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Title: Clarifying Confucius Ms. Grasso Day: Friday Global Studies I Goal Students will be able to explain the role of philosophy in the formation of China’s culture. Objectives Students will be able to describe who Confucius was. Students will be able to apply Confucius’s writings and philosophy to their own lives. Students will be able to work cooperatively in small groups to interpret various Confucius quotes. Instructional Strategies Teacher will write down objectives on board (before bell) Students will pick up a “Do Now” as they walk in (before bell) Teacher will introduce and facilitate the Confucius Carousel Activity (20 minutes) o Students will get into small groups of 2-3 students o Students will each go to a different quote that is hanging up at various locations around the room o Students will write down what they think the quote means and how they can apply it to their own lives (2 minutes at each quote) o After 2 minutes, the teacher will ask students to move clockwise around the room to the next quote o Teacher will circulate around the room checking for understanding Teacher will present notes on Confucius (15 minutes) o The quotes are incorporated into the lesson regarding various aspects of Confucius’s life o Students will be asked for their interpretations of the quotes at this point Teacher will hand out exit slip (5 minutes) o Students will answer 2 regents-style questions based on the topic covered today and quickly respond to the following prompt: Extra Activity (Time Permitting) o Why do you think Confucius’s quotes still have meaning today? Materials Do Now Confucius quotes on poster board Confucius’s life PowerPoint Computer & Projector Exit Slip Closure Teacher will incorporate Confucius quotes during the activity into the PowerPoint notes o The quotes are incorporated into the lesson regarding various aspects of Confucius’s life o Students will be asked for their interpretations of the quotes at this point o This will bring some closure and understanding of the context of these quotes Exit Slip o Students will answer 2 regents-style questions based on the topic covered today and quickly respond to the following prompt: Why do you think Confucius’s quotes still have meaning today? o Teacher will read these exit slips and address any key points, thoughts, or concerns during the next class Assessment Teacher will circulate around the room during the Carousel Activity to verbally and visually check for student understanding of the Confucius quotes. Students will write down their interpretations and real world examples on a “Do Now” that the teacher will collect and assess. Teacher will issue an exit slip activity that will require students to use the information they learned in today’s class and answer regents-style questions. At this point, students will also reflect on the significance of Confucius in relation to history and society. Multicultural Component During the Do Now Carousel Activity, students are asked to write down what they think the quote means and provide an example of the quote in their everyday life. This real world component allows students to not only be creative, but to use their own cultural and social experiences in relation to the material being studied. Group members will see that there are a variety of perspectives that can come from reading a simple quote. Accommodations Students who need a scribe are given a copy of the PowerPoint notes by the special education teacher. Students are given a short amount of time at each quote (only 2 minutes). This gives students with ADD small, short tasks to concentrate on. Students work in small, predetermined groups. This will help students use each other to problem solve and determine the meaning of Confucius’s quotes. A “Do Now” handout is given to all students to provide students with guidance during the activity. Assignment For homework, students must study for their map quiz on Monday. The teacher will review the exit slips and the “Do Now” handouts from all students and incorporate those comments and questions into the next lesson: Confucius’s effect on Chinese culture and society. Standards This lesson will address the following NYS Learning Standard: Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. o Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. Performance Indicator 1: define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.