Weekly Block Plan
Dates:
Student Teacher: Lydia Ofalt
10/25-29
Subject/Tim
MONDAY
e
State Standard: Standard - 7.2.W.A
Objective: SWBAT compare and
contrast Latin American cultural
geographies. SWBAT examine the
development of culture in South
America
Materials: Textbook Chapter 9
South America cultural geography
slides
11th Grade Lesson Development with
World Differentiation: Slides presentation
Cultures on South American cultural
geography. Including photos,
videos, and discussion slides.
Discussion on comparing and
contrasting Latin American cultures
Assessment: Latin American
country project, Latin American
cultural geography exam
Modifications/Accommodations:
Honors class: No IEP’s
TUESDAY
State Standard: Standard - 7.2.W.A
Objective: SWBAT determine the
most prominent issues facing Latin
America today. SWBAT propose a
solution to Latin America’s
deforestation problems
Materials: L.A. Deforestation videos
L.A. major issues slides presentation
Lesson Development with
Differentiation: Students will watch
videos on deforestation and the
teacher will lead a class discussion
on how it is affecting their lives, and
ideas of how to solve the issue.
Discussion based lecture on major
Latin American issues and their
affects on humanity.
Assessment: L.A. country project
and exam
Modifications/Accommodations:
Honors class: No IEP’s
Wednesday
State Standard: Standard -7.2.W.A
Objective: SWBAT research a Latin
American country, analyze its
culture, and prepare a
presentation.
Materials: Latin American country
project rubric, Latin American
country project worksheets
Lesson Development with
Differentiation: Students will have
the class period to research their
Latin American country, complete
the worksheets, and create a
slides presentation.
Assessment: Students will be
assessed on their Latin American
project presentation based on
their knowledge of the countries
culture and how it has developed
throughout its history.
Modifications/Accommodations:
Honors class: No IEP’s
 State Standard: Standard - 8.1.9.B
Objective: SWBAT list the 4 main
problems and solutions of the farmers
during the Gilded age. SWBAT define
the populist parties Omaha platform
and its 6 planks. SWBAT recite the
candidates and outcome of the
election of 1896. SWBAT describe life
in mining towns. SWBAT describe why
ranching and farming became a major
economic activity during the Gilded
age.
Materials: Westward expansion
9th and the rise of populism study
Grade guide
Lesson Development with
US II Differentiation: Students will have
the class period to complete the
study guide
Assessment: The Rise of Populism
and westward expansion exam
Modifications/Accommodations:
Students with IEPs will complete
the study guide with the aid.
State Standard: Standard - 8.1.9.B
Objective: SWBAT list the 4 main
problems and solutions of the farmers
during the Gilded age. SWBAT define the
populist parties Omaha platform and its
6 planks. SWBAT recite the candidates
and outcome of the election of 1896.
SWBAT describe life in mining towns.
SWBAT describe why ranching and
farming became a major economic
activity during the Gilded age.
Materials: Westward expansion and
the rise of populism study guide
Lesson Development with
Differentiation: The teacher will
review the answers to the study
guide and answer any questions
regarding it. The students will play a
kahoot game.
Assessment: The rise of populism
and westward expansion exam
Modifications/Accommodations:
Students with IEPs will complete the
study guide with the aid.
State Standard: Standard - 8.1.9.B
Objective: SWBAT list the 4 main
problems and solutions of the farmers
during the Gilded age. SWBAT define
the populist parties Omaha platform
and its 6 planks. SWBAT recite the
candidates and outcome of the
election of 1896. SWBAT describe life
in mining towns. SWBAT describe why
ranching and farming became a major
economic activity during the Gilded
age.
Materials: Westward expansion
and the rise of populism exam
Lesson Development with
Differentiation: Students will
complete the exam.
Assessment:
Modifications/Accommodations:
Students with IEP’s will take a
paper copy of the exam and have
extra time according to their IEP’s

Subject/Tim
Thursday
e
State Standard: Standard -7.2.W.A
Objective: SWBAT research a Latin American
country, analyze its culture, and prepare a
presentation.
Materials: Latin American country project rubric,
Latin American country project worksheets
Lesson Development with Differentiation:
Students will have the class period to research
11th Grade their Latin American country, complete the
World worksheets, and create a slides presentation.
Cultures Assessment: Students will be assessed on their
Latin American project presentation based on
their knowledge of the countries culture and how
it has developed throughout its history.
Modifications/Accommodations: Honors class:
No IEP’s
Friday
State Standard: "CCSS.ELA-LITERACY.RH.11-12.4
CCSS.ELA-LITERACY.RH.11-12.3"
Objective: STWBAT list the causes and effects of
the Europeans in the New World
Materials: Mankind “New World”
Viewing guide
Lesson Development with Differentiation:
Students will watch the video and complete the
viewing guide
Assessment: The viewing guide will be graded by
completion and correctness
Modifications/Accommodations: Honors class: no
IEPS
 State Standard: Standard - 8.1.9.B
Objective: SWBAT compare US foreign policy
during the progressive era to former US policy.
SWBAT analyze the causes of the Spanish
American War.
Materials: Bombing of the Maine primary sources
Lesson Development with Differentiation:
Assessment: Lecture on the rise of imperialism
during the progressive era. Class reading of
primary sources from newspapers about the
Maine Explosion. Class discussion about yellow
9th journalism and its affects on public belief.
Modifications/Accommodations: Formative
Grade assessment: exit ticket: Who do you think was
responsible for the Maine explosion and why?
USII
Self-Evaluation
State Standard: Standard - 8.1.9.B
Objective: SWBAT analyze an article and compose
an essay describing and explaining the authors
main points.
Materials: European immigrants article and
prompt
Lesson Development with Differentiation:
Assessment: Students will have the class period to
read the article and complete the SLO.
Modifications/Accommodations: Students with
IEPS will complete the SLO with the aid in the
support room.