US Unit

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Inst

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Happy Day

• Come in grab a USA Map• Get out your video worksheet

and be prepared to finish and discuss

Goals:

Students will be able to:

• Analyze a Primary Source in order to understand Manifest Destiny and determine its significance

• Practice mapping and analyze the work you do

What do you see?

Mapping Assignment

With the United States map you must do the following using your textbook:

• Label all 50 states

• Put the following cities on your map• New York, Boston, Philadelphia, Pittsburg, Atlanta, Chicago, Detroit, Cleveland, San Francisco

• Color in the major resources we discussed and their general locations in the US

• Farming/Livestock, Forestry, Minerals/Mining (gold, silver, etc.)

• Include the Rocky and Cascade Mountain Ranges

• Place and Label the Mississippi, Missouri, and Ohio Rivers on your map

• Your Map needs a KEY so I can understand (colors, symbols, etc.)

• When finished with the map answer the following question on a SEPARATE SHEET OF PAPER:

• Knowing what you know about Manifest Destiny and the information from the time period/unit so far how is the US capable of industrialization and where are people going to go and why? Must use complete sentences.

Happy Friday Day 2

• Lots to do so lets get to work

• Grab a Chapter 12 worksheet, graph paper, and the Native Americans for gold worksheet

• At some point you need to give Mr. Vlahovich a Professional handshake

• On your graph paper make a timeline and put the following:• Make it from 1860-1910• Title it Growth of Modern America• Put the following Dates on there• Homestead Act 1862• Dawes Act 1887• Chisolm Trail 1876

• When finished begin working on the Manifest Destiny reading silently on your own

Day 3Welcome to the day

Turn in the Map and Map question. Have out Chapter 12 and the Native American Reading Sheet ( I will come around and answer)

Answer the following question in your notes:

After doing your homework in what ways did Manifest Destiny have an impact on the time period?

Grab a Goal Setting sheet from the basket. Please begin working on that. (1 goal must pertain to my class and 1 must pertain to your future)

There are Chapter 12 Keys on my Chair check your homework accuracy and be prepared to discuss

Goals

Students will be able to:

Understand Push and Pull factors through a simulation and demonstrating their knowledge by categorization of concepts

Be able to understand railroads as a reason for expansion west and insutrailization

In order to help with learning in this class new Policies and Procedures

There are NO BATHROOM BREAKS

NO TALKING

You MUST raise your hand if you need something from me

You MAY NOT get out of your chair during class a lesson says so

There will be NO PARTNER WORK: You are in charge of your own learning

I will NOT accept ANY late assignments (automatic 0)

YOU MUST HAVE YOUR TEXTBOOK we will do textbook work every class

There is a written QUIZ Today: answer the following on a piece of paper:

In what ways did the expansion west modernize America and how did it lead to the US of 2014 and what impacts will it have on our future? Cite contextual Evidence

SPELLING AND GRAMMAR COUNT, NO SLOPPY WORK, 2 paragraphs minimum, you have 15 minutes once the bell rings (40 points)

Goals

Understand Laissez Faire economics

Understand the Gospel of Wealth

Good DayGet out Chapter 13 (to be stamped)

On your Timeline you SHOULD HAVE• Homestead Act 1862• Dawes Act 1887• Chisolm Trail 1876

• Now Add• Sherman Anti Trust Act 1890• Chinese Exclusion Act 1882

• Entry Task Response: What are the Gospel of Wealth and Social Darwinism and how do they differ? Which do you agree with most and why? (will turn in for professionalism)

Goals

Students will be able to:

Understand and compare Social Darwinism/Gospel of Wealth

Depict Vertical and Horizontal integration in your notes

Analyze Data in order to respond to critical thinking questions

Instructions for Today’s Activity

You will be in groups of Four.

You will cut and tape/paste the the graphs into your notes and leave room to respond to the questions.

You will get one set of Data from Mr. V at a time

Plot the Data then answer the questions (as a group)

You will then send one person to get the notes checked, return your data and get another set of data

Woo!!!

Grab Chapter 15

Come in and grab your returned work: There is a lot of it! Up front

Check Chapter 13 with the Keys that are at Mr. V’s Presentation Station

Take a seat

Welcome

• Get your Chapter 15 stamped by Mr. Vlahovich (come up to his desk)

• If you want to add anything the word wall, markers are up there to add anything

•You can add question marks as well if you think that is appropriate• Grab an APPARTS worksheet if you

already do not have one

Primary Source Analysis Guide

Analyze the document, filling out the corresponding parts.

Discuss as a group.

You then need to discuss if Carnegie is a Robber Baron OR a Philanthropist. Your group must come to a consensus.

When you have a consensus you need to do a group write up (one per group) that does the following

• Explains if Carnegie is a Robber Baron or Philanthropist and why, using evidence from the DBQ packet

• What should be done next to Carnegie: Does the government need to get involved? New legislation? Does he deserve an award? Nothing? Be specific and give reasoning.

• Check with Mr. V

• When Done: The Write up should be stapled on top of all the groups DBQ organizers when turned in

Groups Period 1

1: Emily, Sam, Kaylee, Rubin

2: Lara, Ian, Celeste, Hudson

3: Arion, Elle, Josh, Sasha

4: Kyle, Devin, Aleeah, Naz

5: Mikayla, Nick, Mo, Rose, Rayce

6: Sean, Jacob, JT, Abdou, Kenji

Period 3

1: Abdel, Theo, Mary Ann, Jonathan

2: Jane, Aubry. Michael, Stephanie, Wangdu

3: Rebeka, Chris, Dawit, Elexis

4: Renzo, Semir, Arianna, Alexandra

5: Sylvana, Ellie. Drew, Harrison

6: Marcus. Jonathan, Julia, Jasmine

7: May, Sufyan, Marshall, Owen

8: Vince, Neil, Spencer, Muhammed, Brandon

Period 5 Groups

1: Karen, Taryn, Chace, Kent, Francois

2: Kameelah, Anton, Wurrie, Katelyn, Cody

3: Cole, Tia, Kayla, Wyatt, Kristina, Kaimia

4: Casey, Joey Cabada-Gard, Josh, Adam,

5: Holden, Savannah, Emma, Joey V, Victoria

6: Josie, Mark, Nicole, Tyler

7: Alicia, Keira, Anika, Katherine

WelcomeGrab the two sets of data and answer the following questions by analyzing

them. You may refer to chapter 15 content to assist you

• Looking at the line graph: why is there a massive spike in immigration after 1840? Why does immigration reduce so rapidly in 1860?

• Looking at the data chart, during which time period do New Immigrants begin coming to the United States in the greatest amounts?

• Which country had the greatest impact on US immigration? Predict the reason for this.

Goals

Students will be able to:• Analyze immigration data in order

to apply concepts learned from chapter 15

• Demonstrate understanding of key immigration vocabulary/concepts through physical poetry

Physical Poetry

Mr. Vlahovich has put you into 5 groups

You will select from the hat TWO (2) terms

Only your group may know your terms

You will then have approximately 5minutes to come up with a way to physically show/explain that term in no more than a minute!

Mr. Vlahovich will then call random groups, you will select ONE term to perform to the class

When completed with physical poetry students will try to guess the term by raising their hand and being called on by the performing group

Happy Wednesday!

Do I even know any of you? (I feel like I NEVER see US History students)

Grab the double side 4 section grid from the US History basket

Begin working on it

We are going to review today (work on study guide, coalesce and synthesize the information, etc.)

Test is Friday: Multiple Choice, Free Response, maybe some true and false