Unit Planner: Unit 2: Gilded Age 1877-1898: Creating a USUS History 11Tuesday, February 23, 2016, 11:57AM

High School (MYP) > 2015-2016 > Grade 11 > Social Studies/History > US History 11 > Week 4 - Week 7

Last Updated: Tuesday, October 20, 2015 by Theresa Mullin

Diana, Davison; Michelle, Taylor; Mullin, Theresa; Saribudak, Aylin

Inquiry: Establishing the purpose of the unitKey Concepts (Only Choose One)

Key ConceptsMYP

Key ConceptsKey Concepts

Development

Related Concepts Related Concepts

Culture

Patterns and Trends

Innovation and Revolution

Global Context Fairness and

development

Statement of Inquiry

The revolutionary development of the US was contingent upon the growth of culture, trends and innovations during the Gilded Age.

Or

Economic changes always have an impact on the way of life of different social groups and their mutual interactions.

Inquiry Questions

Factual - Who are the captains of industry? Who are robber barons? Who are the new immigrants pouring through the US at this time? How has technology changed the way we produce our goods?

Conceptual - How did immigration from new countries change the social landscape of the US? How did the Industrial Revolution create modern urbanization within the US?

Debatable - Was the Industrial Revolution positive for everyone?MYP Objectives MYP: Individuals and societies (For use from

September 2014/January 2015)Year 5Aims

The aims of MYP individuals and societies are to encourage and enable students to:appreciate human and environmental commonalities and diversityunderstand the interactions and interdependence of individuals, societies and the environmentObjective A: Knowing and understanding

In order to reach the aims of individuals and societies, students should be able to:i. use a wide range of terminology in contextii. demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.

Standards (TEKS) TX: TEKS 113: Social Studies (2011)

TX: High School United States History

(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.

(A) identify the major characteristics that define an historical era;

(B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(D) explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on

Objective C: CommunicatingIn order to reach the aims of individuals and societies, students should be able to:i. communicate information and ideas effectively using an appropriate style for the audience and purposeii. structure information and ideas in a way that is appropriate to the specified format

Objective D: Thinking criticallyIn order to reach the aims of individuals and societies, students should be able to:ii. synthesize information to make valid, wellsupported argumentsiii. analyse and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitationsiv. interpret different perspectives and their implications.

Assessment CriteriaCriterionCriterion A: Knowing and understandingCriterion C: CommunicatingCriterion D: Thinking critically

the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).

(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898.

(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;

(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

(C ) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and

(D) describe the optimism of the many immigrants who sought a better life in America.

(4) History. The student understands the emergence of the United States as a world power between 1898 and 1920.

(A) explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power;

(12) Geography. The student understands the impact of geographic factors on major events.

(A) analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and

(B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.

(13) Geography. The student understands the causes and effects of migration and immigration on American society.

(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and

(14) Geography. The student understands the relationship between population growth and modernization on the physical environment.

(A) identify the effects of population growth and

distribution on the physical environment;(15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.

(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century;

(21) Government. The student understands the impact of constitutional issues on American society.

(A) analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester;(C) evaluate constitutional change in terms of strict construction versus judicial interpretation.

(23) Citizenship. The student understands efforts to expand the democratic process.

(C ) explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union."

(24) Citizenship. The student understands the importance of effective leadership in a constitutional republic.(A) describe qualities of effective leadership; and

(B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton.

(25) Culture. The student understands the relationship between the arts and the times during which they were created.

(A) describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature;

(B) describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society;

(C ) identify the impact of popular American culture on the rest of the world over time; and

(D) analyze the global diffusion of American culture through the entertainment industry via various media.

(26) Culture. The student understands how people from various groups contribute to our national identity.

(A) explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society;

(B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture;

(C ) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture;

(D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society;

(27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States.

(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States;

(B) explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines; and

(C ) understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.

(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.

(A) analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States;

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.

(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer

historical questions;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time;

(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;(F) identify bias in written, oral, and visual material;

(G) identify and support with historical evidence a point of view on a social studies issue or event; and

(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.

(30) Social studies skills. The student communicates in written, oral, and visual forms.(A) create written, oral, and visual presentations of social studies information;

(B) use correct social studies terminology to explain historical concepts; and(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.

(31) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data.(A) create thematic maps, graphs, and charts representing various aspects of the United States; and

(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.

(32) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Summative Assessments Summative Assessment Tasks & Statement of Inquiry

Outline of summative assessment task(s) including assessment criteria:

Unit 1 Test.pdf

Relationship between summative assessment task(s) and statement of inquiry:

The statement of inquiry has been written in the consideration of the close connections between economic and social structures in moments of historical change.

The assessment is aimed at stimulating reflection on different aspects of the economic and social process commonly known as the Industrial Revolution during the Gilded Age. By analyzing the different types of causes that made it possible and extensively exploring innovations as regards production systems and the activities and living conditions of both specific groups and the US population at large, the students will gain insight into the complexity and originality that made the Industrial Revolution such an important moment in the definition of the structures and dynamics of the contemporary world.

Approaches to Learning (ATL) Approaches to Learning

MYPSkill Category: Research

Skill Clusters:VI. Information literacy skillsFinding, interpreting, judging and creating informationCollect, record and verify dataAccess information to be informed and inform othersMake connections between various sources of informationUnderstand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling informationPresent information in a variety of formats and platformsCollect and analyse data to identify solutions and make informed decisionsProcess data and report resultsEvaluate and select information sources and digital tools based on their appropriateness to specific tasksUnderstand and use technology systemsUse critical literacy skills to analyse and interpret media communicationsIdentify primary and secondary sources

Skill Clusters:VII. Media literacy skillsInteracting with media to use and create ideas and informationLocate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)Demonstrate awareness of media interpretations of events and ideas (including digital social media)Seek a range of perspectives from multiple

Reading Focus

and varied sourcesCommunicate information and ideas effectively to multiple audiences using a variety of media and formatsCompare, contrast and draw connections among (multi)media resources

 

Content (Subject-specific)

Gilded Age Politics: 1877–1892

Events

1876 Rutherford B. Hayes is elected president

1877 Railroad workers strike across United States

1880 James A. Garfield is elected president

1881 Garfield is assassinated; Chester A. Arthur becomes president

1883 Congress passes Pendleton Act

1884 Grover Cleveland is elected president

1888 Benjamin Harrison is elected president

1890 Congress passes Sherman Silver Purchase Act, Pension Act, and McKinley Tariff

Key People

Rutherford B. Hayes - 19th U.S. president; technically lost election but took office after Compromise of 1877 with Democrats

James A. Garfield - 20th U.S. president; elected in 1880 but assassinated after less than a year in office

Chester A. Arthur - 21st U.S. president; took office in 1881 after Garfield’s assassination

James G. Blaine - Congressman from Maine; leader of Half-Breeds in the Republican Party

Grover Cleveland - 22nd and 24th U.S. president; first elected in1884 after defeating James G. Blaine

Roscoe Conkling - New York senator; leader of the Stalwarts in the Republican Party

Benjamin Harrison - 23rd U.S. president and grandson of ninth U.S. president, William Henry Harrison; defeated incumbent Grover Cleveland in 1888

William “Boss” Tweed - Corrupt Democrat who controlled most of New York City politics during the Gilded Age

Hayes

Rutherford B. Hayes had little political power during his four years in office, having barely squeaked into the White House by one vote after the Compromise of 1877 , in which the Democrats ceded the White House to the Republicans in exchange for an end to Reconstruction in the South. The real winners in the election were Republican spoils seekers who flooded Washington, D.C., in search of civil service jobs.

The Railroad Strike of 1877

The only major upheaval during Hayes’s presidency was the Great Railroad Strike of 1877, when railroad workers throughout the United States went on strike to protest the lowering of their salaries. More than a hundred people died during violence related to the strike, forcing Hayes to use federal troops to suppress the uprisings.

The Election of 1880

By the election of 1880, the Republicans, no longer supporting Rutherford B. Hayes, nominated the relatively unknown OhioanJames A. Garfield for president, along with the Stalwart running mate Chester A. Arthur. Democrats nominated Civil War veteranWinfield Scott Hancock, and the pro-labor Greenback Partynominated James B. Weaver. In the election, Garfield received a sizable majority of electoral votes but won the popular vote by only a slim margin over Hancock.

Garfield and Hayes

Like Hayes’s, Garfield’s presidency was overshadowed by Stalwart and Half-Breed infighting. In the summer of 1881, Garfield’s term was cut short when a delusional Stalwart supporter named Charles Guiteau assassinated Garfield in Washington, D.C. Guiteau hoped that Vice President Arthur would become president and give more federal jobs to Stalwarts.Although Arthur did replace Garfield, the assassination convinced policymakers that the U.S. government was in dire need of civil service reform to combat the spoils system. Congress therefore passed the Pendleton Act in 1883, which created the Civil Service Commission to ensure that hiring of federal employees was based on examinations and merit rather than political patronage.

Industrialization: 1869–1901

Events

1869 Transcontinental Railroad is completed

1870 Standard Oil Company forms

1886 Supreme Court issues verdict in Wabash case

1887 Congress passes Interstate Commerce Act

1890 Congress passes Sherman Anti-Trust Act

1901 U.S. Steel Corporation forms

Key People

Andrew Carnegie - Scottish-American business tycoon and owner of the Carnegie Steel Company in Pittsburgh; used vertical integration to maintain market dominance

John D. Rockefeller - Founder of the Standard Oil Company; used horizontal integration to effectively buy out his competition

Cornelius Vanderbilt - Steamboat and railroad tycoon; laid thousands of miles of railroad track and established

standard gauge for railroads

Transcontinental Railroads

Gilded Age industrialization had its roots in the Civil War, which spurred Congress and the northern states to build morerailroads and increased demand for a variety of manufactured goods. The forward-looking Congress of 1862 authorized construction of the first transcontinental railroad, connecting the Pacific and Atlantic lines. Originally, because railroading was such an expensive enterprise at the time, the federal government provided subsidies by the mile to railroad companies in exchange for discounted rates. Congress also provided federal land grants to railroad companies so that they could lay down more track.With this free land and tens of thousands of dollars per mile in subsidies, railroading became a highly profitable business venture. The Union Pacific Railroad company began construction on the transcontinental line in Nebraska during the Civil War and pushed westward, while Leland Stanford’sCentral Pacific Railroad pushed eastward from Sacramento. Tens of thousands of Irish and Chinese laborers laid the track, and the two lines finally met near Promontory, Utah, in 1869.

Captains of Industry

Big businessmen, not politicians, controlled the new industrialized America of the Gilded Age. Whereas past generations sent their best men into public service, in the last decades of the 1800s, young men were enticed by the private sector, where with a little persistence, hard work, and ruthlessness, one could reap enormous profits. These so-called“captains of industry” were not regulated by the government and did whatever they could to make as much money as possible. These industrialists’ business practices were sometimes so unscrupulous that they were given the name“robber barons.”

Vanderbilt and the Railroads

As the railroad boom accelerated, railroads began to crisscross the West. Some of the major companies included the Southern Pacific Railroad, the Santa Fe Railroad, and the North Pacific Railroad. Federal subsidies and land grants made railroading such a profitable business that a class of “new money” millionaires emerged.

Cornelius Vanderbilt and his son William were perhaps the most famous railroad tycoons. During the era, they bought out and consolidated many of the rail companies in the East, enabling them to cut operations costs. The Vanderbilts also established a standard track gauge and were among the first railroaders to replace iron rails with lighter, more durable steel. The Vanderbilt fortune swelled to more than $100 million during these boom years.

Railroad Corruption

As the railroad industry grew, it became filled with corrupt practices. Unhindered by government regulation, railroaders could turn enormous profits using any method to get results, however unethical. Union Pacific officials, for example, formed the dummy Crédit Mobilier construction company and hired themselves out as contractors at enormous rates for huge profits. Several U.S. congressmen were implicated in the scandal after an investigation uncovered that the company bribed them to keep quiet about the corruption. Railroads also inflated the prices of their stocks and gave out noncompetitive rebates to favored companies.

Moreover, tycoons such as the Vanderbilts were notorious for their lack of regard for the common worker. Although some states passed laws to regulate corrupt railroads, the Supreme Court made regulation on a state level impossible with the 1886Wabash case ruling, which stated that only the federal government could regulate interstate commerce.

Carnegie, Morgan, and U.S. Steel

Among the wealthiest and most famous captains of industry in the late1800s wasAndrew Carnegie. A Scottish immigrant, Carnegie turned his one Pennsylvanian production plant into a veritable steel empire through a business tactic called vertical integration. Rather than rely on expensive middlemen, Carnegie vertically integrated his production process by buying out all of the companies—coal, iron ore, and so on—needed to produce his steel, as well as the companies that produced the steel, shipped it, and sold it. Eventually, Carnegie sold his company to banker J. P. Morgan, who used the company as the foundation for the U.S. Steel Corporation. By the end of his life, Carnegie was one of the richest men in America, with a fortune of nearly $500 million.

Rockefeller and Standard Oil

Oil was another lucrative business during the Gilded Age. Although there was very little need for oil prior to the Civil War, demand surged during the machine age of the 1880s, 1890s, and early 1900s. Seemingly everything required oil during this era: factory machines, ships, and, later, automobiles.The biggest names in the oil industry were John D. Rockefellerand his Standard Oil Company—in fact, they were the onlynames in the industry. Whereas Carnegie employed vertical integration to create his steel empire, Rockefeller usedhorizontal integration, essentially buying out all the other oil companies so that he had no competition left. In doing so, Rockefeller created one of America’s first monopolies, or trusts, that cornered the market of a single product.

Social Darwinism and the Gospel of Wealth

In time, many wealthy American businessmen, inspired by biologist Charles Darwin’s new theories of natural selection, began to believe that they had become rich because they were literally superior human beings compared to the poorer classes. The wealthy applied Darwin’s idea of “survival of the fittest” to society; in the words of one Social Darwinist, as they became known, “The millionaires are the product of natural selection.” Pious plutocrats preached the “Gospel of Wealth,” which was similar to Social Darwinism but explained a person’s great riches as a gift from God

Regulating Big Business

Without any form of government regulation, big business owners were able to create monopolies—companies that control all aspects of production for certain products. Economists agree that monopolies are rarely good for the market, as they often stifle competition, inflate prices, and hurt consumers.In the late 1880s and early 1890s, the U.S. government stepped in and tried to start regulating the growing number of monopolies. In 1887, Congress passed the Interstate Commerce Act, which outlawed railroad rebates and kickbacks and also established the Interstate Commerce Commission to ensure that the railroad companies obeyed the new laws. The bill was riddled with loopholes, however, and had very little effect. In 1890, Congress also passed the Sherman Anti-Trust Act in an attempt to ban trusts, but this, too, was an ineffective piece of legislation and was replaced with revised legislation in the early 1900s.

Action: Teaching and learning through inquiry

Learning Process

Learning Experiences and Teaching Strategies

Students will analyze a series of primary and secondary source documents and then take notes via powerpoint lectures and through use of graphic organizers.

1. Daily warm-ups (sentence starters and quick write)

2. Brief PPT lectures-max 15 minutes.

3. Graphic Organizers to analyse primary sources

4. Quick Write to summarize primary source analysis

5. What contributions to the Western world have been made based on PS analysis?

7. Look at different perspectives for each event/issue - Who would be for/against? Why?

8. Think Pair Share

9. Vocabulary Chart (Define terms and construct images to reinforce content comprehension).

Knowledge Skills:

-Ability to remember important factual information for foundational knowledge.

Comprehension Skills:

-Read and understand key concepts from primary and secondary resources.

Analysis Skills:

-ability to read, interpret, and analyze primary sources.

Synthesis Skills:

Bringing together different parts of knowledge to show relationships.

Evaluation Skills:

-Form an opinion and be able to justify that position with supporting evidence.

Organizational Skills:

-Organize, update, and maintain a neat student binder and student notes composition book.

Resources

 

Weekly agenda to include:Key vocabulary for the weekLearning experiences (identify guided & independent practiceELL strategiesChecking for understanding (ex. VT)Weekly Plans

Every week: Students will be taking notes for homework in to employ comprehension and metacognition. Students will draw from notes in class in discussion and application activities.

Learning Experiences: Teacher to follow the 3Ps for effective understanding of concepts/content in class.

Probing – asking, clarifying who, what, why, where, when or how questions.

Paraphrasing – restating and feeding back to students their own words in a shortened and clarified form

Prompting – assisting students having difficulty answering a question by providing scaffolding by re-phrasing or re-framing the question, providing hints etc.

Week 1

Weekly Differentiation View Differentiation Details

  Week 1

Size: Adapt the number of items that the learner is expected to learn/complete

(reduce the length of an assignment, etc.)

 

Students will receive modified assignments as dependent on IEP and 504 plans

 

Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.)

Intro to Gilded Age

Immigration and Industry

Industrialization Understand the role of innovations in economic change in the late 1800s Understand new forms of economic structures and activities and their

benefits and problems Urbanization Understand relationship between economic changes and rapid growth of

cities Understand impact of patterns of immigration in cities Understand urban problems of the period Immigration

Understand patterns and forces driving immigration Understand reactions to immigration (in terms of ideas and actions)

o Captains of Industry and Robber Barons PSAo Students will plot and graph the specific role of innovations in the

Gilded Age to understand the rise in industryo Students will consider the role of industrialists, corporations,

unions in a capitalist societyo Students will use census data maps in order to understand

immigration patterns in turn of the century America

ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups.

Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses with quotation of sources.

Week 2

Strikes

Labor Unions

Election of 1898-Cross of Gold

Political Machines

Understand the way a political machine works and why it arose at this time

Understand the various viewpoints on the role of the political machine in a Gilded Age city

o Students will read and evaluate texts displaying points of view of both sides during the Haymarket Riots

o Students will consider the perspectives of governments / immigrants to understand their struggles and need for reforms in the workplace and in society

ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups.

Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses

 

Students will receive extended time on quizzes and tests depending on IEP and 504 plans

 

Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.)

 

Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups

 

Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.)

 

Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.)

 

Output: Adapt how the student can respond to instruction

 

Participation: Adapt the extent to which a learner is actively involved in the task

 

Alternate Goals: Adapt the goals or outcome expectations while using the same materials

with quotation of sources.

Week 3

Western Expansion

Understand the forces driving Westward expansion in the late 1800s Understand the tactics of assimilation and impact of Native Americans

o Students will analyze primary and secondary documents to synthesize an argument regarding Western expansion and preservation of culture

ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups.

Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses with quotation of sources.

End of Gilded Age

Unit 1 and 2 Test

lesson_change_and_conflict_in_the_american_west_procedures_1407157514.pdf

American West Gallery Walk Teacher Guide.pdf

Groups in the American West.pdf

Notebook Guide for American West.pdf

American West Gallery Stations.pdf

American West Gallery Station Directions.pdf

lesson_the_age_of_innovation_and_industry_procedures_1407191184.pdf

Innovation and Industry Graphs Analysis Activity.pdf

Industry Graphs WS.pdf

Guide to Industry Graphy WS.pdf

Robber-Barron-DBQ.pdf

Industrialism Primary Sources.docx

Industry Questions WS.docx

Labor Union Definitions WS.docx

Growth Of The Labor Movements PPT.ppt

Chinese Immigration and Exclusion Lesson Plan.pdf

Chinese Immigration and Exclusion IMAGE.ppt

industrialization__immigration_test_review_sheet_-_ma_2012.pdf

industrialization_starter.pdf

Unit 2-Gilded Age Vocabulary.docx

3 Differentiation

  Week 2

Size: Adapt the number of items that the learner is expected to learn/complete

(reduce the length of an assignment, etc.)

 

Students will receive modified assignments as dependent on IEP and 504 plans

 

Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.)

 

Students will receive extended time on quizzes and tests depending on IEP and 504 plans

 

Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.)

 

Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups

 

Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.)

gilded age binder packet.pdf

Gilded age political cartoons.doc

Unit 2-Gilded Age Master PPT.pptx

IB Unit Plan for Gilded Age and the Progressive Era.doc

 

Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.)

 

Output: Adapt how the student can respond to instruction

 

Participation: Adapt the extent to which a learner is actively involved in the task

 

Alternate Goals: Adapt the goals or outcome expectations while using the same materials

3 Differentiation

  Week 3

Size: Adapt the number of items that the learner is expected to learn/complete

(reduce the length of an assignment, etc.)

 

Students will receive modified assignments as dependent on IEP and 504 plans

 

Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.)

 

Students will receive extended time on quizzes and tests depending on IEP and 504

plans

 

Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.)

 

Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups

 

Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.)

 

Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.)

 

Output: Adapt how the student can respond to instruction

 

Participation: Adapt the extent to which a learner is actively involved in the task

 

Alternate Goals: Adapt the goals or outcome expectations while using the same materials

3 Differentiation

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit Atlas Version 8.1.1

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