Do Now (5 min.): This Day In History (Events vary per day)/Question of the Day (Running journal with student)/Start-Up Prompt (CST Released Question-Based on current Unit or prior learned content)
Standard(s):17.2: Students will determine the origins of Progressive reform: municipal, state, and nationally, and its relation to Roosevelt, Taft and Wilson presidencies.
18.1: Students will be able to understand American imperialism: political and economic expansion
Learning Objective (s):Given individual activities, direct instruction, a collaborative assignment and computer-based activities; the learner will be able to evaluate Progressive reforms and American imperialism under President Roosevelt, Taft and Wilson.
Thumbs Up/Thumbs Down and Call Response Activities
Students will be questioned, either randomly as an individual or as a whole group, during lecture and be asked to respond by using their thumbs (Affirmation/Non-Affirmation)
Exit Slip
Students will answer 2-3 questions after the day’s lecture to check for understanding.
Students will be working on digital activities assigned through EdElements. Assignments range from digital readings based on readings/videos to worksheets they need to complete on Word documents. This is an ongoing assessment as each student goes at his/her own pacing.
Direct Instruction
Collaborative
Theodore Roosevelt/William Howard Taft’s Progressivism and Imperialism PPT
Students will be presented new content and be asked to take notes.
Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 22
Dates: 1/22/13-1/25/13
Teacher:
Mr. Sergio Maldonado
Date:
1/23
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 (CST Released Question-Based on current Unit or prior learned content)
Standard(s):17.2: Students will determine the origins of Progressive reform: municipal, state, and nationally, and its relation to Roosevelt, Taft and Wilson presidencies.
17.3: Students will be able to analyze Women’s roles and Black America reform in family, workplace, education, politics, migration, and civil rights.
18.1: Students will be able to understand American imperialism: political and economic expansion
Learning Objective (s):Given individual activities, direct instruction, a collaborative assignment and computer-based activities; the learner will be able to evaluate Progressive reforms and American imperialism under President Roosevelt, Taft and Wilson.
Assessment:__Pop_Quiz,_Reading_Assignment,_Plessy_v._Ferguson_Project,_Worksheets,_APEX/Compass_Learning'>Assessment: Pop Quiz, Reading Assignment, Plessy v. Ferguson Project, Worksheets, APEX/Compass Learning
Whole Group
Independent / Computer Assisted Activity
Pop Quiz
Checking for understanding of prior learned content.
Teddy Roosevelt’s Square Deal + Taft + Wilson’s New Freedom + Imperialism and America Reading Assignments
Students will independently read from a digital text and answer guided reading, primary source/political cartoon, and section assessment questions.
Students will be working on digital activities assigned through EdElements. Assignments range from digital readings based on readings/videos to worksheets they need to complete on Word documents. This is an ongoing assessment as each student goes at his/her own pacing.
Direct Instruction
Collaborative
Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 22
Dates: 1/22/13-1/25/13
Teacher:
Mr. Sergio Maldonado
Date:
1/24-1/25
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 (CST Released Question-Based on current Unit or prior learned content)
Standard(s):17.2: Students will determine the origins of Progressive reform: municipal, state, and nationally, and its relation to Roosevelt, Taft and Wilson presidencies.
17.3: Students will be able to analyze Women’s roles and Black America reform in family, workplace, education, politics, migration, and civil rights.
18.1: Students will be able to understand American imperialism: political and economic expansion
Learning Objective (s):Given individual activities, direct instruction, a collaborative assignment and computer-based activities; the learner will be able to evaluate Progressive reforms and American imperialism under President Roosevelt, Taft and Wilson.
Assessment: Reading Assignment, Plessy v. Ferguson Project, Worksheets, APEX/Compass Learning
Students will be presented data from the prior day’s pop quiz. Brief review and clarification of common mistakes. Students will make corrections on their quizzes and re-submit them.
Teddy Roosevelt’s Square Deal + Taft + Wilson’s New Freedom + Imperialism and America Reading Assignments
Students will independently read from a digital text and answer guided reading, primary source/political cartoon, and section assessment questions.
Students will be working on digital activities assigned through EdElements. Assignments range from digital readings based on readings/videos to worksheets they need to complete on Word documents. This is an ongoing assessment as each student goes at his/her own pacing.
Direct Instruction
Collaborative
Graphic Organizers (Roosevelt/Taft/Wilson)
Students will be given skeleton graphic organizers and be asked to use their reading material (APEX, Compass, Reading Assignments) to complete the graphic organizer. Students will work in groups of 4.
