Download stage 3 – learning plan

Course Title: World History
Grade: 10
Designer Name(s): Mason
UNIT OVERVIEW
STAGE 1 – DESIRED RESULTS
Unit Title: Unit 2: Ancient Asian Civilizations (Zhou, Qin, and Han)
Essential Question(s):
Understandings: Students will understand…
“Are all great powers destined to fall?”
Ruling styles of Zhou, Qin, and Han Dynasties
“What makes a successful leader?”
How the Mandate of Heaven helped explain the rise and decline of
“Why Do Dynasties End
rulers and the dynastic cycle
The importance of the Silk Road and its impact on the spread of
culture
The importance of filial piety in the social culture of China
Forms of education in ancient China and who had access to it
Fundamental principles of Confucian and Daoist philosophy
Measurement Topics / Benchmarks (The following Measurement Topics and Benchmarks must be unpacked into specific lesson Learning
Goals):
9.10.4 P- Compare and contrast the Zhou, Qin, and the Han dynasties ruling styles and decide what factors lead to governmental decline
(e.g., Zhou-power-shifting to nobles led to Warring States period, Qin- backlash to legalism, harsh policies led to anger and resentment,
Han- corruption in the government, soaring taxes, huge disparity between rich and poor leading to revolt)
9.10.1 R- Describe how the Mandate of Heaven helped explain the rise and decline of rulers and the dynastic cycle
9.10.2 E- Describe the importance of the Silk Road and its impact on the spread of culture
9.10.7 T- Identify the blast furnaces that created iron, iron farming tools, and Chinese writing (Zhou) and paper (Han) as achievements of
ancient Chinese civilizations
9.10.3 S-Explain the importance of filial piety in the social culture of China
9.10.5 E- Identify forms of education in ancient China and explain who had access to it
9.10.6 C- Compare and contrast the fundamental principles of Confucian and Daoist philosophy
6.10.4 Identify cause and effect relationships
6.10.5 Evaluate historical decisions and actions
5.10.3 Identify the historical significance of an event
2.10.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a complex text.
3.10.1 Create a thesis that introduces a topic and a claim.
Key Content Knowledge (List the Benchmarks that demonstrate
Key Skills (List the Benchmarks that demonstrate PROCEDURAL
CONTENT KNOWLEDGE.) Students will KNOW….
KNOWLEDGE/SKILLS.) Students will BE ABLE TO DO….
9.10.4 P- Compare and contrast the Zhou, Qin, and the Han
9.10.6 C- Compare and contrast (the fundamental principles of
dynasties ruling styles and decide what factors lead to
Confucian and Daoist philosophy)
governmental decline (e.g., Zhou-power-shifting to nobles led to
6.10.4 Identify cause and effect relationships
Warring States period, Qin- backlash to legalism, harsh policies led
6.10.5 Evaluate historical decisions and actions.
to anger and resentment, Han- corruption in the government,
5.10.3 Identify the historical significance of an event.
soaring taxes, huge disparity between rich and poor leading to
2.10.1 Cite textual evidence to support analysis of what the text
revolt)
says explicitly as well as inferences drawn from a complex text.
9.10.1 R- Describe how the Mandate of Heaven helped explain the
3.10.1 Create a thesis that introduces a topic and a claim.
rise and decline of rulers and the dynastic cycle
9.10.2 E- Describe the importance of the Silk Road and its impact
on the spread of culture
9.10.7 T- Identify the blast furnaces that created iron, iron farming
tools, and Chinese writing (Zhou) and paper (Han) as achievements
of ancient Chinese civilizations
9.10.3 S-Explain the importance of filial piety in the social culture
of China
9.10.5 E- Identify forms of education in ancient China and explain
who had access to it
9.10.6 C- Compare and contrast the fundamental principles of
Confucian and Daoist philosophy
Thinking Strategies and Lifelong Learning Behaviors (“Apps”):
Lifelong Learning Behaviors (“Apps”):
Thinking Strategies:
X Persistence
X Precision and Accuracy
☐ Teamwork and Collaboration
X Complex Reasoning Strategies
☐ Initiative and Self-Direction
X Comparing
☐ Productivity and Accountability
☐ Classifying
X Constructing Support
X Analyzing Perspectives
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005), modified by Cristo Rey Network, 2013
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Course Title: World History
Grade: 10
Designer Name(s): Mason
UNIT OVERVIEW
STAGE 2 – ASSESSMENT EVIDENCE
Pre-assessment (How will you determine what students already know and can do prior to instruction? How will this information inform
your instructional decisions?) Pre-Assessment on Ancient China based on World History Measurement Topics and Benchmark sand KWL.
Performance Tasks (How will students demonstrate their
Other Evidence: (How will students demonstrate their
understanding of the essential question(s) through an authentic
understanding through formative and summative assessments?):
performance assessment?):
Dynasty Jigsaw (Formative)
Successful Dynasties for DUMMIES book. Students will identify
Cultural Diffusion Scavenger Hunt (Formative)
patterns in history that led to the rise and fall of the Chinese
Test- Compare and Contrast Confucianism and Daoism (Summative)
dynasties. Based on these patterns students will write a book with
advice on how to be successful so that future rulers could use that
and avoid the mistakes of bad rulers or follow the example of
successful rulers.
Key Criteria (Measurement Topic Rubrics, Thinking Strategies & Lifelong Learning Behaviors Rubrics, Performance Assessment Rubrics, Other):
Measurement Topic Rubrics for Lifelong Learning Behaviors: Persistence and Teamwork and Collaboration
Measurement Topic Rubrics for Complex Reasoning: Precision and Accuracy and Complex Reasoning (Comparing, Evaluating Multiple
Perspectives and Constructing Support)
STAGE 3 – LEARNING PLAN
Overview / listing of daily lesson titles (The CRN Lesson Design Template provides detailed lesson designs.)
Dynasty Jigsaw (Cornell Notes and Graphic organizers)
The Dynastic Cycle: The Zhou, Qin and Han Dynasties
Cultural Diffusion Scavenger Hunt- where do we see it? (Categorization and compare and contrast practice- use technological
advancements from the previous and current periods we are studying)
Filial Piety from ancient China. (Evidence practice- identify the quotes that prove these are examples of filial piety, Cornell Notes/Venn
Diagrams comparing Confucianism and Daoism
Writer’s Workshop Style Paragraphs (Claim/Evidence/Explanation identifying how the Silk Road caused cultural diffusion and analyze
examples of cultural diffusion in our current society)
Dynasties for Dummies Book (Multiple Lessons)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005), modified by Cristo Rey Network, 2013
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