Test Day - wooooooooooo!!!!!!
On Monday we will start our second unit - the Progressive Era.
On Monday we will start our second unit - the Progressive Era.
Test Day - wooooooooooo!!!!!!
On Monday we will start our second unit - the Progressive Era.
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With the Gilded Age test tomorrow, today we reviewed as a class. The review sheet can be found below. Please pay special attention to the essay question on the back side of the review sheet.
To wrap up our Gilded Age unit, today we played a farming game. Attached below is the review sheet for the test. We will be preparing for the test during class tomorrow.
Our focus today was Gilded Age politics. Students used the textbook (starting on p. 500) to find and organize information on p. 16 of their binder. Absent students should complete this page (and should let me know of any questions they have).
A friendly reminder that the first core assignment is due tomorrow. We continued to view portions of The 1900 House today and used it as a way to, toward the end of class, practice our essay writing skills ahead of the test on Friday.
Today's focus was the development of cities during the Gilded Age. We focused mainly on the tenements housed by the working class during the era. As a class, we read through the information (attached below) that illustrated the problems associated with living in tenements. As they listened to the testimony, students listed examples of tenement problems in the box on p. 14 of their binder. Then, on the lined paper underneath the box, they wrote a paragraph answering the question "What was the biggest problem associated with tenements? Why?" We also started viewing The 1900 House which depicts middle class life of the Gilded Age. We will continue to watch this on Monday and will use it to practice essay writing as well.
After reviewing our work from Tuesday on proficiency scale responses (and engaging in some additional practice), we returned to yesterday's examination of Gilded Age immigration. Students worked cooperatively to read through several Ellis Island stories in order to understand the immigration process on a more human level. Next, students were asked to speculate as to the political, social, and economic impacts of Gilded Age immigration. Finally, the first core assignment was handed out today. It is due next Wednesday and can be found below.
First, students completed p. 10 of their binders - the labor strikes graphic organizer - to finish up their investigation of labor issues during the Gilded Age. Then, using the textbook as a resource, students answered questions on the sheet below regarding Gilded Age immigration. This discussion will continue on Thursday.
The first half of class today was spent working on how to answer questions in US History 9 according to the proficiency scale. Students were able to write practice answers, on which they will get specific feedback from me tomorrow. The second half of class was devoted to an examination of Gilded Age labor unions. Students used the reading below to discover information about the Knights of Labor and the American Federation of Labor while completing the Venn diagram on p. 9 of the binder.
After quickly reviewing some of the key economic terms from Friday, students investigated three of the key Robber Barons of the Gilded Age: John Rockefeller, Andrew Carnegie, and JP Morgan (p. 8 of the binder). Students used iPads and internet resources to gather positives and negatives for these men based on three categories: tactics (how they amassed their wealth), innovation (what new products/methods they brought to their industry), and philanthropy (charitable giving). A class discussion followed.
We finished class by previewing our next topic: the workers. |
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