After spending the first few days of school talking about the importance of having a Growth Mindset (Paper Folding Activity) and adding to our Mental Maps (Geography Challenge Lesson) of both the world and the U.S., we are ready to dive into content this week. And since our State Standards start in 1877, we are going to begin our story in the Gilded Age (Unit Guide). But since that looked different not only in different parts of the country but also to different groups of people, we are going to begin with an overview of the era. First we will use a map to compare and contrast life in the North, South, and West, and then we will use historical images to help us write a summary of those differences. Finally, we will end the week with a move west.
Monday: We started today with our first attempt with the Fast & Curious EduProtocol. I loved this last year, and students knocked it out of the park today scoring 65%, 68%, 63%, 63%, and 66%. We will use Quizizz to repeat this five times over the next two weeks, recording our class scores and looking for improvement with each attempt.
Unfortunately, I underestimated the amount of time it would take us to get started today so none of my classes finished our Gilded Age Map Challenge. They all did a great job with their preliminary research and made excellent connections as we worked together to add items to the map. Because these maps end up being such a visual reminder of life in the Gilded Age, we will work to quickly finish them before we dive into the Inquiry Activity tomorrow.
NOTE: I will use the space above to reflect on what we did each day in class. Check back for more details.
My name is Angela Zorn. I work full-time as an educator at Bullitt Central High School in suburban Kentucky where I teach US History. In addition, I provide training & consulting services throughout the United States.
I love sharing my lesson creations with other teachers on Facebook, Twitter, and my website. It brings me so much joy pass on all that I have learned from others over the years.
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