Teacher: Mr. Sergio Maldonado Date



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Alliance Cindy and Bill Simon Technology Academy

Digital Agenda- Week 21



Dates: 1/14/13-1/18/13

Teacher:

Mr. Sergio Maldonado

Date:

1/14-1/15

Subject/Course:

A.P. U.S. History

Grade:

11th

Do Now (5 min.): This Day In History (Events vary per day)/Question of the Day (Running journal with student)/Start-Up Prompt (Accessing prior knowledge, checking for understanding)

Standard(s): 13.2: Students will be able to understand the cultural, political, and economic impact of segregation: Jim Crow and disenfranchisement.

15.2: Students will be able to understand the cultural, economic, and political impact of technological development on the worker and workplace and the resulting in the prominence of labor unions.

16.1: Students will be able to analyze the cultural, economic, and political impact of urbanization; including city problems and machine politics.

17.2: Students will determine the origins of Progressive reform: municipal, state, and nationally, and its relation to Roosevelt, Taft and Wilson presidencies.

Learning Objective (s): Given individual activities, direct instruction, a project and computer-based activities; the learner will be able to analyze the reasoning behind “separate but equal” and the importance of the reforms made by the Progressives.

Assessment: Reading Assignment, Plessy v. Ferguson Project, Worksheets, APEX/Compass Learning



Whole Group




Independent / Computer Assisted Activity

  • Thumbs Up/Thumbs Down Activity

  • Check for Understanding during lecture




  • Discrimination/Segregation + Origins of Progressivism Reading Assignment

  • Plessy v. Ferguson Worksheet

  • Theodore Roosevelt/Progressives Worksheet

  • Compass Learning “Learning Path”

  • APEX Learning Activity

  • Ongoing Assessment



Direct Instruction




Collaborative

  • Segregation + Progressives PPT




  • Separate but Equal” Project

  • Students will create a poster analyzing the Supreme Court decision on Plessy v. Ferguson

Alliance Cindy and Bill Simon Technology Academy

Digital Agenda- Week 21



Dates: 1/14/13-1/18/13

Teacher:

Mr. Sergio Maldonado

Date:

1/16

Subject/Course:

A.P. U.S. History

Grade:

11th

Do Now (5 min.): This Day In History (Events vary per day)/Question of the Day (Running journal with student)/Start-Up Prompt (Accessing prior knowledge, checking for understanding)

Standard(s): 13.2: Students will be able to understand the cultural, political, and economic impact of segregation: Jim Crow and disenfranchisement.

15.2: Students will be able to understand the cultural, economic, and political impact of technological development on the worker and workplace and the resulting in the prominence of labor unions.

16.1: Students will be able to analyze the cultural, economic, and political impact of urbanization; including city problems and machine politics.

17.2: Students will determine the origins of Progressive reform: municipal, state, and nationally, and its relation to Roosevelt, Taft and Wilson presidencies.

Learning Objective (s): Given individual activities, direct instruction, a project and computer-based activities; the learner will be able to analyze the reasoning behind “separate but equal” and the importance of the reforms made by the Progressives.

Assessment: Pop Quiz, Reading Assignment, Plessy v. Ferguson Project, Worksheets, APEX/Compass Learning



Whole Group




Independent / Computer Assisted Activity

  • Pop Quiz (Labor Unions/Gilded Age)

  • Checking for understanding of last week’s content




  • Discrimination/Segregation + Origins of Progressivism Reading Assignment

  • Plessy v. Ferguson Worksheet

  • Theodore Roosevelt/Progressives Worksheet

  • Compass Learning “Learning Path”

  • APEX Learning Activity

  • Ongoing Assessment



Direct Instruction




Collaborative






  • Separate but Equal” Project

  • Students will create a poster analyzing the Supreme Court decision on Plessy v. Ferguson

Alliance Cindy and Bill Simon Technology Academy

Digital Agenda- Week 21



Dates: 1/14/13-1/18/13

Teacher:

Mr. Sergio Maldonado

Date:

1/17-1/18

Subject/Course:

A.P. U.S. History

Grade:

11th

Do Now: This Day In History (Events vary per day)/Question of the Day (Running journal with student)/Start-Up Prompt (Accessing prior knowledge, checking for understanding)

Standard(s): 13.2: Students will be able to understand the cultural, political, and economic impact of segregation: Jim Crow and disenfranchisement.

15.2: Students will be able to understand the cultural, economic, and political impact of technological development on the worker and workplace and the resulting in the prominence of labor unions.

16.1: Students will be able to analyze the cultural, economic, and political impact of urbanization; including city problems and machine politics.

17.2: Students will determine the origins of Progressive reform: municipal, state, and nationally, and its relation to Roosevelt, Taft and Wilson presidencies.

Learning Objective (s): Given individual activities, direct instruction, a project and computer-based activities; the learner will be able to analyze the reasoning behind “separate but equal” and the importance of the reforms made by the Progressives.

Assessment: Reading Assignment, Plessy v. Ferguson Project, Worksheets, APEX/Compass Learning



Whole Group




Independent / Computer Assisted Activity




  • Discrimination/Segregation + Origins of Progressivism Reading Assignment

  • Plessy v. Ferguson Worksheet

  • Theodore Roosevelt/Progressives Worksheet

  • Compass Learning “Learning Path”

  • APEX Learning Activity

  • Ongoing Assessment



Direct Instruction




Collaborative

  • Progressivism PPT




  • Separate but Equal” Project

  • Students will create a poster analyzing the Supreme Court decision on Plessy v. Ferguson


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