Houston Independent School District



Westside High School Lesson PlanTeacher Name:Kindred / BarrowUnit Name and #:Period 6: 1865 - 1898Course:AP U.S. HistoryDates:January 27 – 31, 2020 Monday 1/27What are we learning?Daily Objective: I can demonstrate mastery of Chapters 20 by analyzing key vocabulary and answering multiple choice questions.TEKS/AP/Standards:How will we learn it?Learning Activities: Think Pair Share: Chapter 20 Vocabulary – Students will work with their neighbor to identify key terms from the assigned reading. As they work, students will edit their chapter notes to include the key terms highlighted by the teacher.Independent Practice: P.P.E.T. Check – Students will explain the significance of five P.P.E.Ts (people, places, events &/or terms) from the assigned reading in a writing assignment.Cooperative Learning: Find Someone Who – Students will utilize this Kagan strategy to review key ideas and vocabulary from the chapter.Exit Ticket: Chapter 20 Quiz – Students will answer ten multiple choice questions from the assigned reading.How will we tell if we’re learning it correctly?Assessment Methods: Exit Ticket, PPET CheckChecks for Understanding: Think Pair Share, Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: “How does your essential question reflect the themes of the time period?”CW: PPET CheckWhat do I need to before next class?Follow Up/HW: Review Gilded Age Section of the STAAR Packet - Quiz on Block DayComplete Period 6 Progress Check in AP Classroom – Due on Friday, Jan. 31st Review PPETs in Chapters 16 - 20 / Period 6 Study Guide -? LEQ Assessment on Tuesday, Feb. 4thTuesday 1/28What are we learning?Daily Objective:I can describe the changes at the local and federal levels of government that impacted the political atmosphere of the Gilded Age.TEKS/AP/Standards:Key Concept 6.3 B Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.How will we learn it?Learning Activities: Class Discussion: Gilded Age Politics – Students will take notes over key legislation and other political developments during the late nineteenth century.Exit Ticket: Short Answer Question (SAQ) – Students will respond to an SAQ over Gilded Age Politics?for a daily gradeHow will we tell if we’re learning it correctly?Assessment Methods: Exit TicketChecks for Understanding: Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: Why did the presidents from 1877 to 1897 not make a larger mark on history?What differentiated Populists from Republicans and Democrats?What advantages did machine politics provide local citizens?How were political machines detrimental to democracy?CW: Exit TicketWhat do I need to before next class?Follow Up/HW: Review Gilded Age Section of the STAAR Packet - Quiz on Block DayComplete Period 6 Progress Check in AP Classroom – Due on Friday, Jan. 31st Review PPETs in Chapters 16 - 20 / Period 6 Study Guide - LEQ Assessment on Tuesday, Feb. 4thBlock Day 1/29 – 1/30What are we learning?Daily Objective:I can review key concepts and vocabulary from Period 6: 1865 – 1898I can respond to an APUSH Long Essay Question (LEQ) TEKS/AP/Standards:How will we learn it?Learning Activities: Cooperative Learning: Gilded Age Chronology – In groups of 10, students will sequence key events of the Gilded Age. In a brief presentation, each student will explain how their event led to the following event.Class Discussion: The APUSH Long Essay Question (LEQ) - Students will be introduced to the LEQ section of the APUSH test. They will also review the essay outline and the College Board rubric.Independent Practice: LEQ Writing Sample – Students will have 40 minutes to complete an LEQ essay. This writing will be submitted for a daily gradeDirect Instruction: Progressive Reformer Activity – Students will prepare for Progressive Reformer “Speed Dating” by selecting a reformer and beginning research.Exit Ticket: STAAR Quiz #2 – Students will answer 10 STAAR questions assessing their knowledge of the Gilded Age.How will we tell if we’re learning it correctly?Assessment Methods: Exit TicketChecks for Understanding: Class DiscussionCritical Writing / Small Group Discussion QuestionsSG: How do you use evidence to support an argument?How do the LEQ and DBQ rubrics differ?What social ill did your reformer address?How successful was your reformer in improving society?CW: LEQ Writing Sample What do I need to before next class?Follow Up/HW: Review Gilded Age Section of the STAAR Packet - Quiz on Block DayComplete Period 6 Progress Check in AP Classroom – Due on Friday, Jan. 31st Review PPETs in Chapters 16 - 20 / Period 6 Study Guide -? LEQ Assessment on Tuesday, Feb. 4thFriday 1/31What are we learning?Daily Objective:I can analyze the response of Progressive reformers to economic, social and political problems of the early 20th century.TEKS/AP/Standards:Key Concept 7.1 B In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.How will we learn it?Learning Activities: Cooperative Learning: Progressive Reformer “Speed Dating” – Students will complete the speed dating activity. As students meet with one another, they will take notes on the Reformer Chart. The charts will be submitted at the end of class for a daily grade.How will we tell if we’re learning it correctly?Assessment Methods: Reformer ChartChecks for Understanding: Critical Writing / Small Group Discussion QuestionsSG: What social ill did your reformer address?How successful was your reformer in improving society?Which of the reformers had the most success in achieving their goals?CW: Reformer ChartWhat do I need to before next class?Follow Up/HW: Complete Period 6 Progress Check in AP Classroom – Due on Friday, Jan. 31st Read Chapter 21 – Quiz on Monday, Feb. 10th ? ................
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