1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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

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

15. 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

16. 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

17. 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: law that regulated railroads and other interstate business

18. 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

19. 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

20. 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?

21. 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

22. 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
Agenda:
Q.O.D.
Complete Chapter 18.1 Questions
Complete Chapter 18.1 Written Response
Exit Activity

23. 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

24. 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

25. Tuesday March 19
Q.O.D.: Copy the following information on the next slide into your notebooks and use page 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

26. 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:

27. 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

28. 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

29. Thursday March 21
Q.O.D.: Complete any assignments from chapter 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

30. 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

31. 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

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

33. 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

34. 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.

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

36. 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

37. 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

38. 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

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