big businesses and “the great strikes”. gilded age” and...

Dates Time Title Summary TEKS Resources

8/22-8/26 1 week Celebrate Freedom Week -Students will review the Declaration of Independence, the U.S. Constitution, and the Bill of Rights, including how each applies as the foundation of our government.

1(A), 1(B), 1(C). -Textbook: Ch.2:pgs. 38-99. -Textbook: Ch.3:pgs. 104-145. -Textbook: Ch.4:pgs. 154-186.

8/29-9/2 1 week Chapter 6: The Expansion of American Industry (1850-1900)

-Students will be introduced to technological innovations and how they led to industrialization. This will include an overview of big businesses and “the great strikes”.

2(B), 3(B), 15(B), 12(A). -Textbook: Ch.6: pgs. 224-247. -Ch. 6 Review and Assessment pgs. 254-255.

9/5-9/9 1 week Chapter 7: Looking to the West (1860-1900)

-Students will explore the events that led to westward expansion including the idea of manifest destiny, there will be discussion over Native American contact, and will explore the employment options open to Americans in the West.

3(A), 3(B), 28(A), 13(A). -Textbook: Ch.7: pgs. 256-277. -Ch.7 Review and Assessment pgs.

9/12-9/16 1 week Chapter 8: Politics, Immigration and Urban Life (1870-1915)

-Students will learn about “The Gilded Age” and how it affected populations in the cities and ideas for reform. Social ideas for reform will also be covered.

27(C), 3(A), 3(C), 3(D), 5(C), 13(A).

-Textbook: Ch. 8: pgs. 288-311. -Ch.8 Review and Assessment pgs.

Dates Times Title Summary TEKS Resources

9/19-9/23 1 week Chapter 9: Life at the turn of the Twentieth Century (1870-1915)

-Students will be exposed to the social changes of an era including ideas on education and entertainment. The Jim Crow laws will be covered, as well as the Women’s Suffrage movement.

3(C), 5(B), 5(C), 26(A), 15(B), 14(B), 26(D), 5(A), 21(B), 23(A), 26(A).

-Textbook: Ch.9: pgs. 318-342.

9/26-9/30 1 week Chapter 9: Life at the turn of the Twentieth Century (1870-1915)

-Continuing Chapter 9 -Working on group project(counts as a test grade).

3(C), 5(B), 5(C), 26(A), 15(B), 14(B), 26(D), 5(A), 21(B), 23(A), 26(A).

-Textbook: Ch.9: pgs. 318-342. -Ch.9 Review and Assessment pgs.

10/3-10/7 1 week Chapter 10: Becoming a world power (1890-1915)

Students will learn about imperialism, American expansion as well America’s new role in the world. The Spanish-American War will be covered as well as changes to foreign policy.

4(A), 4(B), 2(D), 15(C), 15(D), 4(C).


10/10-10/14 1 week Chapter 11: The Progressive Reform Era (1890-1920)

Students will learn about progressivism and the new legislation that was passed under it. The presidency over Taft and Wilson will be explored, as well as the conclusion of the women’s suffrage movement.

5(A), 24(B), 5(C), 14(B), 15(E).


10/17-10/21 2 days on Ch.11 3 days on Ch.12

Chapter 11: The Progressive Reform Era (1890-1920) Chapter 12: The World War I era (1914-1920)

Continue chapter 11, and students will learn about the events that led to World War I including the circumstances that led to American intervention.

5(A), 24(B), 5(C), 14(B), 15(E), 4(E), 4(C).

-Textbook: Ch.11: pgs. 380-403. -Textbook Ch.12:pgs. 412-425.

Dates Time Title Summary TEKS

(§113.41.C)

Resources

Start of 2nd 9

weeks 10/25- 10/28

1 week on Ch. 12 Unit 4 (World War 1) Chapter 12: The World War 1

Era

(1914-1920)

-Students will learn about the causes for the start of the war, the

countries involved, and how the

U.S began to become involved.

(4)B, (4)C, (4)D, (4)E, (4)F, (4)G

-Textbook:Ch.12 pgs. 412-442

10/31- 11/4 1 week on Ch. 12 Chapter 12: The World War 1 Era

(1914-1920)

Students will learn more about why the U.S declared war, and

well as the effects that the war

had on Europe. - Students will create a timeline of

events using dipity.com

(4)B, (4)C, (4)D, (4)E, (4)F, (4)G

-Textbook:Ch.12 pgs. 412-442

- dipity.com

11/7- 11/11 -3 days on Ch. 12

-1 day on Review of WW1

- 1 day Test over

WW1 (Ch.12)

Chapter 12: The World War 1

Era (1914-1920)

Students will learn about the war

on the European front as well as on the American front, and then

learn about the end of the war.

(4)B, (4)C, (4)D,

(4)E, (4)F, (4)G

-Textbook:Ch.12

pgs. 412-442 -Ch.12 Review and

Assessment pg. 446

11/14- 11/18 1 week on Ch. 13 Chapter 13: Postwar Social

Change

(1920-1929)

Students will learn about Society

in the 1920’s, and the changes

that came about following World War 1. They will also start on

their project for the 9 weeks, an

oral presentation to the class on one influential person from the

1920’s or 1930’s.

(5)A, (5)B, (5)C,

(6)A, (6)B

-Textbook:Ch.13

pgs. 450-467

- “The Great Gatsby” by F. Scott Fitzgerald

(class copies and audio

book) -

http://www.scribd.com/

doc/4097523/20s-30s-Worksheets-The-

Roaring-Twenties-

Great-Depression

11/21- 11/25

Thanksgiving Break

http://www.scribd.com/doc/4097523/20s-30s-Worksheets-The-Roaring-Twenties-Great-Depression






(§113.41.C)

Resources

11/28- 12/2 1 week on Ch. 13 Chapter 13: Postwar

Social Change

(1920-1929)

End of Unit 4

Students will learn further about society in

the 1920s, and examine the Jazz Age and

Mass Media. They will also examine some

cultural conflicts of the time. They will also read along to “The Great Gatsby”

daily.

-Activity Worksheets on Postwar society - Quiz over Ch.13 during the week

(5)A, (5)B,

(5)C, (6)A,

(6)B

-Textbook: Ch.13

pgs. 450-467

-Ch.13 Review and

Assessment pgs. 474-476 -“The Great Gatsby” by F.

Scott Fitzgerald (class

copies and audio book)

-http://www.scribd.com/doc/4097523/20s-30s-Worksheets-The-Roaring-Twenties-Great-Depression

12/5- 12/9 1 week on Ch. 14 Unit 5 (The 1920’s

and the Great

Depression)

Chapter 14: Politics

and Prosperity (1920-1929)

Students will learn about the different political elections and reforms during the

1920’s. Students will continue to work on

the oral presentation projects, which will be

due at the end of Ch.14. (End of this week) Continue “The Great Gatsby.”

(5)A, (5)B, (5)C, (6)A,

(6)B

-Textbook: Ch.14 pgs. 478-498

- “The Great Gatsby” by F.

Scott Fitzgerald ( continue

and finish it up)

12/12- 12/16 - 3 days on Ch. 14 -1 day review over

Ch.13 and Ch.14

- 1 day Testing over Ch.13 and 14

Chapter 14: Politics and Prosperity

(1920-1929)

Students will examine the economic state of the nation during the 1920’s, as well as the

development of Big Business.

(5)A, (5)B, (5)C, (6)A,

(6)B

-Textbook: Ch.14 pgs. 478-498

- Ch.14 Review and

Assessment pgs. 500-502






12/19- 12/23

Christmas Break


(§113.41.C)

Resources

12/26- 12/30

Christmas/New Years Break 1/2-1/6 1 week on Ch.15 Chapter 15: Crash and

Depression (1929-1933) Students will learn about the stock market crash that led to

the Depression, as well as the

social effects of the Depression.

- Short Quiz over Ch.15, in

preparation for Test.

(5)A, (5)B,

(5)C, (6)A, (6)B

-Textbook pgs. 526-524 -

http://www.lessonplanet.com/

search?keywords=Depression&media=lesson&rating=4&_

kk=depression%20%2Bworks

heet&_kt=ad18e9be-0895-47c7-ab64-

5e190a2043b7&gclid=CIb36c

bo-K4CFSdgTAodNVKwzw

http://www.lessonplanet.com/search?keywords=Depression&media=lesson&rating=4&_kk=depression%20%2Bworksheet&_kt=ad18e9be-0895-47c7-ab64-5e190a2043b7&gclid=CIb36cbo-K4CFSdgTAodNVKwzw








1/9- 1/13 - 3 days on Ch. 15

-1 day Review over Ch. 15

- 1 day of Testing

on Ch.15 (open

book/note)

Chapter 15: Crash and

Depression (1929-1933)

Students will learn about how

people survived the Depression, as well as some

information about the Election

of 1932.

(5)A, (5)B,

(5)C, (6)A, (6)B

-Textbook pgs. 526-524

- Chapter 15 Review and Assessment on pg. 525-527

Breakdown

Week 1: TEXTBOOK ( cayton, andrew, elisabeth perry, linda reed, and allan winkler. America Pathways to the Present Modern American History. Upper

Saddle River: Prentice Hall, 2003.)

Week 2: TEXTBOOK

dipity.com

Week 3: TEXTBOOK WORKSHEETS: http://www.scribd.com/doc/4097523/20s-30s-Worksheets-The-Roaring-Twenties-Great-Depression

Week 4: PROJECT: Create a powerpoint presentation over one influential person from the 1920’s or 1930’s. Explain to the class in a presentation lasting no longer than 8 minutes but no shorter than 5 minutes why that person was influential, who they were, and some basic information about them. For extra credit, the student may dress to imitate their subject. Students may work no their presentations in class at assigned times.

WORKSHEETS: http://www.scribd.com/doc/4097523/20s-30s-Worksheets-The-Roaring-Twenties-Great-Depression

Week 5: TEXTBOOK



BOOK: Fitzgerald, Scott. The Great Gatsby. New York: Charles Scribner's Sons, 1925

Week 6: BOOK AND TEXTBOOK

Week 7: BOOK AND TEXTBOOK

Week 8: TEXTBOOK

ACTIVITIES: http://www.lessonplanet.com/search?keywords=Depression&media=lesson&rating=4&_kk=depression%20%2Bworksheet&_kt=ad18e9be-0895-47c7-ab64-5e190a2043b7&gclid=CIb36cbo-K4CFSdgTAodNVKwzw

Week 9: ACTIVITIES AND TEXTBOOK

Total of: 3 Tests, 1 Project, 2 Quizzes, activities, and an audio book.

Date Time Title Summary TEKS

(§113.41.C)

Resources

Start of 3rd

9 weeks

1/17 – 1/20

1 week on Ch. 16 Unit 5 (cont.): The 1920’s and

The Great Depression

Chapter 16: The New Deal

(1933-1941)

-Students will learn about the creation of “The New Deal”,

criticizers of “The New Deal”,

and the effects of “The New Deal”.

- 16(D), 16(E), 19(A), 19(B),

20(B), 26(D).

-Textbook : Ch. 16: pgs. 534-559.

-Ch. 16 Review and

Assessment pgs. 560-561. -PowerPoint over “The New

Deal”.

1/23 – 1/27 2 days on Ch. 16

3 days on Ch. 17

Chapter 16:

The New Deal (1933-1941)

Unit 6: World War II

Chapter 17:

World War II – The Road to War (1931-1941)

-Continuing chapter 16, and

chapter 17 will help students learn about the rise of dictators

during World War II, the

European side of World War II, Japan building an empire, and

process of the United States

going from isolationism to war. -Quiz over Ch. 16.

- 16(D), 16(E),

19(A), 19(B), 20(B), 26(D).

- 2(B), 2(D),

7(A), 7(B), 7(D), 7(E), 7(F), 27(B),

17(A), 7(C),

7(G).

-Textbook : Ch.16: pgs. 534-

559. -Ch.16 Review and

Assessment pgs. 560-561.

-Ch.17: pgs. 566-589. -World War II (Europe)

Interactive timeline on

dipity.com. -WWII map worksheet.



1/30-2/3 1 week on Ch. 17 Chapter 17:


-In Chapter 17, students will

learn about the rise of dictators during World War II, the

European side of World War II,

Japan building an empire, and

process of the United States going from isolationism to war.

-Quiz over Ch. 17.

- 2(B), 2(D),

7(A), 7(B), 7(D), 7(E), 7(F), 27(B),

17(A), 7(C),

7(G).

-Textbook: Ch.17:pgs. 566-

589. -Talking maps video.

-WWII reading assignment.

-PowerPoint presentation.

2/6 – 2/10 1 week on Ch. 17 Chapter 17:


-Continuing chapter 17.

-Test over Chapters 16 and 17.

- 2(B), 2(D),

7(A), 7(B), 7(D), 7(E), 7(F), 27(B),

17(A), 7(C),

7(G).

-Textbook:Ch.17:pgs.566-589.

-Ch.17 Review and Assessment pgs. 590-591.

-Ch. 16 & 17 Review Sheet:

Extra Credit. -Review day this week.


(§113.41.C)

Resources

2/13-2/17 1 week on Ch. 18 Chapter 18: World War II - Americans at War

(1941-1945)

-Students will learn about U.S. preparation for entering WWII,

the Allies trying to retake

Europe from the Axis, the

Holocaust, the war in the pacific, and the social impact of the war.

- 2(B), 2(D), 7(A), 7(B), 7(D),

7(E), 7(F), 27(B),

17(A), 7(C), 7(G).

-Textbook:Ch.18:pgs. 592-629. -Ch.18 Review and


-World War II (U.S.)

Interactive timeline on dipity.com.


2/20-2/24 1 week on Ch. 18

(with project)

Chapter 18:

World War II - Americans at War (1941-1945)

-Continuing Chapter 18,

focusing more on the war in the pacific, and the affect it had back

home.

-Working on project (counts as a major grade).

- 2(B), 2(D),

7(A), 7(B), 7(D), 7(E), 7(F), 27(B),

17(A), 7(C), 7(G).

-Project Ideas (see legend for

ideas). - Ch.18 Review and


2/27-3/2 1 week on Ch. 18

Chapter 18:

World War II - Americans at War

(1941-1945)

-Continuing Chapter 18.

-Going through an overview of

what was taught in the previous two weeks about World War II.

- Quiz over Chapter 18.

- 2(B), 2(D),

7(A), 7(B), 7(D),

7(E), 7(F), 27(B), 17(A), 7(C), 7(G).

- Ch.18 Review and


-Review day this week over Ch.18.

3/5-3/9 1 week on Ch. 19

Unit 7: The Standoff Wars

Chapter 19: The Cold War

(1945-1960)

-In Chapter 19, the students will

learn about the origins of the

cold war, and events such as the Korean war and communist

countries in relations with the

United States.

-8(A), 8(B), 8(C),

8(D), 8(E), 8(F),

20(A), 23(B), 2(D), 17(B),

17(C), 27(A),

28(A), 28(B), 13(A), 25(B),

14(B), 17(D),

21(A).

-Textbook:Ch.19:pgs. 634-661.


-U.S. presidential briefing activity.

Week 1:

Textbook ( cayton, andrew, elisabeth perry, linda reed, and allan winkler. America Pathways to the Present Modern American History. Upper

Saddle River: Prentice Hall, 2003.)

Week 2:

- Mapping the war: World War II: http://www.teachervision.fen.com/tv/printables/TCR/1576901009_225-226.pdf - Interactive Timeline over important events of WWII in Europe: www.dipity.com

Week 3:

- Talking maps video: http://www.ndmquestar.com/program-individual.php?pid913.html (2 days) - WWII Reading Assignment

Week 5:

- Interactive timeline over important events of WWII in the U.S. : www.dipity.com

Week 6:

Project Ideas

A. Choose an important battle and describe it. 1. Who were the generals?


(§113.41.C)

Resources

3/12-3/16

SPRING BREAK 3/19-3/23 1 week on Ch.19 Chapter 19:

The Cold War

(1945-1960)

- Continuing on Chapter 19, focusing more on reviewing for

the test.

- Test over Chapter 19.

-8(A), 8(B), 8(C), 8(D), 8(E), 8(F),

20(A), 23(B), 2(D),

17(B), 17(C), 27(A), 28(A),

28(B), 13(A),

25(B), 14(B),

17(D), 21(A).

-Ch.19 Review Sheet: Extra Credit.

-Ch.19 Review and

Assessment pgs.662-663. -Review day this week.

http://www.teachervision.fen.com/tv/printables/TCR/1576901009_225-226.pdf

http://www.dipity.com/

http://www.ndmquestar.com/program-individual.php?pid913.html

http://www.dipity.com/

2. Where did it occur? (Show it on a map!) 3. Describe each army and the moves it made. 4. Who won? 5. What was at stake? 6. Present any other information that you can find.

B. Make a time line of events that led up to and continued through the war. C. Make a mobile that shows people who were involved in the Second World War or that describes important battles. D. Make a mural that shows the major weapons that were used during the war, and which side developed and used each weapon. E. Make a series of maps that show Axis strength, Allied strength, and army movements at various points during the war. F. Choose one person and write his or her biography.

http://www.teachervision.fen.com/world-war-2/research-papers/5711.html

Week 7:

- U.S. Presidential briefing activity from Mr. Markoe’s class.


(§113.41.C)

Resources

Start of 4th

9 weeks

03/26- 03/30

Testing

-


(§113.41.C)

Resources

04/02- 04/06

Chapter 24:

3 days

Quiz: Wed.

Chapter 22: 2 days

Unit 7 (cont.):

The Standoff Wars

Chapter 24:

The Vietnam War, 1954- 1975

Chapter 22: The Kennedy and

Johnson Years, 1961-

Tied to the content presented with the

Cold War material, the student will learn about the Kennedy administration, the

events that led to American involvement

in favor of South Vietnam, and the effects the war and Kennedy’s assassination had

on the Johnson administration.

8(D), 8(E),

8(F), 23(A), 25(A)

8(A), 8(B), 9(F), 20(B),

22(C), 23(C),

Textbook (Cayton,

Andrew, Elisabeth Perry, Linda Reed,

and Allan

Winkler. America Pathways to the

Present Modern

American History.

Upper Saddle River: Prentice Hall, 2003);

pages 790-817 and

http://www.teachervision.fen.com/world-war-2/research-papers/5711.html

1969 24(A), 29(A),

29(B), 29(H)

pg.’s 734-759

Vietnam Crossword

and Word Search

Dr. King’s Vietnam Quotes Quiz

04/09- 04/13

Chapter 20:

2 days

Quiz: Wed.

morning

Chapter 21:

3 days

Project (?): Fri.

Unit 8:

American Society,

Postwar (2 weeks long)

Chapter 20:

The Postwar Years at Home, 1945-1960

Chapter 21:

The Civil Rights

Movement, 1950- 1968

The students will learn about the U.S.

economy after war, the social culture of

the 1950’s, and domestic policies that contributed to the onset of the civil rights

movement.

The learner will analyze the social effects

the postwar years had in America.

Leaders, strategies, and the political

response they generated will be discussed.

2(D), 3(B),

3(C), 8(A),

9(F), 15(B), 18(C), 25(A),

27(A), 29(B)

2(C), 9(A),

9(B), 9(C),

9(D), 9(E),

9(H), 9(I), 19(B), 23(A),

23(C), 26(C),

29(A), 29(H), 32(A)

Textbook pg.’s 666-

686

Quiz: Review and

Assessment: pg.’s

688 (questions 1-21 only)


721

Dr. King’s Quotes/ Project (?)

04/16- 04/20 Chapter 21:

2 days

Chapter 23:

3 days

Review

(Test Gr.):

Fri.

Chapter 21 cont.

Chapter 23:

An Era of Activism,

1960- 1975

The social ramifications of postwar events

and the civil rights movement will be seen

through equality battles across gender as well as ethnic, cultural, environmental,

and consumer groups.

2(D)

3(A), 3(B),

3(C), 5(A),

5(B), 6(A), 9(F), 9(H),

10(C), 10(F),

14(B), 17(B), 21(A), 23(A),

25(A), 26(B),

26(C), 27(A)


727


785

Study Guide HW

Review

04/23- 04/27

Testing

04/30- 05/04

Chapter 25: 3 days

Chapter 26:

2 days

Review: Fri.

Unit 9: A Free America

Chapter 25: Nixon, Ford, Carter,

1969- 1981

Chapter 26:

The Conservative Revolution, 1980- 1992

The students will learn about the administrations of Presidents Nixon, Ford,

and Carter- with special emphasis on

foreign policy.

The learners will analyze the Reagan

presidency including his economic, social, and foreign policies. George H. W.

Bush’s administration will also be

covered in relation to foreign affairs.

4(A), 8(B), 10(A), 10(C),

10(D), 10(F),

19(B), 19(C), 20(A), 20(B),

23(A), 24(A),

27(A), 27(B),

29(A), 29(D), 30(A)

3(C), 4(A),

9(F), 10(B), 10(E), 10(F),

16(D), 16(E),

24(A), 24(B)

Textbook pg.’s 824-854

President’s Biography Handout/

Library Visit


887

Review on Chapters

20-26

-


(§113.41.C)

Resources

05/07- 05/11

Testing 05/14- 05/18

Testing 05/21- 05/25 Chapter 27:

2 days

Project:

Chapter 27:

Entering a New Era, 1992

to the Present

The students will learn about the

presidencies of Clinton and Bush. The

current state of some foreign governments and their policies will be covered, as well

2(D), 3(C),

3(D), 6(A),

9(F), 9(H), 10(C), 11(A),


917

1

st week’s

3 days as the effect diversity has in government

policy.

Learner Learned Project

11(B), 11(C),

11(D), 13(B), 18(B), 19(B),

19(C), 24(A),

24(B), 26(B),

26(C), 27(A), 29(B), 29(D),

29(G), 30(A),

30(C), 32(A)

Assessment Survey

LL Project Rubric

Library/ Computer Lab Visit

05/28- 05/31 Presentations (Quiz Gr.):

2 days

Movie:

3 days

Presentations

Movie

Presentations

Movie

25(A) Presentation Rubric

Movie: (students’

choice by vote)

-

-

- Resources:

- Vietnam Crossword (chapter 24): http://www.historyonthenet.com/Lessons/worksheets/20century.htm

- Vietnam Word Search (chapter 24): http://www.historyonthenet.com/Lessons/worksheets/20century.htm

- Dr. King’s Quotes (chapter 21 and 24): http://urbandreams.ousd.k12.ca.us/lessonplans/mlk2/materials_s3.html

- President’s Biography Handout (chapter 25): http://www.abcteach.com/free/b/biographyform_president.pdf

-

- Assignments:

- Study Guide Homework Review:

- The teacher will create a study guide for the material covered in weeks two, three, and four. It will be handed out the Thursday

before Week Five. It will have divergent as well as convergent questions to prepare the student for the last week of testable material

(Week Six) and to assess the student’s evaluative skills. The study guide will be due May 01 and will count as a test grade.

- Learner Learned Project:

- The student will create a 3-5 minute presentation on the topic that they had reported to feel least knowledgeable on. The teacher will assign the material based on the students’ responses to the Assessment Survey handed out during the first week of school so that no

two students present on the same material. A rubric will also be handed out at that time. The first day of working on the assignment, the

class will go to the library, the second will be spent in the classroom, and the third day will be a day in the computer lab. The project need

not be digital, but it will require the student to research more information than what was presented and discussed in class. Presentations will take place the last week of school, after which the students will watch a movie of their choosing (must be historical and school-

appropriate). A copy of the presentation material is due May 28 regardless of presentation date and it will be counted as a test grade.

http://www.historyonthenet.com/Lessons/worksheets/20century.htm

http://www.historyonthenet.com/Lessons/worksheets/20century.htm

http://urbandreams.ousd.k12.ca.us/lessonplans/mlk2/materials_s3.html

http://www.abcteach.com/free/b/biographyform_president.pdf

big businesses and “the great strikes”. gilded age” and...

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