Download Exemplar Lesson - Mount Carmel Academy

World History
January 5-9, 2015
Week 1
Standards
TEKS:
ⓈWHS.1D Identify major causes and describe the major effects of the following important turning points in world history
from 1450 to 1750: the rise of the Ottoman Empire; the influence of the Ming dynasty on world trade; European exploration
and the Columbian Exchange; European expansion; and the Renaissance and the Reformation.
ⓈWHS.6B Explain how the Inca and Aztec empires were impacted by European exploration/colonization.
ⓇWHS.7A Analyze the causes of European expansion from 1450 to 1750.
ⓇWHS.7B Explain the impact of the Columbian Exchange on the Americas and Europe.
ⓇWHS.7C Explain the impact of the Atlantic slave trade on West Africa and the Americas.
ⓈWHS.21C Identify examples of key persons who were successful in shifting political thought, including William
Wilberforce.
WHS.29CExplain the differences between primary and secondary sources and examine those sources to analyze frame of
reference, historical context, and point of view.
WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and
conclusions, and developing connections between historical events over time.
WHS.30AUse social studies terminology correctly.
College and Career Readiness Standards:
• CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity across time and place.
• CCRS 1.B3 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
• CCRS 4.A1 Identify and analyze the main idea(s) and point(s)-of-view in sources.
• CCRS 4.A2 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
• CCRS 4.A3 Evaluate sources from multiple perspectives.
• CCRS 4.A4 Understand the differences between a primary and secondary source and use each appropriately to
conduct research and construct arguments.
Academic Vocabulary
• diffusion
• impact
• slave trade
• conquistador
• Columbian Exchange
• 1492
Assessment (Attach a copy of each assessment.)
Warm-ups, Quizzes, and Tests are attached.
Lesson: Early Civilizations
1
Checks for Understanding
Engage and Connect:
Asking the students about their day and making a personable
connection with them, I’ve found, helps them relax and focus on the
material to be covered that day.
Warm-Ups – Engages and facilitates
HOT skills
© Houston ISD Curriculum
2013 – 2014
World History
January 5-9, 2015
Week 1
Lesson: Early Civilizations
2
Checks for Understanding
Introduce New Learning
• analyzing visuals
• determining cause and effect
• determine frame of reference/point
of view
3
Guided and Independent Practice
Groupwork and independent work in various activities (i.e. debates,
think-pair-share, knowledge transfer, creating a civilization, etc) and
handouts.
Handouts:
Homework Sheet
Notes – These will be assessed and
critiqued in order to assist the
student’s learning goals.
Reading Aloud – This serves to
segway into important questions.
Also, hearing the difficult names and
words pronounced builds confidence
in reconciling future words.
Guided Questions
Guided Practice
Note-taking
Reading aloud
Geography Skills
Asking Specific Questions (Socratic Dialogue)
Independent Practice
Note-taking
Reading Silently
• Nations expand their sphere of
influence through exploration and
settlement often motivated by a
combination of ESPN factors.
1. What role does the lack of or desire for
resources, wealth, fame and/or
adventure play in the exploration
process?
2. How are the driving forces for
exploration the same from era to era
[century to century]?
3. How do Spanish goals for exploration
of the Americas [God, Gold, and Glory]
compare to general exploration goals?
4. To what extent did Cortez and the
conquistadors meet Spanish exploration
goals of God, Gold, and Glory?
• Exploration often increases rates of
cultural diffusion as individuals and
groups act as powerful change agents,
promoting new ideas and technologies.
1. How did the cultural diffusion of the
Columbian Exchange benefit both Europe
and the Americas?
2. Is cultural diffusion always positive?
Cite examples to support your thinking
© Houston ISD Curriculum
2013 – 2014
World History
January 5-9, 2015
Week 1
Lesson: Early Civilizations
Checks for Understanding
• One’s perspective determines if
conquest is seen as victory or defeat.
1. To what extent did Cortez and the
conquistadors carry out the Spanish
exploration goals of God, Gold, and
Glory?
4
Close the Lesson and Assess Mastery
Daily Quizzes – material covered the
previous day
This is where I will be using most of the Socratic Dialogue. I have
found that a good assessment of questions can be found with the
“Knowledge Transfer” activity I made up.
Tests – Ease the students in with
multiple choice for the first 3 tests,
then switch to Short Answer.
Knowledge Transfer – The students
write down three questions on
separate notecards without their
names on them. Then as a class,
they exchange with other students (at
random) each of their notecards – one
notecard per student. They keep
exchanging until I feel the notecards
have sufficiently been mixed up.
Then, we go through some of the
questions which need to addressed.
This creates a safe environment to
ask questions as it is now anonymous.
5
Higher Order Thinking Skills.
Questioning Techniques.
Debates: Debates offer a great opportunity to allow the students to
think outside the box while being able to use logical reasoning in the
form of information presented in class or in the book. It’s a fun activity
which, when done correctly, facilitates differing ideas and the
understanding of these notions presented from a hidden perspective.
Socratic Dialogue towards the end of
class to help the students learn how to
learn. Also, this provides a line of
thinking/perception to other students
which would otherwise be incognito.
Manifests HOT questions in the
student.
Warm-Ups – Engages and facilitates
HOT skills
Exit Pass – Students must write down
one question they have for that day
before they are allowed to leave the
class.
Essay Questions on Tests – Present
on every test, starting with Test 1.
These are HOT questions which are
open ended and primarily look at
reasoning/evaluating/analyzing skills.
This is represents the top two piers of
Bloom’s hierarchy.
© Houston ISD Curriculum
2013 – 2014
World History
January 5-9, 2015
Week 1
Monday
TEACHER INSERVICE
Tuesday
Quiz: NONE
Chapter: Class Changes
Handouts: None
Lesson Structure: Go over the changes to homework and rules.
Homework: Read 13.1 and work on Homework Sheet.
Quiz: 13.1
Chapter: 13.1
Handouts: None
Lesson Structure: Give out Quiz. Read aloud or present the material in an engaging discourse/lecture,
then go over MAP SKILLS if necessary. Allow for Q & A, and Socratic Dialogue.
Homework: Read 13.2 and work on Homework Sheet.
Quiz: 13.2
Chapter: 13.2
Handouts: None
Lesson Structure: Give out Quiz. Read aloud or present the material in an engaging discourse/lecture,
then go over MAP SKILLS if necessary. Allow for Q & A, and Socratic Dialogue.
Homework: Read 13.3 and work on Homework Sheet.
Quiz: 13.3
Chapter: 13.3
Handouts: None
Lesson Structure: Give out Quiz. Read aloud or present the material in an engaging discourse/lecture,
then go over MAP SKILLS if necessary. Allow for Q & A, and Socratic Dialogue.
Homework: Read all of Chapter 13 and finish Homework Sheet.
Wednesday
Thursday
Friday
© Houston ISD Curriculum
2013 – 2014