Students will be able to describe the interaction between Hoover and the Bonus Army.
TEKS: Many
Agenda:
1. Complete short reading and tasks. This will be timed - 10 minutes.
2. Magic Card competition.
3. Attach questions to page in your journal.
4. Work on semester exam.
Students will be able to describe the crash of the stock market; list and explain the root causes of the Great Depression.
TEKS:
Activities:
1. Collect Semester Exam Choice Sheets.
2. Review.
3. Notes on the crash of the stock market on pages 78 and 79 in your journal.
4. Let's map out the causes of the Great Depression on page 80 in your journal.
5. Complete the retelling the story activity. Cut out and tape to page 79.
Students will be able to describe the purpose of eugenics; examine 1920's culture.
TEKS:
Activities:
1. Complete Teapot Dome. Cut out and attach to page 70.
2. Eugenics. Take brief notes on page.
3. Music and Entertainment timeline page 77.
4. 1920's Culture. Let's take a look. Cut out notes and attach to pages 72 and 73 in your journal. 5. Let me show you examples of the types of dancing that occurred during the Roaring 20's.
a. Film Clip 1
b. Film 2 1:33
c. How To: Charleston
Students will be able to explain how the economy prospered. Also, students will examine the Teapot Dome Scandal.
TEKS:
Activities:
1. Rapid Fire practice.
2. Discuss the roaring 20's economy. Attach to pages 66 and 67.
3. Begin Teapot Dome activity: reading, questions, magic cards.
Students will be able to explain the causes and effects of Prohibition; describe the case of Sacco and Vanzetti.
TEKS: 6A
TODAY I WILL BE OUT DURING 2ND PERIOD TO OBSERVE MS. WILLIAMS CLASS.
Agenda:
1. Finish timeline if necessary.
2. Copy graphic on Prohibition onto page in your journal.
3. Complete the reading on Sacco and Vanzetti. This is due today.
Students will be able to describe the presidencies of Harding and Coolidge.
TEKS: 6A, 6B
Activities:
1. Rapid fire practice.
2. Finish the 20's intro from yesterday if necessary.
3. Let's discuss the presidents during this era. Copy my timeline onto page 65.
4. Time to talk economy. Discussion and notes. When complete cut out and attach notes to pages 66 and 67. Tasks will be explained.
Students will be able to describe how life in the US changed for all citizens due to the war.
TEKS:
Activities:
1. Order our pocket Constitution: https://lp.hillsdale.edu/free-pocket-constitution/
2. I need to tell you about the two war heroes we must know - Alvin York and Johnson. Attach Alvin to page in your journal. Attach Johnson to page and add annotations. Also, I want to introduce the Harlem Hellfighters.
2. We will discuss the homefront.
3. Discuss the end of the war: League of Nations, Treaty of Versailles. We will watch the final part of the film today.
2. We have one court case we need to know. Complete reading and tasks on Schenck v. US - page . This will need to be completed as homework. Due on Thursday.
3. Review Spanish American War material.
Students will be able to describe the Battle of Argonne Forest. Explain the contributions of Alvin York.
TEKS: 4D, 23B
Activities:
1. Students will have 15 minutes to complete their historical head.
2. Discuss the arrival of the Americans under the leadership of General Pershing.
3. We will watch additional scenes from the World Wars - about 20 minutes. Complete tasks and cut out and attach to page 57 in your journal.
4. Quick reading on Alvin York.
ALTERNATE:
1. Let's check our senses. We will have a battlefield experience. Please record all required information. Battlefield Experience.
Students will be able to describe what the American are walking into when the US enters WW1. Also, describe the AEF leader General John Pershing.
TEKS: 4D, 4E
Activities:
1. We will watch the first 20 minutes of The World Wars episode 1. Complete questions while watching and cut out and attach to page 55.
2. Complete the historical head - General John Pershing and attach to page 56.
Students will be able to analyze the impact of significant
technological innovations in World War I such as machine guns, airplanes,
tanks, poison gas, and trench warfare that resulted in the stalemate on the
Western Front.
TEKS: 4E, 15D
Activities: 1. Let's talk about the new innovations of WWI. Complete the chart and attach to page 54. 2. Complete yesterday's classwork.
Students will be able to describe the events that bring the US into WW1.
TEKS: 4C
Agenda:
1. Finish ERA notes. Also, review your work from yesterday.
1. We will set up page 53 in our journal. I will discuss Woodrow Wilson and his ideas about involvement in the war.
2. Complete the reading and page 53 in your journal.
Students will be able to explain the alliances that formed in Europe, describe the triggering event of WWI, and explain how Woodrow Wilson and the US responded.
TEKS: 4C
GOOD MORNING. I WILL BE OUT TODAY. YOU KNOW THE ROUTINE AND CAN FUNCTION INDEPENDENTLY. PLEASE REMAIN IN YOUR ASSIGNED SEAT. PLEASE FOLLOW THE INSTRUCTIONS BELOW. MAKE SURE TO TAKE CARE OF BUSINESS TODAY - I AM COUNTING ON YOU. HAVE A GOOD DAY AND I WILL SEE YOU TOMORROW.
Activities:
1. Copy the voting rights timeline above on page 51 (sideways). You can click on it to make it bigger so you can see it.
2. Cut out the WW1 Long and Short Term Causes note sheet and glue down to page 52. Using the short film below, take notes on what the letters in MAIN mean so write the word and define. Describe the triggering event (spark that starts the war).
3. Also, using 2 different map colors complete the map section labeling and coloring only: France, United Kingdom, Russia, Germany, and Austria Hungary. The are the two alliances of the war, the Allies and the Central Powers.
WWI LONG AND SHORT TERM CAUSES NOTES SHEET WILL BE PASSED OUT BY THE SUBSTITUTE.
Students will be able to evaluate the impact of reform leaders such as Susan Anthony and Alice Paul; relate their actions to the passage of the 19th Amendment.
TEKS: 3C, 5A, 5B
Activities:
DAY 1:
1. NAACP Quiz?
2. We will discuss suffrage. Attach notes to page 48.
3. You will be assigned a reform leader to read about and work on flash cards. These will be kept in your back envelope.
DAY 2:
3. You will share the story of your reform leader with your partner as they take notes. This will be timed - 10 minutes.
4. Cut out and attach your notes on your partners reform leader to page 49 in your journal.
5. Film clips:
a. parade 5 min
b. silent sentinels start at 1:50
c. forced feeding of Alice start at 2:00
6. We will discuss the ERA. Attach notes on page 50.
Students will be able to describe the purpose of the NAACP; explain the mission of the Niagara Movement and the role of WEB Dubois in both organizations.
TEKS:
Activities:
1. Review.
2. Complete an investigative folder on the NAACP. This will be a partnered activity. It will be attached to page 47. Be prepared for a brief quiz tomorrow - this will be timed.
3. Set up pages 48 and 49 in your journal.
Students will be able to vote in the election of 1912
TEKS:
Agenda:
1. Reminders: CUA, test sign up sheet
2. Review the 1912 candidates. Listen to their voices: Roosevelt , Taft , Wilson . Highlight the two issues that you feel would have been most important to you.
3. Students will vote in the 1912 election. Cast your vote: sign the register with ID, cast ballot, get your "I just voted sticker".
4. Mindmap page 46. Copy my graphic. Discuss information.
5. Time to meet with a journal coach if needed.
Students will be able to describe the four candidates of the 1912 election, explain the issues of the time, and understand the importance of third parties.
TEKS:
Activities:
1. Review film clip.
2. Discuss the 1912 election.
3. Complete pages 44 and 45 in our journal.
4. Let's look at Wilson. Create a mindmap on page 46.
Students will be able to describe the Supreme Court and some of its firsts; explain the effects of the Triangle Shirtwaist Fire.
TEKS: 3C, 15C
Activities:
1. Taft notes. Attach to top of page 42. Taft film clip
2. Let's finish Taft and talk about the Supreme Court. Copy my diagram onto the bottom of page 42.
3. Copy my journal page 43. Discuss. Watch film.
Students will be able to describe the international policies of TR including efforts to build the Panama Canal.
TEKS: 12, 15C
Activities:
1. Discuss the Panama Canal. Complete graphic on page 41.
2. We will complete a PDA covering TR's international policies. Cut out and attach to page 40 .
Students will be able to describe the domestic policies of TR.
TEKS: 14B
Activities:
1. Rapid Fire test.
2. When you are done with your Rapid Fire Test, complete the reading on TR and Conservation.
3. Meet with a journal coach.
Students will be able to describe explain new state level reforms.
TEKS: 14B, 15B
Activities:
1. Review.
2. Discuss journal with elbow partner. Add in new laws on the bottom of page 35.
3. We will discuss new state level reforms. Take notes and add to page 36.
4. Complete individual work. Also, meet with a journal coach.
Students will be able to describe the work of Upton Sinclair and explain how "The Jungle" resulted in new laws.
TEKS: 3C, 3D, 5B
Activities:
1. Rapid Fire practice 3 min.
2. Complete the short reading. Also, fill in your double entry journal.
3. We will take a couple of minutes to share with our partner and complete that part of page 35.
4. Today will also be a catch up day. Complete your test and make sure your journal is in order by checking with a journal coach.
Students will be able to define Progressivism, list the characteristics of Progressives and the era.
TEKS: 2B
Activities:
1. Copy my timeline onto page 33 in your journal.
2. I will go through a short PowerPoint. Complete your notes and attach to page 33 as a flap.
3. So how did TR become president anyways? TR PowerPoint.
3. I will introduce muckrakers today by explaining the term and showing you pictures.
4. Let's skip page 34 for the moment and set up page 35.
Students will be able to explain the significance of the Spanish American War.
TEKS: 2D, 4A
Activities:
1. Why did the US declare war on Spain?
2. Individually, investigate the triggering events of the Spanish American War. Complete your evidence sheet.
3. In your journal on page 30, list the 4 main triggers in order. Select the one you think was most influential.
Students will be able to evaluate American expansionism; explain why significant events, policies, and individuals move the US into the position of a world power.
TEKS:4A, 4B
Activities:
1. Segregation Review Powerpoint.
2. Imperialism drawing.
3. Using a PowerPoint and chart, we will discuss the events, people, and policies that move the US into the position of being a world power. When done, cut out chart and attach to pages 29 and 30.
4. If time I want to begin with the Spanish American War triggers.
Students will be able to describe the growth of segregation and the attempts of various individuals to expand their economic opportunities and political rights.
TEKS: 3C, 26A, 26C, 3A
Activities:
1. Review
2. Complete paired assignment over Reconstruction Amendments.
Students will be able to describe segregation efforts within the United States.
TEKS: 3A, 26A, 26C
Activities:
1. Complete last weeks work: Gilded Age Politics, Populist Party.
2. Let's do some housekeeping in our journal. I will pass back some papers.
3. Introduce segregation, Jim Crow. We will take notes and discuss. Cut out and attach to page 24.
4. Did you take your political party quiz and record your results?
Students will be able to analyze political issues such as civil service reform and the beginnings of Populism.
TEKS: 3A
9/26 Activities:
1. Finish temperance notes.
2. Analyze a temperance political cartoon.
3. Political parties, in our journal on page 21.
4. Where do you fall on the political spectrum. Take the quiz. 9/27 Activities:
1. Review / On the Spot
2. Discuss Gilded Age politics and take notes on page 22.
3. Film clip - 5 minutes.
4. Talk about Populism.
Students will be able to define imperialism; explain why expansionism moved the US into a world power position; evaluate the acquisition of Hawaii.
TEKS: 4A, 4B
Activities:
1. I will be observing another class during 2nd period today. This will be an independent work day.
2. Skip ahead in your journal to pages 26 and 27.
3. Complete Imperialism vocabulary on page 26.
4. The story of Hawaii. Read a brief summary of the annexation of Hawaii. Your task is to create a comic strip retelling the story while meeting the requirements. Due at the end of class.
Students will be able to describe the Temperance Movement, explain how the movement leads to the passage of the 18th amendment, and describe Francis Willard's contributions.
TEKS: 26D, 5A
Activities:
1. We will use a PowerPoint to discuss the history of alcohol use in the United States and how this leads to the Temperance Movement. We will take notes on a chart. Add to page 19.
2. As individuals, examine a political cartoon and find required elements that I call out to you. We will add a copy to page 20 in our journal.
3. Film clip - Thomas Nast - if time.
4. Victorian Women Get Dressed film clip - if time.
Students will be able to analyze social issues affecting women, minorities, children immigrants, urbanization, the Social Gospel, and philanthropy.
TEKS: 3C, 3D, 26B, 26D
Activities:
1. What do you know about immigration? Opening activity.
2. We will go through a PowerPoint today and complete a fill in the blank worksheet. Attach to page 17 as a flap when done.
3. We will add a diagram to page 17 in our journal.
4. With a partner, we will work on a PDA activity. This will be attached to page 18.
5. Read a short play.
Students will be able to describe the pros and cons of big business; define and discuss philanthropy; analyze economic issues such as industrialization.
TEKS: 3B, 3C
Activities:
1. Using a PowerPoint we will discuss big business and industrialization. Please complete the fill in the blank worksheet while we discuss. Once done fold and attach to page 14 in your journal.
2. Return graded work and attach in journal.
Students will be able to evaluate the contributions of significant social leaders in the United States such as Carnegie, Rockefeller, Morgan, and Vanderbilt. Students will be able to describe the growth of labor unions; understand their demands, and give examples of union strikes.
TEKS: 3B, 24B
Activities: 1. Applying the BOR - independently. 2. Complete reading on big business men. Attach chart to page 16.
Students will be able to describe and analyze political, economic, and social issues that affected people living in the US during the Gilded Age.
TEKS:
Activities:
1. Review.
2. We will talk about what the word "extremes" means.
3. Copy my timeline into your journal page 13. After we talk about the timeline, we will review pictures of Gilded Age characteristics and list them.
Students will be able to describe the significance of important Westward movement events including: the Transcontinental Railroad unites the nation, Native American civilizations decline as farmers settle the continent, cattle replace wild buffalo as king of the Great Plains, and the cowboy becomes a new American icon. TEKS: 3A, 3B, 3C Activities: 1. I show this series because I believe it does a good job of putting what we talk about into pictures. If you are absent, you are required to watch this film and complete the assignment. The assignment is due at the end of class. America the Story of Us Link : Heartland
Students will be able to analyze economic issues during the Gilded Age including: ranching, mining, farming, and the railroad.
TEKS: 3B, 3C
Monday Activities:
1. Complete Native American notes and attach in journal.
2. Define economy.
3. Set up foldable. Independently, we will complete 5 short readings and the associated reading tasks.
Tuesday Activities:
1. BOR review.
2. On the Spot.
3. Discuss film for tomorrow.
4. Discuss CUA.
5. Complete foldable. Due tomorrow.
Students will be able to analyze political issues such as Indian policies.
TEKS: 3A, 3B
Activities:
1. We will begin with our BOR's review and add 10. We will practice applying the BOR.
2. Today we will talk about Native Americans and the policies of the US government towards Native Americans using a PP.
3. We will watch a short film clip so we can see what a land run looked like - if we have time.
4. Review journal pages for the week. Extra time will be used to complete any incomplete work.
Students will be able to describe the push and pull factors that drive people to head west; describe the settlers experience.
TEKS: 13A, 14A,
Activities:
1. We will review the BOR 1-9.
2. Let's try a round of On the Spot: 4th period.
3. Using a PP we will look at pictures and discuss the westward movement.
4. Tape notes on page 9 in your journal.
Students will be able to identify geographic features that impact people and influence major events in US history.
TEKS: 1A, 12
Activities:
1. BOR's practice 1-8.
2. Time to complete yesterday's map: 6 minutes.
3. We will add the location of 4 examples of human environment interaction to our map.
4. We will set up page 8 and complete the tasks. This will be independent work.
Students will be able to define a historical era, describe absolute and relative chronology, and explain the significance of important dates viewed as turning points.
TEKS: 2B
Activities:
1. We will talk about amendments 1-7 and annotate if necessary. Also, add labels to journal.
2. We will talk about time and define terms together. I will go over all of the important dates you must know for this course. Complete the chart as we examine pictures and discuss the dates.
3. Cut out and attach chart to page 6.
4. Independent work: Label North America map. This will be attached to page 7. We will grade in class tomorrow.
Students will be able to analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence.
TEKS: 7A, 7B
Activities:
1. We will begin with our Continents and Oceans quiz. This will be timed - 6 minutes. We will grade in class.
2. Review questions.
2. Review BOR 1-6.
4. We will create a graphic on page 5 of our journal covering the three branches of government.
5. Go through journal page by page to ensure everything is where it is supposed to be and that journal is ready to be turned in next week.
Students will be able to describe the importance of our founding documents.
TEKS: 2A, 1C, 29B
Activities:
1. We will review continents and oceans if necessary.
2. Let's talk about the letter.
3. Discuss the founding documents. Take notes. Cut out and attach to pages 3 and 4 in our journal.
4. If time, I will introduce the Bill of Rights.
Students will be able to describe the first Americans and the arrival of the Europeans.
TEKS: 29B, 13A, 2C
Activities:
1. Review continents and oceans as a class.
2. In your journal page 2, copy my timeline including labels. Discuss the importance of sequencing.
3. I will use a PowerPoint to discuss the important dates.
4. We will add illustrations as well. Before adding illustrations, I will explain how our brains think and how illustrations help us remember.
Students will be able to describe examples of cultural movements in the US.
TEKS: Numerous
Activities:
1. Rapid Fire practice.
2. Student pairs will be assigned a cultural movement. As a class we will create a mural. Students will take notes on all 12 examples.
Students will be able to describe the Contract with America, Clinton's impeachment, and the relationship between the US and it's trade partners including NAFTA.
TEKS: 17E, 19C, 10E
Activities:
1. TR film clip.
2. Rapid Fire practice.
3. Clinton notes.
4. NAFTA graphic.
5. WWI STAAR quiz.
Students will be able to describe the presidency of Ronald Reagan.
TEKS: 10A, 10E
Activities:
1. Ronald Reagan notes and discussion. Attach notes to page 165.
2. Review calendar in study folder. Pass out reading. Due tomorrow.
3. Pass back STAAR quiz. Record grade.
4. STAAR quiz.
Activities:
1. Discuss counterculture and take brief notes. Woodstock film clip.
2. Return quiz and record information.
3. Gilded Age quiz.
4. Rapid Fire retest.
Students will be able to describe US involvement in the Middle East including the Camp David Accords and the Iran Hostage Crisis.
TEKS: 10D,
Activities:
1. Westward Movement quiz.
2. Finish environment notes.
3. Discuss presidents Ford and Carter. Take notes.
4. Film clip: Iranian Hostage Crisis. Divide page 163 in half and take notes from each film clip.
Students will be able to review information about the 1920's, the Great Depression, and WWII.
TEKS: Numerous
Activities:
1. I will hand out STAAR review folders today. Please pay attention to the calendar. Also remember to bring your folder to class daily along with your journal.
2. Jenga Review game.
