9/30: Segregation

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?


TUTORIAL

TUTORIAL #2

9/26 and 9/27: Political Parties / Stalemate in Washington / Populism

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.


QUIZ LINK - REMEMBER TO RECORD YOUR RESULTS

https://killeenisd.discoveryeducation.com/learn/player/637e1f27-3049-4257-89bb-8f6a1e429c67

9/25: Imperialism / Hawaii

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.

9/24: Temperance Movement

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.

9/19, 9/20, 9/23: Urbanization and Immigration

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.

FRIDAY - BOR Test.

9/18: CUA

Students will be able to recall information for the district assessment.

Agenda:
1.  We will spend about 10 minutes teaching our elbow partner about our assigned strike.
2.  Complete the CUA,

9/17: Unions/Strikes

Students will be able to describe the contributions of big businessmen during the Gilded Age.
TEKS:  1A

Activities:
1.  Discuss unions and take notes.
2.  Student will create a graphic covering their assigned strike.

9/16: Gilded Age Big Business and Industrialization

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.

Bill of Rights 3 Minute Review Film Clip

9/13: Applying the BOR / Big Businessmen

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.

9/12: The Gilded Age: An Age of Extremes

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.

9/11: America the Story of Us: Heartland

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

9/9 and 9/10: Ranching, Mining, Farming, and the Railroad

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.

9/6: Native Americans

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.


FAR AND AWAY FILM CLIP

9/5: Westward Movement / Assembly

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.

PowerPoint:  The Lure of the American West 2015

9/4: Human Environment Interaction

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.

HURRICANE KATRINA

PANAMA CANAL

DUST BOWL

KLONDIKE GOLD RUSH

9/3: Historical Points of Reference / North America Geography

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.

NORTH AMERICA MAP

NORTH AMERICA PHYSICAL MAP

9/2: Labor Day

There will be no school today.