5/14
Essential Question: Is anything today due to the 60s and 70s?
Objectives: Students create a timeline of the 60s and 70s
Key Terms: escalation, Vietnamization, Americanization, scandal, cover up, environmentalism, feminism
Bell Work: answer the EQ
Lesson Activities:
1. Unit 8 Test (Vietnam, Watergate, Cultural Change, 1970s)
2. Begin UPA 8. Link:
http://rogercrump.pbworks.com/w/page/25794002/UPA-8
Closure: go over the EQ
5/10
Essential Question: Is anything today due to the 60s and 70s?
Objectives: Students create a timeline of the 60s and 70s
Key Terms: escalation, Vietnamization, Americanization, scandal, cover up, environmentalism, feminism
Bell Work: answer the EQ
Lesson Activities:
1. Finish "Focus on the 1970s" video
2. Finish 1970s questions, link:
http://rogercrump.pbworks.com/w/page/53340573/1970s%20questions
3. Begin UPA 8. Link:
http://rogercrump.pbworks.com/w/page/25794002/UPA-8
Closure: go over the EQ
5/8
Essential Question: How do gas prices affect us?
Objectives: Trace the impact of gas prices and Watergate.
Key Terms: embargo, cartel, theocracy
Bell Work: answer the EQ
Lesson Activities:
1. notes: The 1970s (OPEC, Ford, Carter)
2. begin "Focus on the 1970s" video
3. begin 1970s questions, link: http://rogercrump.pbworks.com/w/page/53340573/1970s%20question
Closure: What nickname was given to the 70s?
5/4
Essential Question: Can the government survive scandal?
Objectives: Explain the causes and events of Watergate.
Key Terms: impeachment, obstruction of justice
Bell Work: answer the E Q
Lesson Activities:
1. notes: The Watergate Scandal
2. Watergate questions. Link:
http://rogercrump.pbworks.com/w/page/53349190/Watergate
3. 60s and 70s art project for bonus points. Link:
http://rogercrump.pbworks.com/w/page/25789154/60s-and-70s-cultural-change
Closure: share art
5/3
Essential Question: Can the government survive scandal?
Objectives: Explain the causes and events of Watergate
Key Terms: impeachment, obstruction of justice
Bell Work: answer the E
Lesson Activities:
1. notes: The Watergate Scandal
2. finish 60s and 70s art project if not done. Link:
http://rogercrump.pbworks.com/w/page/25789154/60s-and-70s-cultural-chang
Closure: share art
5/1
Essential Question: Can our culture be changed?
Objectives: Assess how effective the "culture warriors" were at causing changes.
Key Terms: migrant workers, AIM, feminism, abortion
Bell Work: answer the EQ
Lesson Activities:
1. Culture Wars in the 60s and 70s. Link:
http://rogercrump.pbworks.com/w/page/25789154/60s-and-70s-cultural-change
2. 60s "psychedelic art" project. Link:
http://rogercrump.pbworks.com/w/page/26082326/Psychedelic-60s-or-Groovy-70s-art
Closure: How do the 60s still influence our nation?
4/30
Essential Question: If the US is bogged down, should we just leave?
Objectives: Explain the differing views of Vietnam.
Key Terms: Americanization, Vietnamization
Bell Work: Should the US be in Iraq & Afghanistan?
Lesson Activities:
1. Cornell notes -- Out of Vietnam
2. video: Letters From Vietnam (part 2)
Closure: How should the US exit a war?
4/26
Essential Question: If the US is bogged down, should we just leave?
Objectives: Explain the differing views of Vietnam.
Key Terms: Americanization, Vietnamization
Bell Work: Should the US be in Afghanistan?
Lesson Activities:
1. Cornell notes -- Out of Vietnam
2. video: Letters From Vietnam (part 1)
3. response to video
Closure: Is your UPA nearing completion?
4/24
Essential Question: What does the term "the next Vietnam" mean?
Objectives: Explain why the US went to Vietnam and how it bogged down.
Key Terms: quagmire, guerrilla warfare
Bell Work: answer the EQ
Lesson Activities:
1. Unit 7 Test - The Civil Rights Movement
2. Cornell notes -- The US Goes to Vietnam
3. book assignment, time permitting
Closure: Is your multimedia presentation nearly finished?
4/20
Essential Question: How did the Civil Rights Movement impact life today?
Objectives: Create multimedia presentation and explain how it impacts today.
Key Terms: civil rights, equality, opportunity
Bell Work: think about the EQ
Lesson Activities:
1. Finish up any loose assignments (some students have been taking FCAT this week).
2. Start UPA 7 -- multimedia presentation on the Civil Rights Movement. Link:
http://rogercrump.pbworks.com/w/page/25030565/UPA-7
Closure: Do you have your topic chosen and work underway?
4/18
Essential Question: How did the Civil Rights Movement impact life today?
Objectives: Create multimedia presentation and explain how it impacts today.
Key Terms: civil rights, equality, opportunit
Bell Work: think about the EQ
Lesson Activities:
1. Unit 7 Test -- the Civil Rights Movement
2. UPA 7 -- multimedia presentation on the Civil Rights Movement. Link:
http://rogercrump.pbworks.com/w/page/25030565/UPA-7
Closure: Is your UPA well underway and near the middle of completion?
4/16
Essential Question: How did the Civil Rights Movement impact life today?
Objectives: Create multimedia presentation and explain how it impacts today.
Key Terms: civil rights, equality, opportunity
Bell Work: think about the EQ
Lesson Activities:
1. Finish up any loose assignments (some students have been doing FCAT retakes).
2. Start UPA 7 -- multimedia presentation on the Civil Rights Movement. Link:
http://rogercrump.pbworks.com/w/page/25030565/UPA-7
Closure: Do you have your topic chosen and work underway?
4/12
Essential Question: Is Dr King's dream a reality today?
Objectives: Analyze the impact of MLK's speech & impact over time.
Key Terms: primary and secondary sources
Bell Work: answer the EQ
Lesson Activities:
1. I Have a Dream Speech assignment. Link:
http://rogercrump.pbworks.com/w/page/25031616/I-Have-a-Dream-march-and-speech%C2%A0
2. Begin UPA 7 - multimedia presentation on the Civil Rights movement. Link:
http://rogercrump.pbworks.com/w/page/25030565/UPA-7
Closure: Has the dream become reality?
4/10
Essential Question: Do we have equality today?
Objectives: Analyze the success/failure of the civil rights movement. Create a Cold War artifact.
Key Terms: Civil Rights, nonviolence
Bell Work: answer the EQ
Lesson Activities:
1. Cornell notes - The Civil Rights Movement Continues
2. Civil Rights chart, link:
http://rogercrump.pbworks.com/w/page/24956547/Civil%20Rights%20chart
Closure: Revisit the EQ
4/5
Essential Question: Do we have equality today?
Objectives: Analyze the success/failure of the civil rights movement. Create a Cold War artifact.
Key Terms: Civil Rights, nonviolence
Bell Work: answer the EQ
Lesson Activities:
1. Ketchup day: make up tests, UPA 6, puzzle for E.C.
2. UPA 6 Link:
http://rogercrump.pbworks.com/w/page/24068494/UPA-6
Closure: Revisit the EQ
4/3
Essential Question: Do we have equality today?
Objectives: Analyze the success/failure of the civil rights movement. Create a Cold War artifact.
Key Terms: Civil Rights, nonviolence
Bell Work: answer the EQ
Lesson Activities:
1. METV documentary "Through the Tunnel" about integrating Manatee County Schools and Lincoln HS/Manatee HS football teams
2. Student response to "Through the Tunnel", link:
http://rogercrump.pbworks.com/w/page/52416483/Through%20the%20Tunnel
3. UPA 6 Link:
http://rogercrump.pbworks.com/w/page/24068494/UPA-6
Closure: Revisit the EQ
3/29
Essential Question: Do we have equality today?
Objectives: Analyze the success/failure of the civil rights movement. Create a Cold War artifact.
Key Terms: Civil Rights, nonviolence
Bell Work: answer the EQ
Lesson Activities:
1. USAtestprep - students will practice FCAT material
2. UPA 6 Link:
http://rogercrump.pbworks.com/w/page/24068494/UPA-6
Closure: Revisit the EQ
3/27
Essential Question: Are all the races equal today?
Objectives: Analyze the beginnings and tactics of the Civil Rights movement
Key Terms: civil rights, peaceful resistance, nonviolence
Bell Work: answer the EQ
Lesson Activities:
1. Cornell notes: The Civil Rights Movement Begins
2. Civil Rights chart Link:
http://rogercrump.pbworks.com/w/page/24956547/Civil-Rights-chart
3. Continue with UPA 6 Link:
http://rogercrump.pbworks.com/w/page/24068494/UPA-6
Closure: UPA check to make sure progress is being made
3/23
Essential Question: In 50 years, how will people view the 2010s?
Objectives: Analyze 50s culture.
Key Terms: culture, beat generation, conformity
Bell Work: answer the EQ
Lesson Activities:
1. 50s Culture Assignment. Link:
http://rogercrump.pbworks.com/w/page/25024838/50%27s-culture-assignment
2. UPA 6 work.
Closure: What TANGIBLE work is done with your UPA?
3/21
Essential Question: How did the Cold War impact society?
Objectives: Work as a group to create a Cold War artifact.
Key Terms: Cold War, collaborate
Bell Work: prep for test
Lesson Activities:
1. Unit 6 Test (the Cold War)
2. FCAT practice & tips
3. Continue work/planning on UPA 6. Link:
http://rogercrump.pbworks.com/w/page/24068494/UPA-6
3/19
Essential Question: What kind of things can change education overnight?
Objectives: Explain the impact of Sputnik on society.
Key Terms: Sputnik, space race
Bell Work: answer the EQ
Lesson Activities:
1. Cornell notes: Cold War Misc. (focus on brinkmanship, Sputnik)
2. Begin UPA 6 - Cold War museum exhibit. Today will be mostly setting up and planning. Link:
http://rogercrump.pbworks.com/w/page/24068494/UPA-6
3. Book assignment: p819 2,3; p825 3,4,5; p832 1,3
4. prep for test next class
3/8
Essential Question: How did the Cold War affect the national psyche?
Objectives: Describe how the Cold War affected the national psyche.
Key Terms: cold war, red scare
Bell Work: What's the scariest thing that you could imagine happening?
Lesson Activities:
1. Cornell notes: The Cold War Continues (misc - brinkmanship & Sputnik)
2. Interstate Highway assignment online. Link:
http://rogercrump.pbworks.com/w/page/24412162/Interstate-highway-assignment
3. Cold War Museum assignment online. Link:
http://rogercrump.pbworks.com/w/page/37881483/Cold-War-Museum
Closure: Review the bellwork responses.
3/6
Essential Question: Are there any modern "witch hunts"?
Objectives: Analyze the effects of the cold war on society.
Key Terms: cold war, red scare, mccarthyism
Bell Work: answer the EQ
Lesson Activities:
1. book assignment: p788 1-2; 789 4-7; 796 8
2. video: Focus on the 1950s -- students will use a graphic organizer as they watch the video to draw out key points.
Closure: Were the interstate's a good idea?
3/2
Essential Question: Are there any witch hunts today?
Objectives: Analyze the Red Scare.
Key Terms: McCarthyism, red scare
Bell Work: answer the EQ
Lesson Activities:
1. Cornell notes: Korean War map & The Red Scare notes (students do 1/2 of these on their own and turn in for a grade)
2. book assignment
3. "Duck and Cover" video with Bert the Turtle. We'll watch it then respond to it on the notes.
Closure: Review the EQ.
2/29
Essential Question: Is communism good or bad?
Objectives: Compare capitalism and communism; describe early Cold War events.
Key Terms: capitalism, communism, buffer, containment
Bell Work: If all were guaranteed the same salary, is that good?
Lesson Activities:
1. Cornell notes: The Cold War Begins
2. Finish Holocaust Museum assignment
3. WWII "paper war"
Closure: Review the Bell Work question.
2/27
Essential Question: Could the Holocaust happen again?
Objectives: Research the Holocaust and explain a lesson learned.
Key Terms: holocaust, genocide
Bell Work: Is a mini-holocaust as bad as the WW2 one?
Lesson Activities:
1. Unit 5 test (20s, 30s, and WWII)
2. Student Holocaust activity online. Link:
http://rogercrump.pbworks.com/w/page/37045396/Holocaust-Memorial-Museum-assignment
3. prep for test
Closure: We'll compile the "lessons learned".
2/23
Essential Question: Is a picture worth a thousand words?
Objectives: Work with a partner to create 2 images that exemplify WW2.
Key Terms: collaborate, exemplify
Bell Work: answer the EQ
Lesson Activities:
1. WW2 Through Art - students will use online collaborative drawing tools to convey their vision on WW2 during and after the war. Then they'll write a commentary on the activity. Link:
http://rogercrump.pbworks.com/w/page/23682760/WWII-through-art
Closure: Are your pictures in my dropbox?
2/21
Essential Question: How were minorities and women affected by the war?
Objectives: Summarize the war's changes on minorities and women.
Key Terms: Double-V, WAACS, WAVES, zoot suits, Navajo code breakers
Bell Work: Do you know what a zoot suit is?
Lesson Activities:
1. Cornell notes - WW2 Homefront & Holocaust. Include the Holocaust, African-Americans, Latinos, and women.
2. book assignment: p754 1,2,4,6,7; p763 1,2
Closure: Do you think Americans could ration like that today?
2/16
Essential Question: How does a war affect people at home?
Objectives: Describe how the war affected the "home front".
Key Terms: atomic weapons, resources, manpower
Bell Work: Does the war in Afghanistan affect you?
Lesson Activities:
1. Cornell notes: WWII and the Homefront (we'll do 1/2 of these together, then students will do 1/2 on their own and turn them in for a grade)
2. finish (hopefully) UPA 5 - graphic novel, link:
http://rogercrump.pbworks.com/w/page/21305046/UPA%205
Closure: What do you think was the #1 factor that helped the US win?
2/14
Essential Question: How did we win the war in the Pacific?
Objectives: Summarize America's victory in the Pacific by completing a historical map.
Key Terms: island hopping, atomic bomb, unconditional surrender
Bell Work: How can a war be ended?
Lesson Activities:
1. WWII map notes - The Pacific Theater
2. short video on WWII
3. continue with UPA 5 - graphic novel, link:
http://rogercrump.pbworks.com/w/page/21305046/UPA%205
Closure: Are you nearing completion on the UPA?
2/10
Essential Question: How is life like a rollercoaster?
Objectives: Work as a group to create a graphic novel depicting a family through the 20s to 40s.
Key Terms: roaring 20s, Great Depression, WWII
Bell Work: answer the EQ
Lesson Activities:
1. Reading assignment: Pearl Harbor and then questions on the reading. Link:
http://rogercrump.pbworks.com/w/page/23040339/Pearl%20Harbor%20reading%20questions
2. UPA 5 (graphic novel) Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA-5
Closure: Who's in your group? Who will focus on what?
2/8
Essential Question: How is life like a rollercoaster?
Objectives: Work as a group to create a graphic novel depicting a family through the 20s to 40s.
Key Terms: roaring 20s, Great Depression, WWII
Bell Work: answer the EQ
Lesson Activities:
1. Reading assignment: Pearl Harbor and then questions on the reading. Link:
http://rogercrump.pbworks.com/w/page/23040339/Pearl%20Harbor%20reading%20questions
2. UPA 5 (graphic novel) Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA-5
Closure: Who's in your group? Who will focus on what?
2/6
Essential Question: How is life like a rollercoaster?
Objectives: Work as a group to create a graphic novel depicting a family through the 20s to 40s.
Key Terms: roaring 20s, Great Depression, WWII
Bell Work: answer the EQ
Lesson Activities:
1. Cornell notes: Into WWII
2. UPA 5 (graphic novel) Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA-5
Closure: Who's in your group? Who will focus on what?
2/1
Essential Question: How is life like a rollercoaster?
Objectives: Work as a group to create a graphic novel depicting a family through the 20s to 40s.
Key Terms: roaring 20s, Great Depression, WWII
Bell Work: answer the EQ
Lesson Activities:
1. Students will make a chart on the New Deal's "Alphabet Soup" programs. Link:
http://rogercrump.pbworks.com/w/page/21121035/New%20Deal%20chart
2. Cornell notes: 2nd New Deal
3. UPA 5 (graphic novel) Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA-5
Closure: Who's in your group? Who will focus on what?
1/31
Essential Question: What's an example of art imitating life?
Objectives: Work as a team to create a common product.
Key Terms: collaborate, communicate, alter, refine
Bell Work: Answer the EQ?
Lesson Activities:
1. Students will read and respond to Florence Henderson Owens' story (woman in "Migrant Mother" photo). Link:
http://rogercrump.pbworks.com/w/page/35958889/Florence%20Owens%20Thompson
2. Students will use twiddla.com to collaboratively create an image of the Great Depression. Link:
http://rogercrump.pbworks.com/w/page/35803284/Great-Depression-collaborative-art-assignment
3. UPA 5 - a graphic novel
Closure: What did you like best about this activity?
1/27
Essential Question: Were the people 80 years ago essentially like us today?
Objectives: Examine how people lived and struggled during the 30s.
Key Terms: depression, unemployment, boondoggling, dole
Bell Work: think about the EQ
Lesson Activities:
1. 1930's Culture (cluster map & acrostic). Link:
http://rogercrump.pbworks.com/w/page/21119472/1930s-culture-assignment
2. Continue planning/work on UPA 5. Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA-5
1/25
Essential Question: How do people persevere during hard times?
Objectives: Students will make statements backed by evidence.
Key Terms: general, specific, evidence, support
Bell Work: answer the EQ
Lesson Activities:
1. 1930's Chart: Great Depression Through Photos. Link:
http://rogercrump.pbworks.com/w/page/21115544/Great-Depression-through-photos
2. finish getting any stragglers signed up for the stock market game
3. book assignment? (this will depend on how much time we have)
4. begin UPA 5. Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA-5
1/23
Essential Question: Is using a credit card a good thing?
Objectives: Outline the causes and effects of the depression and response to it.
Key Terms: credit, buying on margin, laissez-faire, pump-priming
Bell Work: answer the EQ
Lesson Activities:
1. Great Depression Cause & Effect Chart (finish this up with Hoover & FDR's reaction)
2. Intro UPA 5 so students can start thinking about it--a graphic novel about a family in the 20s, 30s, 40s. Link:
http://rogercrump.pbworks.com/w/page/21305046/UPA%205
3. Stock market simulation competition. This will be an ongoing competition until near the year's end. The idea is to (a) teach about the stock market's history, (b) teach about how it operates today, (c) get the students engaged in the competition/class. Link:
http://rogercrump.pbworks.com/w/page/22325199/Stock-Market-competition
1/23
EXAM WEEK
1/13
Essential Question: Are you ready for the exam?
Objectives: Get students prepped for the exam.
Key Terms:
Bell Work: Think about the EQ
Lesson Activities:
1. continue with Harlem Rensaissance project, link:
http://rogercrump.pbworks.com/w/page/11550194/Harlem%20Renaissance%20art%20project
3. prep for semester exam
1/11
Essential Question: What causes economic problems?
Objectives: Summarize why recessions/depressions have occurred in history.
Key Terms: overspeculation, stock crash
Bell Work: Answer the EQ
Lesson Activities:
1. Cornell notes - The Great Depression begins
2. John Philip Sousa video/quiz
3. continue with Harlem Renaissance project, link:
http://rogercrump.pbworks.com/w/page/11550194/Harlem%20Renaissance%20art%20project
1/9
Essential Question: Is "laissez-faire" worthwhile?
Objectives: Describe the policies of 20s politicians.
Key Terms: laissez-faire, corruption, stock boom/bust
Bell Work: Do you like it when the someone tells you what to do? Why or why not?
Lesson Activities:
1. Cornell notes - 20s Politics
2. textbook assignment
3. overview of and begin Harlem Renaissance project, link:
http://rogercrump.pbworks.com/w/page/11550194/Harlem%20Renaissance%20art%20project
1/5
Essential Question: How do people deal with cultural changes?
Objectives: Describe cultural changes of the 1920s.
Key Terms: nativism, socialism, communism, red scare, consumerism, fundmentalism, prohibitionis
Bell Work: Name 3 "isms" of the 1920s.
Lesson Activities:
1. 20s culture assignment on laptop
2. Finish and turn in UPA 4
1/3
Essential Question: How do people deal with cultural changes?
Objectives: Describe cultural changes of the 1920s.
Key Terms: nativism, socialism, communism, red scare, consumerism, fundmentalism, prohibitionism
Bell Work: Name 3 "isms" you can think of.
Lesson Activities:
1. Cornell notes - Roaring 20s Culture Changes
2. Finish UPA 4 - Written debate on isolation or intervention. Link: http://rogercrump.pbworks.com/w/page/4887920/UPA%204
12/15
Essential Question: Should the US get into other nations' business?
Objectives: Write persuasively on a current events issue.
Key Terms: isolation, intervention
Bell Work: Respond to the EQ
Lesson Activities:
1. UPA 4 a debate on WWI. Link:
http://rogercrump.pbworks.com/w/page/4887920/UPA%204 This is a "debate" carried out through essays. Students are to take opposite sides on the question, "Should the US intervene or isolate in foreign affairs?"
2. We either do a reading exercise from my psych class or some type of holiday activity here.
12/13
Essential Question: Should the US get into other nations' business?
Objectives: Write persuasively on a current events issue.
Key Terms: isolation, intervention
Bell Work: Respond to the EQ
Lesson Activities:
1. UPA 4 a debate on WWI. Link:
http://rogercrump.pbworks.com/w/page/4887920/UPA%204 This is a "debate" carried out through essays. Students are to take opposite sides on the question, "Should the US intervene or isolate in foreign affairs?"
12/9
Essential Question: How can people disagree in a civil manner?
Objectives: Take a stand on an issue.
Key Terms:
Bell Work: Respond to the EQ
Lesson Activities:
1. Unit test on WWI
2. Begin UPA 4 a debate on WWI. Link:
http://rogercrump.pbworks.com/w/page/4887920/UPA%204
3. Code breaking part 2. Link:
http://rogercrump.pbworks.com/f/codes.htm
12/7
Essential Question: Why was WWI NOT the "War to End All Wars?"
Objectives: Explain the provisions of the Versailles Treaty.
Key Terms: Versailles Treaty, War-Guilt Clause
Bell Work: Answer the EQ
Lesson Activities:
1. Cornell notes: End of WWI (students might do part of these on their own)
2. propaganda poster for WWI (students draw an original WWI poster)
12/5
Essential Question: Is technology good or bad for warfare?
Objectives: Describe how WWI "changed the game" in warfare.
Key Terms: u-boats, trench warfare, war or attritio
Bell Work: Think about the EQ
Lesson Activities:
1. Cornell notes: A New Kind of War
2. book assignment: p595 1,2; p597 1,2,7 (write 4 Q&As)
3. Charlie Chaplin videos
12/1
Essential Question: What's more important in war, attacking fast or smart?
Objectives: Summarize the role that the US played in WWI.
Key Terms: deployment, trench warfare
Bell Work: Answer the EQ.
Lesson Activities:
1. Cornell notes: "America in WWI"
2. book assignment
3. WWI "paper war" - students are given a map of the WWI battlefield, with a partner, they are to have a mock "battle" on the paper. The goal is to employ any strategy they feel would be worthwhile and learn geography.
11/29
Essential Question: How does the US get sucked into wars?
Objectives: Explain why the US joined WWI.
Key Terms: freedom of the seas, alliances, democracy, dictatorships
Bell Work: Answer the EQ
Lesson Activities:
1. Titanic questions to bridge the Industrial Revolution and WWI
2. Cornell notes: Causes of WWI
3. book assignment: p583 1-3
11/22
Day before Thanksgiving break
DaCrumpi code
11/18
Essential Question: If you felt something was wrong in America, what could you do about it?
Objectives: Create a Progressive era political brochure.
Key Terms: Progressive era, suffrage, prohibition, accountability
Bell Work: Is your brochure almost done?
Lesson Activities:
1. Unit 3 Test: The Progressive Era
2. Finish and turn in UPA 3
11/16
Essential Question: Why are Puerto Rico & Samoa part of the U.S.?
Objectives: Identify the goals and "tactics" of American Imperialism.
Key Terms: Imperialism, naval power, "PERMS" (political, economic, religious, military, social)
Bell Work: Offer an answer to the EQ.
Lesson Activities:
1. Book assignment: p525 1,2,5; p533 1-3
2. continue with UPA 3
11/14
Essential Question: Why are Puerto Rico & Samoa part of the U.S.?
Objectives: Identify the goals and "tactics" of American Imperialism.
Key Terms: Imperialism, naval power, "PERMS" (political, economic, religious, military, social)
Bell Work: Offer an answer to the EQ.
Lesson Activities:
1. Cornell notes - Imperialism (I might have students do these on their own, at least in part)
2. book assignment - p525 #1,2,4,5,7
2. work on UPA 3
11/9
Essential Question: Have women gained equality to men?
Objectives: Explain the advances of women during the Progressive period.
Key Terms: Progressive, suffrage
Bell Work: Answer the EQ
Lesson Activities:
1. Cornell notes - Women & Minorities in Progressive Era (focus on women, African-Americans, immigrants)
2. finish "Calling all Progressives" if needed
3. start UPA 3 - a political pamphlet for the late 1800s. Link:
http://rogercrump.pbworks.com/w/page/3776281/UPA%203
11/7
Essential Question: What does it mean to be a "Progressive"?
Objectives: Identify the goals of the Progressive party.
Key Terms: Progressive, regulation, laisssez-faire, suffrage
Bell Work: When you hear "Progressive" what do you think of?
Lesson Activities:
1. Book assignment: p 466 #1-2; p475 #1-2; p483 #1-2
2. laptop assignment & PowerPoint
3. "Calling all Progressives" flyer assignment. Link:
http://rogercrump.pbworks.com/w/page/32815486/Calling%20all%20Progressives%20flyer%20assignment
11/3
Essential Question: How do we make improvements in society?
Objectives: Describe the impact of the muckrakers and Progressives.
Key Terms: muckrakers, progressives, corruption, graft, conservation, suffrage
Bell Work: Answer the EQ
Lesson Activities:
1. Cornell notes: The Progressive Era, 1890 -1917
2. Immigration graph -- students make a line graph of roughly 1865 to about 1941 on immigration
3. video: Alexander Graham Bell followed by an oral quiz
11/1
Essential Question: What's the appeal of the West?
Objectives: Evaluate the role of miners & Indians in the Old West.
Key Terms: lode, boomtown, reservations
Bell Work: think about the EQ
Lesson Activities:
1. notes - The Old West--miners & Indians
2. video on ipod: Alexander Graham Bell followed by an FCAT-style quiz
3. Civil War strategy activity - students will use plastic army men to hopefully learn and use tactics employed during the Civil War. I hope for this to be a high-interest, high-motivation activity.
10/28
Essential Question: What is the appeal of the West?
Objectives: Evaluate the roles of cowboys and miners in the Old West.
Key Terms: homestead, beef bonanza, open range, lode, boomtown
Bell Work: Think about the EQ.
Lesson Activities:
1. Cornell notes - Old West: Cowboys and farmers
2. video - Thomas Edison (quiz if time permits)
3. Finish Jacob Riis assignment (supporting statements with details)
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