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Edward M. Kennedy Academy for Health Careers Weekly Lesson Plan

Name: Mrs. Whitham Grade: 10

Subject: US History II Weekly Plan from: December 12th – December 16th, 2016

Topic To Be Covered: The Gilded Age

Understandings/Essential Question: How did the Gilded Age shape modern day America politically, socially, and economically?

Class 1: Robber Baron vs. Captain of Industry

Class 2: Populist Movement



Objective/sStudents will be able to: Content : analyze

historical sources and evaluate the role of business tycoons in the Gilded Age

Language: (writing) employs grade level knowledge of spelling when writing (writing) writes explanation and analysis of Robber Barons and Captains of Industry and their impact that provides information in a logical order (Speaking) Asks and answers factual, inferential, and abstract questions that are based on academic content topics and defends answers (listening) Demonstrates comprehension of multi-step, complex directions in structured learning and practice activities (Reading) Reads and understands

Objective/sStudents will be able to: Content : identify the

objectives of the Populist Movement and closely read William Jennings Bryan’s “Cross of Gold” speech

Language : (reading) identifies the purpose and forms of all expository and informational text and understands how text features are sources of information and C.H.A.M.P. a historical speech (Speaking) Asks and answers factual, inferential, and abstract questions that are based on academic content topics and defends answers (Writing) Selects and uses graphic organizers to organize expository, descriptive, persuasive, and narrative writing (listening)

Objective/sStudents will be able to:

Content: analyze William Jennings Bryan’s “Cross of Gold” speech and create arguments supporting or opposing the gold or silver standard - an issue faced by the American public in determining our country’s monetary system in the late 1800s

Language: (writing) write complex explanations that provide information in a logical order and selects and uses graphic organizers to organize expository, descriptive (writing) write claims supported by complete arguments that include evidence and reasoning

Objective/sStudents will be able to:

Content: analyze William Jennings Bryan’s “Cross of Gold” speech and debate the issues faced by the American public in determining our country’s monetary system in the late 1800s

Language: (writing) write complex explanations that provide information in a logical order and selects and uses graphic organizers to organize expository, descriptive (writing) write claims supported by complete arguments that include evidence and reasoning (reading) distinguishes between summarizing main

previously learned vocabulary words and can use knowledge of base words, cognates, and affixes to read/understand new words including those found in grade level text

Demonstrates comprehension of multi-step, complex directions in structured learning and practice activities and working cooperatively to closely read a historical speech

(reading) distinguishes between summarizing main ideas and retelling of text by selecting strong evidence to support claims (listening) Demonstrates comprehension of multi-step, complex directions in structured learning and practice activities (Speaking) Compares, contrasts, synthesizes, and argues concrete and abstract topics related to academic content through table debates

ideas and retelling of text by selecting strong evidence to support claims (listening) Demonstrates comprehension of multi-step, complex directions in structured learning and practice activities (Speaking) Compares, contrasts, synthesizes, and argues concrete and abstract topics related to academic content through table debates

Vocabulary:-Robber Baron-Captain of Industry

Vocabulary:-Debt-Recession-Monetary system

Vocabulary:-Fiat System-Gold Standard-Bimetallism

Vocabulary:-Fiat System-Gold Standard-Bimetallism

Informal/Formal assessment:-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination. -Class activity graded and provided with feedback for improvement

Informal/Formal assessment:-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination. -Questions will be collected, edited, graded and returned with feedback

Informal/Formal assessment:-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination. -Claim/Warrant hand out collected, graded and provided with feedback for improvement. This will provide evidence for the 2nd assessment to determine progress towards their History goal for the 2016-2017 school year.

Informal/Formal assessment:-PAWS chart will be used to monitor for professionalism, accountability, work ethic, and self-determination. -Class activity graded and provided with feedback for improvement

ActivitiesDo Now: Review the political cartoon from the chapter introduction:

and the following statement from the 11/14/15 Democratic Debate where Bernie Sanders called out Hillary Clinton’s Wall Street funders stating:"Why over her political career has Wall Street been a major, the major campaign contributor to Hillary Clinton? Maybe they're dumb and they don't know what they're going to get, but I don't think so," Sanders said. "I have never heard a candidate, never, who has received huge amounts of money from oil, from coal, from Wall Street from the military industrial complex, not one candidate -- 'Oh these, these campaign contributions will not influence me.' But why do they make millions of dollars of campaign contributions? They expect to get something, everybody knows that." – Bernie Sanders. Students will also be shown the video starting at 1:18: http://abcnews.go.com/ThisWeek/video/impact-paris-attacks-democratic-primary-debate-35218247

ActivitiesDo Now: What was life like for farmers in the late 1800s? Describe in 2-3 sentences.

Activities including UDL Representation, Action/Expression Engagement coded description:(R= Representation, A= Action, E=Expression)

1. Review agenda, do now, and objective(10 minutes)

2. Cornell Notes using Power Point, “Populist Movement”. Analytical questioning throughout. At the end of these notes, students should have a clear understanding of the gold & silver debate and the concept of “the money system” in the U.S. during the Populist Movement.(20 minutes)

3. Context for William Jennings Bryan and the “Cross of Gold” speech. (5 mintues)

4. Student Activity: Read William Jennings Bryan’s “Cross of Gold” Speech with a partner.*Alternate reading paragraphs aloud & discuss throughout*C.H.A.M.P. the document as you read-Highlight important facts, statements, or ideas-Write summaries of the

ActivitiesDo Now: What questions do you have about William Jennings Bryan’s speech?


1. Review topic, objective, and agenda(10 minutes)

2. Review William Jennings Bryan’s Cross of Gold speech using the Power Point, “The Money Question” pulling important quotes and analyzing the overall meaning and impact. (20 minutes)

3. Directions of class activity. Directions: The Money Debate: Gold or Silver? Students will complete the “Cross of Gold Claim-Warrant” handout to ensure that the arguments created effectively support the gold and silver standard in groups. Students can identify evidence from the text, outside resources, and William Jennings Bryan’s speech. This is in preparation for table debates in our next class.(50 minutes)

Closure/Wrap Up:

ActivitiesDo Now: What are some reasons that people support the gold standard? The silver standard? Discuss as a class.


1. Review topic, objective, agenda and do now.(UDL - minutes)

2. Get with your groups and discuss overall arguments.(10 minutes)

3. Students will then take their claims and arguments that they created and participate in “Table Debates”. Students will:•Break up into groups of 4 and identify who is debating which position. •Choose a timer.•Prepare a 2 minute opening statement for your position.•Follow the structure from the debate league and debate the gold and silver standard•Take notes during the debate to respond to your opponent and refute their claims.(25 minutes)

Closure/Wrap Up:

http://abcnews.go.com/ThisWeek/video/impact-paris-attacks-democratic-primary-debate-35218247



Students will be asked to compare the historic Gilded Age political cartoon to Bernie Sanders statement. Any connections? Has there been much change in politics?


1. Review agenda, do now, and objective(10 minutes)

Class Activity:2. Students will be completing the EBA Class Challenge lesson on “Captains of Industry or Robber Barons”? Students will complete the activity in 4 steps.-Step 1: Read the “Background Essay” as a class using the “popcorn” method and C.H.A.M.P.ing up the text as we go. Stopping at the end of each paragraph to paraphrase and provide a brief summary, using context clues and our vocabulary sheet for challenging vocabulary.(10 minutes)-Step 2: Students will then get into small heterogeneous groups. -Step 3: Students will then examine two claims supported by one piece of evidence provided by Mrs. Whitham. One

paragraphs in the spaces provided-Create questions about the speech or ideas presented in the speech in the marginInteract/comment throughout the speech (45 minutes)

Closure/Wrap Up:What questions do you have about the speech? What is William Jennings Bryan main message? Why would this inspire so many people during the late 1800s? (10 minutes)

Class Specific Accommodations/Modifications:-Modified reading-Graphic organizer to organize thoughts during reading-Modified homework with prompting questions.

Share selected arguments as a class and evaluate effectiveness.(10 minutes)

Class Specific Accommodations/Modifications/Extensions:-Heterogeneous grouping-1-on-1 check in

Students will discuss as a class, who won each table debate and why and what were the best arguments from each group and why. (10 minutes)

Class Specific Accommodations/Modifications/Extensions:-Heterogeneous grouping-1-on-1 check in

argument states that John D. Rockefeller is a Robber Baron (his business activities have a negative impact) and the other states that John D. Rockefeller is a Captain of Industry (his business activities have a positive impact). Students will then be in charge of providing strong analysis to support/prove the claim. Students have been successful in creating claims and identify evidences however, analysis/reasoning is an area of difficulty for students and the more practice they get the better.Step 4: Students will then choose one member from their group to present their argument in front of the class. While they present, their classmates will evaluate their argument based on the Reasoning Rubric. Step 5: Students will then vote for the group that has the best argument. They cannot vote for their own (more regulations listed below). They will win Husky PAWS for the group who wins the class challenge.

Directions provided to students:1. Mrs. Whitham has provided you with a claim and evidence.2. In groups, you will create and write down reasoning to support the

claim. Use your Reasoning Rubric!3. Each team will send a representative up to the front of the room to share their group’s argument with the class.4. With your group, after hearing all the arguments, you will walk around and rate each argument’s reasoning, using the Reasoning Rubric.5. The remaining team members will vote on which group’s argument is the best. Students may not vote for their own group!

How to Score the GameDuring the Voting:1. 1 point for every vote

you earn from another group.

After the Voting:2. 3 points if Mrs.

Whitham identifies your reasoning as the strongest.

3. 2 points if you vote for any group that Mrs. Whitham identified as having a strong reasoning.

Use Your Reasoning Rubric!

Closure/Wrap Up:Review winners of the Class Challenge.

Class Specific Accommodations/Modification/Extensions s: -Modified questions for selected students

-Detailed vocabulary

HW#1. Have a good afternoon!

HW#2. (1) Finish class activity (2) Begin studying for the Chapter 7 test on Tuesday, December 20th

HW#3. (1) Finish class activity (2) Study for the Chapter 7 test on Tuesday, December 20th

HW#4. (1) Study for the Chapter 7 test on Tuesday, December 20th

Weekly Accommodations/Modifications:

Preferential seating and additional time on task. Students will receive “skeleton notes” to help assist them with the note taking process. Students will receive written, multi-step directions for classroom/homework assignments. Students will receive a graphic organizer with probing questions to help them with the textbook

reading and homework. Students will be given a summary of each section within the chapter with probing questions for

processing.

Weekly Reflections:

name · web viewhow did the gilded age shape modern day america politically, socially, and...

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