Download CP World History - Mount Carmel Academy

Nick Kerensky
CP World History
Lesson Plans: 08/22-26/2016
World History Lesson Plans
Nick Kerensky
TEKS COVERED:
ⓈWHS.2B Identify the characteristics of civilization.
WHS.29A Identify methods used by archaeologists, anthropologists, historians,
and geographers to analyze evidence.
WHS.29B Explain how historians when examining sources analyze frame of
reference, historical context and point of view to interpret historical events.
WHS.30A Use social studies terminology correctly.
ⓈWHS.1A Identify major causes and describe the major effects of the following
events from 8000 BC to 500 BC: the development of agriculture and the
development of the river
valley civilizations.
ⓈWHS.2A Summarize the impact of the development of farming (Neolithic
Revolution) on the creation of river valley civilizations.
ACADEMIC VOCAB:
Procedure; Prehistory; Archeology; Anthropology; Neanderthal; Homo sapiens;
Paleolithic Age; Nomad; Neolithic Age; Systematic Agriculture; Domestication, Artisan,
Bronze Age; Culture; Civilization; Six Characteristics of Civilization;
Monday, August 22nd, 2016
Focus: After finding their assigned seat, the instructor will explain the rules of the game
“Hot or Cold.” The students will stand on either side of the classroom and the instructor
will ask the class to pick a side based off their interests (If you like batman stand over
here, if you like superman stand over here). After the students have chosen a side, the
instructor will call on one student from each side to give their name (for attendance
purposes) and an explanation for why they prefer their side to the other side. Repeat
(15 min)
Objectives: The student will be able to identify the rules of the classroom, the
disciplinary plan, certain procedures of the class, as well as engage in the ice-breaker
game “Hot or Cold.”
Instruction:

Instruction
Nick Kerensky
CP World History
Lesson Plans: 08/22-26/2016
o The instructor will introduce the rules of the class and important
procedures by initiating a popcorn reading of the class syllabus. The
instructor will pause the reading in order to model a procedure, or
discuss the reasoning behind a rule. (15 min)
o The students will then be asked to silently reflect on the rules of the
class, and attempt to summarize all the rules of the class into one word.
When they have a summary word, they are to silently walk to the board
and write in down. (5 min)
o The class will then discuss and vote on the one word that encompasses
all the rules in the class. The teacher will guide the conversation toward
Respect. (5-10 min)
Assessing Mastery/Higher Order Thinking: The students will spend the remaining five
minutes of the class writing in complete sentences about what the word the class chose
means to them and how it does summarize the rules of the class. Also, the students will
exhibit their knowledge of the closing bell procedure as instructed in class. (Remainder
of class)
Materials: Syllabi; loose leaf paper; white board and dry erase markers
Tuesday, August 23rd, 2016
Focus: The student will read and follow the instructions on their desks in order to
facilitate and prepare them for effectively organizing their binder. The first instruction
will be place their homework, all the required material for the class, on their desk in
order to practice the procedure of homework checking during the warm up time. As the
instructor circulates the classroom checking for homework, they will answer the
prompt, “What does organization mean to you and how much does organization play
into success in life?” (5 min).
Objectives: The students will identify the key components of organization and how
organization is crucial to success, as well as create and organize their binder and a
Cornell Note-taking Sheet.
Instruction:

Engage and Connect
o After the focus period has ended, the instructor will call on students to
share-out their responses to the prompt. The instructor will use these
responses to generate a discussion on the topic of the importance of
organization as a tool for success. (5-8 min)
Nick Kerensky
CP World History
Lesson Plans: 08/22-26/2016

Instructiono The class will popcorn read the instructional sheet on how to set up their
binders, while the instructor models. (5-8 min)
o The students will complete their binders while the teacher circulates the
classroom engaging kids in conversation in order to build relationships,
while also making sure the students are on task and on time to finishing
their binders. (10 min)
o The instructor will then disseminate a Cornell Note-Taking Sheet handout, which individual students will be called on to read aloud certain
sections. The instructor will then use the document camera to model
how to set-up their CNs, while the students follow along. The students
will then use their handout to guide the instructor on what to write down
and where during the “Mini-lecture” on Cornell Notes. (10 min)
Assessing Mastery/Higher Order Thinking: The student’s ticket-to-leave will be to
complete the summary portion of the Cornell Notes section. (5 min)
Materials: Organizational Guideline and Note-taking Organizer Handouts; Document
Camera.
Wednesday, August 24th, 2016
Focus: The students will watch The Agricultural Revolution: A Crash Course in History as
an introduction to the first unit. While watching this video the students will be expected
to set up their Cornell Notes.
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9 (10 min)
Objectives: The student will be able to identify key terms and ideas in Ch. 1.1 of the
textbook, while applying their Cornell Note-Taking skills to reading and outlining Ch. 1.1
Instruction:


Engage and Connect
o This is time allotted to open conversation between the class and the
instructor, allowing the students to discuss the focus, certain current
events selected by the teacher, or share anything they would like to
share. This time allows the kids to feel comfortable (over time) to share
out in class, builds trust between student and instructor, and allows the
student to feel invested in the class. (5 min)
Instruction
Nick Kerensky
CP World History
Lesson Plans: 08/22-26/2016
o The teacher will begin the lesson by modeling how to read and outline
the textbook. The Instructor will first read the Main Idea section of the
textbook and copy them down in the correct space of the Cornell notes.
The Instructor will then read a paragraph, then look for any key words or
ideas and write them in the correct space in the Cornell notes. The
teacher will continue until he reaches the Reading Check question at the
end of a section. The class will then use the evidence from their notes
and textbook to answer the question in the correct space of their CNs. (810 min)
o The teacher will then call on students to read paragraphs aloud. The
teacher will then ask for volunteers to suggest important terms or ideas
they would write down in their CNs and where they should go. This will
continue until the next reading check question, in which the students will
have five minutes to individually answer the question in the correct spot
of their CN’s. The instructor will ask for volunteers to share their
answers. (10- 12 min)
o The remainders of the class will be dedicated to the students working
with partners to complete the Ch. 1.1 Outline. The teacher will be
circulating the classroom aiding students, making sure students are on
task, and assessing the seating chart’s viability.
Assessing Mastery/Higher-Order Thinking: The student’s ticket to leave will be a
completed Ch. 1.1 outline
Materials: Document Camera; Textbook; Cornell Notebook;
Thursday, August 25th, 2016
Focus: The students will reflect on how they think early humans moved from hunting
and gathering to systematic agriculture. They will have five minutes to write at least 3
complete sentences about how these early humans might have impacted our world
today. (5 min)
Objectives: The students will be able to identify the major causes and effects of the
Neolithic revolution, and identify and define the “Six Characteristics of Civilizations.”
Instruction:


Engage and Connect (5 min)
Instruction
Nick Kerensky
CP World History
Lesson Plans: 08/22-26/2016
o The teacher will play the video of ancient hunting techniques
(https://www.youtube.com/watch?v=826HMLoiE_o) and lead a
discussion that will lead into the mini-lecture (10 min)
o The teacher will then begin a mini lecture, supported by a power point
presentation, on the topic of the Neolithic Revolution and the emergence
of Civilizations. During this time the students will be expected to take
CNs. The teacher will continue to model correct CNs with the use of a
large sticky note at the front of the class. (15-20 min)
o The teacher will then lead another dialogue discussing the “Six
Characteristics of a Civilization” and how they apply to today’s society. (58 min)
Assessing Mastery/Higher Order Thinking: The students will be asked to write a
paragraph (at least 4 sentences), reflecting on the “Six Characteristics of a Civilization,”
and whether or not they agree with that definition of a civilization. (5-8 min)
Materials: PowerPoint; Youtube; CN Notebook; Large Sticky Notes
Friday, August 26th, 2015
Focus: From what we have learned so far, the students will be asked to recall important
examples of when early humans adapted their environment around them, and what
were the effects of those adaptations? They will have 5-8 minutes to answer with at
least five complete sentences, and they must be able to recall and fully discuss one of
the three (fire, stone tools, and systematic agriculture). The teacher will collect
homework at this time. (5-8 min)
Objectives: The students will be able to exhibit mastery of the classrooms rules and
procedures, the information presented in Chapter 1, as well as identifying key events in
time by producing a timeline picture.
Instruction:


Engage and Connect (5 min)
Instruction
o The teacher will disseminate the Ch. 1/ Rules and Procedures quiz and
circulate the classroom to maintain a good testing environment. (20
min)
o After all quizzes are turned in, the instructor will explain how the
timeline is to be created using good and bad examples of timeline
pictures. (2-3 min)
Nick Kerensky
CP World History
Lesson Plans: 08/22-26/2016
o The instructor will then show more examples of good and bad timeline
pictures and the students will explain why they are good or why they are
bad examples. (2-3 min)
o The remainder of the class will be dedicated to the students producing
an explanatory timeline picture. (15-20 min)
Assessing Mastery/Higher Order Thinking: The student’s ticket to leave will be a
completed timeline picture.
Materials: Ch. 1/ Rules and Procedures Quiz; Map pencils; markers; paper; Example
timeline pictures
Days
Monday
Assigned Readings
None
Tuesday
Chapter 1.1
Homework
Bring 1-inch Binder and
Notebook to class.
Read Ch. 1.1
Wednesday
Chapter 1.2
Read and Outline Chapter 1.2
Thursday
Study for Quiz over Ch.1 and
Rules and Procedures
Read Ch. 2.1
Chapter 1 Homework Sheet
Friday
None