Oct 22 - Oct 26

Week 11 World History Agenda




Monday 10/22/12



GPS Standards: SSWH12 the student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.



a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.



Warm-up:



The students will create a bubble board of both the China empires and the Creating of Tokugawa Japan.



Work Session:



The students will complete an interactive PowerPoint on the Safavid and Mughal empires. Students will be able to compare the influence of the three Muslim Empires (Ottoman, Safavid, and Mughal) on religion, law and arts.

Students will draw and distinguish the geographical extent of all three empires.



Closing:



Students will be given topics (i.e., Tokugawa, Suleyman, diamyo). The student will be given 1 minute to write everything that they have learned about each topic.



Tuesday 10/23/12



GPS Standards:



SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.



a. Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.

b. Analyze the impact of population growth and its impact on social structure of Japan and China.



SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.



a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.



b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.



Warm-Up:



Students will compare the three Muslim empires using a Venn Diagram.



Work Session:



Students will work in pairs to complete their Unit 5 Study Guide.

Students/Teachers will play the “Pyramid games”. Students will compete in teams with the teacher describing topics showed in the Pyramid.



Closing:



Whiteboard response: Teacher will distribute small white boards to each student’s. Teacher will ask questions regarding Unit 5. Students will write their answer on the whiteboard and demonstrate their knowledge of the Unit.



Wednesday 10/24/12



GPS Standards:



SSWH11 Students will inventigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.



a.Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China.



b.Analyze the impact of population growth and its impact on social structure of Japan and China.



SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.



a.Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.



b.Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.



Warm-Up:



Study Buddies



Work Session:



Students will take their Unit 5 Assessment.

Students will turn in their Exploration Tasks (assigned October 16th).

Students will create a vocabulary wheel as an introduction for Unit 6.



Closing:



Brainstorming/Class Discussion: What is the scientific revolution? How does technology impact us today?



Thursday 10/25/12



GPS Standards:



SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.



a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.



Warm-Up:



Scientific revolution video. Introduction to the scientific revolution



Work Session:



Students will use a graphic organizer and scientific revolution flashcards. Each flashcard will demonstrate the roles and ideas of Copernicus, Galileo, Kepler, Newton, Locke, Voltaire, and Rousseau.

Students will reach each card aloud and work as a group to determine who they were? What they did? Why it is important today?



Closing:



Summarize the importance of the scientific revolution in 12 words or less.



Friday 10/26/12



SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.



a.Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.



b.Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau, and their relationships to politics and society.



Warm-Up:



Students will write the scientific revolution is like, ___________, ___________, __________and ______________. Students will pick objects as they come into class. Each student will write a sentence comparing the scientific revolution to whichever objects that are chosen.



Work Session:



Students will complete pages 80-81 in their student workbooks. They will be able to use their textbook and graphic organizer on the scientific revolution to help them complete the assignment.



Closing:



N-E-W-S: Students will write about SSWH13. What did you NOTICE about this standard? What did you ENJOY about this standard? What do you WONDER about this standard? What do you still need to know about this standard?

World History, Oct 15 - Oct 19

World History
10/16/2012

Week 10 World History Agenda

Week 10 World History Agenda Monday 10/15/12 GPS Standard : SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics. a.Explain the manorial system and feudalism: include the status of peasants and feudal monarchies and the importance of Charlemagne. b.Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire). c.Explain the Role of the church in medieval society. d.Describe how increasing trade led to the growth of towns and cities SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. a.Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. b.Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo c.Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. d.Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. e.Describe the counter reformation and the Council of Trent and the role of the Jesuits. f.Describe the English reformation and the role of Henry VIII and Elizabeth I. g.Explain the importance of Gutenberg and the invention of the printing press Warm-Up: • Bubbleboard: Students will come up and complete an interactive bubbleboard. Work Session: • Battleship: Students will be given time to study in class. Students will then be split into groups of 4. Each group is a battleship. Teacher will ask questions to each battleship. With every correct answer, groups get to sink a battleship. Last battleship standing wins. Closing: • Question and answer: Students will be given time to ask any unanswered questions for unit 4.

 Tuesday 10/16/12 GPS Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics. a.Explain the manorial system and feudalism: include the status of peasants and feudal monarchies and the importance of Charlemagne. b.Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire). c.Explain the Role of the church in medieval society. d.Describe how increasing trade led to the growth of towns and cities SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. a.Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. b.Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo c.Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. d.Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. e.Describe the counter reformation and the Council of Trent and the role of the Jesuits. f.Describe the English reformation and the role of Henry VIII and Elizabeth I. g.Explain the importance of Gutenberg and the invention of the printing press Warm-Up: • Study buddies Work Session: • Unit 4 assessment • Exploration Task Closing: • Post it I know it activity.

 Wednesday 10/17/12 GPS STANDARDS: SSWH11 Students will investigate political and social changes in Japan and in China from the seventh century CE to mid-nineteenth century CE. c.Describe the policies of the Tokugawa and Qing rulers; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China. d.Analyze the impact of population growth and its impact on the social structure of Japan and China. Warm-Up: • What do you know about Japan and China as it relates to exploration? Work Session: • Japan and China- Powerpoint • Guided Notes Japan and China • Large Post it Activity Closing: • 3-2-1 Activity


Thursday 10/18/12 GPS Standards: SSWH11 Students will investigate political and social changes in Japan and in China from the seventh century CE to mid-nineteenth century CE. c.Describe the policies of the Tokugawa and Qing rulers; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China. d.Analyze the impact of population growth and its impact on the social structure of Japan and China. Warm-Up: • Create Gestures Work Session: • Japan and China- Powerpoint • Guided Notes Japan and China • Large Post it Activity • Exploration Task if time allows Closing: • Venn Diagram comparison

 Friday 10/19/12 GPS STANDARDS: SSWH12 Students will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires. a.Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar. b.Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world. Warm-Up: • Yesterday, I learned___________ and Important thing about __________ is _______. Work Session: • Ottoman primary document discussion • Prezi Ottoman Empire- guided notes • Map the extent of the Ottoman Empire Closing: • In ten words or less describe the most important aspect of the lesson.

Weekly blog for World History for week of Oct 8 - Oct 12

Monday: October 8th, 2012


SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.

1. a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

Warm-Up:

• What is the Renaissance? What is Reformation? Class discussion on how the Renaissance and Reformation impacted the world today.

Work Session:

• Students will create outline using Chapter 17 section 1 in their textbook. Students will develop an understanding of the social and economic changes in Europe.

Closing:

• Primary Document analysis. Page 467 in textbook. Students will read Machiavelli. Teacher will call on volunteers and non-volunteers to explain the document.





Tuesday: October 9th, 2012

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.

b. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo.

g. Explain the importance of Gutenberg and the invention of the printing press.

Warm-Up:

• Analyzing Art: Teacher will portray the painting Mona Lisa by Leonardo da Vinci. Ask students to analyze the picture. Focusing on Facial expressions, background, used of color, amount of detail, and Use of light and shadow. Teacher will then show a picture of Michelangelo painting of the Sistine Chapel.

Work Session:

• Teacher will present short presentation on the Renaissance man- Leonardo da Vinci and Michelangelo.

• Students will be provided with handouts of readings on the inventions of Leonardo da Vinci. In pairs students will be asked to give descriptions and illustrations of his inventions. Pairs will then compare Leonardo’s invention with its modern version. This will include Gutenberg and the invention of the printing press. Students will share their findings with the class. Teacher should bring modern objects to classroom (only practical inventions).



Closing:

• 1 minute response. Teacher will ask prompt questions. Teacher will give students 1 minute to respond to each question in their notebooks. Prompt questions include: What are some characteristic of the “Renaissance Man”? How did Italy’s cities help to make it the birthplace of the Renaissance? Teacher will call on volunteers and non-volunteers to share.

Wednesday: October 10th, 2012

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.

c.Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

Warm-Up:

• Students will write a 12 word sentences summarizing the impact Leonardo da Vinci, Michelangelo, or Machiavelli’s had on the rise of the Renaissance.



Work Session:

• Students/Teacher will popcorn read from textbook page 472. And pages 480-485. Teacher will interpret and explain information in each section.

• Students will then complete chapter 17 sections 2 in their student workbooks.



Closing:

• Social History: Students will analyze City life in Renaissance Europe. Studying the images and captions as well as the information in the Data file. They will be given prompt questions that connect to what they have learned through this unit. This will help evaluate what they have learned. Teacher will call on volunteers and non-volunteers to see their connections from the previous lessons to the images, and captions on page 487.



Thursday: October 11th, 2012

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.

d.Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

Warm-Up:

• Students will watch a musical clip explaining Luther’s 95 thesis.

Work Session:

• Teacher will use PowerPoint presentation to explain the Protestant Reformation. Students will take notes using their student notebooks.

• Students will create a chart to show understanding of the Causes of the reformation: Social, political, economic and religious, in their student notebooks.

Closing:

• Students will create a newspaper article about The Protestant Reformation. They will have to share the teachings of both Calvin and Luther and explain how these ideas spread.

Friday: October 12th, 2012

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation

e.Describe the counter reformation and the Council of Trent and the role of the Jesuits.

f.Describe the English reformation and the role of Henry VIII and Elizabeth I.

Warm-Up:

• Beat the buzzer: students will be given a specific amount of time 45 seconds- 1 minute. To write everything they know about the Protestant Reformation. Once timer goes off, students will pair up with someone in the classroom. They will be given 45 seconds to share what they wrote about the reformation. When the buzzer goes off, teacher will call on students to share what their partner learned about the reformation.

Work Session:

• Students will be assigned a topic, either English reformation or counter reformation. They will be provided with a graphic organizer that will guide them with their reading and give them prompt questions to answer. When timer goes off, students will be assigned inner circle or outer circle.

• Students who had the English reformation will start in the inner circle, they will discuss their answers and what they read, while they are doing this, the outter circle will be taking notes on the English reformation and filling in their graphic organizer. The students will then switch, people in the outer circle(counter reformation) will now be in the inner circle. By the end of the activity, students will have graphic organizer completed.

Closing:

• Teacher will provide students will study guide for Unit 4.

• Trashketball: Students will be separated into teams; each team will send a representative to answer a prompt question. Students who answer correctly get to shoot a basket for extra points.

World History for the week of 10/1 - 10/5

10/02/2012




Week 8 World History Agenda

Monday- October 1, 2012

• Standard: SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

1. a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca Empires.

2. b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

Warm-ups:

• www.ballgame.org Students will look at the First team sport. Mesoamerican ball game.

Work Session:

• Students will be given time in class to put the finishing touches on their projects.

• Students will present their projects, giving them a chance to share their hard work and other groups to get information regarding the other early American civilizations.

Closing:

• Taco Party- food provided by Ms. Jasso

• Review of Last part of project.

• What did you learn about the Early American Civilizations?



Tuesday- October 2, 2012

• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.

1. a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

Warm-ups:

• Analyzing illustration. Students will use page 352 in textbook. Teacher will ask students to examine the issues in the drawing. This will prepare students for studying feudalism in Western Europe and help them understand the structure of feudal society.

Work Session:

• Students will be given a graphic organizer. Teacher will give presentation about Charlemagne. Who is he? What did he accomplish? Why is he important? Students will use their graphic organizer to take notes. Through presentation teacher will ask questions to help students connect content (example: What caused Christianity to spread through Europe, and why was this important?

• Guess Who? Through this presentation, students will take notes on different roles of people in Western Europe. The presentation will start with a picture. The students will identify which role the person in the picture is playing (Noble, Knights, church officials, peasants). After they identify which category they belong to the following slides will describe each of their roles in the feudal system in Western Europe. The presentation will cover the Feudal system and the economic side of the feudal system.



Closing:

• Students will show their understanding of the system of feudalism and compare the feudal system in Europe and Japan. The student will use page 361 in book to analyze key concepts from today’s lesson. They will first compare the two feudal systems. They will then connect it to today. Teacher will call on volunteers and non-volunteers to share their answers.



Wednesday- October 3, 2012

• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.

1. b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire).

2. c. Explain the role of the church in medieval society.

Warm-ups:

• 20 second – 1 sentence: Teacher will display an image of the feudalism system in Western Europe. Each slide will be up for 20 seconds. They students will then be given 1 minute to write a complete sentence describing the image. The process will complete through all 10 pictures.



Work Session:

• The Power of the Church Prezi. Teacher will give presentation about eh role of the church in medieval society. Connecting the impact of religion on the feudalism, politics, economy, and the society. Students will take notes in their student notebooks. Through presentation, teacher will use questions to help assess students learning and keep student engaged in the prezi.

• Teacher and Students will read and interpret Primary source : Letters of Gregory VII and Henry IV. Students will then write a letter that restates their argument in their own way.

Closing:

• Students will answer the essential question in the warm- up section of their student notebooks. Teacher will call on volunteers and non- volunteers to share their answers.

Thursday- October 4, 2012

• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.

1. b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Empire).

2. c. Explain the role of the church in medieval society.

Warm-ups:

• Yesterday, I learned about _________, and important thing about ________ is ____________________________________. Students will fill in the blank.

Work Session:

• Analyzing Art: Students will use page 365 in their textbook to analyze the picture about chivalry. This will be an introduction to what chivalry is, and how It played a role in the medieval society.

• Teacher will show a short clip from the movie “Braveheart” This will help students make connections to chivalry today.

• Short presentation on Knights, tournaments, and literature of chivalry,

• Class discussion: Is chivalry dead?

Closing:

• 3-2-1: Write three things you have learned about the power of the church. 2 things you have learned about the feudal system. 1 thing you have learned about chivalry.







Friday- October 5, 2012

• Standard: SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.

1. d. Describe how increasing trade led to the growth of towns and cities.

Warm-ups:

• Feudalism, is like a __________, ____________,__________ because…… Students will be given a list of objects and they will have to write a sentence explaining how feudalism is like the object.



Work Session:

• Map work. Students will be shown a map of the Holy Roman Empire. Teacher will ask questions about trade. Why is trade important? What does trade provide? How was the medieval society affected by trade? Why does it help the growth of towns and cities? Class discussion.

• Student will complete Chapter 13 section 4 in their student workbooks.

Closing:

• Academic Wars: Two students will come to the front of the class. Teacher will give students a key term/concept/idea covered through this unit. The students will be given 30 seconds to say as much as they can about the topic. The student who gives the most information will win a point for their team.