10/30 and 10/31: Suffrage / Anthony / Paul / ERA

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.

IRON JAWED ANGELS FULL MOVIE

10/29: NAACP

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.

10/28: Election of 1912

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.

10/25: 1912 Election / Wilson

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.

10/24: Taft / Supreme Court / Triangle Shirtwaist Fire

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.

10/23: Theodore Roosevelt: International Policies

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 .

10/22 Muckrakers - Ida Wells

Students will be able to describe the impact of muckrakers during the Progressive Era.

TEKS:  3C, 5B

Agenda:
1.  Complete Historical Head using a film clip, reading, and instructions.  Cut out and attach to page 39 in your journal.

2.  Watch Ida Wells short film:

10/21: TR's Domestic Policies

Students will be able to discuss TR's policies regarding conservation, consumer protection, and control of monopolies.

TEKS:  4A, 15B,

Agenda:
1.  Review
2.  Muckraker:  Ida B. Wells
3.  Muckraker:  Jacob Riis
4.  Notes and powerpoint on TR's domestic policies.  Attach to page 38 in journal.

10/18: Bingo / Early Out

Students will be able to review information covered to date.

TEKS:

Agenda:
1.  What do we need to finish from this week?
2.  Let's play review Bingo.

10/17: Rapid Fire Test / TR - Conservation

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.

10/16: PSAT

Today is a test day for AM students.

10/15: The Jungle / State Level Reforms

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.

10/14: Columbus Day

Today is a school holiday.

10/11: The Jungle

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.

10/10: Progressive Era

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.

10/9: Spanish American War/Consequences

Students will be able to map important events of the Spanish American war and new territories gained from the war.

TEKS:  4B

Activities:
1.  Introduce Rapid Fire practice (3 Min)
2.  Notes on Spanish American War.
3.  Cut out and attach to page 32 in your journal.

FILM:  Summary of the war.

10/7: CUA / Test Taking Strategies

Students will be able to complete the district CUA.
TEKS:  2D, 4A

Activities:
1.  Attach test taking strategies to page 26 in your journal.
2.  Take district CUA.

10/4: Spanish American War Triggering Events

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.

10/3: Classwide Peer Tutoring

Students will be able to describe the characteristics of the Gilded Age.

TEKS:  Many

Activities:
1.  We will spend about 20-25 minutes completing the peer tutoring activity.
2.  We will take a short review quiz.
3.  Make your puzzle.

10/2: Becoming A World Power

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.

10/1: Reconstruction Amendments

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.