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?
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