Download FoCUS Lesson 16 - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
writer:
3rd Six Weeks
PLAN CODE:
SS10.3.4
Bates
Course/subject:
World History
Grade(s):
10
Time allotted
for instruction:
2 days
Title:
World Trade Centers
Lesson TOPIC:
Creating maps of the Byzantine Empire and Mongol Empire
TAKS Objective:
Objective 5
Use critical thinking skills to analyze social studies information
FoCUS TEKS and
Student Expectation:
G 21 The student applies critical-thinking skills to organize and use
Information acquired from a variety of sources including
electronic technology. The student is expected to:
(C) construct and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change.
Supporting TEKS and
Student Expectaton:
WH 16 The student understands the process by which democraticrepublican government evolved. The student is expected to:
(B) identify the impact of political and legal ideas contained in
significant historic documents, including Justinian’s Code of
Laws.
WH 7 The student understands the impact of political and economic
imperialism throughout history. The student is expected to:
(A) analyze examples of major empires of the world such as the
Mongol and Ottoman empires
WH 1 The student understands traditional historical points of reference
in world history. The student is expected to:
(B) identify changes that resulted from important turning points in
world history such as the Mongol invasions.
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Map reading
Maps are vital tools that can show where historical events took place
and how the earth’s physical features affected these events.
Historical documents help explain the process by which democraticrepublican government evolved.
Historical documents
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections/anticipatory set
Day 1: The teacher will use an overhead projector to display: TAKS Daily Practice
Transparency 10.1 (The Byzantine Empire).
The teacher will instruct students to record questions 1 and 2 in their History
Facts of the Day spiral notebook.
Day 2: The teacher will use an overhead projector to display sample TAKS questions
(See TAKS Focus).
The teacher will instruct students to record questions only in their Facts of the
Day spiral notebook.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
1. Objective: The teacher will say, “Maps are vital tools that can show where historical
events took place as well as how the earth’s physical features affected
these events.”
2. Procedures: The teacher will say, “today each of you will create a map of the
Byzantine Empire. You may draw the map free-hand or it may be
computer generated.”
3. Modeling: The teacher will demonstrate map drawing:
Free-hand: select a map in textbook
Computer generated: use various search engines:
Dogpile.com Ask.com Google
C.
Guided activity or strategy
The teacher will facilitate a power point “The Byzantine Empire and the World Trade
Center”, which includes a map of the Byzantine Empire and a brief history of how
Constantinople became the world trade center during this era. The power point also
reviews the impact of events occurring during the reign of Constantine and Justinian.
D.
Accommodations/modifications
The teacher will assist special needs students in locating maps.
E.
II.
Enrichment
Students must have a blank outline and fill in data with map pencils. They cannot merely
download a colored map. Resources must be listed: website used.
STUDENT PERFORMANCE
A.
Description
Day 1: Students will work independently and create a map of the Byzantine Empire.
Day 2: Students will work independently and create a map of the Mongol Empire.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
B.
Accommodations/modifications
Special needs students will be assisted by the teacher if help is needed.
C.
iii.
Enrichment
Assessment of Activities
A.
Description
B.
Rubrics/grading criteria
The teacher will explain the grading criteria to the students.
 Criteria 1 – had difficulty drawing and labeling the map (50 points)
 Criteria 2 – included two of the four parts of a map (75 points)
 Criteria 3 – all four parts of a map were included (85 points)
 Criteria 4 – Map was correctly labeled, neat and legible (100 points)
The teacher will explain that each map will have a separate Rubric.
C.
Accommodations/modifications
D.
Enrichment
E.
Sample discussion questions
1.
2.
3.
4.
5.
6.
IV.
Why was Constantinople considered a world trade center?
Was the Wall of Theodosius a physical feature of the earth?
What are the four parts of a map?
Does a legend or key help to interpret a map? How?
Who was instrumental in carrying the Byzantine culture to Russia?
What was the greatest monument to beautify Constantinople?
TAKS Preparation
A.
Transition to TAKS context
The teacher will state: “Maps are vital tools that can show where historical events
took place and how the earth’s physical features affected these events. The
Byzantine Empire has been the focus of today’s lesson. Using a map of the
Byzantine Empire allows historians to locate its existence.
B.
Sample TAKS questions
1. TAKS WG 6 (A), WH 25 (C) Correct answer: B
2. TAKS WH 12 (C) Correct answer: A
V.
Key Vocabulary
Autocrat, (sole ruler) patriarch (highest Church official), icons (holy images)
Ethnic group (large group of people who share the same language and cultural heritage)
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
VI.
Resources
A.
Textbook
World History, Connections To Today (pages 232 – 249; 308-327)
B.
Supplementary materials
Transparencies: History Fact of the Day (Day 1, Day 2)
Byzantine Empire Rubric
Mongol Empire Rubric
Power Point – Byzantine Empire
Power Point – Mongol Empire
Map pencils
Mini-poster boards for maps
Sample TAKS Question Transparency: Feudal Japan
C.
Technology
Overhead projector
Computer
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Day 2: The lesson focus is on the Mongol Empire.
Follow the same procedure as Day 1. Replace term “Byzantine Empire” with “Mongol
Empire”
TAKS Preparation:
Following the Power Point Presentation, the teacher will use an overhead projector to
display: TAKS Daily Transparencies 13.5 Japan’s Feudal Age. The teacher will orally
review:
question 1 TAKS WG 5(B), WH 26 (C) Interpreting Diagrams
question 2 TAKS WG 5(B), WH 26 (C) Visual Analysis
SAMPLE TAKS Question:
TAKS 2003, Objective 5, TEKS W.25
VIII.
Teacher Notes
Speaker notes for each Power Point Presentation are
provided but may be edited as
you see fit.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District