Announcements: Students will take notes using the Cornell Note Format. Click on the following link for a Word Cornell Note Template.
Class Overview
Our class starts with the Renaissance, Reformation and the Scientific Revolution. From there we will move on to European exploration and expansion. Next we will analyze the impact of the spread of Muslim civilizations and the emergence of the Middle East as an influential region in world politics, economics and culture. Then our class will evaluate the changing political systems throughout Europe during the Age of Absolutism. Once that is covered we will explain essential concepts from the enlightenment that represented a touring point in intellectual history. Then the class will analyze the causes and outcomes of the French Revolution and the establishment of the republican governments grounded in Enlightenment thought. We will move on to evaluate the emergence and impact of the industrial Revolution on economic and social structures. Next we will critique the motives and impact imperialism and anti- colonial movements in Latin America, Africa, and Asia. We will then compare the strategies and outcomes of modernization adopted by nations prior to World War 1. Once this is complete we will analyze the causes, significant events and consequences of World War 1 and 2. From there we will summarize major 20th Century intellectual, social, environmental and artistic developments. The last thing we will do is to differentiate between the opposing ideologies during the Cold War and their impact on various regions of the world. it should be a great year.
Class Directions:
For each class I will post what we did that period. Some days there will be book work assignments. Some days there will be power-points to review, notes to take, or some other assignment or activity to complete. Each day will be different. I believe that students do not like the same old, same old. They like to do different types of activities and projects. This is the reason I like to keep class assignments mixed up. This Website will help you to keep up or get you caught up. Look on this page everyday for the updated list of class activities and assignments.
8/14-16/19
Class introduction activity
Today is the first day of class. The first thing that we must accomplish is to introduce ourselves (Kagen Activity), set up the ground rules, and go over the class expectations. We will be conducting a number of classroom actives to accomplish this goal. If there is any time left over we will check out books.
1st- Seating chart (Alphabetically)
2nd- Mr. Nichol Introduction- Website Preview
3rd- Introduction activity (Did You Know BINGO)
4th- Classroom questions
Students will complete a Peer Interview activity. Students will be pared up with a partner, they will interview their partner, and share it with the class.
1st- Seating chart (Alphabetically)
2nd- Mr. Nichol Introduction- Website Preview
3rd- Introduction activity (Did You Know BINGO)
4th- Classroom questions
Students will complete a Peer Interview activity. Students will be pared up with a partner, they will interview their partner, and share it with the class.
8/19/19
Unit (I Can....): I can identify/ define the significant beliefs, contributions and ideas of the Renaissance/ Reformation/Scientific Revolution
Essential question: Why is studying history important?
Success criteria Students will be able to log on and navigate class website and Google Classroom.
Lesson:
Question of the Day: If you could be any animal what would it be and why?
- Students will answer the Question of the day. They will then share and discuss their answer in Small Group. Groups will then share their answers to the rest of the class.
-Students will finish the Peer Interview activity. Students will be pared up with a partner, they will interview their partner, and share it with the class.
Students will write a 1 page Personal Introductory Essay about themselves. At the end of this paper students will answer the question, “Why is studying History important?” I will be the only one reading this, so you can tell me whatever you want. (Within reason)
Students will go to Google Classroom to complete this assignment.
While students are writing their Biography, I will be providing them with their online text book user name and password. The rest of the hour students will be able to explore both the class and text book website.
Once students do this they will be given a pass word and user name for the on line text book.
Technology Standards:
TPS.WH.3: A use various search strategies to access information such as keyword(s) and other strategies appropriate to specific search engines.
Essential question: Why is studying history important?
Success criteria Students will be able to log on and navigate class website and Google Classroom.
Lesson:
Question of the Day: If you could be any animal what would it be and why?
- Students will answer the Question of the day. They will then share and discuss their answer in Small Group. Groups will then share their answers to the rest of the class.
-Students will finish the Peer Interview activity. Students will be pared up with a partner, they will interview their partner, and share it with the class.
Students will write a 1 page Personal Introductory Essay about themselves. At the end of this paper students will answer the question, “Why is studying History important?” I will be the only one reading this, so you can tell me whatever you want. (Within reason)
Students will go to Google Classroom to complete this assignment.
While students are writing their Biography, I will be providing them with their online text book user name and password. The rest of the hour students will be able to explore both the class and text book website.
Once students do this they will be given a pass word and user name for the on line text book.
Technology Standards:
TPS.WH.3: A use various search strategies to access information such as keyword(s) and other strategies appropriate to specific search engines.
8/20/19
Success Criteria:
Students will be able to list major historical events on a timeline.
Lesson Plan:
Question of the Day: If you could live in any Sitcom, Which one would it be? Why?
Timeline activity:
Students will follow the directions on the attached document below. They will create a timeline of major historical events to understand at what point we are starting form in this class.
Students will be able to list major historical events on a timeline.
Lesson Plan:
Question of the Day: If you could live in any Sitcom, Which one would it be? Why?
Timeline activity:
Students will follow the directions on the attached document below. They will create a timeline of major historical events to understand at what point we are starting form in this class.
8/20/19
Success Criteria:
Students will be able to list major historical events on a timeline.
Lesson Plan:
Question of the Day: If you could live in any Sitcom, Which one would it be? Why?
Timeline activity:
Students will follow the directions on the attached document below. They will create a timeline of major historical events to understand at what point we are starting form in this class.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
Students will be able to list major historical events on a timeline.
Lesson Plan:
Question of the Day: If you could live in any Sitcom, Which one would it be? Why?
Timeline activity:
Students will follow the directions on the attached document below. They will create a timeline of major historical events to understand at what point we are starting form in this class.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
8/21-22/19
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Question of the Day: None finish up Timeline activity
Students will then brainstorm everything they know about the Renaissance. Students will then break up into small groups and share their lists. We will then share them with the class.
Students will then watch a short video over the Renaissance and fill out the corresponding questions.
Students will be given a list of Vocab. and Key terms for Unit 1. Students should must be able to define these terms for the test.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Question of the Day: None finish up Timeline activity
Students will then brainstorm everything they know about the Renaissance. Students will then break up into small groups and share their lists. We will then share them with the class.
Students will then watch a short video over the Renaissance and fill out the corresponding questions.
Students will be given a list of Vocab. and Key terms for Unit 1. Students should must be able to define these terms for the test.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
8/23/19
Success Criteria:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will make 5 questions and answers from the information that you learned yesterday. Students will then quiz each other.
students Will take Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities (Stand up, Hand up, Pair Up) to check for and supplement learning.
History Standard:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will make 5 questions and answers from the information that you learned yesterday. Students will then quiz each other.
students Will take Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities (Stand up, Hand up, Pair Up) to check for and supplement learning.
History Standard:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
8/26-27/19
Success Criteria:
Students will understand the idea of how art changed during the Renaissance. They will be able to define perspective and list several artists and name their contributions.
Lesson Plan:
students Will take Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities (Stand up, Hand up, Pair Up) to check for and supplement learning.
Homework:
Students will review and summarize their notes.
History Standard:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
Students will understand the idea of how art changed during the Renaissance. They will be able to define perspective and list several artists and name their contributions.
Lesson Plan:
students Will take Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities (Stand up, Hand up, Pair Up) to check for and supplement learning.
Homework:
Students will review and summarize their notes.
History Standard:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
8/28/19
Essential Question(s):
How do trade and wealth shape decisions?
I can Statement:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
Lesson Plan:
Students will finish taking Cornell Notes. Students will be given a Primary Source about either Characteristics of a Renaissance Man, Gentlewoman, Machiavelli. Once Students have finished this we will start the Renaissance teaching project
Renaissance Artist Teaching Project
This is the first major project of the year. You are going to become an “Expert” on a Renaissance Artist. You and a partner will be responsible for teaching the class about your subject. This is a huge project and is going to take a lot of work. I have very high expectations for your finished project.
This is a teaching project. You will pick your subject. You have the responsibility of presenting the information on this subject to the class. Your presentation will include a PowerPoint show or Prezi, an outline/handout, and a verbal lecture on the subject.
For this project each member of the group is expected to do their fair share of the work. If you do not use your time wisely you will be docked points. This includes visiting inappropriate web sites, not staying on task, and etc. Please push yourself and use your creativity. Remember if it is boring to you it will be boring to the rest of the class. You are the “Expert” teach us.
Grading
100 points total
Renaissance Artists:
Bellini, Botticelli, Bruegel, da Vinci, Durer, Michelangelo, Rapheal, Titian, Uccello,
Van Eyck
Renaissance Writers:
Castiglione, Luther, Machiavelli, Manutius, Shakespeare
Renaissance Scientists:
Copernicus
Descartes
Galileo
Mercator
Renaissance Sculptors:
Cellini
Donatello
Ghiberti
Verrocchilo
Renaissance Architects:
Alberti
Brunelleschi
Palladio
Renaissance Explorers:
Columbus
Magellan
Marco Polo
Da Gama
Renaissance Women:
Isabella d’Este
Catherine de Medici
Other Renaissance Ideas:
Food
Fashion
Fun/ entertainment
How do trade and wealth shape decisions?
I can Statement:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
Lesson Plan:
Students will finish taking Cornell Notes. Students will be given a Primary Source about either Characteristics of a Renaissance Man, Gentlewoman, Machiavelli. Once Students have finished this we will start the Renaissance teaching project
Renaissance Artist Teaching Project
This is the first major project of the year. You are going to become an “Expert” on a Renaissance Artist. You and a partner will be responsible for teaching the class about your subject. This is a huge project and is going to take a lot of work. I have very high expectations for your finished project.
This is a teaching project. You will pick your subject. You have the responsibility of presenting the information on this subject to the class. Your presentation will include a PowerPoint show or Prezi, an outline/handout, and a verbal lecture on the subject.
For this project each member of the group is expected to do their fair share of the work. If you do not use your time wisely you will be docked points. This includes visiting inappropriate web sites, not staying on task, and etc. Please push yourself and use your creativity. Remember if it is boring to you it will be boring to the rest of the class. You are the “Expert” teach us.
Grading
- Visual aid 25 points
- Creativity 25 points
- Activity 25 points
- Exciting and high quality information 25 points
100 points total
Renaissance Artists:
Bellini, Botticelli, Bruegel, da Vinci, Durer, Michelangelo, Rapheal, Titian, Uccello,
Van Eyck
Renaissance Writers:
Castiglione, Luther, Machiavelli, Manutius, Shakespeare
Renaissance Scientists:
Copernicus
Descartes
Galileo
Mercator
Renaissance Sculptors:
Cellini
Donatello
Ghiberti
Verrocchilo
Renaissance Architects:
Alberti
Brunelleschi
Palladio
Renaissance Explorers:
Columbus
Magellan
Marco Polo
Da Gama
Renaissance Women:
Isabella d’Este
Catherine de Medici
Other Renaissance Ideas:
Food
Fashion
Fun/ entertainment
9/3/19
Lesson Plan:
Students will have this class period to finish and work on their project. They will present on Weds. and Thursday.
Students will have this class period to finish and work on their project. They will present on Weds. and Thursday.
9/4-5/19
Lesson Plan:
Students will present their Group Project.
Students will present their Group Project.
9/6/19
Success Criteria:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
students Will Continue Finish taking Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities to check for and supplement learning.
Students will understand why The Renaissance started in Italy.
Lesson Plan:
students Will Continue Finish taking Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities to check for and supplement learning.
9/9/19
Essential Question(s):
How do trade and wealth shape decisions?
Success Criteria:
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plan:
Students will finish presenting Ren Presentations.
Students will take Cornell Notes over the attached Google Slides
Students will then summarize their notes and reflect on the difference between the Italian and Northern Renaissance.
How do trade and wealth shape decisions?
Success Criteria:
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plan:
Students will finish presenting Ren Presentations.
Students will take Cornell Notes over the attached Google Slides
Students will then summarize their notes and reflect on the difference between the Italian and Northern Renaissance.
9/10/19
Essential Question(s):
How do trade and wealth shape decisions?
Success Criteria::
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plans:
Students will finish ch 1 section 1 notes and activities. Students will answer the Questions on the last slide of the presentation. I will also post these on Google classroom.
How do trade and wealth shape decisions?
Success Criteria::
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plans:
Students will finish ch 1 section 1 notes and activities. Students will answer the Questions on the last slide of the presentation. I will also post these on Google classroom.
9/11-12/19
Essential Question(s):
How do civilizations/nations/organizations interact with others?
How do the arts represent and transform society?
How do theories, beliefs, and inventions transform society?
Success Criteria:
You will be successful when you can:
● discuss key ideas of the Renaissance
● explain the rise of the Renaissance in Italy
● describe the artistic breakthroughs and achievements of Renaissance artists
● summarize influential literary works of key Renaissance writers
History Standards:
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plan:
Students will take Cornell notes over The Renaissance Spreads. This is attached below and also on classroom.
Students will do a number of Kagan and summarizing activities to check for comprehension.
How do civilizations/nations/organizations interact with others?
How do the arts represent and transform society?
How do theories, beliefs, and inventions transform society?
Success Criteria:
You will be successful when you can:
● discuss key ideas of the Renaissance
● explain the rise of the Renaissance in Italy
● describe the artistic breakthroughs and achievements of Renaissance artists
● summarize influential literary works of key Renaissance writers
History Standards:
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plan:
Students will take Cornell notes over The Renaissance Spreads. This is attached below and also on classroom.
Students will do a number of Kagan and summarizing activities to check for comprehension.
9/13/19
Essential Question(s):
How do theories, beliefs, and inventions transform society?
Success Criteria:
You will be successful when you can:
● explain the causes and effects of the
Protestant Reformation
● explain how and why Luther’s ideas spread
throughout Germany.
History Standards:
4.3: The student will investigate an example of
continuity and/or change and connect that continuity
and/or change to a contemporary issue.
Lesson Plan:
Students will start the "Build your own Utopia" Project. Directions and expectations will be listed in the Doc. attached below.
How do theories, beliefs, and inventions transform society?
Success Criteria:
You will be successful when you can:
● explain the causes and effects of the
Protestant Reformation
● explain how and why Luther’s ideas spread
throughout Germany.
History Standards:
4.3: The student will investigate an example of
continuity and/or change and connect that continuity
and/or change to a contemporary issue.
Lesson Plan:
Students will start the "Build your own Utopia" Project. Directions and expectations will be listed in the Doc. attached below.
9/16/19
Essential Question(s):
How do theories, beliefs, and inventions transform society?
Success Criteria:
You will be successful when you can:
● explain the causes and effects of the
Protestant Reformation
● explain how and why Luther’s ideas spread
throughout Germany.
History Standards:
4.3: The student will investigate an example of
continuity and/or change and connect that continuity
and/or change to a contemporary issue.
Lesson Plan:
Students will start the "Build your own Utopia" Project. Directions and expectations will be listed in the Doc. attached below.
How do theories, beliefs, and inventions transform society?
Success Criteria:
You will be successful when you can:
● explain the causes and effects of the
Protestant Reformation
● explain how and why Luther’s ideas spread
throughout Germany.
History Standards:
4.3: The student will investigate an example of
continuity and/or change and connect that continuity
and/or change to a contemporary issue.
Lesson Plan:
Students will start the "Build your own Utopia" Project. Directions and expectations will be listed in the Doc. attached below.
9/17/19
Bell-ringer: It is Constitution Day Here is the Bell Ringer we will do. "What does the Constitution mean to you?"
Lesson Plan:
Students will continue work on their Utopia Project. This will be the last day in class that you will get to work on this. Make the most of your time.
Lesson Plan:
Students will continue work on their Utopia Project. This will be the last day in class that you will get to work on this. Make the most of your time.
9/18-19/19
Essential Question(s): How do theories, beliefs, and inventions transform society
Lesson Goal: We are learning to analyze the changes in European thought and culture resulting from the Reformation in Europe.
Success Criteria:
Explain the causes and effects of the Protestant Reformation
Explain how and why Luther’s ideas spread throughout Europe.
Compare and contrast evolution's in theological thought processes
History Standard(s) 3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plans: Students will watch the movie Luther. They must be prepared to have a class discussion and write a summary over the movie.
Lesson Goal: We are learning to analyze the changes in European thought and culture resulting from the Reformation in Europe.
Success Criteria:
Explain the causes and effects of the Protestant Reformation
Explain how and why Luther’s ideas spread throughout Europe.
Compare and contrast evolution's in theological thought processes
History Standard(s) 3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plans: Students will watch the movie Luther. They must be prepared to have a class discussion and write a summary over the movie.
9/20/19
Essential Question(s): How do theories, beliefs, and inventions transform society
Lesson Goal: We are learning to analyze the changes in European thought and culture resulting from the Reformation in Europe.
Success Criteria:
Explain the causes and effects of the Protestant Reformation
Explain how and why Luther’s ideas spread throughout Europe.
Compare and contrast evolution's in theological thought processes
History Standard(s) 3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plans: Students will watch the movie Luther. They must be prepared to have a class discussion and write a summary over the movie.
Lesson Goal: We are learning to analyze the changes in European thought and culture resulting from the Reformation in Europe.
Success Criteria:
Explain the causes and effects of the Protestant Reformation
Explain how and why Luther’s ideas spread throughout Europe.
Compare and contrast evolution's in theological thought processes
History Standard(s) 3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plans: Students will watch the movie Luther. They must be prepared to have a class discussion and write a summary over the movie.
9/23/19
Essential Question(s):
How do theories, beliefs, and inventions transform society?
Lesson Goal:
Explain who Martin Luther was and why he was important
Success Criteria:
explain how and why Luther’s ideas spread throughout Germany.
History Standard(s):
The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will take Cornell Notes and do Kagan/Small Group activities to master the information presented in Google Slides Chapter 1 section 3.
How do theories, beliefs, and inventions transform society?
Lesson Goal:
Explain who Martin Luther was and why he was important
Success Criteria:
explain how and why Luther’s ideas spread throughout Germany.
History Standard(s):
The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will take Cornell Notes and do Kagan/Small Group activities to master the information presented in Google Slides Chapter 1 section 3.
9/24/19
Essential Question(s):
How do theories, beliefs, and inventions transform society?
Lesson Goal:
Identify the affect that Martin Luther had on society and understand what happened next. Who continued where Luther left off.
Success Criteria:
Students will be able to explain what the Counter-Reformation was.
History Standard(s):
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plan:
Students will take Cornell Notes and do Kagan/Small Group activities to master the information presented in Google Slides Chapter 1 section 4.
How do theories, beliefs, and inventions transform society?
Lesson Goal:
Identify the affect that Martin Luther had on society and understand what happened next. Who continued where Luther left off.
Success Criteria:
Students will be able to explain what the Counter-Reformation was.
History Standard(s):
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plan:
Students will take Cornell Notes and do Kagan/Small Group activities to master the information presented in Google Slides Chapter 1 section 4.
9/25-26/19
Essential Question(s):
How do theories, beliefs, and inventions transform society?
Lesson Goal:
To give students an understanding of Utopia and an opportunity to work creatively with in a small group, to produce their version of Utopia.
Success Criteria:
Students can explain what Utopia is.
History Standard(s):
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plan:
Students will present their Utopia assignment.
How do theories, beliefs, and inventions transform society?
Lesson Goal:
To give students an understanding of Utopia and an opportunity to work creatively with in a small group, to produce their version of Utopia.
Success Criteria:
Students can explain what Utopia is.
History Standard(s):
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plan:
Students will present their Utopia assignment.
9/27/19
Essential Question(s):
1. How does geography influence and impact choices, beliefs, and adaptations?
2. How do trade and wealth shape decisions?
3. How do civilizations/nations/organizations interact with others?
4. How do the arts represent and transform society?
5. How do theories, beliefs, and inventions transform society?
Lesson Goal:
Students will have a understand of what the Renaissance and Reformation were and the impact the had.
Success Criteria:
You will be successful when you can:
● interpret documents, and other forms of evidence, in their historical context.
● identify the main idea of a source and write a summary about the authors objective.
● discuss key ideas of the Renaissance
● explain the rise of the Renaissance in Italy
● describe the artistic breakthroughs and achievements of Renaissance artists
● summarize influential literary works of key Renaissance writers
● explain the causes and effects of the Protestant Reformation
● explain how and why Luther’s ideas spread throughout Germany.
History Standard(s):
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will finish presenting their Utopia assignments. Once the class has finished this they will start on the Chapter 1 open book/notes test. This is a take home test in which students can use all resources available to them to answer the questions. This must be completed by Monday. The test is located on Google Classroom.
1. How does geography influence and impact choices, beliefs, and adaptations?
2. How do trade and wealth shape decisions?
3. How do civilizations/nations/organizations interact with others?
4. How do the arts represent and transform society?
5. How do theories, beliefs, and inventions transform society?
Lesson Goal:
Students will have a understand of what the Renaissance and Reformation were and the impact the had.
Success Criteria:
You will be successful when you can:
● interpret documents, and other forms of evidence, in their historical context.
● identify the main idea of a source and write a summary about the authors objective.
● discuss key ideas of the Renaissance
● explain the rise of the Renaissance in Italy
● describe the artistic breakthroughs and achievements of Renaissance artists
● summarize influential literary works of key Renaissance writers
● explain the causes and effects of the Protestant Reformation
● explain how and why Luther’s ideas spread throughout Germany.
History Standard(s):
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will finish presenting their Utopia assignments. Once the class has finished this they will start on the Chapter 1 open book/notes test. This is a take home test in which students can use all resources available to them to answer the questions. This must be completed by Monday. The test is located on Google Classroom.
9/30/19
Essential Question(s):
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
Introduce the Push and Pull factors of exploration.
Success Criteria:
You will be successful when you can: ● interpret documents, and other forms of evidence, in their historical context.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
Students will finish presenting their Utopia projects. Once this is complete students will be introduced to the Push and Pull factors that lead to European Exploration.
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
Introduce the Push and Pull factors of exploration.
Success Criteria:
You will be successful when you can: ● interpret documents, and other forms of evidence, in their historical context.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
Students will finish presenting their Utopia projects. Once this is complete students will be introduced to the Push and Pull factors that lead to European Exploration.
10/1/19
Essential Question(s):
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
Introduce the Push and Pull factors of exploration.
Success Criteria:
You will be successful when you can: ● interpret documents, and other forms of evidence, in their historical context.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
Students will be introduced to the Push and Pull factors that lead to European Exploration.
Bell Ringer: Students will Brainstorm what Push/Pull factors are and explain a situation in which they would be found.
Students will be shown a google Slide presentation scaffolding the District DBQ about Push and Pull factors of European Exploration.
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
Introduce the Push and Pull factors of exploration.
Success Criteria:
You will be successful when you can: ● interpret documents, and other forms of evidence, in their historical context.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
Students will be introduced to the Push and Pull factors that lead to European Exploration.
Bell Ringer: Students will Brainstorm what Push/Pull factors are and explain a situation in which they would be found.
Students will be shown a google Slide presentation scaffolding the District DBQ about Push and Pull factors of European Exploration.
10/2-3/19
Lesson Plan:
Students will continue working on their District DBQ's
Students will be passed out the DBQ Packets.
The teacher will explain the directions and describe strategies that will help the students be successful.
Students will be given time to read the documents and answer the Scaffolding questions.
Teacher will then go over correct answers and answer any questions students have on their DBQ.
Students will continue working on their District DBQ's
Students will be passed out the DBQ Packets.
The teacher will explain the directions and describe strategies that will help the students be successful.
Students will be given time to read the documents and answer the Scaffolding questions.
Teacher will then go over correct answers and answer any questions students have on their DBQ.
10/4/19
Lesson Plan:
Students will finish their DBQ Graphic organizers and be prepared to write their DBQ essay in their English Class.
Students will finish their DBQ Graphic organizers and be prepared to write their DBQ essay in their English Class.
10/7/19
Lesson Plan:
Students will continue working on their District DBQ's
Students will be passed out the DBQ Packets.
The teacher will explain the directions and describe strategies that will help the students be successful.
Students will be given time to read the documents and answer the Scaffolding questions.
Teacher will then go over correct answers and answer any questions students have on their DBQ.
Students will continue working on their District DBQ's
Students will be passed out the DBQ Packets.
The teacher will explain the directions and describe strategies that will help the students be successful.
Students will be given time to read the documents and answer the Scaffolding questions.
Teacher will then go over correct answers and answer any questions students have on their DBQ.
10/8/19
Essential Question(s):
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
Introduce the Push and Pull factors of exploration.
Success Criteria:
You will be successful when you can: ● interpret documents, and other forms of evidence, in their historical context.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Lesson Plan:
Students will take Cornell notes over the attached Google Slides Presentation. This is Chapter 3 section 1
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
Introduce the Push and Pull factors of exploration.
Success Criteria:
You will be successful when you can: ● interpret documents, and other forms of evidence, in their historical context.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Lesson Plan:
Students will take Cornell notes over the attached Google Slides Presentation. This is Chapter 3 section 1
10/9/19
Lesson Plan:
Finish Cornell Notes and Kagan activities from Exploration Intro.
Finish Cornell Notes and Kagan activities from Exploration Intro.
10/14/19
Social Studies Standards:1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Technology Standards: TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Learning Targets:I can investigate the economic, political, and social consequences of European exploration and expansion.
Essential Question(s):
Lesson Plan:
Students will finish taking Cornell Notes over the attached Google Slides
Once this is finished students will fill out the worksheet on European Explorers.
This is on Classroom.
Homework: Directions Located on Google Classroom.
Columbus Hero or Villain
Technology Standards: TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Learning Targets:I can investigate the economic, political, and social consequences of European exploration and expansion.
Essential Question(s):
- How do trade and wealth shape decisions?
- What are the benefits/challenges of a diverse society?
- How do civilizations/nations/organizations interact with others?
Lesson Plan:
Students will finish taking Cornell Notes over the attached Google Slides
Once this is finished students will fill out the worksheet on European Explorers.
This is on Classroom.
Homework: Directions Located on Google Classroom.
Columbus Hero or Villain
10/15/19
Lesson Plans: Students will get 1/2 of the class to finish their Hero vs Villain assignment then students will debate their side.
10/16-17/19
Essential Question(s):
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
To Introduce the Idea of the Columbia Exchange
Success Criteria:
You will be successful when you can: Describe the Idea of the Colombian Exchange
History Standard(s):
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Lesson Plan:
Students will begin with Note Card activity (teacher will explain)
Once this is complete students will discuss the idea of the Colombian Exchange. Students will take Cornell Notes over the attached Google Slides. Students will then watch the attached YouTube Clip.
1. How do trade and wealth shape decisions?
2. What are the benefits/challenges of a diverse society?
3. How do civilizations/nations/organizations interact with others?
Lesson Goal:
To Introduce the Idea of the Columbia Exchange
Success Criteria:
You will be successful when you can: Describe the Idea of the Colombian Exchange
History Standard(s):
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Lesson Plan:
Students will begin with Note Card activity (teacher will explain)
Once this is complete students will discuss the idea of the Colombian Exchange. Students will take Cornell Notes over the attached Google Slides. Students will then watch the attached YouTube Clip.
10/21/19
Essential Question(s):
How do civilizations/nations/organizations interact with others?
Lesson Goal:
Students will be able to Explain what Mercantilism is.
Success Criteria:
Students can discuss the impact of the Columbian Exchange on the Old World and the New World.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
At the beginning of class students will be given a note card.Students will watch the Crash Course video on the Columbian Exchange. They will write down at least 3 take away's from the video. The teacher will lead the students in a classroom discussion on the Columbian Exchange.
Activity: Students will pick an Invasive Species and on the back side of their note card list information about the species. (Where it came from, and the dangers of it, etc)
How do civilizations/nations/organizations interact with others?
Lesson Goal:
Students will be able to Explain what Mercantilism is.
Success Criteria:
Students can discuss the impact of the Columbian Exchange on the Old World and the New World.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
At the beginning of class students will be given a note card.Students will watch the Crash Course video on the Columbian Exchange. They will write down at least 3 take away's from the video. The teacher will lead the students in a classroom discussion on the Columbian Exchange.
Activity: Students will pick an Invasive Species and on the back side of their note card list information about the species. (Where it came from, and the dangers of it, etc)
10/22/19
Essential Question(s):
How do civilizations/nations/organizations interact with others?
Lesson Goal:
Students will be able to Explain what Mercantilism is.
Success Criteria:
Students can discuss the impact of the Columbian Exchange on the Old World and the New World.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
Students will take Cornell Notes over the attached Google Slides. Once this is finished students will complete the attached Mercantilism Word Review activity. They may work in small groups and discuss possible answers to the assignment.
How do civilizations/nations/organizations interact with others?
Lesson Goal:
Students will be able to Explain what Mercantilism is.
Success Criteria:
Students can discuss the impact of the Columbian Exchange on the Old World and the New World.
History Standard(s):
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Lesson Plan:
Students will take Cornell Notes over the attached Google Slides. Once this is finished students will complete the attached Mercantilism Word Review activity. They may work in small groups and discuss possible answers to the assignment.
10/23/19
Lesson Plan:
Students will finish taking Cornell Notes over Columbian Exchange notes.
Students will Create a Resume of a European Explorer. This is located on Google Classroom
This assignment to Due on the 10/29/19
Social Studies Standards:1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Technology Standards: TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Learning Targets:I can investigate the economic, political, and social consequences of European exploration and expansion.
Success Criteria: Students will be able to list and describe the importance of one European Explorer.
Essential Question(s):
Students will finish taking Cornell Notes over Columbian Exchange notes.
Students will Create a Resume of a European Explorer. This is located on Google Classroom
This assignment to Due on the 10/29/19
Social Studies Standards:1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Technology Standards: TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Learning Targets:I can investigate the economic, political, and social consequences of European exploration and expansion.
Success Criteria: Students will be able to list and describe the importance of one European Explorer.
Essential Question(s):
- How do trade and wealth shape decisions?
- What are the benefits/challenges of a diverse society?
- How do civilizations/nations/organizations interact with others?
10/28/19
Lesson Plan:
Students will have this class period to finish up their European Exsplorer Resume
Students will have this class period to finish up their European Exsplorer Resume
10/29/19
Lesson goal: I can understand and explain the Atlantic Slave Trade.
Unit Learning Targets: I can analyze the way a group’s motivations affect the way they treat others.
Social Studies Standards: 1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Atlantic Slave Trade Lesson Plan
Watch the Clip on the Atlantic Slave Trade.
Complete the Atlantic Slave Trade Activity
Activity
Students will be given a # 1-6.
1. Middle Passage
2. capture of slaves to Middle Passage
3. Once they (slaves) get to the Americas
4. Working conditions in North America
5. Working conditions in the Caribbean.
6. Working conditions in Brazil.
Students will have 15 minutes to individually research their topic. Once this time is up students will get into groups with their numbers and prepare a short presentation. Each member of the group will have a job. They must complete their job to receive credit.
Group Jobs
1. Information- organizing it and presenting it.
2. Visual- finding pictures and putting them on a google slide along with the information.
3. Artist- Draw a picture, make a cartoon, or something else depicting the information that you and your group researched.
4. Primary Source account- Find Quotes or descriptions of the time.
Unit Learning Targets: I can analyze the way a group’s motivations affect the way they treat others.
Social Studies Standards: 1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Atlantic Slave Trade Lesson Plan
Watch the Clip on the Atlantic Slave Trade.
Complete the Atlantic Slave Trade Activity
Activity
Students will be given a # 1-6.
1. Middle Passage
2. capture of slaves to Middle Passage
3. Once they (slaves) get to the Americas
4. Working conditions in North America
5. Working conditions in the Caribbean.
6. Working conditions in Brazil.
Students will have 15 minutes to individually research their topic. Once this time is up students will get into groups with their numbers and prepare a short presentation. Each member of the group will have a job. They must complete their job to receive credit.
Group Jobs
1. Information- organizing it and presenting it.
2. Visual- finding pictures and putting them on a google slide along with the information.
3. Artist- Draw a picture, make a cartoon, or something else depicting the information that you and your group researched.
4. Primary Source account- Find Quotes or descriptions of the time.
10/30-31/19
Success Criteria: Students will be able to describe all aspects of the Atlantic Slave Trade
Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Bell ringer- Students will write a Halloween Story. Students will start story and write for 5 min. and then they will switch to another student's story and continue writing for another 5 min. Students will switch one more time and then share stories
Lesson Plan:
Students will get 15 min. to work on yesterday's questions. Once the time is up we will go over the questions and make sure all students have the correct answers.
Students will finish presenting Peer Presentation
Once this is finished students will take Cornell Notes over the Atlantic Slave Trade Notes.
Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Bell ringer- Students will write a Halloween Story. Students will start story and write for 5 min. and then they will switch to another student's story and continue writing for another 5 min. Students will switch one more time and then share stories
Lesson Plan:
Students will get 15 min. to work on yesterday's questions. Once the time is up we will go over the questions and make sure all students have the correct answers.
Students will finish presenting Peer Presentation
Once this is finished students will take Cornell Notes over the Atlantic Slave Trade Notes.
11/5/19
Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Lesson Plan:
Once this is finished students will take Cornell Notes over the Atlantic Slave Trade Notes.
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Lesson Plan:
Once this is finished students will take Cornell Notes over the Atlantic Slave Trade Notes.
11/8/10
Lesson Plan:
Students will take the test over the European Explorers and the Atlantic Slave Trade. This a two part test. The first is located on classroom. It is a 25 question multiple choice test. The second part of the test is a short answer test that will be handed out to the class.
Students will take the test over the European Explorers and the Atlantic Slave Trade. This a two part test. The first is located on classroom. It is a 25 question multiple choice test. The second part of the test is a short answer test that will be handed out to the class.
11/11/19
Lesson Plan
Students will be shown grade and have time to work on missing work.
Students will be shown grade and have time to work on missing work.
11/12/19
Essential Question: What were the consequences of Absolutism?
I can statement: I can predict the cause and effect patterns within different government systems
Lesson Plan:
Students will Brainstorm What Absolutism is. Define Absolute monarch and Divine Right.
Castle web-search assignment
Absolute Monarchs and Divine Right
Assignment; Students will be divided into small groups and assigned to report (How big? How many rooms? etc.) --and illustrate, ONE of the following castles/palaces of Europe. They may pick a partner.
No more that two per group.
Directions: This is a visual project. Students will be creating a Google Slides presentation over one of these castles. I am looking for mostly pictures to get us a feel how theses Absolute Monarchs lived. But students should put in some basic information like Who lived there, When was it built, Where is it located, and any other interesting facts about it. I want LOTS of pictures of the castle and its grounds.
Time: you only get today to work on this!!!!!!!
Students will understand
· Extravagance of the monarchy
· There are many monarchies in Europe
· Enlightenment ideals challenge the monarchies of Europe
1. Apeldoorn – Netherlands
2. Versailles – France
3. Neuschwanstein – Germany
4. Hermitage – Russia
5. Tuileries – France
6. Segovia – Spain
7. Buckingham – England
8. Vatican – Italy
9. Sforzesco – Italy
10. Windsor – England
11. Schwerin – Germany
12. Schönbrunn -- Austria
History Standards
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
I can statement: I can predict the cause and effect patterns within different government systems
Lesson Plan:
Students will Brainstorm What Absolutism is. Define Absolute monarch and Divine Right.
Castle web-search assignment
Absolute Monarchs and Divine Right
Assignment; Students will be divided into small groups and assigned to report (How big? How many rooms? etc.) --and illustrate, ONE of the following castles/palaces of Europe. They may pick a partner.
No more that two per group.
Directions: This is a visual project. Students will be creating a Google Slides presentation over one of these castles. I am looking for mostly pictures to get us a feel how theses Absolute Monarchs lived. But students should put in some basic information like Who lived there, When was it built, Where is it located, and any other interesting facts about it. I want LOTS of pictures of the castle and its grounds.
Time: you only get today to work on this!!!!!!!
Students will understand
· Extravagance of the monarchy
· There are many monarchies in Europe
· Enlightenment ideals challenge the monarchies of Europe
1. Apeldoorn – Netherlands
2. Versailles – France
3. Neuschwanstein – Germany
4. Hermitage – Russia
5. Tuileries – France
6. Segovia – Spain
7. Buckingham – England
8. Vatican – Italy
9. Sforzesco – Italy
10. Windsor – England
11. Schwerin – Germany
12. Schönbrunn -- Austria
History Standards
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
11/13-14/19
Lesson Plan:
Students will get 30 min to finish their Castle Project. Once this time is up students will present their projects to the class.
Students will get 30 min to finish their Castle Project. Once this time is up students will present their projects to the class.
11/15/19
Lesson Plan
Students finished presenting their Castle Projects. Once that was finish students had a work day. They were shown their grades and were given time to work on missing assignments.
Students finished presenting their Castle Projects. Once that was finish students had a work day. They were shown their grades and were given time to work on missing assignments.
11/18/19
Success Criteria
Understand what life was life for the everyday person during the 1500 and 1600's
Lesson Plan:
Students will research and answer the question "What was life like for the everyday person during the 1500-1600's. Students will take notes over their findings. Students will lead a class discussion over this topic.
Creative Writing:
Students will write a story from the perspective of a peasant seeing a palace of a Noble for the first time. How does it make you feel coming from such struggle? What is your reaction? Would it give you cause to start a revolution?
This paper needs to be about a page long. Be creative, but try to put yourself in the peasant's shoes. I will put this on Google Classroom.
Understand what life was life for the everyday person during the 1500 and 1600's
Lesson Plan:
Students will research and answer the question "What was life like for the everyday person during the 1500-1600's. Students will take notes over their findings. Students will lead a class discussion over this topic.
Creative Writing:
Students will write a story from the perspective of a peasant seeing a palace of a Noble for the first time. How does it make you feel coming from such struggle? What is your reaction? Would it give you cause to start a revolution?
This paper needs to be about a page long. Be creative, but try to put yourself in the peasant's shoes. I will put this on Google Classroom.
11/19/19
Essential Question for the week:
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what the Scientific Revolution was/is and write it down.
Lesson Plan
Today students will watch the following YouTube video over the Scientific Revolution. Students will take Cornell Notes over the videos and we will have a class discussion.
Students will then take Cornell Notes over the Sides.
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what the Scientific Revolution was/is and write it down.
Lesson Plan
Today students will watch the following YouTube video over the Scientific Revolution. Students will take Cornell Notes over the videos and we will have a class discussion.
Students will then take Cornell Notes over the Sides.
11/19/19
Lesson Plan:
Students will Take Cornell Notes over the attached power point.
Assignment on Classroom.
List and explain 2 examples of how you can use the Scientific Revolution. List out the steps and explain each step. Then choose a Person of the Scientific Revolution and Research about them. You need to find the following about them.
1. At Least One Picture
2. Why They were important
3. 5 Facts about them
4. How did they change science
Students will Take Cornell Notes over the attached power point.
Assignment on Classroom.
List and explain 2 examples of how you can use the Scientific Revolution. List out the steps and explain each step. Then choose a Person of the Scientific Revolution and Research about them. You need to find the following about them.
1. At Least One Picture
2. Why They were important
3. 5 Facts about them
4. How did they change science
11/20-21/19
Unit Learning Targets:
History Standards:
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Technology Standards:
TPS.WH.1.B. explore appropriate digital editing tools using established design principles to create and publish a product.
TPS.WH.4.D. evaluate student-created products through self and peer review for relevance to the assignment or task.
Lesson Plan: Scientific Revolution/Enlightenment Poster Board Project
OBJECTIVE: Create an advertising poster using poster board, advertisement, or commercial for an influential scientist or Enlightenment thinker that lived during the Scientific Revolution or Enlightenment.
SCENARIO: Your chosen scientist/thinker is promoting his invention or idea and you must “sell it” to the public or Catholic Church.
WHAT IS AN ADVERTISING POSTER? A bill or placard for posting often in a public place; especially: one that is decorative or pictorial; an eye-catching printed paper announcement or advertisement that is exhibited to promote a product, event, or idea.
DIRECTIONS: Using the computer create an informative and interesting advertising poster/campaign for the scientist assigned to you. The more remarkable the poster the more likely your scientist will be to promote/sell his idea or invention. You could also make a video(to be creative!!).
Facts must be accurate and a drawing or picture of the scientist or his invention or idea must be included.
Needs to be Included
5w’s Who What When Where Why
At least 5 facts about your person
al-Jazari
Ibn al-Haytham
al-Zahrawi
Abbas Ibn Firnas
Sir Isaac Newton
Nicolas Copernicus
Johannes Kepler
Galileo Galilei
William Harvey
Andreas Vesalius
Francis Bacon
René Descartes
Tycho Brahe
Robert Boyle
Hans Janssen
Anton Van Leeuwenhoek
Robert Hooke
Christiaan Huygens
Evangelista Torricelli
Santorio Santorio
Wilhelm Schickard
Thomas Hobbes
John Locke
Jean-Jacques Rousseau
Baron de Montesquieu
Voltaire
History Standards:
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Technology Standards:
TPS.WH.1.B. explore appropriate digital editing tools using established design principles to create and publish a product.
TPS.WH.4.D. evaluate student-created products through self and peer review for relevance to the assignment or task.
Lesson Plan: Scientific Revolution/Enlightenment Poster Board Project
OBJECTIVE: Create an advertising poster using poster board, advertisement, or commercial for an influential scientist or Enlightenment thinker that lived during the Scientific Revolution or Enlightenment.
SCENARIO: Your chosen scientist/thinker is promoting his invention or idea and you must “sell it” to the public or Catholic Church.
WHAT IS AN ADVERTISING POSTER? A bill or placard for posting often in a public place; especially: one that is decorative or pictorial; an eye-catching printed paper announcement or advertisement that is exhibited to promote a product, event, or idea.
DIRECTIONS: Using the computer create an informative and interesting advertising poster/campaign for the scientist assigned to you. The more remarkable the poster the more likely your scientist will be to promote/sell his idea or invention. You could also make a video(to be creative!!).
Facts must be accurate and a drawing or picture of the scientist or his invention or idea must be included.
Needs to be Included
5w’s Who What When Where Why
At least 5 facts about your person
al-Jazari
Ibn al-Haytham
al-Zahrawi
Abbas Ibn Firnas
Sir Isaac Newton
Nicolas Copernicus
Johannes Kepler
Galileo Galilei
William Harvey
Andreas Vesalius
Francis Bacon
René Descartes
Tycho Brahe
Robert Boyle
Hans Janssen
Anton Van Leeuwenhoek
Robert Hooke
Christiaan Huygens
Evangelista Torricelli
Santorio Santorio
Wilhelm Schickard
Thomas Hobbes
John Locke
Jean-Jacques Rousseau
Baron de Montesquieu
Voltaire
11/25-26/19
Essential Question for the week:
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what Enlightenment was/is and write it down.
2. Use the computer to find the definition of Enlightenment and write it in your own words.
Today students will watch the following YouTube videos over the Enlightenment. Students will take Cornell Notes over the videos and we will have a class discussion.
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what Enlightenment was/is and write it down.
2. Use the computer to find the definition of Enlightenment and write it in your own words.
Today students will watch the following YouTube videos over the Enlightenment. Students will take Cornell Notes over the videos and we will have a class discussion.
12/3/19
Lesson Plan:
Students will watch the French Revolution video and answer the questions that go along with it. I have attached them on Classroom and down below.
Students will watch the French Revolution video and answer the questions that go along with it. I have attached them on Classroom and down below.
12/4-5/19
Lesson Plan:
LINK CREW will be doing their Anti-Bulling demonstration. This will take the entire block.
LINK CREW will be doing their Anti-Bulling demonstration. This will take the entire block.
12/9/19
History Standards:
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
Technology Standards:
TPS.WH.4.C. collect, interpret, and show data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages
Lesson Plans:
Students will take Cornell Notes over the attached Google Slides.
Students will review for Test.
Extra Credit- Baroque and Rococo concrete spelling activity. Students must spell out the Word in the style of the art.
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
Technology Standards:
TPS.WH.4.C. collect, interpret, and show data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages
Lesson Plans:
Students will take Cornell Notes over the attached Google Slides.
Students will review for Test.
Extra Credit- Baroque and Rococo concrete spelling activity. Students must spell out the Word in the style of the art.
12/10/19
History Standards:
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Civics & Government Standards:
D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
Unit Learning Targets:
I can describe how small changes to an economic system can have large effects on people in both positive and negative ways.
Lesson Plan:
Students will watch the movie the French Revolution and will answer the study questions attached below.
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Civics & Government Standards:
D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
Unit Learning Targets:
I can describe how small changes to an economic system can have large effects on people in both positive and negative ways.
Lesson Plan:
Students will watch the movie the French Revolution and will answer the study questions attached below.
12/11-12/19
History Standards:
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Unit Learning Targets:
I can analyze how conditions in a place can create desire for political change during this time period.
Civics & Government Standards:
D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Lesson Plan:
Students will Finish the French Revolution movie. Once this is finish student will write a reflection over the French Revolution. What happened? Why was it important? This should be at least 1/2 of a page.
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Unit Learning Targets:
I can analyze how conditions in a place can create desire for political change during this time period.
Civics & Government Standards:
D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Lesson Plan:
Students will Finish the French Revolution movie. Once this is finish student will write a reflection over the French Revolution. What happened? Why was it important? This should be at least 1/2 of a page.
12/13/19
Essential Question(s):
1. Why do governments form or change?
2. What causes social change and what are the impacts?
3. How do theories, beliefs, and inventions transform society?
Success Criteria:
Students can summarize the results of revolutions in Europe and the Americas.
Students can explain the social impacts of revolutions in both Europe and the Americas.
History Standards Standards:
D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Economic Standards:
D2.Eco.2.9-12: Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue.
Lesson Plan:
Students will Break in to small groups to complete the Analyzing Responses to the French Revolution activity that is attached below.
1. Why do governments form or change?
2. What causes social change and what are the impacts?
3. How do theories, beliefs, and inventions transform society?
Success Criteria:
Students can summarize the results of revolutions in Europe and the Americas.
Students can explain the social impacts of revolutions in both Europe and the Americas.
History Standards Standards:
D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Economic Standards:
D2.Eco.2.9-12: Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue.
Lesson Plan:
Students will Break in to small groups to complete the Analyzing Responses to the French Revolution activity that is attached below.
12/17/19
Lesson Plan:
Students will watch a short video about Napoleon.
Students will then take Cornell Notes over the attached Google Slides.
Once this is complete students will do additional research over Napoleon and complete the class discussion Hero vs. Villain.
Hero or Zero
Fake Facebook
Friending Napoleon
• Everyone seems to be on Facebook, so why not make Napoleon part of that trend? Create a Facebook profile that gives the reader insight into Napoleon's life, accomplishments and personality. Include photos, biographical information, likes and friend lists. Students can also add in wall posts and status updates from key dates in French history.
Requirements:
Topics to be covered
-Accomplishments
-personality
-photos
-biographical information
-friend list
-etc.
Students will watch a short video about Napoleon.
Students will then take Cornell Notes over the attached Google Slides.
Once this is complete students will do additional research over Napoleon and complete the class discussion Hero vs. Villain.
Hero or Zero
- Split the class into two teams to stage a debate about Napoleon's impact on the world. Have students use the internet, textbooks, and other source materials to prepare an argument they can defend with specific details and facts. Then have students engage in the debate of the pros and cons. At the end, you can have students vote on whether they'd keep Napoleon or banish him.
Fake Facebook
Friending Napoleon
• Everyone seems to be on Facebook, so why not make Napoleon part of that trend? Create a Facebook profile that gives the reader insight into Napoleon's life, accomplishments and personality. Include photos, biographical information, likes and friend lists. Students can also add in wall posts and status updates from key dates in French history.
Requirements:
Topics to be covered
-Accomplishments
-personality
-photos
-biographical information
-friend list
-etc.
2nd Semester 2019-2020
This spring semester, our class starts with Imperialism. From there we will move on to the Industrial Revolution, World War 1, World War 2, and try to cover as many topics as possible.
Day to Day Instructions:
Directions
For each class I will post what we did that period. Some days there will be book work assignments. Some days there will be power points to review, notes to take, or some other assignment or activity to complete. Each day will be different. I believe that students do not like the same old, same old. They like to do different types of activities and projects. This is the reason I like to keep class assignments mixed up. This Website will help you to keep up or get you caught up. Look on this page everyday for the updated list of class activities and assignments.
Day to Day Instructions:
Directions
For each class I will post what we did that period. Some days there will be book work assignments. Some days there will be power points to review, notes to take, or some other assignment or activity to complete. Each day will be different. I believe that students do not like the same old, same old. They like to do different types of activities and projects. This is the reason I like to keep class assignments mixed up. This Website will help you to keep up or get you caught up. Look on this page everyday for the updated list of class activities and assignments.
1/7-8/2020
Essential question: What were the effects of the world changing from a rural to a urban society?
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
Lesson goal
Understand how new industrial technology and inventions led to the start of the industrial revolution.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson plan
Bell ringer: Write a 1 page summary over your break.
Team Builder- 2 truths and a lie. Students will write down on a note card two truths from Winter Break and a lie. Students will take turns sharing their answers with their small groups.
Students will watch a PowerPoint of pictures of different items. They will write down what they think it is or what it does. We will have a class discussion over these items.
Students will take Cornell notes over the industrial revolution
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
Lesson goal
Understand how new industrial technology and inventions led to the start of the industrial revolution.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson plan
Bell ringer: Write a 1 page summary over your break.
Team Builder- 2 truths and a lie. Students will write down on a note card two truths from Winter Break and a lie. Students will take turns sharing their answers with their small groups.
Students will watch a PowerPoint of pictures of different items. They will write down what they think it is or what it does. We will have a class discussion over these items.
Students will take Cornell notes over the industrial revolution
1/9/2020
Essential Question: How do theories, beliefs, and inventions transform society?
Success Criteria: To understand what Horsepower is and where the term came from.
Lesson Plan:
Class will begin a Horsepower activity. Today, we are going to figure out what your horsepower is! You will need a partner or 2 in order to complete this activity. You also need to read the instructions on the attached doc. carefully before conducting the experiment.
Students will have a class discussion over the Horse Power activity.
Students will then continue to take Cornell Notes.
Success Criteria: To understand what Horsepower is and where the term came from.
Lesson Plan:
Class will begin a Horsepower activity. Today, we are going to figure out what your horsepower is! You will need a partner or 2 in order to complete this activity. You also need to read the instructions on the attached doc. carefully before conducting the experiment.
Students will have a class discussion over the Horse Power activity.
Students will then continue to take Cornell Notes.
1/10/2020
Success Criteria
Understand how new industrial technology and inventions led to the start of the industrial revolution.
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will continue to take Cornell Notes over the I.R. Notes.
Students will do the Selective Breeding Dag Activity.
Selective Breeding Dog activity. Students will understand selective breeding and how it affected the Agricultural Revolution. Directions: Students will pick a dog breed and research the 5 W's They will create a Google Doc with pictures and place the information on it. Information must include What is the name of the Breed? Why were they bred? (purpose of the breed) What is it's personality traits. Are there any health concerns. Anything else that is interesting about the breed. Students will turn it in on Google Classroom.
Understand how new industrial technology and inventions led to the start of the industrial revolution.
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will continue to take Cornell Notes over the I.R. Notes.
Students will do the Selective Breeding Dag Activity.
Selective Breeding Dog activity. Students will understand selective breeding and how it affected the Agricultural Revolution. Directions: Students will pick a dog breed and research the 5 W's They will create a Google Doc with pictures and place the information on it. Information must include What is the name of the Breed? Why were they bred? (purpose of the breed) What is it's personality traits. Are there any health concerns. Anything else that is interesting about the breed. Students will turn it in on Google Classroom.
1/15-16/2020
Essential Question(s): What causes social change and what are the impacts?
History Standards:
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can describe how society has changed over time locally, nationally, and internationally based on the industrial revolution.
Lesson Plan:
Students will create a map showing the evolution of a city during the Industrial Revolution. Students will receive a piece of paper and will create a city following the teachers instructions. This will take the whole class period.
-Once students are with the class activity, they will then have to design their own city and write a 1/2 to 1 page reflection over the Urban Game and what they learned during the activity.
If you were absent, follow the directions on the attached power point. Create your own map following the steps provided. Do Not look ahead.
History Standards:
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can describe how society has changed over time locally, nationally, and internationally based on the industrial revolution.
Lesson Plan:
Students will create a map showing the evolution of a city during the Industrial Revolution. Students will receive a piece of paper and will create a city following the teachers instructions. This will take the whole class period.
-Once students are with the class activity, they will then have to design their own city and write a 1/2 to 1 page reflection over the Urban Game and what they learned during the activity.
If you were absent, follow the directions on the attached power point. Create your own map following the steps provided. Do Not look ahead.
1/21/2020
Essential Question(s): What causes social change and what are the impacts?
History Standards:
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can describe how society has changed over time locally, nationally, and internationally based on the industrial revolution.
IDM Questions: Today's assignment will cover all three IDM questions
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will create a map showing the evolution of a city during the Industrial Revolution. Students will receive a piece of paper and will create a city following the teachers instructions. This will take the whole class period.
-Once students are with the class activity, they will then have to design their own city and write a 1/2 to 1 page reflection over the Urban Game and what they learned during the activity.
If you were absent, follow the directions on the attached power point. Create your own map following the steps provided. Do Not look ahead.
History Standards:
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can describe how society has changed over time locally, nationally, and internationally based on the industrial revolution.
IDM Questions: Today's assignment will cover all three IDM questions
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will create a map showing the evolution of a city during the Industrial Revolution. Students will receive a piece of paper and will create a city following the teachers instructions. This will take the whole class period.
-Once students are with the class activity, they will then have to design their own city and write a 1/2 to 1 page reflection over the Urban Game and what they learned during the activity.
If you were absent, follow the directions on the attached power point. Create your own map following the steps provided. Do Not look ahead.
1/22-23/2020
Introduce Industrial Revolution Inquiry Design Model (IDM)
Compelling Question= How Did the Industrial Revolution Move People?
Standards and Practices=
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
5.1 The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Staging the Question= How did technology change people’s way of life? What are some current inventions that we could not live without?
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will begin class writing a reflection over the Urban Game.
Students will work on class activity.
-Every student will write down their daily schedule. From the time they get up until they go to bed.
-Next they will look at a schedule for a child around their age from the Industrial Revolution and write
notes comparing their schedule to the child’s from the Industrial Revolution.
Industrial Rev. short power point topics-
Students will be broken into groups and given a subject. Students will create a short power point about their topic. I want you to tell a story, using pictures and real life examples. Try to put yourself in the shoes of the people or subject you are researching. It should be 5-10 slides, worth 30 points. Know the information!!!!! Put it in your own words!!!!!!! Use Note CARDS!!!!!! Make EYE contact!!!! Attached below is the Grading Rubric.
1. Child coal miner
2. Child textile worker
3. Woman textile worker
4. Unemployed man
5. Factory owner
6. Farmer
7. Tenements
8. Pollution
9. Assembly line
10. Labor movement
Answer the 5 W’s
Who, What, When, Where, Why
Compelling Question= How Did the Industrial Revolution Move People?
Standards and Practices=
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
5.1 The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Staging the Question= How did technology change people’s way of life? What are some current inventions that we could not live without?
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will begin class writing a reflection over the Urban Game.
Students will work on class activity.
-Every student will write down their daily schedule. From the time they get up until they go to bed.
-Next they will look at a schedule for a child around their age from the Industrial Revolution and write
notes comparing their schedule to the child’s from the Industrial Revolution.
Industrial Rev. short power point topics-
Students will be broken into groups and given a subject. Students will create a short power point about their topic. I want you to tell a story, using pictures and real life examples. Try to put yourself in the shoes of the people or subject you are researching. It should be 5-10 slides, worth 30 points. Know the information!!!!! Put it in your own words!!!!!!! Use Note CARDS!!!!!! Make EYE contact!!!! Attached below is the Grading Rubric.
1. Child coal miner
2. Child textile worker
3. Woman textile worker
4. Unemployed man
5. Factory owner
6. Farmer
7. Tenements
8. Pollution
9. Assembly line
10. Labor movement
Answer the 5 W’s
Who, What, When, Where, Why
2/3-4/2020
Students will present their I.R. Life Projects.
2/5-6/2020
Today I will be gone. I am at home sick. Follow the lesson plans below and I will see yo on Tuesday, I hope!!!!
Lesson Plans:
Read and take Cornell Notes over the attached Google Slides. Once you have done this define the Key Ideas and People attached below. I will also put this on Google Classroom.If you get finished defining the words then use whatever time you have remaining to work on any missing work you have.
Lesson Plans:
Read and take Cornell Notes over the attached Google Slides. Once you have done this define the Key Ideas and People attached below. I will also put this on Google Classroom.If you get finished defining the words then use whatever time you have remaining to work on any missing work you have.
2/12-13/2020
Lesson Plan:
Students will watch this video and complete the worksheet located on Classroom and attached below.
Students will watch this video and complete the worksheet located on Classroom and attached below.
2/17/2020
Essential Question(s):
What causes social change and what are the impacts?
Lesson Goal:
Students will have a understanding of what Imperialism is and how it impacted the world.
Success Criteria:
Students will be able to Define and explain Imperialism
History Standard(s):
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
Lesson Plan:
Students will finish watching the attached video and the class will have a discussion about the questions that went along with them.
What causes social change and what are the impacts?
Lesson Goal:
Students will have a understanding of what Imperialism is and how it impacted the world.
Success Criteria:
Students will be able to Define and explain Imperialism
History Standard(s):
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
Lesson Plan:
Students will finish watching the attached video and the class will have a discussion about the questions that went along with them.
2/18/2020
Essential question: What were the consequences of Imperialism? Be able to make comparisons with the movie and information from your notes.
Lesson goal: Students will understand what Imperialism is and how it lead to conflicts.
Lesson plan: Students will create a cube of Imperialism. Each student will be given a blank piece of paper and will use it to complete a cube. Each side of the cube will have a different requirement.
Side 1: Your Name and the word Imperialism. (Aim for a Concrete Spelling).
Side 2: Define imperialism
Side 3: List Economic motives for Imperialism
Side 4: List Political Motives for Imperialism
Side 5: Compare and Contrast the 3 types of colonial Control
Side 6: Create a picture that you believe helps summarize the section the best.
Lesson goal: Students will understand what Imperialism is and how it lead to conflicts.
Lesson plan: Students will create a cube of Imperialism. Each student will be given a blank piece of paper and will use it to complete a cube. Each side of the cube will have a different requirement.
Side 1: Your Name and the word Imperialism. (Aim for a Concrete Spelling).
Side 2: Define imperialism
Side 3: List Economic motives for Imperialism
Side 4: List Political Motives for Imperialism
Side 5: Compare and Contrast the 3 types of colonial Control
Side 6: Create a picture that you believe helps summarize the section the best.
2/24-25/2020
Essential Question(s):
What causes social change and what are the impacts?
Lesson Goal:
Students will have a understanding of what Imperialism is and how it impacted the world.
Success Criteria:
Students will be able to Define and explain Imperialism
History Standard(s):
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
Lesson Plan:
Students will finish watching the attached video and the class will have a discussion about the questions that went along with them.
What causes social change and what are the impacts?
Lesson Goal:
Students will have a understanding of what Imperialism is and how it impacted the world.
Success Criteria:
Students will be able to Define and explain Imperialism
History Standard(s):
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
Lesson Plan:
Students will finish watching the attached video and the class will have a discussion about the questions that went along with them.
2/26-27/2020
Essential Question:
What made WWI a different kind of war, a war like no one had experienced before?
Lesson Goal:
Understand the nature of war and its human cost on all sides
Lesson Plan:
1. Bell Ringer- Students will get into groups and read and discuss the article above. We will have a class discussion over article.
2. Students will then take Cornell Notes over the attached power point.
What made WWI a different kind of war, a war like no one had experienced before?
Lesson Goal:
Understand the nature of war and its human cost on all sides
Lesson Plan:
1. Bell Ringer- Students will get into groups and read and discuss the article above. We will have a class discussion over article.
2. Students will then take Cornell Notes over the attached power point.
2/28/2020
Essential question: What are motivating factors that lead to conflict and its impact?
Unit Learning Targets: summarize the events/reasons that countries joined World War I.
Success Criteria: Students can summarize military actions of World War I.
History Standards: 3.3: The student will investigate specific beliefs,contributions, ideas, and/or diverse populations and
connect those beliefs, contributions, ideas and/or diversity to contemporary issues.
Lesson plan:
Students will take a Open-note quiz over MANIA
Students will finish taking Cornell Notes over the above Google Slides. Once this is finished students will begin working on their Shark Tank Activity.
World War 1 Shark Tank Activity
Task
You will be choosing a new WW1 technology and creating a business proposal. Imagine you were planning to pitch your idea to the entrepreneurs on the TV show, Shark Tank.
As you choose your project, think about the episodes of Shark Tank you’ve watched. What products did the sharks invest in? Why? What products did the sharks reject?
Create a unique product idea
Develop a business plan
What is your company called?
What is your product called?
Slogan?
Owners names
Business logo
Business philosophy/purpose
Ex) McDonalds - "To provide the fast food customer food prepared in the same high-quality manner world-wide that is tasty, reasonably-priced & delivered consistently in a low-key décor and friendly atmosphere."
Presentation (50 points)
Knowledgeable of product (10)
Poised/confident demeanor (10)
Engaging presentation/creative (10)
Creative (10)
Persuasive (10)
The Sharks’ Scores (10 points)
This score is based on whether or not the sharks wanted to invest in your product
Total= 60
Possible topics
Poison Gas
Military Uniforms
U-boats
Zeppelins
Airplanes
Machine guns
Tank
Unit Learning Targets: summarize the events/reasons that countries joined World War I.
Success Criteria: Students can summarize military actions of World War I.
History Standards: 3.3: The student will investigate specific beliefs,contributions, ideas, and/or diverse populations and
connect those beliefs, contributions, ideas and/or diversity to contemporary issues.
Lesson plan:
Students will take a Open-note quiz over MANIA
Students will finish taking Cornell Notes over the above Google Slides. Once this is finished students will begin working on their Shark Tank Activity.
World War 1 Shark Tank Activity
Task
You will be choosing a new WW1 technology and creating a business proposal. Imagine you were planning to pitch your idea to the entrepreneurs on the TV show, Shark Tank.
As you choose your project, think about the episodes of Shark Tank you’ve watched. What products did the sharks invest in? Why? What products did the sharks reject?
Create a unique product idea
Develop a business plan
What is your company called?
What is your product called?
Slogan?
Owners names
Business logo
Business philosophy/purpose
Ex) McDonalds - "To provide the fast food customer food prepared in the same high-quality manner world-wide that is tasty, reasonably-priced & delivered consistently in a low-key décor and friendly atmosphere."
Presentation (50 points)
Knowledgeable of product (10)
Poised/confident demeanor (10)
Engaging presentation/creative (10)
Creative (10)
Persuasive (10)
The Sharks’ Scores (10 points)
This score is based on whether or not the sharks wanted to invest in your product
Total= 60
Possible topics
Poison Gas
Military Uniforms
U-boats
Zeppelins
Airplanes
Machine guns
Tank
3/2-3/2020
Students will work on their Shark Tank projects.
3/4-5/2020
Essential question:How do civilizations/nations/organizations interact with others?
Unit Learning Targets: summarize the events/reasons that countries joined World War I.
Success Criteria: Students can summarize military actions of World War I.
History Standards: 1.2: The student will analyze the context under which choices are made and draw conclusions about
the motivations and goals of the decision-makers.
Lesson plan: Today in class the students will take Cornell notes over the attached power point. Once this is completed students will prepare for the DBQ. If there is any time after that students will be able to work on their Shark Tank Projects.
Unit Learning Targets: summarize the events/reasons that countries joined World War I.
Success Criteria: Students can summarize military actions of World War I.
History Standards: 1.2: The student will analyze the context under which choices are made and draw conclusions about
the motivations and goals of the decision-makers.
Lesson plan: Today in class the students will take Cornell notes over the attached power point. Once this is completed students will prepare for the DBQ. If there is any time after that students will be able to work on their Shark Tank Projects.
3/6/2020
Lesson Plan; Students will learn about the Treaty of Versailles by taking Cornell Notes over the attached power point. Students will then prepare for the DBQ.