U.S. History Date 10/12/2015 Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants.

U.S. HistoryDate 10/12/2015Objective: Students will focus their attention on struggles of labor during the Industrial revolution and the impact of immigrants moving to the U.S.Language Objective: Students will view a video on immigration, read information and begin re-writing their essayAgenda: Students will receive their Progressive Unit organizer and will discuss the second half of the unitStudents will take notes over Immigration and Urbanization Problems and solutions-Students will complete a Industrial/Immigration one pagerStudents will have the remainder of time to prepare for their quiz

Homework: Read Ch. 6 and 7 prepare for quiz Tuesday

• Date 10/6/2015• Objective: Students will focus their attention on struggles of labor during the Industrial

revolution and the impact of immigrants moving to the U.S.• Language Objective: Students will view a video on immigration, read information and

begin re-writing their essay• Agenda: Students will hand in 7.3 worksheets and will keep 7.1-7.2 w.s.• Students will complete a group reading and share information with other students

concerning Immigration and Urbanization• Students will complete a reading worksheet and view images concerning the reading

topics • Students will complete a Industrial/Immigration one pager• Homework: Read Ch. 6 and 7 prepare for quiz Tuesday

• Date 10/6/2015• Objective: Students will focus their attention on struggles of labor during the

Industrial revolution and the impact of immigrants moving to the U.S.• Language Objective: Students will view a video on immigration, read information

and begin re-writing their essay• Agenda: Students will read about Jane Addams and discuss her impact on

immigrants• Students will then read about William Tweed • Students will receive a worksheet on 7.1-7.2-immigrants• Then will receive a worksheet concerning the Political machine • Homework: Read 7.1-7.3

Immigrant video

• Monday• www.youtube.com/watch?v=Bvb2UI53e5s

• Tuesday• https://www.youtube.com/watch?v=e366Udy2rhY

• Date 10/5/2015• Objective: Students will focus their attention on struggles of labor during the

Industrial revolution and the impact of immigrants moving to the U.S.• Language Objective: Students will view a video on immigration, read information

and begin re-writing their essay• Agenda: Students will watch a video concerning immigration and urbanization

into the United States • Students will read about the Struggles of Labor and the belief of Social Darwinism • Students will then receive their West DBQ back to discuss, look over an example

and begin re-writing for an improved grade• Homework: Read 7.1-7.2

• Date 10/2/2015• Objective: Students will focus their attention on struggles of labor with children and safety

during the Industrial revolution that sparks change and legislation for protection of workers rights.

• Language Objective: Students will view images and discuss. Then students will read information concerning child labor and the triangle shirtwaist fire and write responses

• Agenda: Students will view images of child labor• Students will then read primary source documents from children who were forced into labor

during the Industrial Revolution- Students will write a response as if they are the children• Students will read about The Triangle Shirtwaist Fire - with a list of specific items - Discuss

and watch video clip• Homework: Read 7.1-7.2

Triangle shirtwaist factory fire response• On the same paper as the child labor response • List and record at least 5 things that hurt or prevented the workers

from escaping the fire• List at least 7 things that were put in place to prevent fire related

deaths and promote safety in the work place• We will discuss these once everyone is finished• https://www.youtube.com/watch?v=dvKrkCLl_0U

• Date 9/29/2015• Objective: Students will understand the problems that big business create during

the Industrial Revolution and the formation of labor unions to protect workers rights• Language Objective: Students will read information together and in their textbook.

Student will write answer to questions and complete a graphic organizer.• Agenda: Students will discuss the worksheet concerning labor unions and strikes• Students will the read about the Homestead Mill Strike where students will answer

questions and create a timeline of events• Students will watch a video that discuss and describes the Strike• Homework: Read all of Chapter 6 and 7.1-complete worksheet

Homestead Mill Strike

• https://www.youtube.com/watch?v=zPjM0fv8G9M

• https://www.youtube.com/watch?v=f1ZOqiRAIH4

• Date 9/28/2015• Objective: Students will understand the problems that big business create during

the Industrial Revolution and the formation of labor unions to protect workers rights• Language Objective: Students will read information together and in their

textbook. Student will write answer to questions and complete a graphic organizer.• Agenda: Students will hand in their invention projects• Students will read about the goals of trade unions• Students will complete a worksheet and graphic organizer concerning trust, unions

and strikes• Homework: Read all of Chapter 6 and 7.1-complete worksheet

• Date 9/25/2015• Objective: Students will be able to identify the data of change during the Industrial

Revolution while students analyze growth charts on various topics• Language Objective: Students will view and read graphs and images where their analysis will

allow them to write • Agenda: Students will hand in their invention projects or by Monday• Students will then work with a partner to complete the graph analysis worksheet- Student

will analyze data and write complete sentences when appropriate- There are 3 questions for each graph

• The graph and image will be projected on the overhead for about 3-5 minutes so students must keep up!!!!!!!!

• Completed worksheet due today in class• Homework: Read all of Chapter 6 and 7.1

• Date 9/24/2015• Objective: Students will be understand the importance of inventions and the

impact of the Industrialist on society and the geographic impact of the Industrial Revolution

• Language Objective: Students will view a video and complete the video guide. Students will be creative and draw, write and create their invention proposal.

• Agenda: Students will watch America Story of Us and complete a video guide• Students will go to the computer lab to complete their invention project- Due

Tomorrow!!• Homework: Read all of Chapter 6 • Continue to create invention-Due Friday

• Date 9/22/2015• Objective: Students will be understand the importance of inventions and the impact

of the Industrialist on society and the geographic impact of the Industrial Revolution• Language Objective: Students will discuss their quiz, read the atlas and locate and

write answer to question. Students will be creative and draw, write and create their invention.• Agenda: Students will finish their notes• Student will read about the assembly line and then complete a simulation-• Students will read write down their experience and discuss the activity• Homework: Read all of Chapter 6 • Continue to create invention-Due Friday

• Date 9/21/2015• Objective: Students will be understand the importance of inventions and the impact of

the Industrialist on society and the geographic impact of the Industrial Revolution• Language Objective: Students will discuss their quiz, read the atlas and locate and write

answer to question. Students will be creative and draw, write and create their invention.

• Agenda: Students will go over 6.1 reading quiz• Student will have an atlas assignment that will be due today in class• Student can use the rest of time to work on their invention assignment- Create image

front and back, business proposal, advertisement, logo and tagline. • Homework: Read all of Chapter 6 • Continue to create invention-Due Friday

• Date 9/18/2015• Objective: Students will be understand the importance of inventions and the

impact of the Industrialist on society and the economy during the Industrial Revolution• Language Objective: Students will discuss the Unit I assessment, students will

then research and read information and type up invention information.• Agenda: Students will go over the item analysis of their Westward expansion

assessment –Discuss the re-assessment opportunity• Student will go to the lab to work on their Invention activity and project will be

introduced and worked on for the remainder of time in class C147• Homework: Read Chapter 6.3- Continue to brainstorm and create invention

• Date 9/16/2015• Objective: Students will be understand the importance of inventions and the impact of

the Industrialist on society and the economy during the Industrial Revolution• Language Objective: Students will discuss the homework, write notes and then read

two passages and answer questions.• Agenda: Students will take their reading 6.1 quiz• Students will get a graphic organizer worksheet once their done with the quiz and a

textbook and turn to 6.3 on pg. 241-244 and complete the work with the reading • Discuss homework worksheet and hand in• Invention activity and project will be introduced and worked on for the remainder of

time in class• Homework: Read Chapter 6.3- Continue to brainstorm and create invention

• Date 9/15/2015• Objective: Students will be introduced to Industrialization and understand the two

different perspectives concerning the Industrialist• Language Objective: Students will discuss the homework, write notes and then read

two passages and answer questions.• Agenda: Students will get a new seating chart• Students will get their graphic organizer for the unit- the discuss the homework

worksheet• Students will take notes over the Industrial Revolution in the U.S. • Students will read 2 perspective concerning the Business leaders of the time period

and answer questions• Homework: Read Chapter 6.1- Finish worksheet and prepare for 6.1 reading quiz

• Date 9/14/2015• Objective: Students will demonstrate their knowledge of Westward expansion with an essay

response and multiple choice assessment.• Language Objective: Students will read and analyze documents and will respond to the

writing prompt with a written response and fill in scan tron for correct answer to questions.• Agenda: Students complete their essay response • Students will then receive their multiple choice assessment to begin and will finish on

Monday• Students may work on states and capitals test if they finish other assessments• Once students have completed their assessment they need to read ch. 6.1 and complete the

worksheet and questions• Homework: Read Chapter 6.1- Complete Industrial Revolution worksheet - Anything that is

incomplete needs to be done during access or on an off hour.

• Date 9/14/2015• Objective: Students will demonstrate their knowledge of Westward expansion with an essay

response and multiple choice assessment.• Language Objective: Students will read and analyze documents and will respond to the

writing prompt with a written response and fill in scan tron for correct answer to questions.• Agenda: Students complete their essay response • Students will then receive their multiple choice assessment to begin and will finish on

Monday• Students may work on states and capitals test if they finish other assessments• Once students have completed their assessment they need to read ch. 6.1 and complete the

worksheet and questions• Homework: Read Chapter 6.1- Complete Industrial Revolution worksheet - Anything that is

incomplete needs to be done during access or on an off hour.

• Date 9/11/2015• Objective: Students will demonstrate their knowledge of Westward expansion with an

essay response and multiple choice assessment.• Language Objective: Students will read and analyze documents and will respond to the

writing prompt with a written response and fill in scan tron for correct answer to questions.• Agenda: Students complete their essay response • Students will then receive their multiple choice assessment to begin and will finish on

Monday• Students may work on states and capitals test if they finish other assessments• Homework: Be prepared to complete any assessment(s) on Monday- This will be the last

day in class to assess everything that is incomplete needs to be done during access or on an off hour.

• Date 9/10/2015• Objective: Students will demonstrate their knowledge of Westward expansion

with an essay response.• Language Objective: Students will read and analyze documents and will respond

to the writing prompt with a written response.• Agenda: Students will look over the rubric and the essay prompt and documents

together-discuss the scaffolding questions to help student analyze the documents• Students will have the entire time to complete the essay response and will have

time Friday to finish• Students may work on states and capitals test if they finish early• Homework: Read all of Ch. 5 - prepare for multiple choice Friday and Monday

How to cite documents and reference the source!• Zitkala-Sa (Source)describes her mistreatment in The Schools Days of an

Indian Girl (Source) by saying, (Quote)“I felt the cold blades of the scissors against my neck, and heard them gnaw off one of my thick braids. Then I lost my spirit.”(Doc C)• -Cite Document Zitkala-Sa like many young Native American children were

taken from their families in an effort to assimilate them and Americanize them by taking away their culture and customs. (Sentence of analysis) • Other important writing items- Use 3rd person- They, them, their• Don’t use 1st or 2nd person- I, you, we, use, our –I am not that old and

neither are you, We weren’t alive yet and weren’t U.S. citizens • Have clear hand writing, skip lines and work on spelling and grammar it

will help your score!!!!!

• Date 9/8/2015• Objective: Students will understand analyze the conflicts with the U.S. government and

Native Americans with specific battles and legislation.• Language Objective: Students will read items and match them appropriately, students will

read information and write answer to questions.• Agenda: Students will finish notes on the Wounded Knee massacre• Students will discuss their paragraph response comparing the reservation to the Dawes Act -

watch video clip on the Dawes Act• Students will then complete a source analysis worksheet to prepare how to reference

sources, cite documents and provide sentence of analysis to prepare for DBQ essay Thursday • Homework: Read all of Ch. 5 - prepare for DBQ essay test Thursday and multiple choice next

Friday

Dawes Act

• https://www.youtube.com/watch?v=45HATCWo2PQ

U.S. HistoryDate 9/4/2015Objective: Students will understand analyze the conflicts with the U.S. government and Native Americans with specific battles and legislation.Language Objective: Students will read items and match them appropriately, students will read information and write answer to questions.Agenda: Students will hand in their completed worksheet concerning the Ft. Laramie Treaty of 1868 and then discuss the treatyStudents will read about the Battle of the Little Big Horn and answer questionsStudent will take notes and then will complete a paragraph response- watch video clip if time permitsHomework: Read all of Ch. 5 - prepare for DBQ essay test during the block and multiple choice next Friday

• Date 9/3/2015• Objective: Students will understand the technology that came out of westward expansion,

and begin to analyze the conflicts with the U.S. government and Native Americans• Language Objective: Students will read items and match them appropriately, students will

read information and write answer to questions.• Agenda: Students will discuss the 5 themes of geography worksheet- hand in• Students will get into groups of 4 or 5 and complete a matching activity concerning

technology of W.E.• Students will read about the Ft. Laramie Treaty of 1851, 1868 and the Sand Creek

Massacre- complete a worksheet • Homework: Read all of Ch. 5 - 5.1-5.3 – prepare for DBQ essay test during the block and

multiple choice next Friday

• Date 9/1/2015• Objective: Students will identify and recognize the geography of Westward

expansion• Language Objective: Students will read and analyze their textbook and maps

while locating places, regions and identifying the 5 themes of geography• Agenda: Students will complete the map assignment they started- due

today!!!!!!!- Add the Great Lakes and the Black Hills to the Geological Features of the West• Students will complete the 5 themes of geography worksheet• Homework: Read all of Ch. 5 - 5.1-5.3 and complete 5 themes o geography

worksheet by the block

• Date 8/31/2015• Objective: Students will identify and recognize the geography of Westward

expansion• Language Objective: Students will write read and analyze primary sources,

students• Agenda: Students will discuss the 4 groups motives and conflict portion of

their worksheet• Students will complete the railroad reading and questions and hand in if they

aren’t finished • Students will then begin to work on the map assignment• Homework: Read ch. 5.2-5.3

• Date 8/28/2015• Objective: Students will understand the Homestead Act the different groups that it

motived to moved out west and the obstacles they faced in the west • Language Objective: Students will write read and analyze primary sources, students will

read about different groups and write information about each group• Agenda: Students will take their states and capitals assessment• Students will then complete the last two stations with their group from the day before• Students will complete the conflict portion of their worksheet and discuss all groups as

a class• Students will hand in their railroad worksheet for a grade• Homework: Read ch. 5.2-5.3

States and Capitals Grading Scale4 point scale, missed, and correct• 4 = -0 to -7 (102 to 95)• 3.5 = -8 to 15 (94 to 87)• 3 = -16 to 23 (86 to 79)• 2.5 = -24 to 30 (78-72)• 2 = -31 to 38 (71-64)• 1.5 = -39 to 45 (63 to 57)• 1 = -46 or below (56 or less correct)

• Date 8/27/2015• Objective: Students will understand the Homestead Act the different groups that

it motived to moved out west and the obstacles they faced in the west • Language Objective: Students will write read and analyze primary sources,

students will read about different groups and write information about each group• Agenda: Students will read and analyze the Homestead Act• Students will form 4 groups and will read about 4 different groups moving west

and complete a graphic organizer worksheet • Homework: Study 50 states and capitals + Puerto Rico for Friday assessment-

there will be re-assessment opportunities• Read ch. 5.2 and skip 5.1

• Date 8/24/2015• Objective: Students will learn about and analyze a Primary document to evaluate the concept of

Manifest Destiny further• Language Objective: Students will write notes, students will view and discuss a painting, write answer

to questions and a paragraph.• Agenda: Students will take notes on Primary Sources v. Secondary Sources• Students will view “American Progress”, by John Gast and analyze the Primary Source individually and

then discuss as a class• Students will then write a informative paragraph with a clear thesis statement and Evidence and

Analysis• Students will analyze the Homestead Act • Homework: Study 50 states and capitals + Puerto Rico for Friday assessment- there will be re-

assessment opportunities• Read ch. 5.2 and skip 5.1

Outlaw clips

• http://www.youtube.com/watch?• v=SREed7TT5_s&safety_mode=true&persist_s• afety_mode=1&safe=active

• https://www.youtube.com/watch?• v=U2YVyLLKRHw

• https://www.youtube.com/watch?• v=GGNdnlCbfMs

U.S. HistoryDate 8/24/2015Objective: Students will identify states and capitals, students will gain an introduction to Westward Expansion and Manifest DestinyLanguage Objective: Students will discuss states and capitals while writing any they don’t have. Students will read Agenda: Students will get a seating chartStudents will complete map where and identify states and capitals of each state for all 50 states and Puerto RicoStudents will receive their Westward Expansion Unit Organizer /Study guideStudents will read about Manifest Destiny- Fill out worksheetHomework: Study 50 states and capitals + Puerto Rico for Friday assessment- there will be re-assessment opportunities

States and Capitals 1-101. Maine – Augusta2. New Hampshire – Concord3. Vermont – Montpelier4. Massachusetts – Boston5. New York – Albany6. Pennsylvania – Harrisburg7. Rhode Island - Providence8. Connecticut – Hartford9. New Jersey – Trenton10. Delaware – Dover

States and Capitals 11-201. Maryland – Annapolis2. West Virginia – Charleston3. Virginia – Richmond4. North Carolina – Raleigh5. South Carolina – Columbia6. Georgia – Atlanta7. Florida – Tallahassee8. Alabama – Montgomery9. Tennessee – Nashville10. Kentucky – Frankfort

States and Capitals 21-301. Ohio – Columbus2. Indiana – Indianapolis3. Michigan – Lansing4. Wisconsin – Madison5. Illinois – Springfield 6. Mississippi – Jackson7. Louisiana – Baton Rouge8. Arkansas – Little Rock9. Missouri – Jefferson City10. Iowa – Des Moines

States and Capitals 31-401. Minnesota – St. Paul2. North Dakota – Bismarck3. South Dakota – Pierre4. Nebraska – Lincoln5. Kansas – Topeka6. Oklahoma – Oklahoma City7. Texas – Austin8. New Mexico – Santa Fe9. Arizona – Phoenix10. Utah – Salt Lake

States and Capitals 41-511. Colorado – Denver2. Wyoming – Cheyenne3. Montana – Helena4. Idaho – Boise5. Washington – Olympia6. Oregon – Salem7. Nevada – Carson City8. California- Sacramento9. Alaska – Juneau10. Hawaii – Honolulu11. Puerto Rico – San Jaun

Manifest Destiny

• An attitude or belief that the U.S. had God’s blessing and favor to move throughout America, coast to coast and control the areas political, economic, and social decisions.

• This was a belief that was based on Anglo-Saxton superiority and that the U.S. was the nation of the future.

U.S. HistoryDate 8/21/2015Objective: Introduction to U.S. History textbook and identify states and capitalsLanguage Objective: Students will scan and read through their U.S. textbook, students will write answer on a separate piece of paperAgenda: Students will complete the textbook scavenger hunt • Students will receive a copy of a map where they will need to begin to identify

states and capitals of each state for all 50 states and Puerto RicoHomework: Go to Mr. Harrington’s web-page and show parents/guardian U.S. History syllabus• Complete States and Capitals worksheet to cover on Monday• Expected Daily Materials!!!!! -Bring Planner, 3 ring binder with dividers, and

Loose leaf paper, and pencil/ pen to class-

U.S. HistoryDate 8/20/2015Objective: Introduction to U.S. HistoryLook over syllabus, Expectations, and Procedures. Look at Mr. Harrington’s web-page and P:driveComplete Student information sheet Homework: Go to Mr. Harrington’s web-page and show parents/guardian U.S. History syllabusTell parents/guardians about back to school night tonight. They can come and meet your teachers to answer any question or voice any concerns. Expected Daily Materials!!!!! Bring Planner 3 ring binder with dividersLoose leaf paper, and pencil/ blue or black pen to class- No red or pink please!