Lesson Plan 4/19/13

Lesson Plans

4/19/13

Global I

9^th Grade

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: Quiz: Japanese Feudalism/European Feudalism, Transformation in 15^th century Europe-Age of Exploration, Commercial Revolution, Renaissance, and Protestant Reformation.

Materials: writing utensils, the smartboard (objective/do now on board), the actual quiz, (no printed notes-quiz day)

Learning Objective: Students will be able to assess their knowledge of Feudalism in Japan and Europe, transformation of Europe during Commercial Revolution, Age of Exploration, Renaissance and Protestant Reformation.

Class Warm up: Introduction to the quiz, take attendance and talk about the QoD, make sure to intro class about the handouts they will receive on the way out which will carry them over the weekend about the Columbian exchange. (QoD-Question of the Day—‘what would have happened if China ‘discovered’ America’?)

Direct Instruction: Students will be told the instructions and read over thesis statements and about global exploration which will coincide with the reading over the weekend before the quiz begins.

Student Practice/Application: Students will complete the quiz in the 43 minute class period. It’s a total of 25 multiple choice (3pts) and 5 thesis statements (5pts).

Summary: Some students stated to me that the material was hard, or they just didn’t study enough for it. We had ample time during the week to go over material and offer plenty of extra help.

Assessment: The quiz, multiple choice questions as well as thesis statements

Homework: Global Age of Exploration worksheet accompanied by a reading hand out and text book pages (418-448)

Adaptations, Extensions, Technology: extra time for students who require it, 5^th period/lunch and afterschool extra help, objective, QoD, HW and Do Now on smartboard as well as written on the chalk board. Song of the day: Ode to Joy By L. Beethoven.