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    Week 6:  February 11th- 15th

    Learning goal:  Students will analyze the causes and effects of American imperialism during the late 19th and early 20th centuries as the US became a world power.

     

    Monday February 11th

    Learning activity:  Students will complete an assessment to demonstrate their understanding of the industrialization and immigration time periods.

     

    Schedule: 

           1.  Complete warm up:  "Paraphrase the Quote of the week.   How can you apply it to your life?"   ("True love is selfless.  It is prepared to sacrifice."-  Sadhu Vaswani) 

           2.  Please tape in the following document to your composition book and add to Table of Contents as shown on this February 11th chart.

           3.  Take test (Note:  You will make this test up upon your return to school.)   

     

    Homework:  None

     

    Tuesday February 12th

    Learning activity:  Students will evaluate upcoming content of the imperialism era to determine whether it is critical for understanding. 

     

    Schedule: 

        1.  Complete warm up:  "What are reasons today in the world why nations become involved (whether positively or negatively) with other nations?"

        2.  Complete critical content of imperialism.   We will tape this into your composition book on Wednesday. 

        3.  Use a notecard to record a 3 sentence response to each of the following imperialism essential questions.  Put your name on it and turn in when done! 

     

    Homework:  Continue working on your historical book- due Monday March 4th! 

     

    Wednesday February 13th

    Learning activity:  Students will interact with an introductory text on imperialism through coding the text and critical thinking questions. 

     

     Schedule: 

        1.  Complete warm up:  "On a scale of 1-10 (with 1 being low and 10 being high), how important should foreign policy (dealing with other nations) be to the U.S. today?  Why?" 

        2.  Tape in the following document to your composition book and add to Table of Contents as shown on the following February 13th chart.

        3.  Complete a pre-rating of each of the concepts on your imperialism learning goal

        4.  Read the following expository text of imperialism and complete the critical thinking questions (page 2 of the document).   Here are the codes you should use to annotate your paper.

     

    Homework:  Continue working on your historical book- due Monday March 4th! 

     

    Thursday February 14th

    Learning activity:  Students will create a flow chart of the major events surrounding the acquisition of Hawaii.

     

     Schedule: 

        1.  No warm up

        2.  Complete #'s 1-4 of the critical thinking questions (page 2 of the expository text of imperialism document 

        3.  5th period students only: Complete a pre-rating of each of the concepts on your imperialism learning goal

        4.  Read Hawaii text (Note:  This is a section of your textbook so I cannot post it online).  You will receive this when you return to class.) 

                 *Use the text to complete the Hawaii flow chart

     

    Homework:  Continue working on your historical book- due Monday March 4th!

     

    Friday February 15, 2019

    Learning activity:  Students will evaluate whether the acquisition of Hawaii was an example of American imperialism or not.

     

     Schedule: 

        1.  Complete warm up:  "Do you think that any of the three types of imperialism exist today in the world?  Why or why not?"

        2.   Please tape in the following documents to your composition book and add to Table of Contents as shown on this February 15th chart

        3.  Turn in warm ups for this week.

        4.  View kindness video as a class and discuss- key quote from the speech.

        5.  Complete final evaluation question on Hawaii flow chart and discuss as a class.

     

     Homework:  Continue working on your historical book- due Monday March 4th!

     

    Week 5:  February 4th- 8th

    Learning goal:  Students will analyze the causes and effects of industrialization and immigration during the Industrial Revolution.

    Monday February 4th

    Learning activity:  Students will begin to create a fictional immigrant story using key vocabulary terms.

     

    Schedule: 

           1.  Complete warm up:  "What is your reaction to the Quote of the week?"   ("We shall never know all the good that a simple smile can do."- Mother Teresa) 

           2.  Tape in the following document to your composition book and add to Table of Contents as shown in this February 4th chart

           3.   Begin and complete immigrant fictional narrative 

       

     Homework:   Complete immigrant poem- due next Wednesday February 6th!

     

    Tuesday February 5th

    Learning activity:  Students will respond to critical thinking questions after learning about labor unions.

     

    Schedule: 

           1.  Complete warm up: "What are 2-3 reasons why an immigrant of the 19th- 20th century to the United States would choose to live in an ethnic neighborhood?" 

           2.  Complete immigrant fictional narrative - turn in when you are done! 

           3.  Complete the following labor union notes by using the labor union power point

           4.  Complete labor union critical thinking questions (on 2nd page of labor union notes)

           5.  Industrial Revolution and immigration test study guide- note:  test will be Monday February 11th! 

    Homework:   Complete immigrant poem- due tomorrow!

     

    Wednesday February 6th

    Learning activity:  Students will reflect in writing upon essential questions of industrialization and immigration.

     

    Schedule: 

           1.  Complete warm up: "A person would be a hero during the industrialization and immigration time periods if they... (Complete the sentence).  Why?"

           2.  Please tape in the following document into your composition book and add to Table of Contents as shown on this February 6th chart.

           3.  Turn in immigrant poem homework that is due today.

           4. 1st period only:  Complete the following labor union notes by using the labor union power point

           5.  Complete the unit essential question assignment 

    Homework:  Complete Parts A and B of  Industrial Revolution and immigration test study guide- due tomorrow!

     

    Thursday February 7th

    Learning activity:  Students will complete a sample quiz to help prepare for their industrialization and immigration test on Monday.

     

    Schedule: 

           1.  No warm up

          2.  Complete sample quiz of industrialization and immigration.  

                 Note:  When you are done, please check this answer key of sample quiz of industrialization and immigration.

     

     Homework:  Complete Parts C and D of Industrial Revolution and immigration test study guide- due tomorrow!

     

    Week 4:  January 28th- February 1st

    Learning goal:  Students will analyze the causes and effects of industrialization and immigration during the Industrial Revolution.

    Monday January 28th

    Learning activity:  Students will reflect in writing upon a specific quote of an immigrant group to respond to their experience.

     

    Schedule: 

           1.  Complete warm up:  "How does the Quote of the week impact your life"?    ("Greed is a bottomless pit which exhausts the person in an endless effort to satisfy the need without ever reaching satisfaction." -   Erich Fromm) 

          2.  Fill in the immigrant chart you were given  for your specific immigrant group.  Note:  Use bullet point notes! 

               Note: -   Here is a completed immigrant chart for you to fill in for the other immigrant groups when you are done with your section.

          3.   Complete this immigrant quote reflection.   Turn in when you are done!   

     

    Homework:   None

     

    Tuesday January 29th

    Learning activity: Students will journal responses to questions concerning Ellis Island immigration.

     

    Schedule: 

           1.  No warm up today

           2.  1st, 3rd period only: Complete this immigrant quote reflection.   Turn in when you are done!   

           3. 4th, 5th periods only: Please give yourself a post rating on the push/pull factors concept in your  Industrial Revolution and immigration learning goal (taped into your composition book) and respond to the question with it in the text box. 

           4.  Please use the following Ellis Island power point to respond to the following Ellis Island journal questions.  Note:  You will be turning these journal entries in when you are done! 

     

    Homework:   None 

     

    Wednesday January 30th

    Learning activity: Students will journal responses to questions concerning Ellis Island immigration.

     

    Schedule: 

           1.  Complete warm up:   "What is the main point of this 1893 political cartoon?  What is your reaction to it?  (2 sentences)

           2.  Please tape in the following document to your composition book and add to Table of Contents as shown in this January 30th chart 

           3.  Please use the following Ellis Island power point to respond to the following Ellis Island journal questions.  Note:  Turn these in when you are done! 

     

    Homework:   Complete immigrant poem- due next Wednesday February 6th!

     

    Thursday January 31st

    Learning activity: Students will analyze a text to determine the challenges that Chinese immigrants faced in the United States.

     

    Schedule: 

           1.  Complete warm up:  "Do you think that Asian immigrants would face the same challenges or different as European immigrants?  Why?" 

           2. 3rd period only:   Please complete the final Ellis Island immigration journal question:  "What would be 3 hopes and 3 fears that you would feel leaving Ellis Island and entering the U.S. as an immigrant?" 

           3.  Turn in all 4 of your Ellis Island journal entries above.

           4.  Complete the following Chinese immigration notes by using this Chinese immigration power point.

           5.  Complete the following Our misery and despair text  using the directions at the top and then responding to the questions below.  Note:  It is a text that you will NOT agree with, but we are seeking to understand why people were against the Chinese.

     

     Homework:   Complete immigrant poem- due next Wednesday February 6th!

                 

    Friday February 1st

    Learning activity: Students will begin to create a fictional immigrant story using key vocabulary terms.

     

    Schedule: 

           1.  No warm up.

           2.  Turn in warm ups for this week!

           3.  1st, 3rd, and 4th periods only:   Please give yourself a post rating on the push/pull factors concept in your  Industrial Revolution and immigration learning goal (taped into your composition book) and respond to the question with it in the text box.  

           4.  Please tape in the following document to your composition book and add to Table of Contents as shown on this February 1st chart

           5.  Complete the following City life and immigrant notes by using the City life and immigrant power point.

           6.  Begin immigrant fictional narrative 

     

    Homework:   Complete immigrant poem- due next Wednesday February 6th!

     

    Week 3:  January 22nd- 25th

    Learning goal:  Students will analyze the causes and effects of industrialization and immigration during the Industrial Revolution.

    Tuesday January 22nd

    Learning activity:  Students will annotate text of a specific immigrant group to understand more about them.

     

    Schedule: 

           1.  Complete warm up:  "What is your reaction to the Quote of the week?"   ("Our lives begin to end the day we become silent about things that matter."-  Martin Luther King Jr.

           2.  Complete your push and pull factor scenarios (on the back of your push and pull factor notes)- check your answers with a partner at your table to make sure you have the correct responses.

           3.  Immigrant group assignment: You will be given an informational text on a specific immigrant group that came to the U.S. in the late 19th/early 20th century:  (Note:  I cannot post this text online, but you will have to get it when you return to school.   

    Homework:  personal culture assignment- due this Thursday January 24th (given out last Friday)

     

    Wednesday January 23rd

    Learning activity:  Students will complete an immigrant group assignent to understand life for various immigrant groups.

     

     Schedule: 

           1.  Complete warm up:  What are three observations you can make from this immigrant political cartoon?  Then, interpret what it means.

           2.  Please give yourself a post rating on the push/pull factors concept in your  Industrial Revolution and immigration learning goal (taped into your composition book) and respond to the question with it in the text box.  

           3.  Complete personal annotation of your specific immigrant group from yesterday (Again, if you were not here on Tuesday,you will need to get this text when you return.) 

           4.  Fill in the immigrant chart you were given yesterday for your specific immigrant group.  Note:  Use bullet point notes!

                  Note #2-   Here is a completed immigrant chart for you to fill in for the other immigrant groups when you are done with your section.

           5.  Complete this immigrant quote reflection.   Turn in when you are done!    

    Homework:  personal culture assignment- due this Thursday January 24th (given out last Friday)

     

    Thursday January 24th

    Learning activity:  Students will present an artifact that demonstrates their personal culture.

     

     Schedule: 

           1.  Complete warm up:  "What is one observation and one inference you can make from this following immigrant chart?

           2.  Share out  personal culture assignment to class.  Note:  If you are absent, I will have you share this when you return.   

         

    Homework:  Choose an historical book to read (if you have not done so yet)

     

     

    Friday January 25th

    Learning activity:  Students will reflect upon their personal culture activity and/or immigrant group.

     

      Schedule: 

           1.  Complete warm up:  "What might be one country you would like to either visit or immigrate to one day?  Why?  

           2.  Turn in warm ups.

           3.  Share out  personal culture assignment to class if you did not do so yesterday. 

     

    Homework:  Choose an historical book to read (if you have not done so yet)

     

     

     

    Week 2:  January 14th- 18th

    Learning goal:  Students will analyze the causes and effects of industrialization and immigration during the Industrial Revolution.

    Monday January 14th 

    Learning activity: Students will justify the most important cause of the Industrial Revolution.

     

    Schedule: 

           1.  Complete warm up:  "  What is the Quote of the Week seeking to communicate to us?"  

                  Quote = "The happiness of your life depends upon the quality of your thoughts; therefore, guard accordingly, and take care that you entertain no notions unsuitable to virtue."- Marcus Aurelius

           2.  Complete causes of the Industrial Revolution assignment.   Note:   For Part II, you will need this causes of the Industrial Revolution power point

           3.  Decide which of the above causes is the most important and then write a paragraph (4-5 sentences) explaining why it would be the greatest cause to lead to an Industrial Revolution.  Please complete this on a separate sheet of paper and turn in when done! 

    Homework:  Complete world current event assignment- due next Thursday January 17th! 

     

    Tuesday January 15th

    Learning activity: Students will categorize various inventions and events of the 2nd Industrial Revolution.

     

    Schedule: 

           1.  Complete warm up:  "How do banks help out businesses today?"

           2.  Please tape in the following document to your composition book and add to Table of Contents as shown on this January 15th chart

           3.  Please give yourself a post rating on the Causes of the Industrial Revolution concept in your  Industrial Revolution and immigration learning goal (taped into your composition book) and respond to the question with it in the text box. 

           4. Please use the Industrial Revolution timeline   (Note:  Due to copyright restrictions, I cannot post this online.  You will need to get this document when you return) to do the following:   

                    A.  Use the following symbols to categorize the inventions and events:   T= transportation; C= communication; P= energy/power; M= improvements in manfacturing; *= positive events; triangle symbol = negative events.

                    B.  Rank the top 10 events and inventions of the Revolution (from 1 being the most important to 10 being the least important of those events chosen). 

    Homework:  Complete world current event assignment- due Thursday January 17th! 

     

    Wednesday January 16th

    Learning activity: Students will analyze political cartoons of industrialization to determine their meaning.

     

    Schedule: 

           1.  Complete warm up:   "What are the pros and cons of being a business owner?"  (Think of multiple positives and negatives that you could share.) 

           2.  Please tape in the following document to your composition book and add to Table of Contents as shown on this January 16th chart

           3.  Please give yourself a post rating on the Causes of the Innovations and inventions concept in your  Industrial Revolution and immigration learning goal (taped into your composition book) and respond to the question with it in the text box. 

           4.  Please complete the following Big Business notes using this Big Business power point.

           5.  Please complete the reflection questions with each of these Industrial Revolution political cartoons (2 pages).  Turn in when you are done!!

     

    Homework:  Complete world current event assignment- due Thursday January 17th! 

     

     Thursday January 17th

    Learning activity: Students will analyze a political cartoon of industrialization to determine proper inferences from it.

     

    Schedule: 

           1.  Complete warm up:   "What do you think is the most important adjective to describe a captain of industry?  Why?" 

           2.  Current event due today- please turn in when you return to school!

           3.  Complete the inferential questions on page 2 of the Industrial Revolution political cartoons.   Use this Protectors of Industries political cartoon to analyze.

                **Note:  Turn this cartoon analysis sheet (2 sides) in when you are done!!

     

    Homework:  None

     

    Friday January 18th

    Learning activity:  Students will apply push and pull factors of immigration to various scenarios. 

     

    Schedule: 

           1.  Complete warm up:  "Why do people value their culture?"

           2.  Turn in warm ups for this week!

           3.  Please tape in the following document to your composition book and add to Table of Contents as shown on this January 18th chart

           4.  1st period only:  Please  Complete the inferential questions on page 2 of the Industrial Revolution political cartoons.   Use this Protectors of Industries political cartoon to analyze.

               **Note:  Turn this cartoon analysis sheet (2 sides) in when you are done!!

           5.  Fill in the following push and pull factor notes using this push and pull factor power point.

           6.  Summarize the push and pull factor notes at the bottom of the sheet (3 sentences)

           7.  Complete the following push and pull factor scenarios.

     

    Homework:  Complete personal culture assignment- due next Thursday January 24th! 

     

     

     

    Week 1: January 8th- 11th

    Learning goal:  Students will analyze the causes and effects of industrialization and immigration during the Industrial Revolution.

    Wednesday January 9th: 

    Learning activity: Students will hypothesize about the effects of the 19th century Industrial Revolution and immigration upon the United States.

     

    Schedule: 

           1.  Complete warm up:  "When you hear the word revolution, what ideas or thoughts come to your mind?" 

           2.  Industrial Revolution and immigration learning goal- please pre-rate yourself on your current level of understanding on the left hand side (by circling a number 1-4)

           3.  Industrial Revolution and immigration advance organizer (Note:  Please only complete the first side of this.) 

    Homework:   Get an historical reading book for the quarter.   Take a look at the directions for the 3rd quarter historical report and the book reflection form that you need to complete.

     

    Thursday January 10th 

    Learning activity: Students will compare/contrast the Industrial Revolution to life in the U.S. today.

     

    Schedule: 

           1.  Complete warm up: "What might be the pros and cons for a country to shift from a focus on farming to a focus on factory work?"

           2.  Industrial Revolution text- please number the paragraphs and highlight 2 phrases from each paragraph that you think are very important.

           3.  Compare and contrast assignment- use the text above to complete this.  Note: You will be turning this in when you are done. 

    Homework:  Complete world current event assignment- due next Thursday January 17th! 

     

    Friday January 11th 

    Learning activity: Students will justify the causes of the 2nd Industrial Revolution.

     

    Schedule: 

           1.  Complete warm up:  "In what ways have there been revolutions in the medical industry?" 

           2.  Turn in warm ups for this week!

           3.   Complete  Compare and contrast assignment- (begun yesterday).   Turn this in when done! 

           4.   Complete causes of the Industrial Revolution assignment.   Note:   For Part II, you will need this causes of the Industrial Revolution power point

     

    Homework:  Complete world current event assignment- due next Thursday January 17th!