CLO 2/4/14
Students will write to describe Trench Warfare using academic vocabulary trench warfare, the Western Front, Germany, France, going over the top, communications, Allied Powers, Central Powers, front line trench, support trench, communications trench, reserve trench, Three rotation schedule, no man's land, etc.
CLO 1/29/14
Students will read and speak to debate the factors that influenced the U.S. foreign policy shift from neutrality to involvement prior to World War I using academic vocabulary allied powers, central powers, neutrality, Lusitania, Alliances, Archduke Ferdinand, Bosnia, Terrorist, Woodrow Wilson, nationalism, militarism, stalemate, U-boat, submarine, etc.
CLO 1/27/14
Students will read and speak to compare and contrast the philosophies of Booker T. Washington and W.E.B. Dubois using academic vocabulary African American, talented tenth, NAACP, Tuskegee Institute, Submission, Conciliation, Economic, accommodation, Civil Rights, The Souls of Black Folks, The Atlanta Compromise, etc.
CLO 1/23/14
Students will read to analyze primary and secondary documents from and about the progressive era to identify the best progressive causes contribute to using academic vocab deforestation, John Muir, logging, National Child Labor Committee, Child Labor, breaker boys, suffrage, women’s rights, Jane Adams, Hull House, Upton Sinclair, The Jungle, Food Safety, meatpacking industry, etc.
CLO 1/20/14
Students will read to explain the changes made to the American Educational system during the progressive era using academic vocabulary, classical and vocational education, John Dewey, The Gary Plan, Americanization, social efficiency, compulsory schooling, etc.
Students will write to describe Trench Warfare using academic vocabulary trench warfare, the Western Front, Germany, France, going over the top, communications, Allied Powers, Central Powers, front line trench, support trench, communications trench, reserve trench, Three rotation schedule, no man's land, etc.
CLO 1/29/14
Students will read and speak to debate the factors that influenced the U.S. foreign policy shift from neutrality to involvement prior to World War I using academic vocabulary allied powers, central powers, neutrality, Lusitania, Alliances, Archduke Ferdinand, Bosnia, Terrorist, Woodrow Wilson, nationalism, militarism, stalemate, U-boat, submarine, etc.
CLO 1/27/14
Students will read and speak to compare and contrast the philosophies of Booker T. Washington and W.E.B. Dubois using academic vocabulary African American, talented tenth, NAACP, Tuskegee Institute, Submission, Conciliation, Economic, accommodation, Civil Rights, The Souls of Black Folks, The Atlanta Compromise, etc.
CLO 1/23/14
Students will read to analyze primary and secondary documents from and about the progressive era to identify the best progressive causes contribute to using academic vocab deforestation, John Muir, logging, National Child Labor Committee, Child Labor, breaker boys, suffrage, women’s rights, Jane Adams, Hull House, Upton Sinclair, The Jungle, Food Safety, meatpacking industry, etc.
CLO 1/20/14
Students will read to explain the changes made to the American Educational system during the progressive era using academic vocabulary, classical and vocational education, John Dewey, The Gary Plan, Americanization, social efficiency, compulsory schooling, etc.
CLO 1/14/14
Students will read to analyze primary and secondary documents from the Progressivie Era is using academic vocabulary reform, movement, Teddy Roosevelt, William Howard Taft, Woodrow Wilson, social gospel, activist, etc.
Students will read to analyze primary and secondary documents from the Progressivie Era is using academic vocabulary reform, movement, Teddy Roosevelt, William Howard Taft, Woodrow Wilson, social gospel, activist, etc.
CLO 1/13/14
Students will read and write to explain what progressivism is using academic vocabulary reform, movement, Teddy Roosevelt, William Howard Taft, Woodrow Wilson, social gospel, activist, etc.
Students will read and write to explain what progressivism is using academic vocabulary reform, movement, Teddy Roosevelt, William Howard Taft, Woodrow Wilson, social gospel, activist, etc.
CLO 1/7/13
Students will read to describe the social, political, and environmental problems of the early 20th century using academic vocabulary, slums, The Jungle, Formaldehyde, Morphine, Opium, Borax, Temperance, Extraction Industry, etc.
Students will read to describe the social, political, and environmental problems of the early 20th century using academic vocabulary, slums, The Jungle, Formaldehyde, Morphine, Opium, Borax, Temperance, Extraction Industry, etc.
12-02 CLO:
Students will write to describe the push and pull factors that might influence their decision to emigrate from the United States using academic vocabulary push and pull factors emigrate, emigrants.
Students will write to describe the push and pull factors that might influence their decision to emigrate from the United States using academic vocabulary push and pull factors emigrate, emigrants.
11-14 CLO:
Today students will compare and contrast, in writing, anti-imperialist movements at the turn of the 20th century with sovereignty movements seen in Hawaii today using academic vocabulary (Imperialism, anti-imperialism, Open Door Policy, China, Boxer Rebellion, Sovereignty, etc)
Today students will compare and contrast, in writing, anti-imperialist movements at the turn of the 20th century with sovereignty movements seen in Hawaii today using academic vocabulary (Imperialism, anti-imperialism, Open Door Policy, China, Boxer Rebellion, Sovereignty, etc)
11/7 – 11/13
Students will explain in writing whether or not the United States should have annexed the Philippines using academic vocabulary (annexation, imperialism, Philippines, Manila, Williams Jennings Byrant, William McKinley, etc) and citing evidence from primary sources.
Students will explain in writing whether or not the United States should have annexed the Philippines using academic vocabulary (annexation, imperialism, Philippines, Manila, Williams Jennings Byrant, William McKinley, etc) and citing evidence from primary sources.
philippines_dbq.pptx | |
File Size: | 381 kb |
File Type: | pptx |
CLO 11/4 – 11/5
Today, students will reflect in writing about whether or not they agree with United States Imperialist ideology through the use of textual evidence and academic vocabulary (Imperialism, White Man’s Burden, Manifest Destiny, discrimination, racism, Social Darwinism, etc.)
Today, students will reflect in writing about whether or not they agree with United States Imperialist ideology through the use of textual evidence and academic vocabulary (Imperialism, White Man’s Burden, Manifest Destiny, discrimination, racism, Social Darwinism, etc.)
CLO 10/29/13
Students will read to make connections between an experiential exercise and the rise of the labor movement using academic vocab working class, child labor, American Federation of Labor (AFL), Haymarket Affair, Homestead Strike, Pullman Strike
Students will read to make connections between an experiential exercise and the rise of the labor movement using academic vocab working class, child labor, American Federation of Labor (AFL), Haymarket Affair, Homestead Strike, Pullman Strike
CLO 10/25/13
Students will write to answer the question were the business leaders of the age of innovation and industry captains of industry or robber barons using academic vocabulary capitalist, monopolies, trust, horizontal and vertical integration, laissez-faire, Social Darwinism, innovations, inventions, corporations, big business, etc.
Students will write to answer the question were the business leaders of the age of innovation and industry captains of industry or robber barons using academic vocabulary capitalist, monopolies, trust, horizontal and vertical integration, laissez-faire, Social Darwinism, innovations, inventions, corporations, big business, etc.
CLO 10/22/13
Students will read to analyze documents to decide if the business leaders of Age of Innovation and Industry were Captains of Industry or Robber Barons using academic vocabulary capitalist, monopolies, trust, horizontal and vertical integration, laissez-faire, social Darwinism, innovations, inventions, corporations, big business, etc.
Students will read to analyze documents to decide if the business leaders of Age of Innovation and Industry were Captains of Industry or Robber Barons using academic vocabulary capitalist, monopolies, trust, horizontal and vertical integration, laissez-faire, social Darwinism, innovations, inventions, corporations, big business, etc.
CLO 10/18/13
Students will write to answer the question was industrialization good
for the United States using academic vocab Bessemer process, horizontal integration, vertical integration, laissez-faire, social Darwinism, Sherman Antitrust Act
Students will write to answer the question was industrialization good
for the United States using academic vocab Bessemer process, horizontal integration, vertical integration, laissez-faire, social Darwinism, Sherman Antitrust Act
CLO 10/8/13
Students will write to describe the experiences of Native American in Indian Schools using boarding schools, Native Americans, assimilation, language, civilize, culture, etc.
Students will write to describe the experiences of Native American in Indian Schools using boarding schools, Native Americans, assimilation, language, civilize, culture, etc.
indian_boarding_schools.pdf | |
File Size: | 2543 kb |
File Type: |
CLO 10/7/13
Students will write to answer the question what were the best opportunities and worst conflicts that emerged as Americans moved westward using academic vocab Chisholm Trail, Transcontinental railroad, Populist Party, Exoduster, Homestead Act, Dawes Act etc.
western_settlement_paragraph_.pdf | |
File Size: | 499 kb |
File Type: |
CLO 9/30/13
Students will write and perform a rap to explain the impact of settlement in the West using academic vocab (Chisholm Trail, transcontinental railroad, Dawes Act, Homestead Act, Exoduster, and Populist Party)
Students will write and perform a rap to explain the impact of settlement in the West using academic vocab (Chisholm Trail, transcontinental railroad, Dawes Act, Homestead Act, Exoduster, and Populist Party)
CLO 9/23/13
Students will write to answer the question, was reconstruction revolutionary, using academic vocab (Thirteenth amendment, Freedmen's Bureau, Black Codes, Radical Republican, Fifteenth Amendment, Fourteenth Amendment, etc)
Students will write to answer the question, was reconstruction revolutionary, using academic vocab (Thirteenth amendment, Freedmen's Bureau, Black Codes, Radical Republican, Fifteenth Amendment, Fourteenth Amendment, etc)
reconstruction_essay_presentation.pdf | |
File Size: | 1481 kb |
File Type: |
CLO 9/18/13
Students will evaluate the effect of Black Codes African Americans using academic vocab (civil rights, freedmen, south, social order)
CLO 9/17/13
Students will write to evaluate the Plessy v. Ferguson decision, using academic vocab, separate but equal, rights, Jim Crow, Supreme Court, Majority, fourteenth Amendment, segregation.
Students will evaluate the effect of Black Codes African Americans using academic vocab (civil rights, freedmen, south, social order)
CLO 9/17/13
Students will write to evaluate the Plessy v. Ferguson decision, using academic vocab, separate but equal, rights, Jim Crow, Supreme Court, Majority, fourteenth Amendment, segregation.
plessy_v_ferguson_presentation.pdf | |
File Size: | 141 kb |
File Type: |
CLO 9/16/13
Students will write to answer the question, did reconstruction create more racial problems than it solved using academic vocab (Thirteenth amendment, Freedman's Bureau, Black Codes, Radical Republican, Fifteenth Amendment, Fourteenth Amendment, etc)
Students will write to answer the question, did reconstruction create more racial problems than it solved using academic vocab (Thirteenth amendment, Freedman's Bureau, Black Codes, Radical Republican, Fifteenth Amendment, Fourteenth Amendment, etc)
CLO's 9/9-13/13
CLO's 9/3-6/13
- Students will speak to discuss the effectiveness of Reconstruction in a philosophical chairs discussion using textual Evidence
- Students will evaluate the Johnson presidency in writing using a claim counter claim format.
CLO's 9/3-6/13
- Students will will explain in writing Northern, Southern, and African American perspectives of reconstruction using textual evidence from primary and secondary sources.
- Students will define primary and secondary in writing sources using complete sentences.