U.S. History and Geography Mrs. Matthews OCTOBER 1-3, 2018 IMPERIALISM Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only. This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY-NC-ND

From which standard is today’s learning taken? The Standard: U.S. 22 Identify and assess the causes and effects of U.S. Imperialism. Students will NOT view this slide. This slide is for lesson planning purposes ONLY. Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board. Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard. TODAY’S TASK will be the last assignment (ticket-out the door) that students complete. TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity. TODAY’S TASK is written using a verb from three different levels of Bloom’s (analysis, synthesis, and evaluation) Bold and underline the analysis, synthesis and evaluation level verbs you use in the task. *In the ANALYSIS level of Bloom’s, students break down objects or ideas into simpler parts and find evidence to support generalizations. The verbs to use in this level are: analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test *In the SYNTHESIS level of Bloom’s, students compile component ideas into a new whole or propose alternative solutions. The verbs to use in this level are: arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, develop, devise, explain, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write *In the EVALUATION level of Bloom’s, students make and defend judgments based on internal evidence or external criteria. The verbs to use in this level are: appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

WHAT IS TODAY’S TASK? CREATE a Newspaper Article depicting THE CAUSES AND EFFECTS OF America’s need to be imperialists. Students will NOT view this slide. This slide is for lesson planning purposes ONLY. Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board. Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard. TODAY’S TASK will be the last assignment (ticket-out the door) that students complete. TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity. TODAY’S TASK is written using a verb from three different levels of Bloom’s (analysis, synthesis, and evaluation) Bold and underline the analysis, synthesis and evaluation level verbs you use in the task. *In the ANALYSIS level of Bloom’s, students break down objects or ideas into simpler parts and find evidence to support generalizations. The verbs to use in this level are: analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test *In the SYNTHESIS level of Bloom’s, students compile component ideas into a new whole or propose alternative solutions. The verbs to use in this level are: arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, develop, devise, explain, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write *In the EVALUATION level of Bloom’s, students make and defend judgments based on internal evidence or external criteria. The verbs to use in this level are: appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

Day 1 This Photo by Unknown Author is licensed under CC BY-NC-ND

Bellwork – OCT. 1 1. Which country is depicted in the cartoon? 6 minutes 9 minutes 7 minutes 5 minutes 4 minutes 1 minute 2 minutes 3 minutes TIME IS UP! 8 minutes 10 minutes 1. Which country is depicted in the cartoon? 2. What do snakes represent? 3. How many tentacles does the octopus have? 4. Why does the octopus have so many tentacles? Instructional supplies and copied are prepared. This is the 1st slide seen by students. The time does not begin until you click the slide. This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds. Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period. Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide. When this slide is finished, bellwork should be collected BEFORE you go over the answers. All bellwork must be graded and returned in 24 hours or the grade will not count. Time is not extended. ***Students should answer three standards-based questions (test questions)

Questions, Answers, and Discussion on Imperialism. Bellwork Breakdown 3 minutes 4 minutes 2 minutes 1 minute TIME IS UP! Questions, Answers, and Discussion on Imperialism. ACT/SAT VOCABULARY BRAIN BREAK! Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Flippant (Adj) not showing a serious or respectful attitude.

EXTRA CREDIT POINTS ALERT! BRING IN THREE (3) CANNED GOODS FOR EXTRA CREDIT OF 300 POINTS!

Connection Today, you will learn: about U.S. Imperialism. 60 seconds TIME IS UP! Today, you will learn: about U.S. Imperialism. Today’s Text: Textbook Pages 142-145 and 146- 151 Today’s Task: Create a Newspaper Article depicting the causes and effects about America’s need to be imperialists. The information on this slide should also be written on the board (this is the white board protocol). After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide. Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total Today’s Text: Every lesson should be driven by text. What text will you use to drive this work? Today’s Task: Copy TODAY’S TASK from slide 2

Why is this important? 1 minute TIME IS UP! 2 minutes During the late 1800s, the desire to find new markets, increase trade, and build a powerful navy caused the U.S. to become more involved in international affairs. Why is this important: Allow students to process what they are learning today and discuss how what they have learned will be useful (they can not say so that can pass the class nor can they say “for the test”…

Frontloading Watch the video on Imperialism from FLOCABULARY. 6 minutes 3 minutes 2 minutes 1 minute TIME IS UP! 5 minutes 4 minutes Watch the video on Imperialism from FLOCABULARY. Then, take the quiz to assess your knowledge from the video. Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed

Tier #3 Assignment should look like this . . .

Imperialism ARTICLE You must choose a group of 2 people ONLY. Your first PARAGRAPH is due today. Your first article is on IMPERIALISM. You are writing a 150-300 Word essay. You may want to write out your information before you type it. Use pages 142-145 in your textbook. Also, use the internet and credit it as a source. Do not copy and paste without giving credit. Good Luck!

Tiered Tasks 3 minutes 2 minutes 1 minute TIME IS UP! Time Allotted Who will begin this task? Task Tier #1 6 minutes Students who missed all 4 questions DEFINE THE ACADEMIC VOCABULARY ON PAGES 142-146. Tier #2 7 Students who missed two questions CREATE A T-CHART OF THE CAUSES OF AMERICAN IMPERIALISM. Today’s Task 15 minutes Students who answered all 4 questions and correctly & passed the frontloading quiz Using the T-Chart from Tier 2, CREATE a Newspaper Article depicting THE CAUSES AND EFFECTS OF America’s need to be imperialists. During this three minutes, you will tell students which tier they will begin. Give students a chance to move, collect supplies, etc (if applicable)… You can simply copy and paste these same assignments on the next slide. How to complete the slides: Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments. The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. *In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

Tiered Tasks 4 minutes 6 minutes 5 minutes 3 minutes 1 minute TIME IS UP! 1 minute 2 minutes TIER Time Allotted Who will begin this task? Task Tier #1 6 minutes Students who missed all 4 questions DEFINE THE ACADEMIC VOCABULARY ON PAGES 142-146. Tier #2 7 Students who missed two questions CREATE A T-CHART OF THE CAUSES OF AMERICAN IMPERIALISM. Today’s Task 15 minutes Students who answered all 4 questions and correctly & passed the frontloading quiz Using the T-Chart from Tier 2, CREATE a Newspaper Article depicting THE CAUSES AND EFFECTS OF America’s need to be imperialists. The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. *In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

Tiered Tasks 4 minutes 6 minutes 5 minutes 3 minutes 1 minute TIME IS UP! 1 minute 2 minutes 7 minutes TIER34 Time Allotted Who will begin this task? Task Tier #2 7 minutes Students who missed two questions CREATE A T-CHART OF THE CAUSES OF AMERICAN IMPERIALISM. Today’s Task 15 minutes Students who answered all 4 questions and correctly & passed the frontloading quiz Using the T-Chart from Tier 2, CREATE a Newspaper Article depicting THE CAUSES AND EFFECTS OF America’s need to be imperialists. Enrichment Until the bell sounds Students who completed the task Complete March 2 Success The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides. Next steps should be an enrichment activity that students look forward to completing.

Who will begin this task? Students who completed the task Tiered Tasks 14 minutes 9 minutes 10 minutes 6 minutes 15 minutes 11 minutes 8 minutes 7 minutes 5 minutes 1 minute TIME IS UP! 2 minutes 4 minutes 3 minutes 13 minutes 12 minutes TIER Time Allotted Who will begin this task? Task Today’s Task 15 minutes Students who answered all 4 questions and correctly & passed the frontloading quiz Using the T-Chart from Tier 2, CREATE a Newspaper Article depicting THE CAUSES AND EFFECTS OF America’s need to be imperialists. Enrichment Until the bell sounds Students who completed the task Complete March 2 Success Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides. Next steps should be an enrichment activity that students look forward to completing.