Monday, November 12, 2012
World History Week of Nov 12-16
« Week 13 World History Agenda
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11/12/2012
Week 14 World History Agenda
Week 14 World History Agenda
Monday 11/12/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties
Warm-Up:
•Students will watch a video about Franz Ferdinand’s assassination.
Work Session:
•Students will be presented with information about WWI through a PowerPoint presentation. Students will follow presentation/lecture using guided notes. Presentation will include information textual evidence, images, and short clips.
Closing:
•Picture Response: Teacher will display three pictures that describe WWI (ie. Trench warfare, Palace of Versailles, Map of alliances in WWI).
Students will work together to write down and discuss what they know about the pictures and what they believe the pictures are symbolizing.
Tuesday 11/13/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
•WWI analogy box. Students will compare WWI to four different real life objects, jobs, etc. (ie. WWI is like a grocery store because…).
Work Session:
•Day 1: Causes of WWI discussion based question. Students will be divided into groups. Each group will start at assigned location. Teacher and students will read the background essay of the Causes of WWI. Teacher will use this time to create further understanding of the causes of WWI.
•Stations: Students will analyze different documents for the DBQ at every station. They will be given questions to think about while analyzing the documents. Students will be given 10-12 minutes at each station.
•Teacher and Students will hold a class discussion sharing their analysis of each document.
Closing:
•I can statements.. Students will look back at the standard and essential question for Unit 7. Using a post-it note, students will write I can ______ over Unit 7. (ie. I can remember that militarism, alliances, imperialism, and nationalism are causes of WWI).
Wednesday 11/14/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
•Think-Pair-Share: Students will write the answer to this unit essential Question. Once the students finish writing, they will pair with their elbow partner and share their answer. After giving students 2 minutes to share, teacher should call on volunteers and non-volunteers to share what the pair came up with.
Work Session:
•Day 2: Causes of WWI discussion based question. Students should have essay outlined from their homework. Using the outline, students will write their Causes of WWI essay. The essay will be due at the end of class.
•If students finish their DBQ essay before the class period is up, the students will read/complete workbook pages on the Russian Revolution.
Closing:
•3-2-1: Students will write three things they feel confident about in this unit. Students will write 2 things that they learned about the DBQ. Students will write 1 thing that they enjoyed learning about WWI.
Thursday 11/15/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Warm-Up:
•Race Car Review game: Teacher will review information from Unit 1-6 playing the race car review game. PowerPoint template in which teams of students race to the finish line. The team that can answer the most correct answers wins.
Work Session:
•Common Assessment #3
•Short video clip on trench warfare and the warfront. Followed by class discussion on the conditions of the war front.
•Teacher will present information using Reading guide handouts that explain the collapse of great empires: Romanov and Hapsburg dynasties.
Closing:
•What do you know game show: Students will be given individual white boards.Teacher will ask questions about what has been covered in Unit 7. Students will write their answer on the white board. Team (Boys vs Girls) who has the most correct answers will earn points.
Friday 11/16/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Warm-Up:
•Yesterday, I learned about ____________ and important thing about ________________ is _________________.
Work Session:
•Understanding the Treaty of Versailles. Students will be presented with information about the impact of the Treaty of Versailles.
•Treaty of Versailles Negotiation game: Students will play a simulation game, in which each student will play a role in the Treaty of Versailles. They will be given background information on their character and options for which stand they want to take. The students will discuss and negotiate the terms of the treaty.
Closing:
•Post it, I know it- Students will illustrate something that they know and enjoyed learning about WWI on a post it note.
Wednesday, November 7, 2012
World History 11/6/12
Monday 11/5/12
GPS Standards: SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism , and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
d. Describe imperialism in African and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources.
Warm-up:
I can remember… Students will identify what they remember about the scientific revolution, absolutism, revolutions around the world, and the unification of both Germany and Japan.
Work Session:
Students will take notes using a lecture/PowerPoint presentation on the Industrial Revolution.
Students will be broken up into groups. They will read and discuss imperialism in their assigned region. Teacher will provide students with poster paper. They will use the information from their handout discussion to create a poster presentation on imperialism. The students will present information.
Students will write a checklist of Unit 6. Students should use this check list to help them study for their Unit 6 Assessment (November 8th).
Closing:
Students will answer this question using a post it note. Why did industrialization lead to urbanization?
Tuesday 11/6/12- NO SCHOOL
Wednesday 11/7/12
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 relationship to politics and society.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.
d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies
Warm-Up:
What do you know? White board activity for students to write what they know about each topic on the Unit 6 Check list.
Work Session:
Students will be given 25 minutes to work on their checklist with a partner.
Battleship review game
Closing:
N.E.W.S students will write about Unit 6. What did you notice about unit 6? What is exciting about unit 6? What do you wonder about Unit 6? What do you still want to know?
Thursday 11/8/12
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 relationship to politics and society.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.
d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies
Warm-Up:
Think- Pair- Share Review
Work Session:
Students will complete Unit 6 Assessment
What is Nationalism? Students will read a short handout with questions about nationalism.
Closing:
Are you satisfied? Students will discuss with peers the questions on the Unit 6 Assessment that they did not understand. Students will then share with class the questions that were difficult and the questions that they felt confident with. This will help the teacher assess the content that is difficult for students and prepare me for future lessons.
Friday 11/9/12
GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Warm-Up:
Students will listen to the national anthems of 5 different countries. Teacher will display lyrics to each national anthem as the song plays.
Teacher will hold class discussion on the ideas of nationalism and what nationalism means.
Work Session:
Teacher will present students with a short PowerPoint presentation with guided notes.
Students will be split into groups. These groups will create a commercial for the assigned country. Students will create a commercial selling their nation. At the end of class students will present commercials to the class.
Closing:
1 minute response- What is nationalism? What did you learn in today’s lesson?
Thursday, November 1, 2012
World History Oct 29 - Nov 2
Week 12 World History Agenda
Monday 10/29
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 10/30
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 10/31
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 11/1
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 11/2
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?
Monday 10/29
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 10/30
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 10/31
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 11/1
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 11/2
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?
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