Monday February 4 Q.O.D.: Complete chapter 14 section 1 worksheet (both sides) Objective: Student will be able to identify and explain how advancements in transportation, communication, electric power and Bessemer process affected people and business in the late 1800s and today. Agenda: Q.O.D. Technology and Society Activity Report out answer Exit Activity

Exit Activity February 4 List at least 2 technological advancements in transportation, communication, energy or steel in the late 19th and 20th century and explain how each of these listed promoted industrial growth in America to a modern industrial nation. Include one positive and negative for each technological advancement. Advancement Define One positive point One negative point

Wednesday February 6 Green 3 Q.O.D.: .: Answer the following questions: Who was the inventor of Alternate current energy? Define productivity. Before time zones, how did most towns set their clocks? Name 4 problems that emerged with the growth of railroad passenger service. Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s. Agenda: Q.O.D. Report out answers: Technology and Society Activity Chapter 14 section 2 Questions and worksheet Exit Activity

Wednesday February 6 Green 4 Q.O.D.: Complete chapter 14 section 1 classwork and homework check Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s. Agenda: Q.O.D. Chapter 14 section 2 worksheet Robber Barons or Captains of Industry Worksheet Exit Activity

Tuesday February 12 Green 3 Q.O.D.: Complete chapter 14 section 2 question worksheet and page 19 #1-3 captains of industry worksheet Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s. Agenda: Q.O.D. Review key concepts of chapter 14 section 2 worksheet Robber barons vs. captain of industry book work Group Work: Robber Barons vs Captains of Industry Activity

Robber Barons vs. Captains of Industry Read page 414-415: List 5 characteristics of a Robber Baron      List 3 characteristics of a Captain of Industry

Tuesday February 12 Green 4 Q.O.D.: Identify 2 positives and negatives affects from the new technological advancements of transcontinental railroads. Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s. Agenda: Q.O.D. Review Chapter 14 section 2 Major Points Group Work: Robber Barons vs Captains of Industry Activity Exit Activity

Robber Barons vs. Captains of Industry Read page 414-415: List 5 characteristics of a Robber Baron      List 3 characteristics of a Captain of Industry

Exit Activity (Green 4) Read page 414-415 Why were some business leaders considered Captains of Industry while others were considered Robber Barons? Provide at least four reasons for each.

Thursday February 14 Q.O.D.: Complete open notebook check #1: chapter 14 section 1 and 2 Objective: Student will be able to identify and explain how robber barons and captains of industry influenced society during the late 1800s. Agenda: Q.O.D. Group Work: Robber Barons vs Captains of Industry Activity Industrialist Brochure Project Exit Activity

Monday February 25 Q.O.D.: Complete Notebook Check 2: chapter 14 section 1 and 2 Objective: Student will be able to identify and explain American society changed during the Gilded Age. Agenda: Q.O.D. Introduce Chapter 16 Daily Activities Project Complete at a least 2 daily Activities from check list Exit Activity

Wednesday February 27 Q.O.D.: What did Democrats and Republicans differ about during the Gilded Age? Why was the Pendleton Civil Service Act passed? Why did Coxey’s Army March on Washington in 1894? Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age. Agenda: Q.O.D. Complete at a least 3 daily Activities from check list Exit Activity

Friday March 1 Q.O.D.: Where did most immigrants come from during the 1890s? What are subsidies and which groups in society accepted them? What is segregation and how did this affect immigrants? Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age. Agenda: Q.O.D. Complete at a least 2 daily Activities from check list Exit Activity

Exit Activity Complete Exit Pass based on chapter 16 section 1-4 material

Tuesday March 5 Q.O.D.: How did political machines gain power in the late 1800s? What did prohibitionist and purity crusaders agree on? Define restrictive covenant Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age. Agenda: Q.O.D. Need to complete chapter 16 section 3 and 4 questions, open notes quiz and DBQ activity Exit Activity

Thursday March 7 Q.O.D.: On chapter 14 and 16 test study guide complete Robber Barons and Captains of Industry Question chart use PAGE 414 Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age. Agenda: Q.O.D. Q.O.D. Notebook Check Review Short answer portion of chapter 14 and 16 test Complete chapter 14 and 16 test study guide Report out answers Homework: Study for TEST CHAPTER 14 & 16

Part A: Rapid expansion of urban areas Shorter working days, higher wages, better working conditions Part B: 5. Entrepreneurs: one who organizes, manages and assumes the risks of a business 10. Henry Ford: pioneering auto manufacturers in the early 1900s made affortable cars (using assembly line and other production technology) 15. Interstate Commerce Act: 1887 law that regulated railroads and other interstate business

Question #3 Paragraph set up Topic Sentence 2 Problems Immigrants Faced Quote from Gim Chang document Explain Quote Quote from Louise Nagy document Connect immigrant problem to book information

Monday March 11 Q.O.D.: Complete Q.O.D. Notebook Check Objective: Student will be able to identify and explain how immigration pattern shifted during the Gilded Age and its effects it made on America. Agenda: Q.O.D. Chapter 14 and 16 Test Complete Immigration Past & Present work from ch.16 checklist

Q.O.D. Notebook Check What was Monday February 4th agenda? What was Wednesday February 6th agenda? What was Tuesday February 12th Q.O.D.? What was Thursday February 14th agenda? What was Monday February 25th objective?

Chapter 14 and 16 Test Information Label written Part on white lined paper Part C Part D Provide all relevant information Refer to other column Part D Question #3 Paragraph set up Topic Sentence 2 Problems Immigrants Faced Quote from Gim Chang document Explain Quote Quote from Louise Nagy document Connect immigrant problem to book information

Wednesday March 13 Q.O.D.: How does an immigrant to the United States become a citizen? Provide at least points. Objective: Student will be able to identify and explain how Imperialism grew in the United States and the world between 1890-1913. Agenda: Q.O.D. Complete Chapter 18.1 Questions Complete Chapter 18.1 Written Response Exit Activity

Exit Activity March 13 Chapter 18.1 Read the following pages and complete assignments on white lined paper Pg. 514 Viewing History Page 516 Map Skills (both) Page 517 Interpreting Charts Page 518 Viewing History

Friday March 15 Q.O.D.: complete chapter 18.1 Questions Objective: Student will be able to identify and explain how the Spanish American War confirmed the United States as a world power and led to disagreements at home. Agenda: Q.O.D. Chapter 18.1 Written Response Complete chapter 18.1 Exit Activity Complete Chapter 18.2 Questions Exit Activity

Tuesday March 19 Q.O.D.: Copy the following information on the next slide into your notebooks and use page 519- 520 to complete missing information. Objective: Student will be able to identify and explain how the Spanish American War confirmed the United States as a world power and led to disagreements at home. Agenda: Q.O.D. Complete Chapter 18.2 Questions Exit Activity Section 2 Complete Chapter 18.4 Question

Q.O.D. March 19 United States Involvement in Latin America: paid close attention to political & economic actions of other counties in Western Hemisphere 1891: 1893: July 1895:

Exit Activity Green 3 Chapter 18.2 Page 520 Interpreting Tables Page 522 Map Skills Page 523 Viewing History Page 523 Main Idea Connections Page 524 Viewing History Page525 Viewing History Page 525 #5

Exit Activity Green 4 Chapter 18.2 Page 520 Interpreting Tables Page 522 Map Skills Page 523 Viewing History Page525 Viewing History Page 525 #5

Thursday March 21 Q.O.D.: Complete any assignments from chapter 18.2 not completed Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish- American War. Agenda Q.O.D Chapter 18.4 Questions Chapter 18 Quiz Study Guide

Monday March 25 Q.O.D.: Complete chapter 18.4 questions Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish- American War. Agenda Q.O.D Chapter 18 Quiz Study Guide Chapter 18 Big Idea Packet Question: Bottom of each page and Test Questions Homework: Study for chapter 18 Quiz

Wednesday March 27 Q.O.D.: study for chapter 18 quiz Objective: Students will be able to identify and explain debate that intensified over whether it was appropriate for the U.S. to build an empire after the Spanish- American War. Agenda Q.O.D Quiz Chapter 18 DBQ: Imperialism Report out answers Homework: finish all missing assignments by THURSDAY

After Quiz Look at the Imperialism Political Cartoon and answer questions that follow on paper.

Monday April 1 Q.O.D.: study for chapter 18 quiz Objective: Students will be able to identify and explain reasons Americans were for and against imperialism. Agenda Q.O.D Report out Imperialism DBQ Answers Performance Based Task

Performance Based Task Using either document 1, 2, or 4 complete the following task Create a written response explaining the reasons Americans rejected of supported the idea of imperialism in the gilded age. You must include a quote and analyze for source in your response. Tell whether document is in support imperialism or anti-imperialist What is the main idea of this document? Circle the correct answer. Economic Political Social Darwinism(racial) Provide a quote to support your answer to question # 2 Provide an analyze to support your answer to question #3.

Wednesday April 3 Question of the Day: Objective: Students will be able to identify and explain

Wednesday April 3 Q.O.D.: Complete Q3 MCA Formative Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism Agenda Q.O.D Review Formative Complete Part A of MCA study guide

Wednesday April 3 (Green 3) Q.O.D.: What did Theodore Roosevelt do during the Spanish-American War that made him a war hero? Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism Agenda Q.O.D Complete Part B of MCA study guide Homework: MCA on Thursday April 11th

Friday April 5 (Green 4) Q.O.D.: What did Theodore Roosevelt do during the Spanish-American War that made him a war hero? Objective: Students will be able to identify and explain key concepts from the Gilded Age in regards to industrialist, immigration and imperialism Agenda Q.O.D Complete Part B of MCA study guide Homework: MCA on Tuesday April 9th

Oppose or support imperialism Provide a quote to support answer #1 Explain Quote Discuss book information