Lesson Plan 2/6/13

2/6

Global I

Regents

 NYS Standards:

1.       Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

2.       Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

3.       Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface.

4.       Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

5.       Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.

(X ) 2. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons and evidence.

(X) 3. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

(X ) 4. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationship between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

(X ) 5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

(X ) 6. Provide a concluding statement or section that follows from or supports the argument presented.

Reading Standards for Literacy in History/Social Studies 6-12

(X ) 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

(X ) 3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

(X ) 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies.

(X ) 5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

(X ) 6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

(X ) 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

(X ) 8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

(X ) 9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Topic: Middle Ages; P-E-C aspects of Roman Catholic Church during 1100-1450.

Materials: smartboard (powerpoint), DBQ documents, checklists, graphic organizer to outline P-E-C, writing utensils, printed notes (for students who require them)

Learning Objective: Students will be able to evaluate the political, economic and cultural role of the Roman Catholic Church on the middle ages. (QoD- Was it a Golden Age, age of Faith or Dark Ages)

Class Warm up: Start the Do Now questions (5), take out DBQ documents which should have been done for homework. Take out checklist for DBQ documents

Direct Instruction: Go over the do now questions and go over how the church was shaped during the Middle Ages. Then introduce the political, economic and cultural role of the Roman Catholic Church in Europe from 1100-1450. Explain to students how to evaluate documents with P-E-C using the graphic organizer.

Student Practice/Application: Students will be broken into four groups of six. They were to take the documents they evaluated over night for homework and discuss different P-E-C roles of the church.  

Summary: The graphic organizer will also help them figure out if the Middle Ages were a ‘Dark Age, Age of Faith or a Golden Age’ in Europe. Go over the documents and the groups will discuss what they have discussed.

Assessment: Completion of the graphic organizer and thesis statement: was it an age of Faith, Dark or a Golden age?

Homework:  Finish filling in DBQ documents that were not completed along with the graphic organizer

Adaptations, Extensions, Technology: printed notes, extended time, after school/5^th period and lunch help. Usage of the graphic organizers, power points, printed notes for the students who require them.