Lesson Plan 4/18/13

Lesson Plan

4/18

Global I

Regents

Topic: 15^th century European Transformation

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.

( ) 1. Write arguments focused on discipline-specific content.

( ) 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.

( ) 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.

( ) 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.

( ) 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.

( ) 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

( ) 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.

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

( ) 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.

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

Materials: powerpoint, review sheets/graphic organizers, Chapter 14 notes and other handouts, markers/coloring items, poster board.

Learning Objective: Students will be able to illustrate key developments in Europe during its 15^th century transformation

Class Warm up:  Take out homework on Renaissance and Reformation spills out to the world. Begin Do Now questions (7)

Direct Instruction: Go over MC questions and theses for possible quiz examples. The MC questions will help overview for the quiz and then show how the Renaissance transformed Europe and eventually the rest of the known (and unknown) world.

Student Practice/Application: Students were broken into groups and they chose ways to illustrate the reformation, Renaissance and Europe during the 15^th century. They took poster board and used markers to draw and write how the Europeans interacted and its effect on Global history.

Summary:  wrap up and hand out review sheet which correlates directly with the quiz questions. Students were encouraged to use the sheet to study from as well as handouts and previous thesis statements which they had completed for homework the past week.

Assessment:  The student work/poster board with the illustrations of the 15^th century transformation in Europe.

Homework: Study for quiz using review sheet, graphic organizers, on Feudal Europe/Japan comparison, Renaissance and Reformation. 

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. The poster boards will display the student work throughout the classroom.