Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Teacher: Mr. Lynch Subject: World History DAY 1/4/2011 STANDARDS SSWH1 The student will analyze the origins, structure, and interactions of complex societies in the ancient eastern Mediterranean from 3500 BCE – 500 BCE. A. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society with attention to Hammurabi’s law code. Date: From 1/4/2011 to 1/25/2011 TOPIC: Unit 1 ESSENTIAL QUESTION (S) How do we measure time? What are the 5 characteristics of civilization? Objectives: Students will be able to form a general timeline of important events in their life. Students will define 5 characteristics of civilization by providing modern examples. Students will use appropriate vocabulary in notes. TEACHING ACTIVITIES Warm Up: Syllabus, Introduction SSWH1 (SEE ABOVE) A. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society with attention to Hammurabi’s law code. Why was Mesopotamia called the fertile crescent? What possibly lead people in Sumer to develop civilization? Objectives: Students will What will go in the gradebook? Activities/Assignments: Create a timeline of important events in your life. VARK activity, Graphic Organizer Graphic organizer used on collage for characteristics of civilization. Graphic organizer with 5 characteristics of civilization – students provide 2 modern day examples of each. How will students’ mastery be measured? Sumer as an example of a civilization – students fill in a graphic representation providing examples of how Sumer fulfills its classification as a civilization. Informal, formative assessment: “What type of learner are you?” activity – VARK. Short introduction to World History through PowerPoint with emphasis on Timelines and Civilizations with accompanying graphic organizer. Students complete graphic organizer, questions and answer in lecture, warm up. Vocabulary: Civilization Specialization Institution Record (noun) Technology Society 1/5/2011 ASSESSMENT Formal, summative assessment: On next day’s activity Students must be able to portray 5 characteristics of civilization through 2 written examples and 2-3 visual examples with 80% accuracy. Warm up: What are the 5 characteristics of civilization? Provide a modern example of each. What will go in the gradebook? Activities/Assignments: Collage Graphic Organizer Students will create a collage of the 5 characteristics of civilization using poster board or large paper. Students are required to provide at least 2 written examples per each characteristic and 2-3 visuals per each characteristic that accurately portray the characteristic with 80% How will students’ mastery be measured? demonstrate understanding of 5 characteristics of civilization by creating a collage of modern pictures that accurately match each characteristic Students will explain why Mesopotamia was called the fertile crescent. Students will propose solutions to problems facing civilizations in river valleys. Students will record significant facts into graphic organizer. 1/67/2011 SSWH1(See section 1) A. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society with attention to Hammurabi’s law code. Vocabulary: Fertile Crescent Polytheism Cuneiform Hammurabi’s Code Silt Alluvial plain Fertile Crescent City-state Class system Dynasty Why do people need laws? What is the importance of Hammurabi’s law code to world history? Objective: Students will work cooperatively to explain the importance of laws within society. Students will create an accurate timeline of important events within world history as part of a group. Students will learn to use success. Lecture to introduce Mesopotamian society with accompanying graphic organizer. Students will take notes filling in as they go along. Informal, formative assessment: Students completed graphic organizer. Within lecture: Students will work in pairs to develop answers to certain questions posed within lecture. Formal, summative assessment: Students must be able to portray 5 characteristics of civilization through 2 written examples and 2-3 visual examples with 80% accuracy. Warm-up: What will go in the gradebook? Why is it important for a society to have laws? Could a society exist without law? Activities/Assignments: Hammurabi situation activity. Students will move in groups to 8 different stations. Each station describes a given situation and students are expected to determine what punishment would best fit the “crime” or events described in the situation. Students will share their responses as a class. Teacher will tell students the punishments based on Hammurabi’s actual law code. Students will begin work on a timeline of important events within World History. Teacher will provide students with 8 important events in World History. Students will search in the textbook for 7-12 more events to include in their timeline. Students will continue work on the Hammurabi Activity/Graphic Organizer Timeline How will student mastery be measured? Informal, formative assessment: discussion on importance of laws. Formal, summative textbook to find information – in this case, related to important events in World History. 1/18/2011 1/18/2011 SSWH1(See section 1) B. Describe the relationship of religion and political authority in Ancient Egypt. E. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet. SSWH 1 (See above) D. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World. E. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet. Vocabulary: No new vocab. How were religion and political authority connected in Ancient Egypt? Objectives: Recall river living Students will record facts into a graphic organizer while listening Students will explain class system of Ancient Egypt by providing examples from their own life Vocabulary: Theocracy Pharaoh Delta Hieroglyphics Monotheism Pyramid In what ways did trade networks in the Eastern Mediterranean promote cultural diffusion? Why did ancient societies have a need for writing? Objective: Students will be able to explain the development of writing in ancient societies. Students will be able to locate important geographic features on a map. following day. Warm up: Using page 35 in your book explain how Egyptian society was different from Mesopotamian society. Egypt was unified into a single kingdom very early on, making civilization united, stable, and powerful. Activities/Assignments: Lecture to introduce Egyptian society with accompanying graphic organizer. Students will read about Egypt and answer guiding questions from Mr. Dowling’s Passport to Ancient Egypt. assessment: Students will create an accurate, neat, chronological timeline with 15-20 important events in World History with 80% accuracy. What will go in the gradebook? Mr. Dowling answer sheet How will student mastery be measured? Informal, formative assessment: discussion, teacher walking around looking at student work on Dowling. Successfully answer 80% of Dowling Egypt guided reading. Warm up: Why did a need for writing develop in ancient societies? People recognized a need to keep records as government, religion, and the economy became more complex (tax collection, debts, laws, calendars (holidays), rituals, etc.) What will go in the grade book? Presentation: Short visual tour of the Mediterranean including maps and explanations of importance of Minoan and Phoenician peoples and empires. Phoenician’s Purple Passion answer sheet Activities/Assignments: Students will read “Phoenician’s Purple Passion” and answer questions related to the text. Students will analyze why Phoenicians were so powerful within the Mediterranean based upon the example of their monopoly on purple dyes and the impact the Phoenician alphabet had upon the development of the Greek and, eventually, Latin alphabet. Informal, summative assessment: How will student mastery be measured? Students will answer with the correct response with 80% accuracy on the day’s activity. Students will locate information about cultural diffusion in a text. 1/19/11 SSWH2 The student will identify major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. A. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka. B. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism. E. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas. SSWH1 C. Explain the development of monotheism; include the concepts developed by the ancient Hebrews and Zoroastrianism Vocabulary: Minoans Phoenicians Phoenicians Alphabet City-state Cultural diffusion Trade Network Diffuse How did the leadership of ancient India change over time? What were the major beliefs and practices of Hinduism and Buddhism? What impact did the region of India have upon civilizations there? Objectives: Students will explain how India’s geography provided a natural defense against invasion. Students will identify major differences between India’s ancient rulers. Students will collaborate with peers to locate major similarities and differences between Hinduism and Buddhism. Vocabulary: Buddhism Hinduism Reincarnation Karma Enlightenment Nirvana Invasion Warm up: Look at the map of the Indian subcontinent. What natural land and water forms may have helped protect Indian civilizations from outside invasion? Presentation: Explanation of Indian Subcontinent’s geographic features that lead to isolation from outside invaders for a number of years. Explore the religious, cultural, economic, and political facets of Harappan culture; including the dynasties of Maurya, Ashoka, and Gupta. Brief overview of Hindu and Buddhist beginnings and beliefs. What will go in the gradebook? Informal, summative assessments: Graphic organizer for India notes. Venn diagram Buddhism and Hinduism How will student mastery be measured? Power point covering the ancient Hebrews and Zoroastrianism. Activities/Assignments: Students will compare and contrast Hinduism or Buddhism with a monotheistic religion through a Venn diagram (graphic organizer). Internet and class texts. Students will provide at least 5 differences and 5 similarities between Hinduism or Buddhism and a monotheistic religion in their Venn diagram with 80% success. 1/2021/2011 1/24/2011 1/25/2011 1/26/2011 SSWH 2 (see above) C. Describe the development of Chinese civilization under the Zhou and Qin. D. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea. SSWH1 A-E SSWH2 A-E Continent Plain Citadel Caste system Bureaucracy What were the major contributions of ancient Chinese dynasties? How did Confucius influence Chinese culture? Objectives: Students will record important facts about Chinese dynasties and philosophies. Students will use guided readings to develop critical reading skills. Vocabulary: Mandate of Heaven Confucianism Feudalism Legalism Peasant Lord Tribute Merit Review and Unit 1 Exam Warm up: What was the caste system? Why did people living in the Indian subcontinent not accept Buddhism? Presentation: Map of China and Chinese dynasties song (Frere Jacques) Activities/Assignments: Students will work with textbook and use guided reading to answer questions pertaining to various Chinese geographical features, dynasties, philosophies, and other important information. What will go in the grade book? Informal, summative assessment: Chinese dynasties and philosophies guided readings. How will student mastery be measured? Students will create a timeline of Chinese dynasties with major contributions (philosophical, inventions, etc) and maps of land ruled. Students will correctly respond to questions on guided readings with 80% accuracy. Students will create timeline of major Chinese dynasties with contributions and maps depicting area ruled with 80% accuracy. Review 1/24-25/2011 Unit 1 Exam 1/26/2011 What will go into the gradebook? Review sheet Unit 1 Exam How will student mastery be measured? Students will correctly respond to multiple choice, short answer, and an essay question with 80% accuracy on topics covered in Unit 1.