.
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank).
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 3. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 3 Big Business
Unit 3 Chapter 3 lessons 1 and 4
Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: define: laissez-faire, resources. Complete a Causes graphic organizer that explains why the U.S. industrialized quickly and successfully.
Learning Target (LT): SWK the various resources that enabled the United States to industrialize quickly and the new technologies invented during this era and their inventors. Success Criteria (SC): I can explain how the U.S. industrialized and provide examples of resources used to create new inventions. Tasks: Unit 3 Pretest and Introduce the Progressive Era.
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 1 The Rise of Industry.
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank).
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 3. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 3 Big Business
November 11-15, 2019
Unit 3 Chapter 3 lessons 1 and 4
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 4 Unions.
Tuesday November 12, 2019 No School - Snow Day
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 4 Unions.
Learning Target: SWK the main political and economic issues of the Gilded Age. SWK the reasons for and course of the Populist movement and its legacy.
Success Criteria: I can outline the long-term legacy of the Populists’ ideas. I can compare and contrast the political candidacies of William Jennings Bryan and William McKinley.
Tasks: Read Ch. 4 lesson 4; Take notes in an outline format about the entire lesson; complete a venn diagram to compar/contrast W.J. Bryan and W. McKinley.
Learning Target: SWK the origins of progressive reform and the principles and beliefs progressives applied to society’s problems.
SWK the societal problems that progressives hoped to solve and briefly explain the nature of those problems. SWK the significance of the woman suffrage movement.
Success Criteria: I can explain the beliefs of progressives. I can list the groups of people that made up the progressive movement and what they believed caused societal problems. I can explain why the progressives supported the woman suffrage movement and the importance of that movement.
Tasks: Read Ch. 6 lesson 1; Make a bubble map to list/explain the beliefs of the progressives; complete a T chart to list the societal problems and the progressives' solution; write a paragraph explaining why the progressives supported the woman suffrage movement and the importance of that movement.
Unit 3 Chapter 3 lessons 1 and 4
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 4 Unions.
Tuesday November 12, 2019 No School - Snow Day
Learning Target (LT): SWK how industrialization changed working conditions in the United States. SWK how the unions were created by organized labor, and the reasons it failed to achieve its major goals. Success Criteria (SC): I can summarize the conditions that helped the United States industrialize in the late-nineteenth century. I can categorize different information about the major industrial strikes during this time. Tasks: Read Ch. 3 lesson 4. Complete a guided reading activity (fill in the blank) on Ch. 3 lesson 4 Unions.
Learning Target: SWK the main political and economic issues of the Gilded Age. SWK the reasons for and course of the Populist movement and its legacy.
Success Criteria: I can outline the long-term legacy of the Populists’ ideas. I can compare and contrast the political candidacies of William Jennings Bryan and William McKinley.
Tasks: Read Ch. 4 lesson 4; Take notes in an outline format about the entire lesson; complete a venn diagram to compar/contrast W.J. Bryan and W. McKinley.
Learning Target: SWK the origins of progressive reform and the principles and beliefs progressives applied to society’s problems.
SWK the societal problems that progressives hoped to solve and briefly explain the nature of those problems. SWK the significance of the woman suffrage movement.
Success Criteria: I can explain the beliefs of progressives. I can list the groups of people that made up the progressive movement and what they believed caused societal problems. I can explain why the progressives supported the woman suffrage movement and the importance of that movement.
Tasks: Read Ch. 6 lesson 1; Make a bubble map to list/explain the beliefs of the progressives; complete a T chart to list the societal problems and the progressives' solution; write a paragraph explaining why the progressives supported the woman suffrage movement and the importance of that movement.
November 18-22, 2019
Unit 3 Unit 3 Chapter 6 Progressivism and Reform
Learning Target: SWK the origins of progressive reform and the principles and beliefs progressives applied to society’s problems.
SWK the societal problems that progressives hoped to solve and briefly explain the nature of those problems. SWK the significance of the woman suffrage movement.
Success Criteria: I can explain the beliefs of progressives. I can list the groups of people that made up the progressive movement and what they believed caused societal problems. I can explain why the progressives supported the woman suffrage movement and the importance of that movement.
Tasks: Read Ch. 6 lesson 1; Make a bubble map to list/explain the beliefs of the progressives; complete a T chart to list the societal problems and the progressives' solution; write a paragraph explaining why the progressives supported the woman suffrage movement and the importance of that movement.
Learning Target: SWK the progressive philosophies of Theodore Roosevelt, William H. Taft, and Woodrow Wilson and how they differed. SWK the success of the Progressive movement by analyzing its achievements and limitations.
Success Criteria: I can outline the progressive philosophies of Theodore Roosevelt and William H. Taft and how they differed. I can compare and contrast the political administrations of T. Roosevelt and W. Taft.
Tasks: Read Ch. 6 lesson 2; Take notes in an outline format about the entire lesson; complete a venn diagram to compare/contrast Roosevelt and Taft.
Learning Target: SWK the progressive philosophies of Theodore Roosevelt, William H. Taft, and Woodrow Wilson and how they differed. SWK the success of the Progressive movement by analyzing its achievements and limitations.
Success Criteria: I can outline the progressive philosophies of Theodore Roosevelt and Woodrow Wilson and how they differed. I can compare and contrast the political administrations of T. Roosevelt and W. Wilson.
Tasks: Read Ch. 6 lesson 3; Take notes in an outline format about the entire lesson; complete a venn diagram to compare/contrast Roosevelt and Wilson.
Learning Target: SWK how the new consumer society of the 1920s affected Americans.
Success Criteria: I can analyze the cause of growth and prosperity of the 1920's era.
Tasks: Read Ch. 8 lesson 2; Create a double bubble map to analyze the cause of growth and prosperity (Industry & Society).
Learning Target: SWK how the new consumer society of the 1920s affected Americans.
Success Criteria: I can analyze the cause of growth and prosperity of the 1920's era.
Tasks: Read Ch. 8 lesson 2; Create a double bubble map to analyze the cause of growth and prosperity (Industry & Society).
Unit 3 Unit 3 Chapter 6 Progressivism and Reform
Learning Target: SWK the origins of progressive reform and the principles and beliefs progressives applied to society’s problems.
SWK the societal problems that progressives hoped to solve and briefly explain the nature of those problems. SWK the significance of the woman suffrage movement.
Success Criteria: I can explain the beliefs of progressives. I can list the groups of people that made up the progressive movement and what they believed caused societal problems. I can explain why the progressives supported the woman suffrage movement and the importance of that movement.
Tasks: Read Ch. 6 lesson 1; Make a bubble map to list/explain the beliefs of the progressives; complete a T chart to list the societal problems and the progressives' solution; write a paragraph explaining why the progressives supported the woman suffrage movement and the importance of that movement.
Learning Target: SWK the progressive philosophies of Theodore Roosevelt, William H. Taft, and Woodrow Wilson and how they differed. SWK the success of the Progressive movement by analyzing its achievements and limitations.
Success Criteria: I can outline the progressive philosophies of Theodore Roosevelt and William H. Taft and how they differed. I can compare and contrast the political administrations of T. Roosevelt and W. Taft.
Tasks: Read Ch. 6 lesson 2; Take notes in an outline format about the entire lesson; complete a venn diagram to compare/contrast Roosevelt and Taft.
Learning Target: SWK the progressive philosophies of Theodore Roosevelt, William H. Taft, and Woodrow Wilson and how they differed. SWK the success of the Progressive movement by analyzing its achievements and limitations.
Success Criteria: I can outline the progressive philosophies of Theodore Roosevelt and Woodrow Wilson and how they differed. I can compare and contrast the political administrations of T. Roosevelt and W. Wilson.
Tasks: Read Ch. 6 lesson 3; Take notes in an outline format about the entire lesson; complete a venn diagram to compare/contrast Roosevelt and Wilson.
Learning Target: SWK how the new consumer society of the 1920s affected Americans.
Success Criteria: I can analyze the cause of growth and prosperity of the 1920's era.
Tasks: Read Ch. 8 lesson 2; Create a double bubble map to analyze the cause of growth and prosperity (Industry & Society).
Learning Target: SWK how the new consumer society of the 1920s affected Americans.
Success Criteria: I can analyze the cause of growth and prosperity of the 1920's era.
Tasks: Read Ch. 8 lesson 2; Create a double bubble map to analyze the cause of growth and prosperity (Industry & Society).
November 25-29, 2019
Learning Target: SWBAT explain how the new consumer society of the 1920's affected Americans and list the cause of growth and prosperity of the 1920's era on a double bubble map.
Success Criteria: I can analyze and list on a double bubble map the cause of growth and prosperity of the 1920's era.
Tasks: Read Ch. 8 lesson 2; Create a double bubble map to analyze and list the cause of growth and prosperity (Industry & Society).
Learning Target: SWBAT analyze the effect of nativism on American society during this decade by analyzing and listing the cause/effect of anti-immigrant prejudices in a graphic organizer.
Success Criteria: I can analyze and list the causes and effects of anti-immigrant prejudices in a graphic organizer.
Tasks: Read Ch. 8 lesson 3; Create a graphic organizer listing the causes and effects of anti-immigrant prejudices (use key ideas and details).
No School; Thanksgiving Break
No School; Thanksgiving Break
No School; Thanksgiving Break
Learning Target: SWBAT explain how the new consumer society of the 1920's affected Americans and list the cause of growth and prosperity of the 1920's era on a double bubble map.
Success Criteria: I can analyze and list on a double bubble map the cause of growth and prosperity of the 1920's era.
Tasks: Read Ch. 8 lesson 2; Create a double bubble map to analyze and list the cause of growth and prosperity (Industry & Society).
Learning Target: SWBAT analyze the effect of nativism on American society during this decade by analyzing and listing the cause/effect of anti-immigrant prejudices in a graphic organizer.
Success Criteria: I can analyze and list the causes and effects of anti-immigrant prejudices in a graphic organizer.
Tasks: Read Ch. 8 lesson 3; Create a graphic organizer listing the causes and effects of anti-immigrant prejudices (use key ideas and details).
No School; Thanksgiving Break
No School; Thanksgiving Break
No School; Thanksgiving Break