Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Civics Reform Project

What positive impact could you have made as an informed citizen during the Gilded Age?

During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.

Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.

Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.

Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.

Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.

Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.

Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.

Google Classroom

Fourth Period: 10:58am to 11:41am

Fifth Period: 12:16pm to 12:59pm

Sixth Period: 1:02pm to 1:50pm

——————————————————————————————

Civics Reform Project

What positive impact could you have made as an informed citizen during the Gilded Age?

During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.

Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.

Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.

Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.

Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.

Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.

Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.

Google Classroom

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Civics Reform Project

What positive impact could you have made as an informed citizen during the Gilded Age?

During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.

Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.

Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.

Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.

Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.

Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.

Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.

Google Classroom

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Civics Reform Project

What positive impact could you have made as an informed citizen during the Gilded Age?

During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.

Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.

Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.

Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.

Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.

Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.

Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.

Google Classroom

Fourth Period: 10:58am to 11:41am

Fifth Period: 12:16pm to 12:59pm

Sixth Period: 1:02pm to 1:50pm

——————————————————————————————

The Gilded Age & Progressive Era Vocabulary Quiz (1)

Each unit will have one or two vocabulary quizzes that test how well you have learned key vocabulary words and concepts. Vocabulary quizzes are worth 25 points and the following is the breakdown:

• 15 vocabulary matching questions (0.5 points each)

• 3 academic vocabulary sentences (1 point each)

• 4 multiple choice questions (0.5 points each)

• 12.5 points are automatically given

ACADEMIC VOCABULARY WORDS

• Lure

• Consequently

• Mechanization

• Resist

• Efficiency

• Devise

• Endorse

• Prohibit

Study with Quizlet!

——————————————————————————————

Civics Reform Project

What positive impact could you have made as an informed citizen during the Gilded Age?

During the Gilded Age, there were a number of issues that were causing problems in the United States from child labor to unfair business practices. Pretend you are living during the Gilded Age, what reforms would you want to see? Let’s start with the ultimate goal, and then work backward: For this project, you will create an infographic, a letter to a local official, create a soapbox speech, or PSA on a topic of your choice inspired by the Driving Question (DQ) that is posted above.

Audience: In choosing an audience, you want to think about who is most affected by your issue and people who can help you in your cause. It should not be “everyone” or “anyone who wants to listen” but rather specific groups of people who have a vested interest in your topic. We will be using Project-Based Learning strategies to complete our project. Please refer to the schedule below for a general guide to assist with your planning.

Wednesday, April 16: Brainstorm topics and create "instaspeeches." By the end of the class period, you will need to give a 30-second speech explaining why one of the issues you selected is important and needs to be addressed.

Thursday, April 17: Fill out the claim, evidence, and reasoning (CER) document. You are going to want to research and find credible sources to help you determine a path forward for your topic. You also need to come up with your driving question.

Tuesday, April 22: Continue working on your CER document. Then, you want to figure out your root causes of the topic that you chose; fill out the root cause analysis slide.

Wednesday, April 23: Create your action plan. Today, you will want to come up with a quick overview of a strategy on how you can stop, slow, or help your chosen issue.

Friday, April 25: Put your action plan into use! Create your infographic, write an official, deliver your speech to the class, or create a PSA on the topic.

Google Classroom

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

Fourth Period: 1:12pm to 1:49pm

Fifth Period: 1:52pm to 2:29pm

Sixth Period: 2:32pm to 3:10pm

——————————————————————————————

The Gilded Age & Progressive Era Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

The Labor Movement

Before the Civil War, most factories were small and family-run. Bosses knew their workers by name and chatted with them about their families. Because most workers had skills that the factory needed, they could bargain with the boss for better wages. By the late 1800s, though, factories had changed, and workers needed to adapt.

Google Classroom

CAASPP Testing Bell Schedule

CAASPP: 8:30-10:15

1: 10:35-11:12

2: 11:15-11:52

3: 11:55-12:32

4: 1:12-1:49

5: 1:52-2:29

6: 2:32-3:10

Bell Schedules

Fourth Period: 1:12pm to 1:49pm

Fifth Period: 1:52pm to 2:29pm

Sixth Period: 2:32pm to 3:10pm

——————————————————————————————

The Gilded Age & Progressive Era Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

Western Agriculture

While Reconstruction shaped the South following the Civil War, other events were occurring throughout the American West. The vast landscape of the Great Plains offered both promise and problems.

Industry and Corporations

The railroads that arose after the Civil War were big businesses. Other big businesses followed as entrepreneurs, industrialists, and bankers found new ways to increase economic efficiency and the output of goods. In the process, they brought prosperity to the country and fabulous wealth to themselves.

The U.S. Patent Office had never seen a year like 1897. An average of nearly 60 patents, or licenses for new inventions, were being granted every day. By year’s end, Americans had registered some 21,000 patents, more than the total recorded in the entire 1850s.

Google Classroom

CAASPP Testing Bell Schedule

CAASPP: 8:30-10:15

1: 10:35-11:12

2: 11:15-11:52

3: 11:55-12:32

4: 1:12-1:49

5: 1:52-2:29

6: 2:32-3:10

Bell Schedules

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Political Geography Quiz (4)

Like vocabulary quizzes, geography quizzes are also worth 25 points and will test how well you have learned certain aspects of American geography. For the quiz, you will have to match certain regions and/or countries with their location on the map. The following is the breakdown:

• 25 matching questions (0.5 points each)

• 12.5 points are automatically given

Study with Quizlet!

——————————————————————————————

The Gilded Age & Progressive Era Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

Western Agriculture

While Reconstruction shaped the South following the Civil War, other events were occurring throughout the American West. The vast landscape of the Great Plains offered both promise and problems.

Google Classroom

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

The Gilded Age & Progressive Era Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

Mining, Railroads, and the Economy

The lure of silver and gold drew eager prospectors to the West starting well before the Civil War. After the war, the railroads carried hordes of eager settlers to the West, along with the goods they would need to make a life in this region. In the process, the railroads promoted economic expansion and the growth of cities.

Google Classroom

Fourth Period: 10:58am to 11:41am

Fifth Period: 12:16pm to 12:59pm

Sixth Period: 1:02pm to 1:50pm

——————————————————————————————

Reconstruction Cornell Notes

Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are out of class, please print out the attached PDF and watch the attached video to finish this assignment.

Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.

Cornell Notes Packet

Google Classroom

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Reconstruction Quick Write

Should the U.S. have ended Reconstruction in 1877?

Think critically about the question—should Reconstruction have ended sooner? Later? Should it have not started at all after the Civil War? Use the resources available in the textbook and online readings to answer the above question. Your response should be at least one full paragraph and should clearly state your point of view as well as your reasoning behind it.

Google Classroom

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Reconstruction Assessment

Each unit will have one summative assessment at the end that test how well you have learned key standards and ideas. Unit assessments are worth 50 points and the following is the standard breakdown:

• 15 vocabulary matching questions (1 point each)

• 5 true/false questions (1 point each)

• 18 multiple choice questions (1 points each)

• 3 short answer questions (4 points each)

• 1 extra credit short answer question (4 point maximum)

Study with Quizlet!

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Reconstruction Cornell Notes

Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are out of class, please print out the attached PDF and watch the attached video to finish this assignment.

Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.

Cornell Notes Packet

Google Classroom

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Reconstruction Cornell Notes

Fill out the Cornell Notes sheet provided in class to review all of the information covered over the course of the unit. If you are out of class, please print out the attached PDF and watch the attached video to finish this assignment.

Note: This is a paper assignment, you will need to take a picture or add a video if we are online or you are on contract/independent study. If we are in-person, you do not need to do anything here.

Cornell Notes Packet

Google Classroom

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Reconstruction Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

The Aftermath of Reconstruction

Reconstruction had brought both positive change and turmoil to the South. The end of Reconstruction led to new hardships for African Americans in the South.

Google Classroom

Fourth Period: 10:58am to 11:41am

Fifth Period: 12:16pm to 12:59pm

Sixth Period: 1:02pm to 1:50pm

——————————————————————————————

Reconstruction Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

Reconstruction and Southern Society

Before the Civil War, a small group of rich planters dominated politics in the South. During Reconstruction, however, new groups tried to reshape southern politics.

Google Classroom

Collaboration Day Bell Schedule

1: 8:30-9:13

2: 9:16-9:59

3: 10:12-10:55

4: 10:58-11:41

5: 12:16-12:59

6: 1:02-1:50

Bell Schedules

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

——————————————————————————————

Reconstruction Readings & Checkpoints

Over the course of the unit, we will be going through different sections of the textbook in class. Whenever we start a reading, the questions will be due the next day and there will be a reading checkpoint made available after school for homework (unless there are other instructions). The Google Forms online correspond to a specific topic/lesson in the textbook.

Early Reconstruction

At the end of the Civil War, the future looked bleak to many southerners. Across the South, cities and farms lay in ruins. All southerners, black or white, faced an unfamiliar new world. At the same time, a shattered nation had to find a way to become whole again.

Radical Reconstruction

Under Johnson’s Reconstruction plan, most southern states promptly ratified the Thirteenth Amendment. However, southern legislatures also passed black codes, laws that severely limited the rights of freed African Americans. Their purpose was to preserve African Americans as an underclass and a source of cheap labor.

Google Classroom

Fourth Period: 11:20am to 12:09pm

Fifth Period: 12:49pm to 1:39pm

Sixth Period: 1:42pm to 2:32pm

—————————————————————————————

Oversimplified: Civil War

We will be watching a YouTube video from the Oversimplified channel. The video goes over the American Civil War—some of the most important battles, the politics of the time, causes of the war, and its consequences.

Watch the Video!