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Social Studies – World History Unit of Study: The Middle Ages CURRICULUM OVERVIEW Second Grading Period – Unit 1 Big Idea Unit Rationale Enduring Understandings The Middle Ages is considered a turning point in history due to the formations of Feudalistic societies following the collapse of the Roman Empire. The importance of the Roman Catholic Church grew during this period of time politically as well as socially. The Islamic faith emerged and spread throughout Northern Africa, Southwest Asia, and portions of Europe. During this period of time Asia, Europe and parts of Africa were greatly affected by the Bubonic Plague that claimed approximately one-third of Europe’s total population. Overarching Questions How would the political, economic and social structures define this era in history? How would the growth in the Islamic faith affect different regions of the world during this period of time? How would the political, economic and social structures in Africa and Asia compare to those in Europe during this period of time? It is important to understand this era in history so we can better investigate origins of some of our modern conflicts, political systems of the past and the concept of spatial diffusion. With the fall of the Roman Empire, there was a vacuum of power in Europe. In a relatively short amount of time, kingdoms began to emerge with a specific social, economic and political structure. Also, the importance of the Roman Catholic Church and the Islamic Faith played a huge influence on the events of this era. Lessons for this Unit □ □ □ Lesson 1: The Middle Ages in Europe Lesson 2: The Rise of Islam Lesson 3: The Middle Ages in Africa and Asia TEKS TEKS Specificity - Intended Outcome Concepts TEKS WG.1 History. The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. WG.1B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague. TEKS WH.1 History. The student understands traditional historical points of reference in world history. WH.1A. Identify the major eras in world history and describe their defining characteristics. WH.1B Identify changes that resulted from important turning points in world history such as the Mongol invasions. WH.1C. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. WH.1D. Explain the significance of the following dates: 1066 and 1215. TEKS WH.3 History. The student understands how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe. WH.3A. Compare medieval Europe with previous civilizations. WH.3B. Describe the major characteristics of the political system of feudalism, the economic system of manorialism, and the authority exerted by the Roman Catholic Church. SAISD © 2008-09 –Second Grading Period (Unit 1) I CAN statements highlighted in yellow should be displayed for students. I can understand points of reference in world history and analyze the political, economic and social trends and changes that occurred during the Middle Ages in Europe, Africa and Asia. Including, but not limited to: Identifying the changes that occurred during the Middle Ages. Apply Relative and Absolute chronology of events that occurred during this period of time. Trace he spatial diffusion of the bubonic plague. Explain the significance of the date 1066 and 1215. Compare medieval Europe with previous civilizations including the political system of feudalism, the economic system of manorialism and the authority of the Roman Catholic Church. Identify the political, economic and social impact of the Crusades. Summarize the major political and cultural developments of the civilizations of sub-Saharan Africa. Summarize the major political, economic and cultural developments in China, India, and Japan. Trace the development of democratic-republican government developed from its Grecian-Roman beginnings through the Enlightenment. Social Studies World History Page 1 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. WH.3C. Identify the political, economic, and social impact of the Crusades. TEKS WH.6 History. The student understands the major developments of civilizations of sub-Saharan Africa, Mesoamerica, Andean South America, and Asia. WH.6A Summarize the major political and cultural developments of the civilizations of sub-Saharan Africa. WH.6C Summarize the major political, economic, and cultural developments of civilizations in China, India, and Japan. TEKS WH.16 Government. The student understands the process by which democratic-republican government evolved. WH.16A Trace the process by which democratic-republican government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment. WH.16B Identify the impact of political and legal ideas contained in significant historic documents, including the Justinian’s Code of Laws and the Magna Carta. TEKS WH.19 Culture. WH.19A Compare the historical origins, central ideas, and spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, and Islam. WH.19B Identify examples of religious influence in historic world events. TEKS WH.20 Culture. The student understands the relationship between the arts and the times during which they were created. 20A Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. 20B Analyzes examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. 20C Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. TEKS WH.22.Culture. The student understands how the development of ideas has influenced institutions and societies. WH.22C Analyze how ideas such as Judeo-Christian ethics and the rise of secularism and individualism in Western civilization, beginning with the Enlightenment, have influenced institutions and societies. TEKS WH21.Culure. The student understands the roles of women, children, and families in different historical cultures. WH.21A Analyze the specific roles of women, children, and families in different historical cultures. WH.21B Describe the political, economic, and cultural influence of women in different historic cultures. TEKS WH.11.Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. SAISD © 2008-09 –Second Grading Period (Unit 1) Identify the impact of political and legal ideas in historical documents such as the Justinian’s Code of Laws and the Magna Carta. Compare historical origins, central ideas and spread of major religions and philosophical traditions including Christianity and Islam and identify religious influence on historical events. Analyze ideas such as Judeo-Christian ethics and the rise of secularism and individualism in Western civilization. Identify and analyze examples of art, literature, music and architecture that not only reflect the history of culture but also transcend the culture in which they were created and convey a universal theme. Analyze the specific roles of women, children and families in historical cultures. Describe the political, economic and cultural influence off women in different historical cultures. Social Studies World History Page 2 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills TEKS WH.12 Geography. The student understands the economic importance of, and issues related to, the location and management of key natural resources. WH.12C Interpret historical and contemporary maps to identify and explain geographic factors that have influenced people and events in the past. TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information. WH.25C Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS WH.26 Social Studies Skills. WH.26A Use social studies terminology correctly. WH.26B Use standard grammar, spelling, sentence structure, and punctuation. WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps. WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history. Including, but not limited to: Create thematic maps, charts, models and databases. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases. Interpret historical and contemporary maps to explain geographical influence on historical events. Use primary and secondary sources to interpret historical information. Use reading, writing and math skills to interpret historical information. Evidence of Learning □ □ □ □ Given information on the Middle Ages, the student will evaluate the defining political, economic and social features of this era with 80% accuracy. Given information on the growing political, social and economic influence of the Roman Catholic Church the student will analyze the influence of the church during the Middle Ages with 80% accuracy. Given information on the information on the rise of spread of Islam during the Middle Ages the student will analyze the influence of Islam during the Middle Ages with 80% accuracy. Given information on the social, political and cultural developments in Asia, Africa, and Europe, the student will compare and contrast these three geographical regions with 80% accuracy. SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 3 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Essential Questions Lesson 1: The Middle Ages in Europe CURRICULUM GUIDE Essential Pre-requisite Skills How would the political, economic and social structures define this era in history? Why was the feudal structure so important during this period of time? How did the Roman Catholic Church impact the lives of people during this period of time? How did events such as the bubonic plague affect Europe politically, economically and socially? Knowing how governments are structured. (Grade 1 – Grade 9) Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 – Grade 9) Comparing different types of religions during different periods of history. (Grade 4 – Grade 9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, Social Studies website and other materials to… Hook Divide the students into groups of four. Each group is to receive only one of the interactives describing an aspect of life during the Middle Ages. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) 1. Feudal Life 2. Religion 3. Homes 4. Clothing 5. Health 6. Arts & Entertainment 7. Town Life Guided Practice Introduce the vocabulary for the lesson using one of the foldable strategies such as a mini-book. (WH.26a, WH.26b) Outline the overlaying themes for the lesson of study. Demonstrate how to use timeline. (WH.1c) Demonstrate how to create an organizational chart outlining the important features of Charlemagne’s rule. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Demonstrate how to create a hierarchal chart visually showing the power and social structures found in Feudalistic Europe during this era. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Outline the technological and social changes during this era. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Discuss the importance of the year 1066 and demonstrate how to create a chronological graphic organizer to demonstrate the development of the English monarchy. (WH.1d, WH.22c, WH.25b, WH.25c) SAISD © 2008-09 –Second Grading Period (Unit 1) In small groups, use the Middle Ages Jigsaw handout to fill in information about the assigned aspect. Illustrate the piece according to the topic. When all groups have completed the writing assignment, each group will give an oral presentation. Once each presentation is completed, the group will place their piece in the correct order forming a large, rectangular poster. In pair-share, write a summary paragraph of what life during the Middle Ages was like. Define vocabulary terms in interactive notebook. Create an illustrated mini-book using the different vocabulary terms In pair-share, create an original timeline demonstrating the major events that occurred during this era. In pair-share create a webbing diagram of the major features and events that occurred during the reign of Charlemagne. With partner, discuss and then create a list of the differences and similarities between Charlemagne and previous civilizations that have been studied to date such and Grecian and Roman societies. On a blank piece of paper, create a hierarchal chart showing the different levels of feudal society and the positions of power that each level controlled. Write three statements comparing and contrasting the feudal system of government to the modern government of the United States. With a partner, create a newspaper advertisement outlining the economic changes during this era to include innovations, growth and expansion of trade, and the “commercial revolution.” Create a causal chain graphic organizer to demonstrate the growth of the monarchy in England during the Middle Ages since 1066. Social Studies World History Page 4 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Discuss the importance of the year 1215 and demonstrate how to analyze a primary source by using selected portions of the Magna Carta as an example. (WH.1d, WH.16a, WH16.b, WH.22c, WH.25b, WH.25c) Create an organizational chart illustrating the power and influence of the Roman Catholic Church during the Middle Ages. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Demonstrate how to do a complex organizational chart demonstrating the various conflicts between the Roman Catholic Church and the European Monarchs. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Demonstrate how to use to use a multiple cause and multiple effect chart to illustrate the Four Crusades from 1096-1204. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Give examples of spatial diffusion and on a map demonstrate the spread of the Bubonic Plague. (WG.1b, WH.22c, WH.25b, WH.25c) Demonstrate how to utilize a cause and effect graphic organizer demonstrating the political, economic, and social effects of the Bubonic Plague. (WG.1b, WH.22c, WH.25b, WH.25c) Independent Practice Demonstrate how to create complex compare and contrast charts and timelines. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Extension Conduct the DBQ Project lesson: The Black Death: How Different Were the Christian and Muslim Responses? (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Vocabulary: medieval Justinian’s Code of Laws Charlemagne feudalism vassal lord fief knight chivalry manor serf Judeo-Christian ethics sacrament tithe papal supremacy SAISD © 2008-09 –Second Grading Period (Unit 1) Using the Magna Carta as a resource, provide an analysis of the changes that would occur to the monarchy and the government. With a partner, create an informative poster demonstrating the different aspects of the Roman Catholic Church during this era. Write three statements evaluating the importance and influence of the church during this period of time. Create an complex organizational chart showing the different conflicts between the Roman Catholic Church and the European monarchs. After the completion of the chart, write an analysis of why these conflicts occurred and the ramifications of these conflicts. Create a multiple cause and multiple effect chart demonstrating the causes and effects of the Crusades. After the completion of the chart, write an analysis of the political, economic and social ramifications of the Crusades on Europe and Southwest Asia. Create a map showing the spread of the Bubonic Plague in Asia, Africa, and Europe. Write a summarization on the concept of spatial diffusion and how it can apply historically and in modern times. Create a graphic organizer demonstrating the multiple causes and multiple effects of the bubonic plague. With a partner, create a complex compare and contrast chart showing the political, economic and cultural similarities and differences between modern society and the period of time just studied. With a partner, create a timeline demonstrating the most important events to occur during the Middle Ages. See lesson plan for details Resources Textbook: Prentice Hall – World History: Connections to Today – Chapters 8 & 9 District Resources Print Resources World Almanac Globe Internet Resources TEA - SSC SAISD – Social Studies Google Earth Internet Medieval Sourcebook Media Resources PowerMedia Plus Social Studies World History Page 5 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. canon law middle class guild 1066 William the Conqueror common law jury John I Magna Carta Parliament Lay investiture Concordat of Worms The Crusades The Black Death Hundred Years’ War Joan of Arc Evidence of Learning Differentiation What do you do for students who need extra support? Use the Discovery Channel’s Lesson: The Middle Ages Use EdSiteMent’s The Path of the Black Death Witness to Joan of Arc and the Hundred Years War What do you do for students who master the learning quickly? Continue work on the National History Day project. SAISD © 2008-09 –Second Grading Period (Unit 1) Interims/TAKS/Benchmarks Which of the following was one long-term effect of the bubonic plague? F Decline of Islam in European countries G Disruption of the European economy H Rapid growth of the European population J Success of the Crusades in the Middle East College-Readiness Anticipated Skills for SAT/ACT/College Board Conduct research on other plagues that have occurred in world history and create a documentary video. Social Studies Dept. Social Studies World History Page 6 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History CURRICULUM GUIDE Lesson 2: The Spread of Islam Essential Questions Essential Pre-requisite Skills How would the growth of the Islamic faith affect different regions of the world during this period of time? Knowing the origins of the Muslim faith (Grade 6) Understanding the concept of spatial diffusion and cultural convergence (Grades 6-9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, Social Studies website and other materials to…. Hook Use the Historical Map, Transparency Set 3 The Spread of Islam to demonstrate the growth of the Islamic faith. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) After seeing the base map, answer in the interactive notebook, “Where did Muslim influence begin around 632 A.D.?” After seeing Overlay 1, answer in the interactive notebook, “Into which areas did Muslim influence spread to by the year 661 A.D.?” After viewing Overlay 2, answer in the interactive notebook, “By 750 A.D., how far did Muslim influence spread to?” Answer the following question in the interactive notebook, “What predictions can be made about the amount of influence Islam would have on three continents?” Guided Practice Introduce vocabulary for the lesson and demonstrate how to create a shutter-fold to demonstrate the concepts of this area of study. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Outline the overlaying themes for the lesson of study. Demonstrate how to use a webbing diagram to better understand Islamic beliefs. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Demonstrate how to create a visual organizer to demonstrate the Five Pillars of Faith. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Help students create a Compare and Contrast chart in order to show the similarities between Judaism, Christianity, and Islam. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Create a shutter-fold foldable based on the vocabulary for Lesson 2. With a partner, use the shutter-fold to practice the vocabulary for Lesson 2. Use a webbing graphic organizer to outline the major characteristics of the Islamic faith. With a partner, create a pictorial graphic organizer to demonstrate the characteristics of the Five Pillars of Faith. Wit a partner, design an original compare and contrast poster demonstrating the similarities and differences between Judaism, Christianity and Islam. Demonstrate how to use and create thematic maps to show the growth of the Using a blank outline map of the Mediterranean area, create a thematic map Islamic faith In Southwest Asia, North Africa, and Europe. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Discuss and help students create a cause and effect graphic organizer to convey the political, economic and social effects of the spread of Islam In Southwest Asia, North Africa, and Europe. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) demonstrating the growth of the Islamic faith in Southwest Asia, Northern Africa, and Europe. With a partner, conduct research on the effects of the growth of the Islamic faith on Europe, Asia and Northern Africa using a variety of resources. With a partner, create a informative poster showing the economic, political and social effects caused by the growth of the Islamic faith in (1) Europe, (2) Northern Africa and (3) Asia. Outline different traditions of Islam that emerged during this period of time. Create a compare and contrast chart demonstrating the defining characteristics of the (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) SAISD © 2008-09 –Second Grading Period (Unit 1) major Islamic divisions that emerged during this time. Social Studies World History Page 7 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Demonstrate how to use and create thematic maps to show the growth of the Ottoman and Safavid Empires In Southwest Asia, North Africa, and Europe. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Independent Practice Summarize the main points of Lesson 2 and demonstrate how to outline the effects of the spread of the Islamic faith on Africa, Asia and Europe. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Extension Demonstrate how the division of the Islamic faith has affected modern day nations such as Iraq, Iran, and Lebanon. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)ß Vocabulary: Muhammad Hijra Monotheistic Mosque Hajj Jihad Quran Caliph Sunni Shiite Calligraphy Sultanate Caste Rajah Millet Janizary Shah With a partner, create a thematic map demonstrating the growth of the Ottoman and Safavid Empires. On the back of the map, summarize the reasons for the growth of both empires, defining characteristics of these empires, and why they declined. In small groups, create a presentation using a variety of multimedia resources that describes the beginnings of the Islamic faith, the growth and spread of Islam, and the political, economic, and social effects of the growth of Islam on Africa, Asia, and Europe. With a partner, create a presentation comparing the split of the Islamic faith to divisions that are found in other religious faiths. Include the growth of each faith, conditions of the splitting of each faith, and how the different divisions view each other today. Resources Textbook: Prentice Hall – World History: Connections to Today – Chapter 11 District Resources Print Resources World Almanac Globe Internet Resources TEA - SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus Evidence of Learning Differentiation What do you do for students who need further support? Use a five-shudder foldable to demonstrate the Five Pillars of Islam Create a Vocabulary Diamond set based on the vocabulary and information from this lesson. Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board The Five Pillars of Faith are a combination of F desires and self-denial. G prayer and celebration. H sacrifice and devotion. J wants and needs. Social Studies Department What do you do for students who master the learning quickly? Continue to work on the history fair project. SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 8 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Essential Questions Lesson 3: The Middle Ages in Africa and Asia CURRICULUM GUIDE Essential Pre-requisite Skills How would he political, economic, and social structures in Africa and Asia compare to those in Europe during this period of time? Knowing the basic governmental structures of Europe during this period of time. (10th Grade) Familiarity with the geography of Africa and Asia. (6th grade-9th Grade) Understanding of government structures. (1st Grade – 9th Grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, online resources and other materials to… Hook Summarize with students the main concepts of the Middle Ages in Europe and demonstrate how to create a complex compare and contrast chart. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.22c, WH.25b, WH.25c) Guided Practice Introduce vocabulary for the lesson and demonstrate how to create a shutter-fold to demonstrate the concepts of this area of study. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Outline the overlaying themes for the lesson of study. Demonstrate how to use a timeline to better understand changes in Africa and Asia during this period of time. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Demonstrate how to use mental mapping skills to create a thematic map to show the major kingdoms and trade routes of Africa during this period of time. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Use the Kingdoms of Africa strategy. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, Create a complex compare and contrast chart to begin comparing the main components of this era as they occurred in Europe, Africa, and Asia. Create a shutter-fold foldable based on the vocabulary for Lesson 3. With a partner, use the shutter-fold to practice the vocabulary for Lesson 3. Use a webbing graphic organizer to outline the major characteristics of the Middle Ages in Africa and Asia. Create a mental map demonstrating the major kingdoms of Africa during various time periods. Add to the map the major trade routes used during this era. In the interactive notebook, analyze the importance of trade routes in Africa during this period of time and what types of geographical features were dominate in the various routes. See Lesson Plan WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Help create an organizational chart to demonstrate the major rulers, kingdoms and With a partner, create a webbing organizer to demonstrate the political, economic empires in China, Korea and Japan during this era and the their characteristics. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Demonstrate how to create an organizational chart illustrating the Feudal society in Japan. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Summarize the main concepts of the lesson demonstrate how to create a complex compare and contrast organizational chart. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) and social characteristics (where found) of the major dynasties of China and China under Mongol rule. With a partner, create a webbing organizer to demonstrate the political, economic and social characteristics (where found) of the major rulers of Korea during this time period. With a partner, create a webbing organizer to demonstrate the political, economic and social characteristics (where found) of the major rulers of Japan during this period of time. With a partner, create a tri-fold display comparing and contrasting the political, economic, and social changes found in China, Korea, and Japan during this period of time. SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 9 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Independent Practice Summarize the main points of Unit 1 with students. Utilize graphically organized notes to help students analyze the different economic, political, and social structures during this period of time. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) Break students into small groups and assign each group one of the following regions/countries: (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c) 1. Europe 2. North Africa 3. West Africa 4. East Africa 5. Western Asia 6. China 7. Korea 8. Japan Extension Demonstrate how to create a complex compare and contrast chart. Vocabulary: savanna desertification Mansa Musa Sonni Ali Askia Muhammad Slash and burn agriculture Matrilineal Patrilineal Land reform Gentry Genghiz Khan Marco Polo Zheng He Literacy rate Archipelago Selective borrowing The Tale of Genji Shogun Daimyo Samurai Bushido SAISD © 2008-09 –Second Grading Period (Unit 1) In small groups, create a “learning station” giving information and analysis of an assigned culture during this period of time. The station should have: 9. Information regarding the social, economic and political issues of the culture. 10. Maps showing the boundaries of the assigned culture. 11. Timeline demonstrating major events that occurred during this period of time. 12. Graphical representations of the assigned culture during this period of time. 13. Handouts in the form of a scavenger hunt for visitors to the learning station. Students are to visit each of the other stations and complete the scavenger hunt. Once all rotations have been completed, students are write an essay answering the question, “Can the Middle Ages be considered an Era of Great Change politically, economically and socially throughout the world? Support your answer with historical examples.” Create a chart demonstrating the government and economic system of selected countries during the Middle Ages and what they have now. 14. Great Britain 15. Italy 16. China 17. Korea 18. Japan Resources Textbook: Prentice Hall –World History: Connections to Today – Chapters 12 - 13 District Resources Print Resources World Almanac Globe Internet Resources TEA - SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus Social Studies World History Page 10 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need further support? Create a Jeopardy game using the vocabulary and main issues of this unit. Create a three shutter foldable to demonstrate the main characteristics of the Middle Ages in Europe, Asia and Africa What do you do for students who master the learning quickly? Continue to work on the history fair project. SAISD © 2008-09 –Second Grading Period (Unit 1) Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Which of these statements best summarizes the history of West Africa before 1500? F Christianity spread to the region and the tribal rulers became Christian. G Political chaos often occurred and no organized countries exist in the region. H The empires of Ghana, Mali, and Songhai dominated the region. J The French and Germans explored and then colonized the region. Social Studies Department Social Studies World History Page 11 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Unit of Study: Changes in Culture, Religion and Science CURRICULUM OVERVIEW Second Grading Period – Unit 2 Big Idea Unit Rationale Enduring Understandings As Europe emerged from the Middle Ages, changes in culture, religion and science were on the horizon that would have an effect on Europe but Africa, Asia and the Americas as well. Overarching Questions What influence would the Renaissance have on Europe as it emerged from the Middle Ages? Is the name of the Reformation a true reflection on what happened to religion during this era? How would the innovations during this era affect Europe socially and economically? □ As the Middle Ages was coming to an end, three important cultural “revolutions” were occurring almost at the same time. Within a very short amount of time, the way that people viewed religion, science, mathematics, art, music, and architecture would change dramatically. □ □ □ Lesson 1: The Renaissance Lesson 2: The Reformation Lesson 3: The Scientific Revolution Lessons for this Unit Concepts TEKS TEKS Specificity - Intended Outcome TEKS WH.1 History. The student understands traditional historical points of reference in world history. WH.1A Identify major eras in world history and describe their characteristics. WH.1C Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. TEKS WH.4 History. The student understands the influence of the European Renaissance and the Reformation eras. WH.4A Identify the causes and characteristics of the European Renaissance and the Reformation eras. WH.4B Identify the effects of European Renaissance and Reformation eras. TEKS WH.20 Culture. The student understands the relationship between the arts and the times during which they were created. WH.20A Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. WH.20B Analyzes examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced. WH.20C Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. TEKS WH.23 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. WH.23A Give examples of [major mathematical and scientific discoveries and] technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. SAISD © 2008-09 –Second Grading Period (Unit 1) I CAN statements highlighted in yellow should be displayed for students. I can understand points of reference in world history and analyze the political, economic and social trends and changes that occurred during the Renaissance, Reformation and the Scientific Revolution. Including, but not limited to: Describing the characteristics of the Renaissance, Reformation and the Scientific Revolution. Identifying and analyzing the causes, characteristics and effects of the Renaissance and Reformation Eras. Identifying significant examples of art, music and architecture that demonstrate the characteristics of certain cultures, convey universal themes and analyzing how these examples reflect the history of those cultures. Give examples of important changes in mathematics, science and technology and how these changes affected different societies. Describe the origins of the Scientific Revolution and explain the effects of the Scientific Revolution. Identify the contributions of scientists such as Copernicus, Galileo, Robert Boyle, and Sir Isaac Newton. Social Studies World History Page 12 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills WH.23D Describe the origins of the scientific revolution in 16th-century Europe and explain its impact on scientific thinking worldwide. WH.23E Identify the contributions of significant scientists such as Copernicus and Galileo. TEKS WH.24 Science, technology and society. The student understands connections between major developments in science and technology and the growth of industrial economies and societies in the 18th, 19th, and 20th centuries. WH.24C Identify the contributions of significant scientists and inventors such as Robert Boyle and Sir Isaac Newton. TEKS WH.11.Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. TEKS WH.12 Geography. The student understands the economic importance of, and issues related to, the location and management of key natural resources. WH.12C Interpret historical and contemporary maps to identify and explain geographic factors that have influenced people and events in the past. TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information. WH.25C Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS WH.26 Social Studies Skills. WH.26A Use social studies terminology correctly. WH.26B Use standard grammar, spelling, sentence structure, and punctuation. WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps. WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. I CAN statements highlighted in yellow should be displayed for students. I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history. Including, but not limited to: Create thematic maps, charts, models and databases. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases. Interpret historical and contemporary maps to explain geographical influence on historical events. Use primary and secondary sources to interpret historical information. Use reading, writing and math skills to interpret historical information. Evidence of Learning □ Given information on the Renaissance, the student will analyze the causes and effects of the Renaissance with 80% accuracy. □ Given information on the Reformation, the student will evaluate the causes and effects of the Reformation in Germany, England, and the Vatican with 80% accuracy. □ Given information on the Scientific Revolution, the student will analyze the effects of innovations in mathematics, science, and technology with 80% accuracy. SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 13 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History CURRICULUM GUIDE Lesson 1: The Renaissance Essential Questions Essential Pre-requisite Skills What influence would the Renaissance have on Europe as it emerged from the Middle Ages? What was the most important consequence of the printing press? Identifying changes in music, architecture, and literature. (4th Grade – 9th Grade) Analyzing how music, art and literature can symbolize a culture. (3rd Grade – 9th Grade) Analyzing the effects of rapid communication. (6th Grade – 9th Grade) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, various online resources and Google Earth to teach the following. Hook Conduct the online lesson Different Points of View. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c) Guided Practice Demonstrate how to use a webbing diagram to outline the characteristics of the Renaissance. Discuss the different aspects of the Renaissance from the beginnings in Italy to its spread throughout Europe. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Conduct the lesson The Geography of the Renaissance. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Model how to utilize a cause and effect graphic organizer and how to apply it to cultural change. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Give an example of an organizational chart and how to apply it to show the major role players of the Renaissance. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Outline the development of the printing press and discuss the huge impact of the printing press on Europe and the rest of the world. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Independent Practice Conduct the DBQ Project lesson: What was the most Important Consequence of the Printing Press? (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) SAISD © 2008-09 –Second Grading Period (Unit 1) See lesson plan for details. With a partner, create a webbing diagram that demonstrates the characteristics of the Renaissance including major role players, places and events. On the back of the diagram, answer the question, “Why did the Renaissance begin in Italy? See lesson plan for details. With a partner, create a cause and effect graphic organizer outlining the causes and effects of the Renaissance. On the back of the organizer, write a short essay Create an organizational chart naming influential people of the Renaissance and their contribution to this time period. On the back of the chart, answer the following question, “What was so important about the contributions of the people mentioned in your chart? Complete the PES table for the effects of the printing press. See lesson plan for details. Social Studies World History Page 14 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Extension Demonstrate how to conduct research on the major role players of the Renaissance. Use the jigsaw strategy and assign small groups a person during this era to conduct research on. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Vocabulary: Renaissance humanism perspective printing press With a small group, conduct research on an assigned person that was an influence on the Renaissance. Create a 3-D visual demonstrating the contributions of the person the group was assigned. On an assigned day, disseminate your information in a virtual museum. Resources Textbook: Prentice Hall –World History: Connections to Today – Chapter 14: Sections 1-2 District Resources Print Resources World Almanac Globe Internet Resources TEA – SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus Evidence of Learning Differentiation What do you do for students who need further support? Conduct the lesson Invention Timeline to illustrate the changes in communication over time. Use a lesson from Mr. Donn’s World History website to enhance concepts. What do you do for students who master the learning quickly? Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Use your knowledge of social studies to answer the question. 32 The Renaissance artist who painted the Mona Lisa and contributed to the sciences was A Leonardo da Vinci. B Michelangelo. C Raphael. D Peter Paul Rubens. Social Studies Department SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 15 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History CURRICULUM GUIDE Lesson 2: Reformation Essential Questions Essential Pre-requisite Skills Is the name The Reformation a true reflection on what happened to religion in Understanding the concepts of reform and those who can be considered reformers. Europe during this period of time? What political, economic and social changes were brought on because the Reformation? Analyzing how reforms can affect societies. (Grade 7 – Grade 9) (Grade 5 – Grade 9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, various online resources and Google Earth to teach the following. Hook Demonstrate how to use visual discovery with the following images: (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) 1. Selling of Indulgences 2. Selling of Indulgences 2 3. Luther at the Door Guided Practice Review the major points leading up to the Reformation in Germany. Demonstrate how to apply this information with a causal chain graphic organizer. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) For each image, answer the following three questions in the interactive notebook: 4. Describe what you see in the picture. 5. When and where do you think this picture happened? 6. What do you think is occurring in this image? Create a causal chain graphic organizer to show the events leading up to the Reformation in Germany. Underneath the graphic organizer, answer the following question, “Was Martin Luther justified in protesting the conduct of the Roman Catholic Church? Explain fully.” Answer the question, “What were some of the effects of the Reformation movement in this area?” Review the major points leading up the Reformation in England. Demonstrate how to apply this information with a casual chain graphic organizer. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Create a causal chain graphic organizer to show the events leading up to the Reformation in England. Underneath the graphic organizer, answer the following question, “Was Henry VIII justified in forming the Church of England? Explain fully.” Answer the question, “What were some of the effects of the Reformation movement Demonstrate how to create a compare and contrast chart that compares the Reformation in Germany to the Reformation in England. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Independent Practice Review the main concepts of the Reformation. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Extension Model how to find primary sources on the Internet. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) SAISD © 2008-09 –Second Grading Period (Unit 1) in this area?” Create a 3-tiered compare and contrast chart and/or foldable to explain the similarities between Lutheran Ideas, Calvinism, and the Church of England. With a partner, create a mini-booklet outlining the major people, places and events surrounding the Reformation. Also include the major effects of the different movements, thematic maps, and illustrations. Find Martin Luther’s 95 Thesis online and select 10 passages that best demonstrate Martin Luther’s feelings towards the power of the church. Social Studies World History Page 16 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary: Reformation Indulgence 95 Thesis Martin Luther Protestant John Calvin Predestination Henry VII The Church of England Elizabeth I Council of Trent Resources Textbook: Prentice Hall –World History: Connections to Today – Chapter 14: Sections 3-4 Print Resources World Almanac Globe Internet Resources TEA – SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus Evidence of Learning Differentiation What do you do for students who need further support? Create a Portrait foldable for Henry VIII and one for Martin Luther giving details on how they influenced the Reformation What do you do for students who master the learning quickly? Continue to work on the history fair project. Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Use the graphic organizer and your knowledge of social studies to answer the following question. Religious Turmoil and Wars Creation of Protestant Churches ? Reform of Catholic Church Peasants’ Revolt 31 What phrase should go in the center circle? A Effects of the Enlightenment B Effects of the Reformation C Effects of the Renaissance D Effects of the Scientific Revolution The Social Studies Department SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 17 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History CURRICULUM GUIDE Lesson 3: The Scientific Revolution Essential Questions Essential Pre-requisite Skills How would innovations that occurred during this era affect Europe socially and Understand the changes brought on by innovations, inventions and technological developments. (Grade 3 – Grade 9) economically? The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, online resources and Google Earth to conduct the following lesson. Hook Ask students to think about the 10 greatest inventions that have ever been introduced to modern society. Guided Practice Demonstrate the changes in scientific though through the introduction of the scientific process. Model how to gather information using various sources and conduct the Scientist of the Year strategy. Independent Practice Facilitate and guide students to completing their projects. Extension Show students how to research topics by using the Internet and other resources. Vocabulary: heliocentric Nicolaus Copernicus Johannes Kepler Galileo Galilei Isaac Newton With a partner, create a list of the top 10 inventions ever produced. Create a poster showing and explaining why these inventions were so important to society. With a partner, begin researching the various scientists of this time period using the research notes found here. See the Scientist of the Year strategy for details. Present your scientist to the rest of the class, giving reasons why your scientist should receive the honor. As a class, vote for the scientist of the year, giving 2 reasons why. Conduct research on an inventor/innovator that has developed an invention/innovation that made a huge impact on modern society. Create a simulated Myhistoryspace.com webpage on that person. Resources Textbook: Mcdougal Littell – World Geography: Chapter 1 – Sections 1-2 TCI – Geography Alive! – Regions and People: Lesson 1: Gold Deposit District Resources Print Resources World Almanac Globe Internet Resources TEA - SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus SAISD © 2008-09 –Second Grading Period (Unit 1) Social Studies World History Page 18 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning Differentiation What do you do for students who need further support? Create word wall vocabulary cards to demonstrate the main role players of this time period. Create visual representation of the innovations that were developed during this time period. What do you do for students who master the learning quickly? Begin final revisions of history fair project. SAISD © 2008-09 –Second Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Which of the following is an outcome due to the Scientific Revolution? A More people were afraid of venturing out of where they were raised. B. Kingdoms decided to close their borders to trade. C. Many nations in Europe began to develop new methods that would lead to the expansion of trade. D. There were no major effects of the Scientific Revolution. Social Studies World History Page 19 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Unit of Study: Age of Exploration and Colonization CURRICULUM OVERVIEW Second Grading Period – Unit 3 Big Idea Unit Rationale Concepts Enduring Understandings As Europe emerged from the Middle Ages, the growing desire to trade valuable commodities such as spices. Through new developments in technology and navigation, the Europeans soon extended their influence worldwide. Overarching Questions What were the driving forces behind European exploration? What conflicts and events would arise as the Europeans tried to expand their influence? Were the Europeans justified in colonizing distant lands? It was the desire to explore, conquer and trade which drove many Europeans to leave the sanctity of their home shores to explore and colonize other continents. It is important to understand the people, places and events of this era in order to understand the effects of cultural diffusion and blending that are characteristic of where the Europeans reached. Lessons for this Unit □ □ Lesson 1: Exploration and Conquest Lesson 2: The Age of Colonization TEKS TEKS Specificity - Intended Outcome TEKS WH.1 History. The student understands traditional historical points of reference in world history. WH.1A Identify major eras in world history and describe their characteristics. WH.1B Identify changes that resulted from important turning points in world history such as the European age of exploration and colonization. WH.1C Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. WH.1D Explain the significance of the following date: 1492. TEKS WH.4 History. The student understands the influence of the European Renaissance and the Reformation eras. WH.4B Identify the effects of European Renaissance and Reformation eras. TEKS WH.5 History. The student understands causes and effects of European expansion beginning in the 16th century. WH.5A Identify causes of European expansion beginning in the 16th century. WH.5B Explain the political, economic, cultural, and technological influence of European expansion on both Europeans and non-Europeans, beginning in the 16th century. TEKS WH.7 History. The student understands the impact of political and economic imperialism throughout history. WH.7A Analyze examples of major empires of the world such as the British and French empires. TEKS WH.18 Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights , republicanism, constitutionalism, and democracy. WH.18C Identify examples of political, economic, and social oppression and violations of human rights throughout history, including slavery. I can… Including, but not limited to: Apply Relative and Absolute chronology of events that occurred during this period of time. Analyze the spatial diffusion of the Columbian Exchange. Explain why the year 1492 is so important in world history. Identify, analyze and evaluate the political, social and economic causes and effects of European exploration and colonization. Analyze the growth and international influence of colonial empires such as Spain and Great Britain. Identify and analyze the political, economic and social characteristics and effects of the triangular trade and slavery. Identify and analyze the mathematical, scientific, and technological developments that made exploration and colonization possible for the Europeans. SAISD © 2008-09 –Second Grading Period Social Studies World History Page 20 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Skills TEKS WH.23 Science, technology and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. WH.23A Give examples of [major mathematical and scientific discoveries and] technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. TEKS WH.11 Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history. WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information. WH.25C Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs. TEKS WH.26 Social Studies Skills. WH.26A Use social studies terminology correctly. WH.26B Use standard grammar, spelling, sentence structure, and punctuation. WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps. WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history. Including, but not limited to: Create thematic maps, charts, models and databases. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases. Interpret historical and contemporary maps to explain geographical influence on historical events. Use primary and secondary sources to interpret historical information. Use reading, writing and math skills to interpret historical information. Evidence of Learning □ Given information on the Age of Exploration, the student will analyze the international economic, political and social impact of European Exploration with 80% accuracy. □ Given information on the Age of Colonization, the student will evaluate the international economic, political and social impact of European colonization with 80% accuracy. SAISD © 2008-09 –Second Grading Period Social Studies World History Page 21 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History Lesson 1: The Age of Early European Exploration CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills What the political, economic, and social ramifications of early European Comprehending and evaluating the impact of developing technologies (Grade 1 – Grade exploration on Asia? 9) Understanding the concept of exploration and colonization. (Grade 4 – Grade 9) Analyzing the causes and effects of exploration and colonization. (Grade 4 – Grade 9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the the textbook, Google Earth, and other resources to teach the following: Hook Conduct the TCI Strategy Claim the Room. (WH.1a, WH.1b, WH.1c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Guided Practice Using a world map, demonstrate the geographic background and challenges faced by the Europeans to establish trade with other continents. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Using a world map, model the routes of the early expeditions from Europe detailing the geographical challenges of the listed explorers. (WH.1a, WH.1b, WH.1c, WH.1d, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Independent Practice Discuss the establishment of European colonial rule in Southeast Asia, East Asia and India. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Extension Demonstrate how to create a non-linear presentation using PowerPoint. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Vocabulary: Marco Polo Henry the Navigator Cartographer Vasco da Gama 1492 Line of Demarcation SAISD © 2008-09 –Second Grading Period See Lesson Plan With a partner, create a list of reasons why Europeans would want to leave the safety of their countries to explore the unknown. Complete the 1st graphic organizer for the Explorers. Create a mental map of the journeys of the listed explorers on a blank piece of paper. For each exploration, describe the challenges of the expedition and the outcome. Include the Line of Demarcation Complete the second graphic organizer for the Explorers and analyze the overall impact of exploration on Europe. Create an organizational chart that demonstrates the expansion of European nations in Southeast Asia, East Asia and India. At the bottom of the chart, answer the following questions: 1. “How would growing European power cause conflict between European nations?” 2. “How would Asia be affected by European conquest?” 3. “What cultural changes might occur because of European conquest?” In a small group, create a non-linear presentation using PowerPoint to demonstrate the early European explorers, their expeditions, and the political, economic and social outcomes of their journeys. Resources Textbook: Prentice Hall – World History: Connections to Today – Chapter 15 District Resources Print Resources World Almanac Globe Social Studies World History Page 22 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Fernando Magellan Northwest Passage Straits of Hormuz Internet Resources TEA - SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus Evidence of Learning Differentiation What do you do for students who need further support? Use visual biography strategy to demonstrate the explorers and their accomplishments What do you do for students who master the learning quickly? Complete history fair project. SAISD © 2008-09 –Second Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Which of the following was influential on the ability for Europeans to travel great distances following the Middle Ages? A. Spices B. Steam-powered engines C. New technologies D. The Heliocentric theory Social Studies World History Page 23 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – World History CURRICULUM GUIDE Lesson 2: Age of Colonization Essential Questions Essential Pre-requisite Skills What were the social, economic and political ramifications of European colonization of the Americas and Africa? What was the impact of the Triangular Trade on Africa, the Americas and Europe? Understanding the concept and impact of colonization. (Grade 4 – Grade 9) Analyzing the effects of slavery on the Americas, Europe and Africa. (Grades 4 – 9) The Teaching Plan Instructional Model & Teacher Directions The teacher will… So students can… Use the textbook, Google Earth and other various resources to teach the following: Hook Read excerpts from Equiano’s experiences on the Middle Passage. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Guided Practice Demonstrate using a map of the Americas the major colonies and/or conquests of European powers. Provide an overview how the establishment of colonies would lead to international conflict such as the French and Indian War. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Demonstrate using a map of Africa, the major colonies and/or conquests of European powers. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Guide discussion on what students know about slavery and the Triangular Trade. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Demonstrate how to determine the overall impact politically, economically and socially on the colonial powers in Europe. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Independent Practice Conduct the DBQ Project lesson: What Drove the “Sugar Trade?” (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) Extension Demonstrate how to conduct research on the growth of the slave trade during this period of time. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D) SAISD © 2008-09 –Second Grading Period Use I thought… I felt… I think… to reflect on the reading. Create a mental map showing the major colonies of the European powers in Latin America. Use the Columbian Exchange strategy and complete the graphic organizer. Begin to fill out the Colonies in the Americas graphic organizer. Create a mental map showing the major colonies in North America. Finish filling out the Colonies in the Americas graphic organizer. Create a mental map showing the major colonies of the European powers in Africa. Using a blank map of the Atlantic trade, demonstrate the Triangular trade between Africa, Europe and the Americas. Create an organizational chart demonstrating the effects of European exploration and trade. 4. Global Exchange (Food) 5. A Commercial Revolution 6. Mercantilism 7. The “Ordinary People” See Lesson Plan Create a multimedia presentation analyzing the growth of the slave trade and slavery in the new world. Social Studies World History Page 24 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary: conquistador Hernan Cortes Francisco Pizarro Viceroy Encomienda Peninsular Creole Mestizo Mulatto Cultural blending Jamestown Capitalism Joint stock company Mayflower Compact French and Indian War Triangular trade Middle Passage Mercantilism Tariff Resources Textbook: Prentice Hall – World History: Connections to Today – Chapter 15 District Resources Print Resources World Almanac Globe Internet Resources TEA - SSC SAISD – Social Studies Google Earth Media Resources PowerMedia Plus Evidence of Learning Differentiation What do you do for students who need further support? Conduct the lesson Examining the Middle Passage. What do you do for students who master the learning quickly? Revise History Fair project for regional competition. SAISD © 2008-09 –Second Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board The exchange of goods and humans between Africa, Europe and the Americas was known as A. Middle Passage B. Triangular Trade C. European Exchange D. Columbian Passage Social Studies World History Page 25 of 25 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.