JENKINS’ LESSON PLAN FOR THE WEEK OF NOVEMBER 23, 2009

Standard USHC-9: the students will demonstrate an understanding of the social, economic, and political events that impacted the US during the Cold War era.

I.                   Indicator-USHC-9.1: Explain the causes and effects of social and cultural changes in postwar America, including educational programs, expanding suburbanization, the emerg4ence of the consumer culture, the secularization of society and the reemergence of religious conservatism, and the roles of women in American society.

II.                Indicator-USHC-9.2: Summarize the origins and courses of the Cold War, including the containment policy; the conflicts in Korea, Africa, and the Middle East; the Berlin Airlift and the Berlin Wall; the Bay of Pigs, and Cuban missile crisis; the nuclear arms race; the effects of the “Red Scare: and McCarthyism; and the role of military alliances.

 

Monday’s Objectives-The students will: (1) Compare and contrast the domestic agendas of Truman and Eisenhower, (2) Explain the reasons for and the effects of the nation’s economic boom, (3) Examine the changes to the American families during the 1950s, and (4) Explain the factors that contributed to the poverty among various groups in America in the 1950s and 60s.

 

Monday’s Procedures:

1.      Students in US History CP will work with a partner to answer review questions from Chapter 27: Postwar America.  Afterwards, students will create a web diagram to show the experiences of the middle class and the poor during the 1950s.

2.      Students in US History H will take Chapter 26’s quiz (The Cold War Begins). Following the quiz, students will work individually to answer review questions from chapter 27. They will use a graphic organizer to compare and contrast the domestic agendas of Truman and Eisenhower.

 

Monday’s Evaluation:

Students will be assessed on their review questions, and quiz

STUDENTS WILL INTERVIEW PARENTS AND GRANDPARENTS ABOUT THEIR CHILDHOODS AND CREATE A CHART FROM THE INTERVIEWS, IN WHICH THEY COMPARE AND CONTRAST THREE GENERATIONS ABOUT THEIR TELEVISION PROGRAMS, THE TIMES THAT THEY WATCHED TV, THE NUMBER OF TVS THEY HAD IN THE HOME, AND THE RULES REGARDING WHAT THEY COULD WATCH.

 

Tuesday’s Objective- The students will evaluate the influence that the media (TV, Radio, Internet) have on people’s lives today and in past generations.

 

Tuesday’s Procedures:

1.      The students will use the information from their interviews to create a comparison and contrast chart of their grandparents, parents and their lives in regard to media influence. After they complete their charts, they will write create a timeline of media progression; as well as write an essay based on their findings.

 

Tuesday’s Evaluation:

Students will be assessed on their charts, timelines and essays upon completion.

 

WEDNESDAY-FRIDAY-THANKSGIVING HOLIDAY..NO SCHOOL.

 

Teaching Strategy=group work, independent studies, class discussion.

Materials used=Textbooks, Parents and Grandparents for interviews, internet research, etc.

 

JENKINS’ LESSON PLAN FOR WEEK OF NOVEMBER 16, 2009

 

USHC-8: The student will demonstrate an understanding of the impact of WWII on US’ foreign and domestic policies

I.                   Indicator: USHC-8.1: Analyze the US’ decision to enter WWII, including the rise and aggression of totalitarian regimes in Italy under Benito Mussolini, in Germany under Adolf Hitler, and in Japan under Hideki Tojo; the US’ movement from a policy of isolationism to international involvement; and the Japanese attack on Pearl Harbor

II.                Indicator: USHC-8.2: Summarize and illustrate on a timeline the major events and leaders of WWII, including the battle of the Bulge and major battles at Midway, Normandy, Iwo Jima and Okinawa; turning points for the Allies; dropping atomic bombs on Hiroshima and Nagasaki; and roles of FDR, Churchill and deGaulle

III.             Indicator: USHC-8.3: Summarize the impact of WWII and war mobilization on the home front, including war bond drives, rationing, the role of women and minorities in the workforce, and racial and ethnic tensions such as those caused by the internment of Japanese Americans.

IV.             Indicator: USHC-8.4: Summarize the responses of the US and the Allies to war crimes, including the Holocaust and war crimes trials.

V.                Indicator: USHC-8.5: Explain the lasting impact of the scientific and technological developments in America after WWII, including new systems for scientific research, medical advances, improvements in agricultural technology, and resultant changes in the standard of living and demographic patterns

 

Monday’s Objectives: The students will: (1) Explain the methods Hitler used to try to exterminate Europe’s Jewish population, (2) Analyze how the Allies were able to fight a two front war and turn the war against the Axis in the Pacific, Russia and the North Atlantic, (3) Explain the American strategy for pushing the Japanese back in the Pacific and (4) Explain the tactics the Allied used to invade Germany and defeat Japan

 

Monday’s Procedures:

1.      The students will answer review questions from Chapter 25: America and WWII for the first half of the class

2.      The second half of the block, the class will discuss chapter 25.

3.      Students in US History CP and H will create a timeline of major events that occurred before and during WWII.

4.      Students in US History H will also write an essay on whether or not the US was justified in its treatment of Japanese Americans during WWII.

 

Monday’s Evaluation:

The students will be assessed on their review questions and essays

THE STUDENTS WILL STUDY FOR A TEST ON CHAPTERS 24 AND 25 ON TUESDAY.

 

Tuesday’s Objective-The students will summarize all relevant information from chapters 24 and 25.

 

Tuesday’s Procedures:

1.      The students will take their chapters 24 and 25 test

2.      Following the test, students will read Chapter 26: The Cold War Begins (Sections II and III: The Early Cold War Years and The Cold War and American Society). They will then complete a worksheet based on information from the two sections of chapter 26.

3.      Students will be assigned key figures from the Cold War Era on which to write a brief profile/biography.

 

Tuesday’s Evaluation:

Students will be assessed on their test; as well as the worksheet and profiles upon completion

STUDENTS WILL COMPLETE THE WORKSHEET FOR HOME WORK

 

Wednesday’s Objectives-The students will” (1)  Explain the growing tension between the US and the USSR following WWII, (2) Assess the American view of the Soviet Union and the policy of containment, (3) Explain the causes of the Korean War, (4) Describe the new Red Scare and (5) Discuss how the American society reflected fears of the nuclear age.

 

Wednesday’s Procedures:

1.      The class will discuss Chapter 26: The Cold War Begins

2.      Following the class discussion, students will draft a chart of events that led to the Cold War between the US and the USSR. They will then draw political cartoons from events leading to the Cold War

 

Wednesday’s Evaluation:

Students will be assessed on their verbal responses; as well as their political cartoons

STUDENTS WILL STUDY FOR A QUIZ ON CHAPTER 26: THE COLD WAR BEGINS ON THURSDAY.

 

Thursday’s Objective-The students will summarize all relevant information from chapter 26

 

Thursday’s Procedures:

1.      The students will take chapter 26’s quiz.

2.      Following the quiz, students will watch a video on McCarthyism

 

Thursday’s Evaluation:

Students will be assessed on their quiz.

 

Friday’s Objectives-The students will: (1) Explain the Truman administration’s efforts on the domestic front, (2) Describe President Eisenhower’s domestic agenda, (3) Explain the changes that took place during the 1950s and (4) Explain the factors that contributed to the poverty among various groups.

 

Friday’s Procedures:

1.      Students will answer review questions from Chapter 27: Postwar America

2.      Afterwards, students will work with a partner to compare and contrast the economic and foreign policies of Truman and Eisenhower.

 

Friday’s Evaluation:

Students will be assessed on their review questions.

 

TEACHING STRATEGIES USED DURING THE WEEK WILL BE AS FOLLOWS: LECTURE, DISCUSSION, COOPERATIVE LEARNING GROUPING, INDEPENDENT STUDIES, ETC.

MATERIALS USED WILL BE AS FOLLOWS: TEXT, EOC TEXT, INTERNET, ETC.

 

JENKINS’ LESSON PLAN FOR THE WEEK OF NOVEMBER 9, 2009

USHC-7.5: COMPARE THE FIRST AND SECOND NEW DEALS AS RESPONSES TO THE ECONOMIC BUST OF THE GREAT DEPRESSION, INCLUDING THE RIGHTS OF WOMEN AND MINORITIES IN THE WORKPLACE AND THE SUCCESSES, CONTROVERSIES, AND FAILURES OF RECOVERY AND REFORM MEASURES SUCH AS THE LABOR MOVEMENT.

 

Monday’s Objectives-The students will: (1) Compare and contrast the first and second New Deals, (2) Analyze criticism of the New Deal policies implemented by FDR’s administration from the right and left wing of Congress, and (3) Examine the plight of minorities and women during the New Deal Era.

 

Monday’s Procedures:

1.      Students will read Chapter 23: (FDR and the New Deal) and answer review questions

2.      Upon completion of the review questions, students will create a timeline of New Deal legislation passed between 1933 &1938 and the purpose of each of the legislation.

 

Monday’s Evaluation:

Students will be assessed on their review questions; as well as their timelines upon completion.

 

Tuesday’s Objectives will be the same as Monday’s

 

Tuesday’s Procedures:

1.      The class will discuss FDR’s New Deal legislations and the goal for reform, relief and recovery.

2.      Following the class discussion, students will choose a figure from chapter 23 to write about in a biographical profile format.

 

Tuesday’s Evaluation:

Students will be assessed on their biographical profiles.

STUDENTS WILL STUDY FOR A UNIT TEST ON CHAPTERS 20-23 ON WEDNESDAY.

 

Wednesday’s Objectives-The students will: (1)Summarize all relevant information from chapters 20-23 Unit 7: Boom and Bust, (2) Explain why Hitler was able to take over Austria and Czechoslovakia, (3) Describe Nazi prejudices against Jews and early persecution of German Jews, and (4) Explain the methods Hitler used to try to exterminate Europe’s Jewish population.

 

Wednesday’s Procedures:

1.      The students will take Unit 7’s test (chapters 20-23).

2.      Following the test, students will be organized into “families” and they will have to decide if they will hide a Jewish family in their basement. They must consider all of the consequences of their actions. They must justify their final decision in written form.

 

Wednesday’s Evaluation:

Students will be assessed on their unit test; as well as their family dilemma upon completion.

STUDENTS WILL BE TO READ CHAPTER 24: A WORLD IN FLAMES (SECTIONS 2 AND 3) AND ANSWER THE SECTION ASSESSMENT QUESTIONS FOR BOTH SECTIONS.

 

Thursday’s Objectives are numbers 2-4 from Wednesday’s objectives.

 

Thursday’s Procedures:

1.      The class will discuss chapter 24.

2.      Following the class discussion, students will present their “families” decision in regards to helping a Jewish family in Germany in the 1930s.

 

Thursday’s Evaluation:

The students will be assessed on their verbal responses during the class discussion.

**STUDENTS WILL STUDY FOR A MAJOR QUIZ ON CHAPTER 24: A WORLD IN FLAMES ON FRIDAY.

 

Friday’s Objective-The students will summarize all relevant information from Chapter 24: A world in Flames.

 

Friday’s Procedures:

1.      The students will take chapter 24’s quiz.

2.      Following the quiz, students will use a Venn diagram to compare and contrast the attack of Pearl Harbor in 1941 with the attack of 9-11. (US HISTORY CP/H)

3.      STUDETNS IN US HISTORY HONORS WILL WRITE AN EDITORIAL EITHIER IN FAVOR OF OR OPPOSED TO THE US’ DECLARING WAR ON JAPAN.

 

Friday’s Evaluation:

Students will be assessed on their quiz; as well as their Venn diagrams and editorials upon completion.

 

TEACHING STRATEGIES USED DURING THE WEEK WILL BE CLASSROOM DISCUSSIONS, SOME LECTURING, STUDENTS WORKING IN GROUPS OF “FAMILIES” ON JEWISH DILEMMA AND INDEPENDENT STUDY.

 

MATERIALS USED DURING THE WEEK WILL BE TEXTBOOK, EOC WORK BOOK, INTERNET FOR RESEARCH, ETC.

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF NOVEMBER 3, 2009

SC Standard 7: The students will demonstrate an understanding of the economic boom and bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

 

MONDAY-NO SCHOOL FOR STUDENTS/PARENT CONFERENCE DAY

 

Tuesday’s Objectives-The students will: (1) Describe the corruption that tainted the Harding administration, (2) Explain how Calvin Coolidge restored public confidence after assuming the presidency, (3) Analyze how the growing importance of the automobile and other industries improved the US standard of living, (4) Examine the growing economic crisis in farming in the 1920s, and (5) Explain Andrew Mello’s economic strategies for maintaining prosperity.

 

Tuesday’s Procedures:

1.      Students will answer review questions from Chapter 21: Normalcy and Good Times (first half of the class)

2.      During the 2nd half of the block, the class will discuss Chapter 21: Normalcy and Good Times.

 

Tuesday’s Evaluation:

Students will be assessed on their review questions.

***STUDENTS WILL STUDY FOR A QUIZ ON CHAPTER 21 ON WEDNESDAY.

 

Wednesday’s Objectives-The students will: (1) Summarize all relevant information from Chapter 21: Normalcy and Good Times, (2) Examine the causes of the Great Depression, (3) Describe how the Great Depression affected American families,  and (4) Evaluate President Hoover’s attempts to revive the economy

 

Wednesday’s Procedures:

1.      The students will take Chapter 21’s quiz.

2.      Following the quiz, students will use graphic organizers to examine the causes and effects of the Great Depression. US History H

3.      Students will use the hobo signs to create a pictorial message similar to the ones used by actual hobos in the 1930s. US History CP

4.      Students will create a timeline of events that led up to the Great Depression in 1929. US History CP and H

 

Wednesday’s Evaluation:

Students will be assessed on their quiz; as well as their hobo pictorials.

**STUDENTS WILL ANSWER REVIEW QUESTIONS FROM CHAPTER 22: THE GREAT DEPRESSION BEGINS FOR HOMEWORK.

 

Thursday’s Objectives are the same as Wednesday’s 2-4 above.

 

Thursday’s Procedures:

1.      The class will discuss the causes and results of the Great Depression.

2.      Following the class discussion students in US History CP will  work in groups to draw political cartoons with captions to depict causes/results of the Great Depression.

3.      Students in US History H will write an essay outlining the causes of the Great Depression, and what could have been done to avoid it.

 

Thursday’s Evaluation:

Students will be assessed on their political cartoons and essays.

**STUDENTS WILL STUDY FOR A QUIZ ON CHAPTER 22: THE GREAT DEPRESSION BEGINS.

 

Friday’s Objective-The students will summarize all relevant information about chapter 22.

 

Friday’s Procedures:

1.      Students will take chapter 22’s quiz.

2.      Following the quiz, students will answer review questions from Chapter 23: Roosevelt and the New Deal.

 

Friday’s Evaluation:

Students will be assessed on their on their quiz.

 

TEACHING STRATEGIES FOR THE WEEK WILL INCLUDE ALL OF THE FOLLOWING: LECTURE, DISCUSSION, INDEPENDENT STUDY, GROUP WORK.

MATERIALS USED DURING THE WEEK WILL BE THE FOLLOWING: TEXTBOOK, EOC BOOK, GRAPHIC ORGANIZERS, INTERNET, ETC.

 

JENKINS’ LESSON PLAN FOR THE WEEK OF OCTOBER 26, 2009

SC Standard-6: The students will demonstrate an understanding of foreign developments that contributed to the US’ emergence as a world power in the 20th century.

SC Standard 7: The students will demonstrate an understanding of the economic boom and bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

I.                   Indicator-USHC-6.4: Outline the causes and course of WWI, focusing on the involvement of the US, including the effects of nationalism, ethnic and ideological conflicts, and Woodrow Wilson’s leadership in the Treaty of Versailles and the League of Nations.

II.                Indicator-USHC-7.1: Explain the social, cultural, and economic effects of scientific innovation and consumer financing options in the 1920s on the US and the world, including the advent of aviation, the expansion of mass production techniques, the invention of new home appliances, and the role of transportation in changing urban life.

III.             Indicator-USHC-7.2: Explain cultural responses to the period of economic boom and bust, including the Harlem Renaissance; new trends in literature, music, and art; and the effects of radio and movies.

IV.             Indicator-USHC-7.3: Explain the causes and effects of the social conflict and change that took place during the 1920s, including the role of women and their attainment of the right to vote, the “Red Scare” and the Sacco and Vanzetti case, the resurgence of the KKK, immigration quotas, Prohibition, and the Scopes trial.

 

Monday’s Objectives-The students will: (1) Explain the causes of WWI and why the US entered the war, (2) Analyze events that led to the US ending its neutrality and entering WWI, (3) Examine how propaganda was used to garner support for the war, (4) Characterize Wilson’s role at the Versailles Conference and results of the war on Germany in particular, (5) Describe the effects of the postwar recession on the US and (6) Discuss the causes of and reaction to the “Red Scare.”

 

Monday’s Procedures:

1.      The class will discuss the main causes of WWI and assess why the US ended its neutrality and entered WWI.

2.      Following the class discussion, students will work with a partner to answer review questions from Chapter 19: WWI and Its Aftermath

 

Monday’s Evaluation:

Students will be assessed on their review questions upon completion.

**STUDENTS WILL REVIEW ON THE INTERNET THE DIFFERENT FORMS OF PROPAGANDA USED BY THE DIFFERENT COUNTRIES DURING THE WAR TO SWAY PUBLIC OPINION TO THEIR SIDE.

 

Tuesday’s Objectives are the same as Monday’s 3-6 above.

 

Tuesday’s Procedures:

1.      The class will discuss the different form of propaganda that was used during the war; as well as Wilson’s role at the Versailles Conference and effects of the war on the US after it ended.

2.      Students will compile the different propaganda techniques in an illustration and captioned poster.

3.      Students will create two maps of Europe, one showing Europe in 1914 and the other showing Europe after WWI.

4.      Students will complete a vocabulary activity worksheet on Chapter 19: WWI and Its Aftermath

 

Tuesday’s Evaluation:

Students will be assessed on their propaganda posters, and vocabulary activity worksheet upon completion.

**STUDENTS WILL TAKE CHAPTER 19’S TEST ON WEDNESDAY.

 

Wednesday’s Objective-The students will summarize all relevant information from Chapter 19: WWI and Its Aftermath.

 

Wednesday’s Procedures:

1.      Students will take chapter 19’s test.

2.      Following the test, students will create graphic organizers to list the causes and effects of anti-immigrant prejudices in the 1920s and compare it to anti-immigration prejudices then and now using a Venn Diagram. (US History CP will complete the graphic organizer and US History H will complete the organizer; as well as the Venn Diagram).

 

Wednesday’s Evaluation:

Students will be assessed on their test; as well as their organizers and Venn Diagram.

 

Thursday’s Objectives-The students will: (1) Explain the rise of racism and nativism in the 1920s, (2) Describe the class of values in the 1920s and the changing status of women, (3) Analyze Langston Hughes’ poems, I, Too and Mother to Son.

 

Thursday’s Procedures:

1.      The class will discuss Chapter 20: The Jazz Age.

2.      Following the class discussion, students will analyze two of Langston Hughes’ poems.

3.      Students will write a poem based on something current in today’s society.

 

Thursday’s Evaluation:

Students will be assessed on their poems.

STUDENTS WILL STUDENT FOR A QUIZ ON CHAPTER 20: THE JAZZ AGE ON FRIDAY.

 

Friday’s Objective-The students will summarize all relevant information from Chapter 20: The Jazz Age

 

Friday’s Procedures:

1.      Students will take chapter 20’s quiz.

2.      Following the quiz, students will answer review questions from Chapter 21: Normalcy and Good Times.

 

Friday’s Evaluation:

Students will be assessed on their quiz; as well as their review questions upon completion.

**TEACHING STRATEGIES FOR THE WEEK ARE AS FOLLOWS: DISCUSSION, LECTURE, GROUP WORK, INDEPENDENT STUDIES, ETC.

**MATERIALS USED FOR THE WEEK ARE AS FOLLOWS: TEXT, EOC WORKBOOK, INTERNET, GRAPHIC ORGANIZERS, VENN DIAGRAMS, ETC.

 

 

 

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF OCTOBER 19, 2009

SC Standard-5: The students will demonstrate an understanding of major social, political, and economic developments that took place in the US during the second half of the 19th century.

SC Standard-6: The students will demonstrate an understanding of foreign developments that contributed to the US’ emergence as a world power in the 20th century.

I.                   Indicator-USHC-5.5: Explain the causes and effects of urbanization in late 19th century America, including the movement from farm to city, the continuation of the women’s suffrage movement, and the migration of African Americans to the North and the Midwest.

II.                Indicator-5.6: Explain the influx of immigrants into the US in the l ate 19th century in relation to the specific economic political, and social changes resulted, including the growth of cities and urban ethnic neighborhoods, the restrictions on immigration that were imposed, and the immigrants’ responses to the urban political machines.

III.             Indicator-5.7: Compare the accomplishments and limitations of the progressive movement in effecting social and political reforms in America, including the roles of Theodore Roosevelt, Jane Addams, W.E.B. DuBois, and Booker T. Washington.

IV.             Indicator-6.1: Analyze the development of American expansionism, including the change from isolationism to intervention, the rationales for imperialism, based on Social Darwinism and expanding capitalism, and domestic tensions.

 

Monday’s Objectives-The students will: (1) Summarize all relevant information from chapters 1-16, (2) Analyze how the desire for more trade and markets led to political change between 1877 and 1898, (3) Describe the circumstances that led to war between the US and Spain in1898, (4) Explain how the Spanish American War made the US a world power, (5) Critique Teddy Roosevelt’s foreign policy as president and (6) Explain the Open Door policy and its effects on relations between the US and Asia.

 

Monday’s Procedures:

1.      Students in US History classes 2nd and 4th blocks will be taking their midterm exams.

2.      Students in US History 1st block class will answer review questions from Chapter 17: Becoming a World Power.

 

Monday’s Evaluation:

Students will be assessed on their exams; as well as the review questions upon completion.

**STUDENTS IN 2ND AND 4TH BLOCK CLASSES WILL COMPLETE THE REVIEW QUESTIONS FOR HOMEWORK.

 

Tuesday’s Objectives are the same as Monday’s 2-6.

 

Tuesday’s Procedures:

1.      The class will discuss the development of American expansionism policy, and how it ultimately led to the US becoming a world power.

2.      Following the class discussion, students will use a graphic organizer/web concept to summarize the causes of the Spanish-American War CP and H US History.

 

 

Tuesday’s Evaluation:

Students will be assessed on their verbal responses and graphic organizers/web concept

 

 

Wednesday’s Objective-The students will summarize all relevant information from Chapter 17: Becoming a World Power

 

Wednesday’s Procedures:

1.      The Class will complete its discussion of Chapter 17: Becoming a World Power.

2.      The class will complete a web concept to write the causes of the Spanish American War. They will use the web concept to create storyboards about the causes of the Spanish American War. (CP and H).

3.       Students in US History H will write a newspaper article as though they were a Rough Rider, a yellow journalist, a family member of one of the crew members of the Maine, or a Cuban who was forced to live in a re-concentration camp.

 

 

Wednesday’s Evaluation:

Students will be assessed on their articles and storyboards.

 

Thursday’s Objectives-The students will: (1) Discuss the rise of the Progressive movement, (2) Evaluate the impact on initiative, referendum, recall and the 17th amendment, (3) Analyze the role the Progressivism had on women’s suffrage, child labor, health safety and prohibition,  and (4) Examine the impact progressivism had on big business.

 

Thursday’s Procedures:

1.      The class will work in groups to answer review questions from Chapter 18: Progressive Movement.

2.      Afterwards, the class will discuss Progressive reforms that took place in the early 20th century. Following the class discussion,  students will draw political cartoons depicting progressive reform programs and their effects on society. US History CP/H

3.      Students in US History H will also complete a Venn Diagram comparing and contrasting Roosevelt, Taft and Wilson’s progressive reform policies.

 

Thursday’s Evaluation:

Students will be assessed on their cartoons upon completion.

STUDENTS WILL STUDY FOR A TEST ON CHAPTERS 17 AND 18 ON FRIDAY.

 

Friday’s Objective-The students will summarize all relevant information from Chapters 17 and 18 (Becoming a World Power and Progressive Reforms)

 

Friday’s Procedures:

1.      Students will take a major test on chapters 17 and 18.

2.      Following the test, students will complete their political cartoons on progressive reforms.

 

Friday’s Evaluation:

Students will be assessed on their test.

 

TEACHING STRATEGIES USED DURING THE WEEK WILL BE AS FOLLOWS: Discussion, group work, independent student

MATERIALS USED FOR THE WEEK WILL BE AS FOLLOWS; Textbook, internet to look at newspaper articles/editorials, markers, color pencils, etc.

 

JENKINS’ LESSON PLAN FOR TH E WEEK OF OCTOBER 12, 2009

SC STANDARD-USHC -5: The students will demonstrate an understanding of major social, political and economic developments that took place in the US during the second half of the 19th century

I.                   Indicator-USHC-5.1: Summarize developments in business and industry, including the ascent of new industries, the rise of corporation through monopolies and corporate mergers, the role of industrial leaders such as J. D. Rockefeller and Andrew Carnegie, the influence of business ideologies, and the increasing availability of consumer goods and the rising standard of living.

II.                Indicatore-USHC-5.2: Summarize the factors that influenced the economic growth of the US and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of tariffs, labor policies, and subsidies; and the expansion of international markets associated with industrialization.

 

Monday’s Objectives-The students will: (1) Explain the effects of expanding population on industry, (2) Analyze how the railroads were financed and how they grew, and (3) Analyze how large corporations came to dominate American business

 

Monday’s Procedures:

1.      The class will discuss Chapter 14: Industrialization

2.      2. Following the class discussion, students will answer review questions from Chapter 15: Urban America

 

Monday’s Evaluation:

The students will be assessed on their review questions from Chapter 15 upon completion.

**Students will complete chapter 15 review questions for homework

 

Tuesday’s Objectives-The students will: (1) Evaluate how nativism affected immigration policies, (2) Evaluate the doctrine of Social Darwinism and the impact it had on American industry, and (3) Explain the methods that social critics advocated to improve society.

 

Tuesday’s Procedures:

1.      The class will discuss, Chapter 15: Urban America

2.      Following the class discussion, students will be put into groups to write an essay in which they contrast America’s views on immigration today with the views of the Nativists from the 20th century.

 

Tuesday’s Evaluation:

Students will be assessed on their discussion.

**Students will study for a quiz on chapter 15 on Wednesday.

 

Wednesday’s Objective-The students will summarize relevant information from chapter 15.

 

Wednesday’s Procedures:

1.      Students will take chapter 15’s quiz.

2.      Following the quiz, students will present their group’s immigration essays.

 

Wednesday’s Evaluation:

Students will be assessed on their chapter 15 quiz; as well as their essays.

 

Thursday-Friday’s Objective-The students will review for their quarter exam (1st, 2nd, and 4th blocks on Thursday).

 

Thursday-Friday’s Procedures:

1.      Students in first block US History CP will take their exam on Friday.

2.      Students in second and fourth block US History will continue to review for their exam on Friday.

 

Thursday and Friday’s Evaluation:

Students will be assessed on their review participation; as well as the exam.

 

**  TEACHING STRATEGIES FOR THE WEEK ARE AS FOLLOWS: LECTURE, DISCUSSION, GROUP WORK; AS WELL AS INDEPENDENT STUDY

**MATERIALS USED FOR THE WEEK ARE AS FOLLOWS: TEXTBOOK, PASSING THE SC US HISTORY AND THE CONSTITUTION EOC BOOK, AND A GRAPHIC DIAGRAM/VENN DIAGRAM

 

 



 

 

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF OCTOBER 5, 2009

SC Standard USHC-The students will demonstrate an understanding of the causes and the course of the Civil War and Reconstruction in America.

I.                   Indicator-USHC-4.2: Explain how the political events and issues that divided the nation led to civil war, including the compromises reached to maintain the balance of free and slave states, the successes and failures of the abolitionist movement, the conflicting views on states’ rights and federal authority, the emergence of the Republican Party and its win in 1860, and the formation of the Confederate States of America.

II.                Indicator-USHC-4.3: Outline the course and outcome of the Civil War, including the role of African American military units; impact of the Emancipation Proclamation; and the geographic, political, and economic factors involved int eh defeat of the Confederacy.

III.             Indicator-USHc-4.4: Summarize the effects of Reconstruction on the southern states and the roles of the 13th, 14th and 15th amendments in that era.

 

Monday’s Objectives-The students will: (1) Analyze the major causes of the Civil War, (2) Examine the Union and Confederate advantages, disadvantages, and strategies for winning the Civil War, (3) Identify the major battles of the Civil War, and (4) Assess the results of the Civil War on the US (Union and Confederate).

 

Monday’s Procedures:

1.      Students will answer review questions from Chapter 11: The Civil War for the first half of the class.

2.      During the second half of the block, the class will discuss the Civil War.

 

Monday’s Evaluation:

Students will be assessed on the review questions from chapter 11.

**STUDENTS WILL STUDY FOR A QUIZ ON CHAPTER 11: THE CIVIL WAR ON TUESDAY

 

Tuesday’s Objective-The students will summarize all relevant information from Chapter 11: The Civil War.

 

Tuesday’s Procedures:

1.      Students will take a quiz on the Civil War.

2.      Following the quiz, students will complete a vocabulary activity worksheet, a timeline on Abe Lincoln speeches and critique an editorial written by Frederick Douglass about African American men joining the Union Army to fight for their freedom. (US History CP will do the vocabulary worksheet and timeline; while the US History H students will complete all three assignments).

 

Tuesday’s Evaluation:

Students will be assessed on the quiz, vocabulary worksheet, timeline and editorial upon completion.

 

Wednesday’s Objectives-The students will: (1) Contrast Lincoln’s plan to reunite the nation with that of the Radical Republicans, (2) Analyze the Reconstruction dispute between President Johnson and Congress, (3) Describe how African Americans worked to improve their lives during Reconstruction,  (4) Analyze several legislation policies implemented by Congress during the Reconstruction Era,  and (5) Explain how Reconstruction ended, and contrast the new South and the old South.

 

Wednesday’s Procedures:

1.      During the first half of the block, students will answer review questions from Chapter 12: Reconstruction.

2.      During the second half of the block, the class will discuss chapter 12.

 

Wednesday’s Evaluation:

Students will be assessed on their chapter 12 review questions.

 

Thursday’s Objectives will be the same as Wednesday’s

 

Thursday’s Procedures:

1.      The class will complete discussion of Chapter 12: Reconstruction.

2.      Following the class discussion, students will complete a vocabulary activity worksheet, a fight for equal rights timeline activity worksheet, and interpreting a political cartoon about the Compromise of the South. (US History CP/H)

3.      US History H students will also complete an enrichment activity about a former slaves encounter with the KKK.

 

Thursday’s Evaluation:

Students will be assessed on their vocabulary worksheet, equal rights worksheet, political cartoon interpretation and encounter with the KKK worksheet upon completion.

STUDETNS WILL STUDY FOR UNIT FOUR’S TEST (CHAPTERS 10-120 ON FRIDAY.

 

Friday’s Objective-The students will summarize all relevant information from chapters 10-12 (Causes of the Civil War, Civil War and Reconstruction)

 

Friday’s Procedures:

1.      Students will take unit four’s test (chapters 10-12).

2.      Following the test, students will answer review questions from Chapter 13: Settling the West.

 

Friday’s Evaluation:

Students will be assessed on their unit test.

 

TEACHING STRATEGIES USED DURING THE WEEK WILL BE AS FOLLOWS: DISCUSSION, LECTURE, GROUP ACTIVITES, INDEPENDENT STUDY, ETC.

MATERIALS USED DURING THE WEEK WILL BE AS FOLLOWS: TEXT, WORKSHEETS, REVIEW QUESTIONS, PRIMARY RESOURCES, ETC.

 

Wednesday’s Evaluation:

Students will be assessed on their review questions.

 

JENKINS’ LESSON PLAN FOR THE WEEK OF SEPTEMBER 28, 2009

SC Standard USHC-3: The students will demonstrate an understanding of the westward movement and the resulting regional conflicts that took place in America in the 19th Century.

I.                   Indicator-USHC-3.1: Explain the impact and challenges of westward movement, including the major land acquisitions, people’s motivations for moving west, railroad construction, the displacement of the Native Americans, and its impact on the developing American culture.

II.                Indicator-USHC-3.2: Explain how the Monroe Doctrine and the concept of manifest destiny affected US’ relationships with foreign powers, including the role of the Texas Revolution and the Mexican War.

III.             Indicator-USHC-3.3: Compare economic development in different regions of the country during the early 19th century, including agriculture in the South, industry and finance in the North, and the development of new resources in the West.

 

Monday’s Objectives-The students will: (1) Analyze why Americans were willing to give up their lives in the East to move to the West, (2) Chronicle the opening of Texas to the American settlers through the Texas Revolution, and (3) Discuss the major events of the war with Mexico.

 

Monday’s Procedures:

1.      The students will answer review questions from Chapter 9: Manifest Destiny for the first half of the class.

2.      The class will discuss Chapter 9: Manifest Destiny during the last half of the class.

 

Monday’s Evaluation:

The class will be assessed on their review questions.

 

Tuesday’s Objectives will be the same as Monday’s

 

Tuesday’s Procedures:

1.      The students will complete a vocabulary activity worksheet from chapter 9, design a timeline of events that led to the Texas Revolution; as well as the Mexican War, and finally, students will write essays detailing the affects American manifest destiny had on the lives of the Native Americans they encountered during their travels along the Oregon Trail. (US History CP/H)

2.      Students in US History H will design a storyboard that tells the story of how the Texan won their independence from Mexico.

 

Tuesday’s Evaluation:

Students will be assessed on their vocabulary worksheets, timelines, essays and storyboards.

STUDENTS WILL STUDY FOR A TEST ON UNIT THREE ON WEDNESDAY (CHAPTERS 7-9)

 

Wednesday’s Objective-Students will summary all relevant information from chapters 7-9.

 

Wednesday’s Procedures:

1.      Students will take Unit III’s Test.

2.      Following the test, students will read Chapter 10: Sectional Conflict Intensifies (Section I: Slavery and Western Expansion), and write a letter to the editor either in favor of or opposed to the Compromise of 1850.

 

Wednesday’s Evaluation:

Students will be assessed on their Unit Test; as well as their letters to the Editor.

 

Thursday’s Objectives-The students will: (1) Explain how the government dealt with slavery in the territories acquired after the war with Mexico, (2) List the major features of the Compromise of 1850, (3) Explain how the Fugitive Slave Act and the transcontinental railroad heightened sectional tensions, (4) Summarize the effects of the KS-NE Act, and (5) Explain how and why the Civil War began

 

Thursday’s Procedures:

1.      The class will discuss Chapter 10: Sectional Conflict Intensifies.

2.      Students will be provided with an outline map of the US with the current state boundaries. They will create a thematic map by first labeling and shading in one color all the states that were part of the Union on June 10, 1861, then labeling and shading in another color all the states that had seceded. Finally the students will shade the remaining areas and label it “Territories.”

 

Thursday’s Evaluation:

Students will be assessed on their map of the US.

STUDENTS WILL STUDY FOR A QUIZ ON CHAPTER 10: SECTIONAL CONFLICT INTENSIFIES ON FRIDAY

 

Friday’s Objective-The students will summary all relevant information from chapter 10.

 

Friday’s Procedures:

1.      Students will take chapter 10’s quiz

2.      Following the quiz, students will draw political cartoons depicting causes of the Civil War.

 

Friday’s Evaluation:

Students will be assessed on their quiz; as well as their cartoons upon completion.

 

Teaching strategies used for the week will be as follows: Lecture, class discussion, group work, independent study and such.

Materials used during the week will be as follows: Internet, Textbooks, Primary Resources, Markers, Color Pencils, posters and such

 

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF SEPTEMBER 21, 2009

SC State Standards USHC-2: the students will demonstrate an understanding of the establishment of the US as a new nation.

I.                   Indicator- USHC-2.7: Summarize the origins and evolution of the US Supreme Court and the power it has today, including John Marshall’s precedent setting decisions such as that in Marbury v. Madison.

II.                Indicator- USHC-3.1: Explain the impact and challenges of westward movement, including the major land acquisitions, people’s motivations for moving west, railroad construction, the displacement of Native Americans, and its impact on the developing American character.

III.             Indicator-USHC-3.2: Explain how the Monroe Doctrine and the concept of manifest destiny affected US’ relationships with foreign powers, including the role of the Texas Revolution and the Mexican War.

IV.             Indicator-USHc-3.3: Compare economic development in different regions of the country during the early 19th century, including agriculture in the South, industry and finance in the North, and the development of new resources in the West.

 

Monday’s Objectives-The students will: (1) Summarize all relevant information from Chapter 6: Federalists and Republicans, (2) Evaluate how nationalism affected the nation’s foreign policy after the War of 1812, (3) Examine the changes that took place in transportation in the early 1800s, (4) Discuss how the industrial Revolution changed methods of production, (5) Explain why cotton dominated the Southern economy (6) List the major parts of the Missouri Compromise and (7) Describe why the election of 1824 was controversial.

 

Monday’s Procedures:

1.      Students will take a major quiz on Chapter 6: Federalists and Republicans.

2.      Following the quiz, students will answer review questions from Chapter 7: Growth and Division.

 

Monday’s Evaluation:

Students will be assessed on their quiz

**Students will complete Chapter 7: Growth and Division review questions for homework

 

Tuesday’s Objectives are numbers 2-7 from above on Monday.

 

Tuesday’s Procedures;

1.      The class will discuss Chapter 7: Growth and Division.

2.      Following the class discussion, students will work in cooperative learning groups to plan and coordinate political campaigns for the 1824 presidential candidates. They will create and design posters, buttons, cards, speeches, slogans, political party symbols, etc.

 

Tuesday’s Evaluation:

Students will be assessed on their written review questions; as well as their political campaigns upon completion.

***STUDENTS WILL TAKE THEIR TEST ON CONSTITUTIONAL AMENDMENTS ON WEDNESDAY (They have been studying for the past week in preparation for the test).

 

Wednesday’s Objectives-The students will: (1) Summarize all relevant information about Constitutional amendments, (2) Describe how the nullification crisis sparked debate over states’ rights, (3) List major areas of society that reformers set out to improve, (4) Analyze how Northerners and Southerners viewed abolitionism

 

Wednesday’s Procedures:

1.      Students will take their Constitutional amendment test. (First 45 minutes of class)

2.      Following the test, students will continue to work on their 1824 Presidential campaigns.

 

Wednesday’s Evaluation:

Students will be assessed on their test.

**Students will answer review questions from Chapter 8: The Spirit of Reform for homework.

 

Thursday’s Objectives are numbers 2-4 from Wednesday.

 

Thursday’s Procedures:

1.      The class will discuss Chapter 8: The Spirit of Reform (Sections I and II)

2.      Following the class discussion, students in US History CP will write an imaginary letter to President Jackson as a Native American giving him their views on the Indian Removal Act.

3.      Students in US History H will draft a Declaration of Independence for Women.

 

Thursday’s Evaluation:

The students will be assessed on their review questions, letters and D.O.I. for Women upon completion.

 

Friday’s Objectives will be the same as Thursday’s

 

Friday’s Procedures:

1.      The class will complete discussion of Chapter 8: The Spirit of Reform

2.      Following the class discussion, students will complete their 1824 presidential campaign.

 

Friday’s Evaluation:

Students will be assessed on their 1824 presidential campaigns.

 

Teaching Strategies used for the week are as follows: Lecture, discussion, grouping, and independent study.

Materials used for the week are as follows: Textbooks, internet, posters, markers, color pencils, etc.

 

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF SEPTEMBER 14, 2009

SC State Standards USHC-The students will demonstrate an understanding of the establishment of the US as a new nation

I.                   Indicator-USHC-2.6: Compare differing economic and political views in the conflict between Thomas Jefferson and Alexander Hamilton that led to the emergence of the American two-way political system.

 

Monday’s Objectives-The students will: (1) Analyze the Articles of the US Constitution, and (2) Critique the Constitutional amendments

 

Monday’s Procedures:

1.      The class will discuss the Articles of the US Constitution.

2.      Following the class discussion, students will complete a review sheet on Articles of the US Constitution.

 

Monday’s Evaluation:

Students will be assessed on their review sheets on the Articles of the US Constitution upon completion.

**Complete review questions for homework.

 

Tuesday’s objectives are the same as Monday’s.

 

Tuesday’s Procedures:

1.      The class will discuss key Constitutional Amendments.

2.      Following the class discussion, students will work in groups to draw images depicting amendments.

 

Tuesday’s Evaluation:

Students will be assessed on their images of the Constitutional amendments.

***Students will study for a quiz on the Constitutional amendments and articles on Wednesday.

 

Wednesday’s Objective-The students will summarize all relevant information about the Constitutional articles and amendments.

 

Wednesday’s Procedures:

1.      Students will complete enrichment activity worksheets on the Constitutional articles and amendments.

2.      Following the enrichment worksheets, students will work in groups to design a board game using the Constitution.

 

Wednesday’s Evaluation:

Students will be assessed on their quiz; as well as their board games upon completion.

**Students will study for their test on the Constitution on Thursday.

 

Thursday’s Objective is the same as Wednesday.

 

Thursday’s Procedures:

1.      The students will take their test on the Constitution

2.      Following the test, students will continue to work on their board games.

 

Thursday’s Evaluation:

Students will be assessed on their Constitution test.

 

Friday’s Objectives-The students will: (1) Compare and contrast Jefferson and Hamilton’s political views, that led to the emergence of the two-party system, (2) Assess how the Supreme how the Supreme Court case of Marbury v. Madison led to Judiciary Review for the US Supreme Court, and (3) Examine the causes and effects of the War of 1812.

 

Friday’s Procedures:

1.      The students will answer review questions from Chapter 6: Federalists v. Anti-federalists

2.      Following the review questions, students will complete their Constitutional board game.

 

Friday’s Evaluation:

Students will be assessed on their review questions.

 

**Teaching strategies for the week are as follows: Lecture, Class discussion, Group Work and independent work

**Materials used for the week will are as follows: Text, markers, color pencils, posters, etcetera

 

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF SEPTEMBER 8, 2009

SC State Standards USHC-The students will demonstrate an understanding of the establishment of the US as a new nation

I.                   Indicator-USHC-2.3: Explain development and effectiveness of the Articles of Confederation.

II.                Indicator-USHC-2.4: Summarize the creation of a new national government, including the new state constitutions, the country’s economic crisis, the Founding Fathers and their debates at the Constitutional Convention, the impact of the Federalist Papers, and the subsequent ratification of the Constitution.

III.             Indicator-USHC-2.5: Analyze underlying political philosophies, fundamental principals, and the purpose of the US Constitution and the Bill of Right, including the ideas behind separation of powers and the system of checks and balances and the influence of the Magna Carta, the English Bill of Rights, and the colonial charters.

 

MONDAY IS LABOR DAY-NO SCHOOL

 

Tuesday’s Objectives-The students will: (1) Analyze the Articles of Confederation and determine the strengths and weaknesses of the Confederation Congress operating under the Articles, (2) Discuss the compromises that were debated during the Constitutional Convention, and (3) Explain how the Constitution was finally ratified

 

Tuesday’s Procedures:

1.      The class will discuss Chapter 5: Creating a Constitution:

2.      Following the class discussion, students will complete a vocabulary activity. (US History CP)

3.      Students will read the Preamble to the US Constitution. They will complete an enrichment activity explaining what constitutes justice and domestic tranquility. They will have to explain how the government promotes the general welfare, and what it meant by “securing the blessings of liberty”, and finally, how the new government would provide for the common defense. (US History Honors)

 

Tuesday’s Evaluation:

Students will be assessed on their vocabulary and enrichment activities.

***Students will study for a quiz on Wednesday.

 

Wednesday’s Objectives: The students will summarize all relevant information from Chapter 5: Creating a Constitution

 

Wednesday’s Procedures:

1.      The students will take chapter 5’s quiz.

2.      Following the quiz, students will answer review questions from Articles I-III of the US Constitution.

 

Wednesday’s Evaluation:

Students will be assessed on their quiz.

 

Thursday’s Objective-The students will analyze Articles I-III of the US Constitution.

 

Thursday’s Procedures:

1.      The class will discuss Articles I-III of the US Constitution (Legislative, Executive and Judicial Branches).

2.      Following the class discussion, students will break into groups to work on Articles IV-VII; as well as the Constitutional amendments.

 

Thursday’s Evaluation:

Students will be assessed on their Articles and Amendments.

 

Friday’s Objective-The students will summarize all relevant information from the Constitutional Articles and Amendments.

 

Friday’s Procedures:

The students will work in their groups to create imaginative board games using the Articles and amendments from the Constitution.

 

Friday’s Evaluation:

Students will be assessed on their Constitutional Board games.

 

Teaching Strategies used during the week will be as follows: Class discussion, Questions and Answers, Grouping, et cetera

Materials used during the week will be as follows: Textbooks, Primary Resources, Markers, Color Pencils, Poster Boards, Internet, Graphic Organizers

 

 

JENKINS’ LESSON PLAN FOR THE WEEK OF AUGUST 31, 2009 US History CP/H

SC State Standards USHC-2: The students will demonstrate an understanding of the establishment of the US as a new nation.

I.                   Indicator-USHC-2.1: Summarize the early development of representative government and political rights in the American colonies, including the influence of the British political system, the rule of law and the conflict between the colonial legislatures and the royal governors.

II.                Indicator-USHC-2.2: Explain the impact of the Declaration of Independence and the American Revolution on the American colonies and on the world at large.

 

Monday’s Objectives-The students will: (1) Analyze the main causes and effects of the French and Indian War, and (2) Analyze events that led to the growing tension between the English and the American Colonists

 

Monday’s Procedures:

1.      The class will discuss Chapter 4: The American Revolution (Section I: The Colonies fight for their freedom)

2.      Following the class discussion, students will draw a timeline of events that led to the Revolutionary War.

3.      Students will write an essay arguing for or against American protests against British tax laws following the French and Indian War.

 

Monday’s Evaluation:

Students will be assessed on their essays.

**Students will answer review questions for homework from Chapter 4: The Revolutionary War (Sections 2-4)

 

Tuesday’s Objectives-The students will: (1) Assess ways that MA continued to defy Britain after the repeal of the Townshend Acts, (2) Summarize the first battles between Britain and the colonies, (3) Analyze the four sections of the Declaration of Independence, and (4) Examine features of the political system of the US set up after the Revolutionary War.

 

Tuesday’s Procedures:

1.      The class will discuss sections 2-4 of chapter 4.

2.      Following the class discussion, students will write a speech similar to Patrick Henry’s Liberty or Death Speech or Thomas Paine’s The Crisis pamphlet as encouragement for the Americans in their fight against the British.

 

Tuesday’s Evaluation:

The students will be assessed on their speeches.

**Students will study for Chapter 4’s Test on Wednesday (The Revolutionary War)

 

Wednesday’s Objective-The students will summarize all relevant information from Chapter 4: The Revolutionary War.

 

Wednesday’s Procedures:

1.      The students will take chapter 4’s test.

2.      Following the test, students will use a graphic organizer to highlight achievement of the Confederation Congress under the Articles of Confederation. (CP/H)

3.      Students will also draw a chart of strengths and weaknesses of the Articles of Confederation. (H)

 

Wednesday’s Evaluation:

Students will be assessed on their test.

 

Thursday’s Objectives-The students will: (1) List the achievements of the newly formed Confederation Congress, (2) Summarize weaknesses of the Confederation Congress, (3) Analyze the issues at stake during the Constitutional Convention, (4) Discuss the compromises reached during the Convention, and (5) Summarize the main points in the debate between the Federalists and the Anti-federalists

 

Thursday’s Procedures:

1.      The students will work in cooperative learning groups to answer review questions from Chapter 5: Creating a Constitution.

2.      Following the group work, each group will take one of the compromises proposed by the delegates at the Convention and creating a poster designed to influence the American public to support it.

 

Thursday’s Evaluation:

Students will be assessed on their written responses to their review questions.

 

**Strategy used for the week will be as follows: Class discussion, cooperative group learning, Lectures, etc., etc., etc.

**Materials used for the week will be graphic organizers, diagrams, posters, primary sources, and the Internet.

 

Friday’s Objectives will be the same as Thursday’s

 

Friday’s Procedures:

1.      The class will discuss chapter 5.

2.      Following the class discussion, the students will present their posters to the class.

 

Friday’s Evaluation:

Students will be assessed on their posters.

 

JENKINS’ LESSON PLAN FOR THE WEEK OF AUGUST 24, 2009/US HISTORY CP/H

SC State Standards USHC-1: The students will demonstrate an understanding of the settlement of North America

I.                   Indicator-USHC-1.1: Summarize the distinct characteristics of each colonial region in the settlement and development of America, including religious, social, political, and economic differences

 

Monday’s Objectives: The students will: (1) Examine the Southern economy and the plantation system, (2) Analyze the geographical conditions that determined the economy of the New England, Middle and Southern colonies in America, (3) Summarize how life in the Middle Colonies differed from life in the New England and Southern Colonies, (4) Critique the effect of mercantilism on the relationship between the colonies and England, (5) Summarize the plight of enslaved Africans and explain their methods of resistance, and (6) Explain how the Enlightenment and the Great Awakening affected the colonies

 

Monday’s Procedures:

1.      Students will answer review questions from Chapter 3: The Colonial Ways of Life for the first half of the class. (CP and H)

2.      The class will discuss chapter 3 as it relates to the above objectives.

3.      Students will use a graphic organizer to compare and contrast the New England, Middle and Southern Colonies in terms of their geographical locations, social classes, and economic development.  (Students will work in cooperative learning groups to complete the assignment. (CP and H)

4.      Students in US History Honors will write an article in favor of or opposed to the English mercantilism policy in regards to colonial trade. (H)

 

Monday’s Evaluation:

Students will be assessed on their review questions, and articles upon completion.

**Students will complete their articles for homework.

 

Tuesday’s Objectives are the same as Monday’s

 

Tuesday’s Procedures:

1.      Students will complete their graphic organizers (Students will be picked at random to share their graphic organizers with the class)

2.      Students will draw political cartoons with captions or phrases describing the various ways that Africans resisted enslavement.

 

Tuesday’s Evaluation:

Students will be assessed on their political cartoons upon completion.

**Students will study for their Unit I Test on Wednesday (chapters 1-3)

 

Wednesday’s Objective-The students will summarize all relevant information from Unit I: Three Worlds Meet (Chapters 1-3)

 

Wednesday’s Procedures:

1.      Students will take their unit test.

2.      Following the unit test, students will design a timeline that highlight events that led to the American Revolution. (CP/H)

3.      Students will also analyze Ben Franklin’s Join or Die political cartoon. (H)

 

Wednesday’s Evaluation:

Students will be assessed on their unit test and timelines.

**Students will answer review questions from Chapter 4: The American Revolution for homework.

 

Thursday’s Objectives-The students will: (1) Summarize events that fueled colonial discontent, and evaluate how the British dealt with colonial contentment, (2) Evaluate the major causes of the Revolutionary War, and (3) Analyze the four sections of the Declaration of Independence

 

Thursday’s Procedures:

1.      The class will discuss Chapter 4: The American Revolution as it relates to the above objectives.

2.      Following the class discussion, students will write an article supporting or opposing the Boston Tea Party. (CP)

3.      Students will write an impassioned speech similar to Patrick Henry’s Liberty or Death speech or Thomas Paine’s Common Sense pamphlet encouraging Americans to declare their independence from England.(H)

 

Thursday’s Evaluation:

Students will be assessed on their articles and speeches upon completion.

**Students will study for a quiz on Chapter 4: The American Revolution (Sections 1 and 2) on Friday.

 

Friday’s Objective-The students will summarize all relevant information from chapter 4 (sections 1 and 2).

 

Friday’s Procedures:

1.      Students will take chapter 4’s quiz (sections 1 and 2).

2.      Following the quiz, the class will complete a vocabulary activity.

 

Friday’s Evaluation:

Students will be assessed on their quiz; as well as their vocabulary activity upon completion.

 

**Strategy used for the week will be as follows: Class discussion, cooperative group learning, student pairing for more effective learning, ect.

**Materials used for the week will be political cartoons, graphic organizers , Venn Diagrams, Primary Sources (The Declaration of Independent, Common Sense and the Internet.

 

 

 

Jenkins’ Lesson Plan for the week of May 18, 2009

Standards USHC-1-10 will be reviewed for the week.

 

 

Monday’s- Objective-The students will review for the EOC Exam.

 

Monday’s Procedures:

The class will review for the EOC exam by taking a practice EOC test.

 

Monday’s Evaluation:

Students’ EOC Practice test will be assessed.

 

Tuesday’s Objective will be the same as Monday’s

 

Tuesday’s Procedures:

The class will continue to review for the exam. Students will work in small groups in order to review US History material in preparation for Thursday’s exam.

 

Tuesday’s Evaluation:

The students will be assessed on their verbal responses

 

Wednesday’s Objective is the same as Monday’s and Tuesday’s

 

Wednesday’s Procedures:

The class will continue to work on EOC information for Thursday’s EOC Exam.

 

Wednesday’s Evaluation:

Students will be assessed on the activity sheets that they complete as they review for the exam

 

Thursday’s Objective-The student will complete work on their EOC exam

 

Thursday’s Procedures:

Students will take the EOC Exam.

 

Thursday’s Evaluation:

Students will be assessed on the EOC Exam.

 

Friday’s Objective-Students will examine race relations in the US in the 1950s and 60s.

 

Friday’s Procedures:

1.      The class will watch a documentary about the Emmett Till murder in Money, MS in 1955.

2.      Following the documentary, the students will take a quiz on the documentary.

 

Friday’s Evaluation:

The students will be assessed on their documentary quiz.

 

Last week’s lesson plan is right below this week’s

Teaching strategies: Group Work, Independent work, review questions and answers, etc.

Materials used will be as followed: EOC practice work book, US History textbook, Activity worksheets, documentary video and VCR or DVD player

 

 

 

Jenkins’ Lesson Plan for the week of May 11, 2009

Standard USHC-9: The students will demonstrate an understanding of the social, economic, and political events that impacted the US during the Cold War.

I.                   Indicator-USHC-9.1: Explain the causes and effects of social and cultural changes in postwar America, including educational programs, expanding suburbanization, the emergence of the consumer culture, the secularization of society and the reemergence of religious conservatism, and the roles of women in American society.

II.                Indicator-USHC-9.2: Summarize the origins and course of the Cold War, including the containment policy; the conflicts in Korea, Africa, and the Middle East; the Berlin Airlift and the Berlin Wall; the Bay of Pigs, Cuban missile crisis; the nuclear arms race; the effects of the “Red Scare: and McCarthyism; and the role of military alliances.

III.             Indicator-USHC-9.3: Summarize the key events and effects of the Vietnam War, including the Gulf of Tonkin Resolution and the Tet Offensive; the protests and opposition to the war; and the policies of JFK, LBJ, and Richard Nixon.

IV.             Indicator-USHC-9.4: Compare the domestic and foreign policies of the period-including Kennedy’s New Frontier, Johnson’s Great Society, and Nixon’s establishment of environmental protection and rapprochement with China-as well as relations with the Soviet Union and the continuing crises in the Middle East under all administrations from Harry Truman to Jimmy Carter.

V.                Indicator-USHC-9.5: Explain the movements for racial and gender equity and civil liberties, including their initial strategies, landmark court cases and legislation, the roles of key civil rights advocates, and the influence of the civil rights movement on other groups seeking ethnic and gender equity.

Monday’s Objectives-The students will: (1) Explain Truman’s efforts on the domestic front, (2) Describe in the American family that took place during the 1950s, (3) Identify those groups that found themselves left out of the American economic boom following WWII, (4) Explain the factors that contributed to the poverty among various groups, (5) Summarize JFK’s economic policies, (6) Explain how the Cold War influenced foreign aid and the space program, and (7) Explain what inspired LBJ’s Great Society programs.

 

Monday’s Procedures:

Students will answer review questions from chapters 27 and 28 (Postwar America and The New Frontier and the Great Society)

 

Monday’s Evaluation:

Students will be assessed on their review questions.

 

Tuesday’s Objectives will be the same as Monday’s

 

Tuesday’s Procedures:

1.      The class will discuss chapters 27 and 28.

2.      Following the class discussion, students will write an essay on either the Bay of Pigs incident or the Cuban Missile Crisis.

 

Tuesday’s Evaluation:

Students will be assessed on their essays.

 

Wednesday’s Objectives- The students will: (1) Evaluate the Civil Rights Act of 1964, (2) Access the efforts to establish voting rights for African Americans, (3) Critique the following incidents that spurred on the Civil Rights Movement in the 1950s: Emmett Till’s murder, Montgomery Bus Boycott, and the Little Rock 9.

 

Wednesday’s Procedures:

1.      The class will discuss Chapter 29: The Civil Rights Movement.

2.      Following the discussion, the class will watch a documentary about the Emmett Till murder case.

 

Wednesday’s Evaluation:

Students will be assessed on their verbal responses during the class discussion.

 

Thursday’s Objectives-The students will: (1) Analyze why the US got involved in the Vietnam War, (2) Examine the Gulf of Tonkin Resolution and the Tet Offensive, (3) Access why some in America protested America’s involvement in the War, and (4) Summarize the major lessons the US learned from the Vietnam War.

 

Thursday’s Procedures:

1.      The students will answer review questions from Chapter 30: The Vietnam War.

2.      Following the class discussion, students will draw political cartoons to depict ways that Americans protested involvement in Vietnam.US History CP/H

3.      Students in US History H will also write an imaginary article either justifying or opposing US involvement in Vietnam.

 

Thursday’s Evaluation:

Students will be assessed on their review questions; as well as their political cartoons.

 

Friday’s Objectives will be the same as Thursday’s

 

Friday’s Procedures:

1.      The class will discuss the Vietnam War.

2.      Following the class discussion, students will complete a chronological timeline of evens that took place during the Vietnam War.

 

Friday’s Evaluation:

Students will be assessed on their chronological worksheet of events.

 

Last week’s lesson plan is right beneath this week’s plan.

Teaching strategies=Lecture, discussion, independent study, and group work

Materials used=Textbook, EOC Workbook, internet, markers, crayon, color pencils, etc.

 

 

 

Jenkins’ US History Lesson Plan CP/H for the week of May4, 2009

Standard USHC-8: The students will demonstrate an understanding of the impact of WWII on US’ foreign and domestic policies.

I.                   Indicator-USHC-8.1: Analyze the US’ decision to enter WWII, including the rise and aggression of totalitarian regimes in Italy under Mussolini, in Germany under Hitler and, in Japan under Hideki Tojo; the US’s ,movement from a policy of Isolationism to International involvement; and the Japanese attack on Pearl Harbor.

II.                Indicator-USHC-8.2: Summarize and illustrate on a timeline the major events and leaders of WWII, including the battle of the Bulge and major battles at Midway, Normandy, Iwo Jima and Okinawa; turning points for the Allies; dropping atomic bombs on Hiroshima and Nagasaki; and roles of FDR, Churchill and deGaulle.

III.             Indiccator-USHC-8.3: Summarize the impact of WWII and war mobilization on the home front, including war bond drives, rationing, the role of women and minorities in the workforce, and racial and ethnic tensions such as those caused by the internment of Japanese Americans.

IV.             Indicator-USHC-8.4: Summarize the responses of the US and the Allies to war crimes, including the Holocaust and war crimes.

 

Monday’s Objectives-The students will: (1) Describe how postwar conditions contributed to the rise of antidemocratic governments in Europe, (2) Explain why Hitler was able to take over Austria and Czechoslovakia, (3) Describe Nazi prejudice against Jews and early persecution of German Jews, (4) Explains the methods Hitler used to try to exterminate Europe’s Jewish population, (5) Explain how FDR helped Britain why maintain official neutrality, and (6) Trace the events that led to increasing tensions, and ultimately war, between the US and Japan

 

Monday’s Procedures:

1.      The classes will discuss WWII (causes and results) US History CP/H

2.      Students in US History H will answer review questions from Chapter 25: American and WWII

 

Monday’s Evaluation:

Students will be assessed on their review questions upon completion.

 

Tuesday’s Objectives are the same as Monday’s

 

Tuesday’s Procedures:

1.      The classes will continue discussion of WWII and its impact on the US

2.      Following the class discussion, students will construct a timeline of major events and battles of WWII. US History CP/H

3.      Students in US History H will also write an essay either supporting or opposing the Lend-Lease Policy implemented by FDR and the US Congress early in the war.

 

Tuesday’s Evaluation:

Students will be assessed on their timelines and essays.

**Students will study for a test on Chapters 24 and 24 (Flames of War and America and WWII)

 

Wednesday’s Objective-The students will summarize all relevant information from chapters 24 and 25.

 

Wednesday’s Procedures:

1.      Students will take a major test on chapters 24 and 25.

2.      Following the test, students will answer review questions from Chapter 26: The Cold War Begins

 

Wednesday’s Evaluation:

Students will be assessed on their test; as well as their review questions upon completion.

 

Thursday’s Objectives-(1) Explain the growing tensions between the US and the Soviet Union at the end of WWII, (2) Describe the American view of the Soviet Union and the policy of containment, (3) Explain the causes of the Korean War, and  (4) Describe the new Red Scare

 

Thursday’s Procedures:

1.      The class will discuss Chapter 26: The Cold War Begins

2.      Following the class discussion, students in US History CP and H will draw political cartoons on the effect Senator McCarthy had on the American people.

3.      Students in US History H will write an article about the impact of accusations of disloyalty.

 

Thursday’s Evaluation:

Students will be assessed on their political cartoons and articles.

**Students will study for a quiz on chapter 26 on Friday.

 

Friday’s Objective-The students will summarize all relevant information from Chapter 26: The Cold War Begins.

 

Friday’s Procedures:

1.      The students will take chapter 26’s quiz.

2.      Following the quiz, students will complete a chronological worksheet of events from chapter 26.

 

Friday’s Evaluation:

Students will be assessed on their quiz; as well as their chronological worksheet.

 

Last week’s lesson plan is below this week’s

Teaching strategies were as follows: Lecture, discussion, group work, independent study, etc.

Materials used were as follows: Textbook, EOC workbook, internet, test questions, quiz questions, worksheets, etc.

 

 

Jenkins’ US History Lesson Plan CP/H for the week of April 27, 2009

Standard USHC-7: The students will demonstrate an understanding of the economic boom and bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

I.                   Inicator-USHC-7.4: Explain the causes and effects of the stock market crash of 1929 and the Great Depression, including the disparity incomes, limited government regulation, stock market speculation, and the collapse of the farm economy; wealth distribution, investment, and taxes; government policies and the Federal Reserve System; and the effects of the Depression on human beings and the environment.

II.                Indicator-USHC-7.5: Compare the first and second New Deals as responses to the economic bust of the Great Depression, including the rights of women and minorities in the workplace and the successes, controversies, and failures of recovery and reform measures such as the labor movement.

 

Monday’s Objectives-The students will: (1) Describe the characteristics  of the 1920s stock market, (2) Analyze causes of the Great Depression, (3) Assess how the Great Depression affected American families, (4) Evaluate Hoover’s attempts to revive the economy, and (5) Analyze the limitations of Hoover’s recovery plan.

 

Monday’s Procedures:

1.      The class will discuss Chapter 22: The Great Depression Begins.

2.      Following the class discussion, students in US History CP will use a graphic organizer to list the causes of the Great Depression.

3.      Students in US History H  will use a graphic organizer to identify the chains of events that led to the Great Depression.

 

Monday’s Evaluation:

Students will be assessed on their graphic organizers.

**Students will study for a Unit 7 test (chapters 20-22) on Tuesday).

 

Tuesday’s Objective-The students will summarize all relevant information from chapters 20-22.

 

Tuesday’s Procedures:

1.      Students will take Unit 7’s test (chapters 20-22).

2.      Following the test, students will answer review questions from Chapter 23: Roosevelt and the New Deal.

 

Tuesday’s Evaluation:

Students will be assessed on their test and review questions upon completion.

 

Wednesday’s Objectives-The students will: (1) Explain the worsening situation in the US banking system in the early 1930s, (2) Critique several of the New Deal programs that were created to provide jobs for the unemployed, (3) Describe the political challenges that FDR faced in the mid 1930s, (4) Explain the achievements and the defeats of FDR’s  second term in office, and (5) Analyze how the New Deal affected Americans’ sense of security and their attitude toward the role of government.

 

Wednesday’s Procedures:

1.      The class will discuss Chapter 23: Roosevelt and the New Deal

2.      Following the class discussion, students in US History CP will timeline activity worksheet on agencies of the New Deal.

3.      Students in US History H will write an imaginary speech that FDR might have written encouraging the public to continue to support his New Deal programs.

 

Wednesday’s Evaluation:

Students will be assessed on their timeline activity sheet; as well as their speeches.

**Students will also study for a major quiz on chapter 23 on Thursday.

 

Thursday’s Objective-Students will summarize all relevant information on Chapter 23: Roosevelt and the New Deal

 

Thursday’s Procedures:

1.      Students will take chapter 23’s quiz.

2.      Following the quiz, students will read an excerpt from Hitler’s Mein Kampf. They will then respond to the excerpt in writing.

 

Thursday’s Evaluation:

Students will be assessed on their quiz; as well as the Mein Kampf excerpt upon its completion.

 

Friday’s Objectives-The students will: (1) Explain why Hitler was able to take over Austria and Czechoslovakia, (2) Describe Nazi prejudices against Jews and early persecution of German Jews, (3) Explain the methods Hitler used to try to exterminate Europe’s Jewish population, (4) Explain how FDR helped Britain while maintaining official neutrality, and (5) Trace the events that led to increasing tensions, and ultimately war, between the US and Japaqn.

 

Friday’s Procedures:

Students will read Chapter 24: A World in Flames and answer review questions.

 

Friday’s Evaluation:

The students will be assessed on their review questions upon completion.

 

Last week lesson plan is directly beneath this plan.

Teaching strategies used this week are as follows: Lecture, discussion, group work, independent study, etc.

Materials used this week are as follows: Text book, internet, activity worksheets, tests, quizzes, graphic organizers, etc.

 

 

Jenkins’ US History Lesson Plan CP/H for the week of April 20, 2009

Standard USHC-7: The students will demonstrate an understanding of the economic boom and bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

I.                   Indicator-USHC-7.2: Explain cultural responses to the period of economic boom and bust, including the Harlem Renaissance, new trends in literature, music and art; and the effects of radio and movies.

II.                Indicator-USHc-7.3: Explain the causes and effects of the social conflict and change that took place during the 1920s, including the role of women and their attainment of the right to vote, the “Red Scare” and the Sacco and Vanzetti case, the resurgence of the KKK, immigration quotas, Prohibition, and the Scopes Trial.

 

Monday’s Objectives-The students will: (1) Explain the rise in racism and nativism in the 1920s, (2) Describe the clash of values in the 1920s and the changing status of women, (3) Describe the explosion of art and literature and the disillusionment of 1920s artists, (4) Summarize the effects of sports, movies, radio, and music on popular culture, and (5) Describe the Harlem Renaissance

 

Monday’s Procedures:

1.      The students will answer Chapter 20: The Jazz Age review questions during the first half of the class.

2.      The class will discuss chapter 20 during the second half of the class.

 

Monday’s Evaluation:

The students will be assessed on their review questions.

**Students will study for a quiz on chapter 20 on Tuesday.

 

Tuesday’s Objective-The students will summarize all relevant information from Chapter 20: The Jazz Age.

 

Tuesday’s Procedures:

1.      The students will take chapter 20’s quiz.

2.      Following the quiz, students in US History CP/H will write a poem based on an event from the 1920s.

3.      Students in US History H will also read and interpret Langston Hughes’ poem “Mother to Son”

 

Tuesday’s Evaluation:

Students will be assessed on their quiz; as well as their poems.

 

Wednesday’s Objectives-The students will: (1) Describe the corruption that tainted the Harding Administration, (2) Analyze the growing economic crisis in farming in the 1920s, (3) Explain Andrew Mellon’s economic strategies for maintaining prosperity, and (4) Describe how the US remained involved in world affairs without joining the League of Nations.

 

Wednesday’s Procedures:

1.      Students will work in groups to complete  review questions from Chapter 21: Normalcy and Good Times

2.      Following the group work, students will draw political cartoons to depict scandals that took place during Harding’s administration. CP/H

3.      Students in US History H will complete a timeline of events that occurred between 1921 and 1929.

 

Wednesday’s Evaluation:

Students will be assessed on their review questions, political cartoons and timelines.

**Students will study for a quiz on chapter 21 on Thursday.

 

Thursday’s Objective-The students will summarize all relevant information on Chaptaer21: Normalcy and Good Times.

 

Thursday’s Procedures:

1.      Students will take chapter 21’s quiz.

2.      Following the quiz, students will complete a chronological timeline of events from 1921-1929.

 

Thursday’s Evaluation:

Students will be assessed on their quiz; as well as chapter 21’s chronological timeline of events.

 

Friday’s Objectives-The students will: (1) Identify the causes of the Great Depression, (2) Describe how the Great Depression affected American families, (3) Evaluate President Hoover’s attempts to revive the economy and (4) Analyze the limitations of Hoover’s recovery plans.

 

Friday’s Procedures:

1.      The class will answer review questions from  Chapter 22: The Great Depression

2.      Following the review questions, students will create a comparison/contrast chart on the economic crisis of the 1920s and 1930s with the present day economic crisis facing the US.

 

Friday’s Evaluation:

Students will be assessed on their review questions;  as well as the economic comparison/contrast charts.

 

Last week’s lesson plan is directly below this week’s lesson plan.

Teaching strategies used this week are as follows: Lecture, discussion, questions and answers, group work, independent student, etc.

Materials used this week are as follows: Text, internet, test questions, quiz questions, paper, markers, color pencils, crayon, etc.

 

 

 

 

 

 

 

 

 

Jenkins’ US History Lesson Plan CP/H for the week of April 6, 2009

Standard USHC-6: The students will demonstrate an understanding of foreign developments that contributed to the US’ emergence as a world power in the 20th century.

I.                   Indicator-USHC-6.4: Outline the causes and course of WWI, focusing on the involvement of the US, including the effects of nationalism, ethnic and ideological conflicts, and Woodrow Wilson’s leadership in the Treaty of Versailles and the League of Nations.

 

Monday’s Objectives-The students will: (1) Explain the causes WWI and why the US entered the war, (2) Discuss the fighting techniques used in WWI, (3) Characterize the American response to the Treaty of Versailles, (4) Describe the effects of the postwar recession on the US, and (5) Discuss the causes of and reaction to the Red Scare

 

Monday’s Procedures:

1.      Students will answer review questions from Chapter 19: WWI and Its Aftermath.

2.      Afterwards, students will create a map of Europe before and after WWI. (US History CP)

3.      Students in US History H will create the before and after European map; as well as create a graphic organizer of major causes of WWI.

 

   Monday’s Evaluation:

   Students will be assessed on their review questions, map and graphic organizer.

 

   Tuesday’s Objectives-The objectives will be the same as Monday.

 

Tuesday’s Procedures:

1.      The class will discuss Chapter 19: WWI and Its Aftermath

2.      Following the class discussion, students will create a WWI book on causes and results of the war.

 

Tuesday’s Evaluation:

The students will be assessed on their WWI booklet upon completion.

**Students will study for a quiz on Wednesday.

 

Wednesday’s Objective-The students will summarize all of the relevant information from Chapter 19: WWI and Its Aftermath.

 

Wednesday’s Procedures:

1.      The students will take chapter 19’s quiz.

2.      Following the quiz, students will continue to work on their WWI booklet.

 

Wednesday’s Evaluation:

Students will be assessed on their quiz.

**Students will study for their WWI test.

 

Thursday’s Objective-Students will summarize all relevant information about WWI.

 

Thursday’s Procedures
Students will take WWI Test.

 

Thursday’s Evaluation:

Students will be assessed on their test.

 

NO SCHOOL ON FRIDAY-SPRING BREAK

**Last week’s lesson plan is right beneath this week’s

**Teaching strategies used this week are as follows: Lecture, discussion, question and answers, group work and independent studies.

**Materials used this week are as follows: Textbook, internet, markers, color pencils, canyon, activity sheets, test, quiz, etc.

 

 

 

Jenkins’ US History Lesson Plan CP/H for the week of March 30, 2009

Standard USHC-5: The students will demonstrate an understanding of major social, political, and economic developments that took place in the US during the second half of the 19th Century.

Standard USHC-6: The student will demonstrate an understanding of foreign developments that contribut4ed to the US’ emergence as a world power in the 20th century.

I.                   Indicator-USHC-5.7: Compare the accomplishments and limitations of the progressive movement in effecting social and political reforms in America, including the roles of Theodore Roosevelt, Jane Addams, W.E.B. DuBois, and Booker T. Washington.

II.                Indicator-USHC-6: Analyze the development of American expansionism, including the change from isolationism to intervention, the rationales for imperialism based on Social Darwinism and expanding capitalism, and domestic tensions.

 

Monday’s Objectives-The students will: (1) Summarize all of the relevant information from chapters 15 and 16 (Urban America and Politics and Reform), (2) Cite the motivation for and methods of American expansion in the Pacific, (3) Describe the circumstances that led to war between the US and Spain in 1898, (4) Critique Teddy Roosevelt’s foreign policy as president, (5) Explain the Open Door policy and its effects on relations between the US and Asia.

 

Monday’s Procedures:

1.      The students will take chapters 15 and 16’s test.

2.      Following the test, students will answer question from Chapter 17: Becoming a World Power.

 

Monday’s Evaluation:

Students will be assessed on their test; as well as their review questions upon completion.

 

Tuesday’s Objectives are the same as Monday’s 2-5 objectives.

 

Tuesday’s Procedures:

1.      The class will discuss chapter 17.

2.      Following the class discussion, students will complete a timeline on the US expansion policy in the late 1800s and early the early 1900s. CP/H

3.      Students in US History H will also analyze a political cartoon on yellow journalism.

 

Tuesday’s Evaluation:

Students will be assessed on their timelines and analysis of a political cartoon.

**Students will study for a quiz on chapter 17 on Wednesday.

 

Wednesday’s Objectives-The students will: (1) Summarize all relevant information from chapter 17, (2) Evaluate the impact of initiative, referendum, and recall and the 17th and 19th amendments, and (3) Discuss some Progressive policies of Roosevelt, Taft and Wilson.

 

Wednesday’s Procedures:

1.      Students will take chapter 17’s quiz.

2.      Following the quiz, students will work in cooperative learning groups to answer review questions from Chapter 18: The Progressive Movement.

 

Wednesday’s Evaluation:

Students will be assessed on their quiz; as well as their review work upon completion.

 

Thursday’s Objectives are the same as Wednesday’s 2-3.

 

Thursday’s Procedures:

1.      Students will continue to work in groups designing posters that suffragists could have carried during one of their protests marches.

2.      Afterwards, students in US History CP will complete a timeline on women’s suffrage.

3.      Students in US History H will complete a chart on Progressive Movement Legislation.

 

Thursday’s Evaluation:

Students will be assessed on their posters, timelines and progressive legislation charts.

**Students will study for Unit VI test on Friday. (Chapters 17 and 18- Becoming a World Power and the Progressive Movement).

 

Friday’s Objective-The students will summarize all relevant information from chapters 17 and 18.

 

Friday’s Procedures:

The students will take a unit test on chapters 17 and 18.

 

Friday’s Evaluation:

Students will be assessed on their unit test.

 

Teaching strategies for the week will be as follows: Lecture, discussion, group work, independent study, etc.

Materials used for the week will be as follows: Textbook, internet, worksheets, test, quiz.

 

 

Jenkins’ US History Lesson Plan CP/H for the week of March 23, 2009   ABC

Standard USHC-4: The students will demonstrate an understanding of the causes and course of the Civil War and Reconstruction in America.

I.                   Indicator-USHC-4.3: Outline the course and outcome of the Civil War, including the role of African American military units; impact of the Emancipation Proclamation; and the geographic, political, and economic factors involved in the defeat of the Confederacy.

II.                Indicator-USHC-4.4: Summarize the effects of Reconstruction on the southern states and the roles of the 13th, 14th and 15th Amendments in that era.

 

Monday’s Objectives-The students will: (1) Identify major causes of the Civil War, (2) Assess the advantages and disadvantages of the Union and the Confederacy, (3) Analyze the strategies for winning the war for both the Union and the Confederacy, (4) Examine key battles of the Civil War, (5) Compare and contrast Robert E. Lee with U. S. Grant, and (6) Critique results of the Civil War, socially, economically, and politically.

 

Monday’s Procedures:

1.      The students will work in groups to answer review questions from Chapter 11: The Civil War.

2.      The teacher and students will discuss chapter 11’s review following the group work.

 

Monday’s Evaluation:

Students will be assessed on their review questions.

**Students will study for a quiz on Tuesday.

 

Tuesday’s objectives-The students will: (1) Summarize all relevant information from Chapter 11: The Civil War, (2) Contrast Lincoln’s plan to reunite the nation with that of the Radical Republicans, (3) Discuss life in the South immediately following the war, (4) Explain how Reconstruction ended, and its impact on the lives of African Americans living in the South.

 

Tuesday’s Procedures:

1.      The students will take a quiz on Chapter 11: The Civil War.

2.      Following the quiz, the class will discuss Chapter 12: Reconstruction.

 

Tuesday’s Evaluation:

The students will be assessed on their quiz.

**Students will study for Unit Four’s test (The Crisis of the Union-chapters 10-12).

 

Wednesday’s Objective-The students will summarize all relevant information from chapters 10-12 (Sectional Conflict Intensifies, The Civil War and Reconstruction).

 

Wednesday’s Procedures:

1.      Students will take their unit four test (chapters 10-12).

2.      Following the quiz, students will work in groups to answer review questions from Chapter 13: Settling the West.

 

Wednesday’s Evaluation:

Students will be assessed on their unit test; as well as chapter 13 review questions upon completion.

 

Thursday’s Objectives-The students will: (1) Explain why and how people began settling the Plains, (2) Discuss the conflicts that arose between the Plains Indians and American settlers, and (3) Summarize problems caused by attempts to assimilate Native Americans.

 

Thursday’s Procedures:

1.      The students and teacher will discuss Chapter 13: Settling the West.

2.      Following the class discussion, students in US History CP/H will complete a vocabulary activity worksheet on settling the West. US History H students will also complete a timeline on the conflicts between the Native Americans and the Americans on the Plains.

 

Thursday’s Evaluation:

Students will be assessed on their vocabulary worksheets; as well as their timelines upon completion.

 

Friday’s Objective-The students will review for their exam next week.

 

Friday’s Procedures:

Students will work in groups to complete their exam review study guide.

 

Friday’s Evaluation:

Students will be assessed on their study guide reviews.

**Quarter Exams will be March 23 (1st and 3rd) and March 24 (2nd and 4th).

 

**The lesson plan for the previous week is right below this week’s lesson plan.

**The teaching strategies for the week will be as follows; Lecture, discussion, group work, individual studies, and questions and answer methods.

**Materials used for the week are as follows: Textbooks, notebooks, review questions, activity worksheets, etc.

 

 

 

Jenkins’ US History Lesson Plan CP/H for the week of March 9, 2009

Standard USHC-3: The students will demonstrate an understanding of the westward movement and the resulting regional conflicts that took place in