5/6/13
Global I
9th grade WPHS
Topic: Gunpowder Empires
Standards:
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
( ) 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.
Reading Standards
( ) 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.
Objective: Students will be able to evaluate the comparative elements of teh " Gun Powder" Empires of the Ottoman, Safavid, and Mughal Empires.
Class Opener/ Warm up: Students will take out their previous nights homework (from Friday 5/3) and then begin the Multiple Choice questions. After that they will look at tonight's assignment.
Direct Instruction: After completion of the MC Questions, we will go over the PERSIAN charts they received for homework about the three different gun powder empires. The essays which were handed back last week were also discussed after the MC questions because of the lack of attention to analysis and evidence which resulted in the grades the students received. After this, we went into the powerpoint on gunpowder empires.
Student Practice/Application: Filling out the remaining/empty charts on the PERSIAN charts about the Safavid, Mughal and Ottoman Empires.
Summary/Closure: Review about Fall of Byzantine Empire, spread of Dar Al Islam, Mongol conquest starting with Genghis Khan, Impact of the trade routes and gunpowder technology spreading West throughout the Golden Age of Islam.
Formative Assessment: Thesis statement at the bottom of the PERSIAN chart, along with the completed chart.
Homework: "The Mighty Muslim Empires: One hot spot at a time" graphic organizer
Adaptations/Extensions/Technology: printed notes available to students who require them or asked for them, 5th/lunch/after school extra help and the use of the power point/smart board as well as the song of the day "Istanbul not Constantinople"
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