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.