World History

Curriculum > High > Clark > Social Studies
  • Syllabus
  • Sample Lesson Plan
Course Description
This is a year‐long course covering human world history. This course is based on the Minnesota State Standards and Benchmarks. Please note that these standards are available online and on the class website (www.schoology.com).
In addition to the Minnesota State Standards:
The goal of this course is for a student to become a critical consumer of geopolitical/cultural information. It is also a goal of this course to help the student become an active participant in world history. These two key goals will be done by helping the student develop a specific skill set. It is our job as a class to develop said skill set through the course of the year. Real world problems that a student will develop a context for, and understand their role in, include: socioeconomic development, economic crisis, geopolitical conflict, cultural differences and diffusion, global networking, scientific development, and human interaction with the environment. This history class will provide the student with the necessary historical background to make inferences while understanding their place in the world of tomorrow. An entire course outline including unit duration and test dates can be found on the class website (www.schoology.com)
Course Learning & Language Objectives:
Learner Objectives: All learner objectives are based on the Minnesota State Standards and Benchmarks. Below, is a synopsis of the course learner objectives
  1. Students will be able to define what a civilization is, and the origins thereof.
  2. Students will be able to demonstrate an understanding of how societies and social structures (Human Systems) develop and what causes them to regress/collapse through written exercise and classroom discussion/debate.
  3. Students will be able to understand the nature of conflict (causes, methods of, and outcome).
  4. Students will be able to identify and understand the origins and workings of global culture and human structures/social systems (language, religion, science, economics, ethnicity, politics/government).
  5. Students will be able to identify key historical figures and events and their impact on the course of world history.
  6. Students will be able to understand the relationship between geographical location and the development of societies.
  7. Students will be able to identify key themes in world history.
  8. Students will be able to recognize cause and effect relationships and make inferences based on said recognition.
  9. Students will be able to analyze both primary and secondary resources, employing them in historiography.
  10. Students will employ their knowledge of history in a series of performance tasks designed to address real world problems.

Language objectives: Students will learn how to write: short answer essays, comparative essays, position papers, and research (expository) essays. Students will also develop speaking and presentation skills through both micro and macro Ted Talk presentations. Students will also develop speaking skills through classroom debate and mock trials. Homework and in class activities are designed to improve and develop reading strategies. In class activities are also dedicated to improving the listening skills of students. Overall, students will work to improve their process, organizational and application skills in the four facets of English acquisition and development (reading, listening, speaking and writing).
A strong effort will be made to improve student English skills while implementing both TOEFL and SAT practice.
Resources
Classroom reading packets, assignments, course links, and additional materials will be posted on the class Schoology website. Each student will also be issued a class textbook:
Units, Themes, and Course Organization
PLEASE NOTE: a highly detailed list of course descriptions, unit duration, and test dates for the first semester can be found on the class Schoology website. There will be five units for each semester. An additional sixth unit will be a comprehensive unit (comprehensive midterm/final exam); this unit will also act as a final Ted Talk presentation.
Learning Activities and Methods
Learning activities/methods include (but are not limited to): In class discussion, debate, organized debate, team debate, miniature Model United Nations, mock trials, student teaching sessions, historical reenactments, documentary production, film production, cartooning, making propaganda, hands on activities (replica model reproduction), art activities, TOEFL SAT practice.
Assessment
Note: There are Five Units per semester. A sixth unit acts as a Final Exam. Each Unit is worth 100 points. That is a total of 600 points per semester.

UNIT EXAMPLE:

UNIT EXAMPLE:
Tests and Essay (writing exercise) 50 points
Three Quizzes (three per unit) 15 points
Roundtable Discussions/debates (three per unit) 15 points
Performance Project 10 pts
Homework and Participation 10pts
Unit Total 100 pts
Final Exam and Final Presentation (Ted Talk) 100 points

Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Attendance & Late Work:
Please Note: The teacher will cover these rules CLEARLY with students on the first day of class and again through the duration of the year.
Late to class without an excuse = 50% loss of any daily activity/assignment.
Absent without an excuse = 100% loss of any daily activity/assignment.
Late work = 50% loss if late to class or one day late, an additional 25% is deducted for each additional day.
Behavior: you are expected to act like a young adult. This is a safe and respectful learning environment and it is the job of ANY individual who enters the class to maintain and foster that environment.
My job is to trust in my students as they trust in me. In this class, we are all expected to keep our word.
Supplies
1. A notebook for your own notes. This is a notebook for THIS CLASS ONLY. It will be handed in to the teacher at various times.
2. Pens, pencils, colored pencils.
3. Regular size notebook paper (A4 or 8 1/2 by 11 inch).

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Students will know the early history of mankind; they will know the early stages of the first hominids.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify cause and effect relationships (events) and change over time in the history of early man.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn about the general procedures of the class.
Language Objective:
The teacher will cover the general language objectives for the class.
Main Activity:
Go over classroom syllabus. “meet and greet”
Evaluation:
NA
Vocabulary:
NA
Homework:
Study Powerpoint on the four Hominids. Prepare for quiz.
Learning Objective:
Students will identify, via an open classroom interactive lecture, the key differences and progression/evolution of the four periods of Hominids.
Language Objective:
(Reading & Speaking) students will demonstrate an understanding of what they have read (previous homework) by responding to short speaking prompts during an interactive class lecture.
Main Activity:
Students will listen to brief periods of a lecture on the four hominids. During four intervals, students will respond, orally, to a prompt.
Evaluation:
The in class responses will act as an evaluation.
Vocabulary:
Australopithecus, Homo Habilis, Homo Erectus, Homo Sapiens
Homework:
Continue studying the power point “The First Humans” and prepare for in class TOEFL exercise.
Learning Objective:
Students will be able to identify key events that mark change over time (First Four Hominids & Paleolithic to Neolithic).
Language Objective:
Students will demonstrate an understanding of classroom material by matching it to events that they see and hear in a movie.
Main Activity:
This is a TOEFL practice session. Students will create a TOEFL integrated essay outline. First, they will generate key terms and categories from the classroom lecture and materials; this will be followed by watching a section of a movie (Cast Away), matching events in the movie to key events in the evolutionary history of early humans.
Evaluation:
Students will share their outlines and offer peer advice on how to best organize a TOEFL outline for an integrated essay.
Vocabulary:
Australopithecus, Homo Habilis, Homo Erectus, Homo Sapiens, Paleolithic, Neolithic
Homework:
Using their TOEFL essay outlines, students will write a rough draft of an integrated essay.
Learning Objective:
Students will demonstrate an understanding of the key events that led to evolutionary change, over time, in early human history.
Language Objective:
(Reading) students will take a short quiz on this week's materials. (Speaking) students will provide peer review of student essays, giving advice while “speaking in threes.”
Main Activity:
Activity one: quiz. Activity two: in two groups, students will read and provide feedback for their TOEFL essays. The objective is to give three pieces of advice (speaking in threes).
Evaluation:
The quiz acts as a graded evaluation of content knowledge. Peer review will act as student led self assessment.
Vocabulary:
All things Australopithecus, Homo Habilis, Homo Erectus, Homo Sapiens, Paleolithic, Neolithic
Homework:
Study for Monday’s Round Table discussion: The first civilizations.
Learning Objective:
No Class
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what a civilization is (what it is comprised of) and how it develops.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify key similarities between early civilizations (cultural and developmental civilizations) and will be able to make inferences based on said observations.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of content knowledge while answering questions requiring them to make inferences.
Language Objective:
(Timed Speaking) In response to prompts, students will convey inferences based on facts in short thirty second speaking intervals.
Main Activity:
Students will participate in a rapid fire Round Table Q & A. Students will have to be prepared prior to class (weekend homework). Students are given thirty seconds to answer prompts. They must make their argument/inference based on facts (what they know).
Evaluation:
Students will be evaluated on participation, not content knowledge, although peer review will provide some critique on how content was employed.
Vocabulary:
Paleolithic, Neolithic, Civilization, Fertile Crescent/Mesopotamia, Agricultural Revolution, Domestication, division of labor, culture, religion, language…a full list will and round table prompts will be posted on the class www.schoology website.
Homework:
Finish studying key terms. Study Rise of Civilizations PPT on class schoology website.
Learning Objective:
Students will be able to understand and identify key factors leading to the rise of civilization. Students will develop a strong definition of what a civilization is.
Language Objective:
(writing) Students will be able to generate an essay outline in response to a writing prompt.
Main Activity:
1. Students will listen to (and take notes) a short lecture on the events that lead to a rise in civilization. Students will then work in pairs to outline an essay to answer the prompt. The focus will be on developing body paragraphs (support and details); an emphasis will be placed on topic sentences.
Evaluation:
Students will read the outlines from each pair and will have an opportunity to give peer feedback. The outline is being evaluated.
Vocabulary:
Paleolithic, Neolithic, Civilization, Fertile Crescent/Mesopotamia, Agricultural Revolution, Irrigation, Domestication, division of labor, culture, religion, language…a full list will and round table prompts will be posted on the class schoology website.
Homework:
Begin studying key terms for mini-lecture assignment.
Learning Objective:
Students will identify key similarities between early civilizations by delivering and listening to student generated mini lessons.
Language Objective:
(Reading) Students will be able to identify key terms and main ideas in a larger text by extrapolating said text and placing it into a mini lecture.
Main Activity:
Students will work in groups preparing a mini-lecture. Students will be guided by three prompts “What You Need To Know” about a given early civilization. Students will identify key terms/details to place in a supporting role for their three larger topics. This is done to emulate Topic sentence, detail sentence fluency in paragraph writing.
Evaluation:
This class is set aside for preparation. The mini-lesson will be taught the following day and will be both peer reviewed and graded by the instructor using a rubric.
Vocabulary:
Early Civilization (Egypt, Indus Valley, Meso-America, Israelites, Phoenicians, Ancient China). Each group has a set of key vocabulary and it is posted to the class schoology website.
Homework:
Practice and finalize mini lesson.
Learning Objective:
Students will demonstrate a mastery of how early civilizations developed (and their key contributions to history) while giving and viewing a series of mini lectures, while looking for key universal themes (similarities).
Language Objective:
(Speaking) Students will be able to speak from a prompt, Listening: students will listen actively, with notes, in order to pass a quiz at the end of each mini lesson, (Writing) as homework, the students will organize their notes into a series of categories designed to help them write an essay.
Main Activity:
Students (in groups of 3-4) will give and listen to mini lectures about early civilization.
Evaluation:
Students (in the audience) will be given a mini quiz based on each lecture (testing listening skills). The presentations will be graded on a rubric.
Vocabulary:
Early Civilization (Egypt, Indus Valley, Meso-America, Israelites, Phoenicians, Ancient China). Each group has a set of key vocabulary and it is posted to the class schoology website.
Homework:
Study key terminology for Ancient Babylon and Persia.
Learning Objective:
No Class
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Video, textbook
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what a civilization is (how it is defined). - Students will know the key differences and similarities between early civilizations. - Students will know how civilizations develop.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write short answer (single paragraph) responses to prompts. - Students will be able to provide peer feedback in a constructive manner, helping others and themselves, develop better writing skills. - Students will be able to organize a large volume of information into an essay outline.
Monday(50min)
Tuesday(50min)
Wednesday(50min)
Thursday(85min)
Friday(85min)
Learning Objective:
Students will demonstrate an understanding of key terminology via a reading quiz.
Language Objective:
(Reading) Students will be able to match key terms to their definitions via a reading quiz. Main Activity: Students will take their weekly quiz. The quiz focuses on key terms from early civilizations. This will be followed up by a group presentation on Ancient Egypt.
Main Activity:
Students will take their weekly quiz. The quiz focuses on key terms from early civilizations. This will be followed up by a group presentation on Ancient Egypt.
Evaluation:
The weekly quiz acts as an immediate assessment of content knowledge.
Vocabulary:
Key terms from the first civilizations; these terms are posted on the class schoology website: Mesopotamia, hieroglyphics, polytheistic, monotheistic, Mandate of Heaven, Upper Egypt, Lower Egypt, Pharaoh, irrigation, river valley…
Homework:
Review Graphic Organizer for tomorrows in class lecture and organization “skill set” activity.
Learning Objective:
Students will be able to recognize common themes in different civilizations and their times of early development.
Language Objective:
(Writing) Students will begin the process of writing an essay by organizing key supporting details into body paragraph categories. (Listening) At the end of the in class organization activity/lecture, the students will be given a brief quiz.
Main Activity:
Students will follow an instructional lecture whereupon they will categorize key terms and concepts in preparation for writing body paragraphs. The teacher will lead the class through the process and each student will work on their graph independently.
Evaluation:
At the end of class, students will answer questions (short quiz for understanding) based on the material that they have organized in their charts.
Vocabulary:
The point of this exercise is to organize a large volume of key terms into categories. The categories housing these terms are: social hierarchy, government, agriculture and economics, religion, language. Civilizations to be discussed: Sumer, Egypt, Shang, Zhou, Aryan, Mesoamerican, Israelites
Homework:
Generate Topic Sentences and paragraphs with supporting details using the graph from the in class exercise.
Learning Objective:
Students will be able to answer essay questions based on the unit’s core focus: what is a civilization and how do they develop?
Language Objective:
(writing) By participating in a peer review open forum, students will improve their writing through identifying key strengths and weaknesses of both their own essays and their peers. There is a focus here on body paragraphs! Emphasis: topic sentences, supporting details and conclusion.
Main Activity:
Students will share their paragraphs in a roundtable setting. They will have a chance to read the work of other students and give feedback for improvement. Students should be able to identify their strengths and weaknesses.
Evaluation:
This exercise is peer evaluated and is worth points.
Vocabulary:
Topic Sentence, Supporting Detail, Transition Sentences The point of this exercise is to organize a large volume of key terms into categories. The categories housing these terms are: social hierarchy, government, agriculture and economics, religion, language. Civilizations to be discussed: Sumer, Egypt, Shang, Zhou, Aryan, Mesoamerican, Israelites
Homework:
Prepare for the Unit One Exam!
Learning Objective:
Students will demonstrate a mastery of Unit One Key Terms and Content and will demonstrate a mastery of the Unit One core question: what is a civilization and how do they develop?
Language Objective:
(Reading) Students will have to identify key terms by being able to read in context, placing key terminology into the proper location. (Writing) Students will give three responses (one paragraph each) to a prompt.
Main Activity:
This is an end of unit exam! The exam consists of a reading and context section, some multiple choice and three short answers.
Evaluation:
The exam will act as a comprehensive exam for Unit One.
Vocabulary:
All Unit One vocabulary will be employed during the exam.
Homework:
Begin round table and quiz study guide for Unit Two….ANCEINT GREECE!!!s
Learning Objective:
No Class
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what contributed to the success of the Zhou dynasty. - Students will know the key tenets of: Confucianism, Daoism, Legalism, and the Mandate of Heaven.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to read for and identify key terms. - Students will be able to write the four sentence types employing key terms/content. - Students will be able to make and respond to inferences in open class discussion. - Students will be able to answer a writing prompt in a short answer essay. - Students will be able to listen for and identify key terms/content.
Monday(50min)
Tuesday(50min)
Wednesday(50min)
Thursday(85min)
Friday(85min)
Learning Objective:
Students will demonstrate a mastery of Unit One Key Terms and Content and will demonstrate a mastery of the Unit One core question: what is a civilization and how do they develop?
Language Objective:
Reading: students will have to identify key terms by being able to read in context, placing key terminology into the proper location. Writing: students will give three responses (one paragraph each) to a prompt.
Main Activity:
This is an end of unit exam! The exam consists of a reading and context section, some multiple choice and three short answers.
Evaluation:
The exam will act as a comprehensive exam for Unit One.
Vocabulary:
All Unit One vocabulary will be employed during the exam.
Homework:
Begin preparing for next unit: Week one quiz and round table. Ancient China
Learning Objective:
Students will know what contributed to the success and longevity of Zhou rule.
Language Objective:
(Listening) Students will listen to a brief lecture and will then take a short practice TOEFL style listening quiz.
Main Activity:
Students will listen to a brief lecture on Zhou rule and will take a TOEFL style listening quiz afterward. The teacher will provide advice on TOEFL strategies.
Evaluation:
The in-class practice quiz will act as an immediate assessment of both listening skills and the ability to identify key concepts in content.
Vocabulary:
Shang Rule, Zhou, Mandate of Heaven, Dynastic Cycle, Taxes, Warlords, sphere of influence
Homework:
Prepare for weekly quiz.
Learning Objective:
Students will identify the basic tenets of Confucianism and their impact on Chinese cultural history.
Language Objective:
(Writing _syntax) Students will listen to a short lecture on Confucianism; at different intervals, students will focus on writing the four sentence types, using key content as subject material, and will provide quick peer feedback on syntax (sentence structure).
Main Activity:
Students are going to listen to an in class lecture on Confucianism. They will take notes, identifying key terms in the lecture. The instructor will also provide instruction on the four sentence types. At various points, students will pause from the lecture and write sentences (using one of the four sentence types each time) and will work in small groups, seeking peer review. The lecture will then continue on.
Evaluation:
The students will provide peer evaluation. At the end of class, students will write four sentences, using the four sentence types for a “ticket out the door.” This will provide immediate feedback for the teacher.
Vocabulary:
Confucianism, Zhou Dynasty, Philosophy, Ethics, Tenets, Analects
Homework:
Reading: Confucianism, Daoism, Legalism. Prepare for round table.
Learning Objective:
Students will be able to identify the key differences between: Confucianism, Daoism and Legalism.
Language Objective:
speaking: students will demonstrate an understanding of content via a roundtable open forum. Students will respond to prompts and will be able to make and respond to inferences.
Main Activity:
1) Students will be given time to make a TOEFL key term speaking list (they will generate the list after a timed reading). 2. Students will engage in a round table open discussion answering questions based on the reading. 3. Students will answer a prompt in an in class write. 4. Weekly quiz.
Evaluation:
There are three assessment pieces on the day: speaking: round table discussion, writing: an in class write, and reading: the weekly content quiz.
Vocabulary:
Confucianism, Zhou Dynasty, Philosophy, Ethics, Tenets, Analects, Daoism, Legalism.
Homework:
Reading assignment: Tao De Ching & Qin Dynasty. Prepare for next week’s historical “interview” podcast project.
Learning Objective:
Language Objective:
No Class
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Textbook; videos, power points
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the key tenets of ancient Chinese philosophy/schools of thought . - Students will know the key contributions of the Qin dynasty to Chinese history. - Students will know the key contributions of the Han dynasty to Chinese history.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to make a video advertisement based on a Chinese Dynasty. - Students will be able to make inferences based on a visual prompt. - Students will be able to read for understanding (critical reading) in a timed atmosphere, mimicking SAT/TOEFL conditions.
Monday(50min)
Tuesday(50min)
Wednesday(50min)
Thursday(85min)
Friday(85min)
Learning Objective:
Students will know the basic tenets of Confucianism, Daoism, and Legalism
Language Objective:
(Reading) Students will practice critical reading skills by rotating through reading stations and responding to questions (timed reading).
Main Activity:
Students will rotate through reading stations. These will be timed readings; students will respond to SAT/TOEFL style questions at each station.
Evaluation:
Students will have an opportunity to check for understanding during a short review session at the end of class.
Vocabulary:
Confucianism, Daoism, Legalism, Philosophy, Ethics, Analects, Confucius, Laozi
Homework:
Learning Objective:
Students will demonstrate an understanding of the tenets of schools of thought in Ancient China. Students will know how the Qin unified China.
Language Objective:
(Writing) Students will practice body paragraph construction by using the daily lesson material. They will focus on: topic sentence structure, central explanation, expansion, evaluation and transition/conclusion.
Main Activity:
Students will listen to a brief lecture on how the Qin were able to unify China. They will then follow a series of prompt, instructor led, asking them to construct a body paragraph for an essay.
Evaluation:
The writing sample (a body paragraph) will act as an assessment for both understanding of content and writing ability (organization).
Vocabulary:
Qin, Shihuangdi, ideology, regime, Great Wall, terra-cotta army
Homework:
Reading, Chapter six, lesson 3. Han Dynasty.
Learning Objective:
Students will identify how and why the Han dynasty refined the political structure of the Qin and what effects said refinements had.
Language Objective:
(Writing): Students will construct a written response to a visual prompt.
Main Activity:
The students will view a scroll from the Han Dynasty depicting students taking the official exam. They will write a short response to the visual prompt. Students will have a chance to read the responses of other students. A short lecture will act as a summary to check for understanding.
Evaluation:
Students will provide peer feedback. The instructor will provide a short summary, giving students a chance to self grade.
Vocabulary:
Han Dynasty, Civil Service, Scrolls, Martial Emperor, Technological advance
Homework:
Prepare for Round Table and Student Presentations.
Learning Objective:
Students will demonstrate an understanding of Qin and Han contributions to Ancient Chinese History.
Language Objective:
Students will give oral responses to prompts.
Main Activity:
Students will engage in a round table discussion; this is a review of the Qin and Han Dynasties. Students will then have an opportunity to show their advertisement videos for the four Ancient Chinese. Dynasties we have been studying. “Shang Dynasty for Dummies.”
Evaluation:
The round table and the student made videos will act as an assessment of content knowledge.
Vocabulary:
All key vocabulary related to: Shang, Zhou, Qin and Han dynasties.
Homework:
Prepare for Unit Two Exam by writing a rough draft for the essay prompt.
Learning Objective:
No Class
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Videos, hand-outs
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how Ancient Chinese history was shaped by geography and political Ambition.
Mini Essay Unit: “The Middle Kingdom,” Centralization, Unification and Expansion; political ambition and its relationship with geography. Identifying Theme Over Time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write a rough draft of an essay.
- Students will be able to generate all components of an essay (thesis, body paragraphs…).
- Students will be able to employ all four sentence types correctly.
- Students will be able to employ SAT level vocabulary in their work.
- Students will be able to use and identify prepositional phrases.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know how Ancient Chinese history was shaped by geography and political Ambition. Mini Essay Unit: “The Middle Kingdom,” Centralization, Unification and Expansion; political ambition and its relationship with geography. Identifying Theme Over Time. Xia, Shang Dynasties.
Language Objective:
(Writing) Through an in class writing exercise and a group activity, students will generate an introduction paragraph and a list of potential thesis statements.
Main Activity:
After a fifteen minute introduction to this mini essay writing unit, students will work in groups to generate an introduction paragraph and they will write three possible thesis statements for the paragraph/essay. Students will share their best thesis statement.
Evaluation:
After students post their thesis statement on the board, the instructor will provide immediate feedback.
Vocabulary:
Middle Kingdom, Centralization, Unification, Expansion, External Threat, Dynasties
Homework:
Study key terminology for this week’s unit. Rewrite introduction paragraph, identifying complete subject and complete predicate.
Learning Objective:
Students will know how Ancient Chinese history was shaped by geography and political Ambition. Mini Essay Unit: “The Middle Kingdom,” Centralization, Unification and Expansion; political ambition and its relationship with geography. Zhou Dynasties.
Language Objective:
(Listening) Taking notes on set of key terms/political figures and SAT vocabulary. (Writing) Students will employ a set of key terms and vocabulary in a body paragraph exercise (building an essay).
Main Activity:
Students will listen to a short lecture and view images from Zhou China; they will then be asked to do an in class write, employing a set list of key terms and SAT vocabulary. Students will then share their writings.
Evaluation:
Students will provide peer feedback in class. The instructor will collect the in class writes after the students re-write them for homework.
Vocabulary:
All content vocabulary for the daily lesson will be linked to the Zhou dynasty
Homework:
Rewrite paragraph, identifying complete subject and complete predicate. Employ a Complex sentence in the paragraph.
Learning Objective:
Students will know how Ancient Chinese history was shaped by geography and political Ambition. Mini Essay Unit: “The Middle Kingdom,” Centralization, Unification and Expansion; political ambition and its relationship with geography. Qin and Han Dynasties
Language Objective:
(Listening) Taking notes on set of key terms/political figures and SAT vocabulary. (Writing) Students will employ a set of key terms and vocabulary in a body paragraph exercise (building an essay).
Main Activity:
Students will listen to a short lecture and view images from Zhou China; they will then be asked to do an in class write, employing a set list of key terms and SAT vocabulary. Students will then share their writings.
Evaluation:
Students will provide peer feedback in class. The instructor will collect the in class writes after the students re-write them for homework.
Vocabulary:
All content vocabulary for the daily lesson will be linked to the Qin and Han Dynasties.
Homework:
Rewrite paragraphs, identifying: complete subject and predicate, prepositions and employ at least one compound and compound complex sentence. Begin making comic strip for: Confucianism, Legalism and Daoism.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how Ancient Chinese history was shaped by geography and political Ambition. Mini Essay Unit: “The Middle Kingdom,” Centralization, Unification and Expansion; political ambition and its relationship with geography. Identifying Theme Over Time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write a rough draft of an essay.
- Students will be able to generate all components of an essay (thesis, body paragraphs…).
- Students will be able to employ all four sentence types correctly.
- Students will be able to employ SAT level vocabulary in their work.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know how the Zhou, Qin and Han dynasties used religion, political philosophy and political structure to centralize and unify the Middle Kingdom.
Language Objective:
(Writing) Students will finish an essay and review rough draft essays of other students, focusing on: organization, grammar, vocabulary, fact/detail employment, and comprehension.
Main Activity:
Students will review their essays in an open forum peer review; the instructor will provide prompts asking them to focus on: organization, grammar, vocabulary, fact/detail employment, and comprehension.
Evaluation:
Students will provide peer evaluation.
Vocabulary:
Zhou, Qin, Han, Dynasties, Dynastic Cycle, Mandate of Heaven, Legalism, Civil Service Exams
Homework:
Prepare for round table test review.
Learning Objective:
Students will demonstrate an understanding of unit content knowledge and will check for understanding and will self assess.
Language Objective:
(Speaking/Listening) Students will participate in a review session (game show) giving oral responses to verbal prompts.
Main Activity:
Students will participate in a game show review. Students will answer verbal prompts in order to prepare for the Unit Two exam.
Evaluation:
The instructor will provide immediate correction and confirmation regarding the prompts. Students will have a chance to ask the instructor review questions.
Vocabulary:
All key terms/vocabulary for the Xia, Shang, Zhou, Qin and Han Dynasties will be applicable.
Homework:
Prepare for Unit Two Exam.
Learning Objective:
Students will demonstrate an understanding of and level of mastery of Unit Two content.
Language Objective:
(Writing) Students will answer an essay prompt in a five paragraph essay format. (Reading) Students will take a written test answering multiple choice and matching questions.
Main Activity:
This is the Unit Two Exam!
Evaluation:
- Multiple choice and matching questions (test)
- five paragraph essay
Vocabulary:
All key terms/vocabulary for the Xia, Shang, Zhou, Qin and Han Dynasties will be applicable.
Homework:
Begin studying key terms and questions for unit three: Ancient Greece and Rome.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule: No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how Geography impacted the development of Classical Greece.
- Students will know the key characteristics of the major Polis’: Mycenae, Sparta and Athens.
- Students will know how the Homeric Passions reflected Greek culture and history.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to speak and write responses to visual and verbal prompts.
- Students will be able to articulate the key differences between Athens and Sparta, while making connections with modern history.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate a mastery of unit content via a written test.
Language Objective:
(Reading for understanding) Students will respond to test questions.
Main Activity:
This is a multiple choice and matching test.
Evaluation:
This is an end of unit evaluation (Ancient China).
Vocabulary:
All Unit Two vocabulary (Ancient China) will be assessed.
Homework:
Prepare for Unit Two essay test.
Learning Objective:
Students will demonstrate a mastery of unit content via an essay prompt.
Language Objective:
(Writing) Students will outline and write an organized essay, responding to an essay prompt.
Main Activity:
This is the Unit Two essay test. Students will outline and write an essay in class.
Evaluation:
The essay will be evaluated, focusing on: overall answer to the question, comprehension, organization, fact and detail employment, grammar, vocabulary.
Vocabulary:
All Unit Two vocabulary (Ancient China) will be available for student use in the essay.
Homework:
Begin studying key terms for Ancient Greece and Rome.
Learning Objective:
Through an interactive lecture/in class writing assignment, students will know what characterized the first Greek civilization of Mycenae.
Language Objective:
(Writing/Listening) Students will construct a paragraph from an outline constructed from a lecture.
Main Activity:
The students will listen to a brief lecture focusing on the learning objective and will identify key terms. They will use a key term outline to write a paragraph answering the central question: What characterized the first Greek civilization of the Mycenaeans?
Evaluation:
The in class writing exercise will be used as a writing assessment.
Vocabulary:
Isthmus, Peninsula, Peloponnesian, Isolation, Aegean, Mediterranean and Ionian Sea, Mycenae, Indo European (a complete list of vocabulary will be provided on the class schoology website)
Homework:
Reading Assignment Homer: The Iliad. Read Lesson Two (The Greek City States). Prepare for Quiz.
Learning Objective:
Through an in class lecture and speaking exercise, students will identify the key differences between Athenian and Spartan Government.
Language Objective:
(Speaking) Students will deliver an oral response to a visual prompt.
Main Activity:
Students will listen to a brief lecture juxtaposing Sparta and Athens and will then answer questions while analyzing a visual prompt.
Evaluation:
Daily Quiz (The Polis/Athens). In class responses to a prompt will be used to assess student understanding.
Vocabulary:
Athens, Sparta(n), Helots, Military State, Oligarchy, Ephor, Direct Democracy, Solon, Cleisthenes
Homework:
Read Lesson 3, Classical Greece, answer 16 HW questions (Persian Wars and the Athenian Empire).
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
- Students will know the causes of and impact of Greek colonization.
- Students will know the causes, course of and outcome of both the Persian and Peloponnesian Wars.
- Students will know the key differences between Sparta and Athens and their contribution to Western Civilization.
State of Minnesota Standards Covered
- Students will be able to generate a key terms speaking list and speak in the four sentence types.
- Students will be able to speak from a visual prompt.
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the causes of and impact of Greek colonization.
- Students will know the causes, course of and outcome of both the Persian and Peloponnesian Wars.
- Students will know the key differences between Sparta and Athens and their contribution to Western Civilization.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to generate a key terms speaking list and speak in the four sentence types.
- Students will be able to speak from a visual prompt.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know what forces/factors contributed to Greek expansion/colonization and the impact of said colonization.
Language Objective:
(Speaking) Students will generate a list of key terms and speak in the four sentence types.
Main Activity:
Students will read a short passage on Greek expansion and colonization; they will then generate a list of key terms to speak from. In groups, students will speak from their speaking sheets and will then write a short answer to a prompt, employing their key terms.
Evaluation:
Peer evaluation will be used for the speaking portion; the writing response will be graded by the instructor.
Vocabulary:
Key vocabulary will be generated (identified) by the students. Focus: Greek colonization and the impact thereof.
Homework:
Create speaking sheets for the Persian Wars.
Learning Objective:
Students will know the cause(s), course of and outcome of the Persian Wars.
Language Objective:
(Speaking) Students will be able to give answers to prompts using all four sentence types.
Main Activity:
After a short lecture on the Persian Wars, students will share their speaking responses in a round table format.
Evaluation:
The instructor will provide immediate feedback on student responses, moving from group to group.
Vocabulary:
All key vocabulary will be student generated but will focus on the Persian War(s).
Homework:
Prepare a speaking sheet and key terms for the Peloponnesian Wars.
Learning Objective:
Students will know the cause(s) course of and outcome of the Persian Wars and will be able to identify how key political differences between Athens and Sparta led to, and defined, said conflict.
Language Objective:
Students will be able to give oral responses, to prompts, using all four sentence types.
Main Activity:
After a short lecture on the Peloponnesian Wars, students will share their speaking responses in a round table format.
Evaluation:
The instructor will provide immediate feedback on student responses, moving from group to group.
Vocabulary:
All key vocabulary will be student generated but will focus on the Peloponnesian Wars
Homework:
Prepare for in class comprehensive speaking review.
Learning Objective:
Students will demonstrate an understanding of unit content.
Language Objective:
(Speaking) Students will respond to a visual prompt.
Main Activity:
In groups, students will respond to a series of visual prompts. The instructor will demonstrate first, teaching from a timed power point with no words. The students will do the same, with each student responding, for 30 seconds to a slide.
Evaluation:
After each group speaks/teaches from the power point, the instructor will give feedback concerning errors and omissions.
Vocabulary:
All content from Greek expansion/colonization, Persian Wars and Peloponnesian Wars will be employed.
Homework:
Prepare for test review and test.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule: No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know key people and events from Ancient Greece.
- Students will know how Democracy originated in Ancient Greece and the Greek concept thereof.
- Students will know the lasting impact of Greek democracy on world history.
- Students will know how the Greeks contributed to the development of historiography.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to demonstrate a level of mastery on a written test.
- Students will be able to answer key essential questions concerning Greek Democracy and Historiography.
- Students will be able to listen, speak and write in response to an essential question, via a TOEFL style exercise.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of unit content (key terms/people/events), from Ancient Greece
Language Objective:
(Listening/Speaking) Students will listen to prompts and, in groups, will write responses to prompts/questions; students will speak (using grammatically correct sentences) their group responses.
Main Activity:
Students will participate in a game show review for the unit two test (Ancient Greece; section one). Students will work in groups (teams), responding to Jeopardy style questions. Students will be asked to respond using proper sentence structure.
Evaluation:
Teacher will provide immediate feedback for the students as they answer questions.
Vocabulary:
All unit two vocabulary will be employed during the game show.
Homework:
prepare for Unit three test.
Learning Objective:
Students will demonstrate a mastery of unit two content (Ancient Greece) via a written test.
Language Objective:
(Reading) Students will respond to written questions on a test.
Main Activity:
Students will take the unit three exam. Note: there is no essay portion to this exam.
Evaluation:
This is an end of unit test and will be graded.
Vocabulary:
All unit two vocabulary and key terms on Ancient Greece will be employed on the test.
Homework:
Begin studying (preparing key terms) for Unit Four: Greek culture and Ancient Rome.
***END OF GRADING PERIOD 1***
Learning Objective:
Students will be able to answer the following essential question: Why was the development and expansion of Athenian democracy a turning point in history?
Language Objective:
(Listening & Reading) TOEFL practice… Students will listen to a lecture after reading a short timed passage. The will write a brief integrated response answering the daily essential question.
Main Activity:
TOEFL practice…students will listen to a lecture after reading a short timed passage. The will write a brief integrated response answering the daily essential question.
Evaluation:
The integrated writing response will be graded/assessed by the instructor.
Vocabulary:
Direct Democracy, Pericles, Written Constitution, Parthenon, Assembly
Homework:
Read selection from: The Iliad, The Odyssey, Herodotus and Thucydides
***START OF GRADING PERIOD 2***
Learning Objective:
Students will be able to answer the following essential question: What is historiography and were the Ancient Greeks historians?
Language Objective:
(Reading) Students will read and compare Greek Epics and histories.
Main Activity:
After reading samples of The Iliad, The Odyssey, Herodotus and Thucydides, students will listen to a three minute lecture (the teacher acting as a college professor) answering the question: what is historiography? Students, in groups, will then debate the essential question.
Evaluation:
The student group debate will act as an assessment of student ability to read critically; the students will be asked to write an integrated response as homework.
Vocabulary:
Historiography, Herodotus, Thucydides, Epics, Homer
Homework:
Write an integrated response to the daily essential question. Read selections from Greek Philosophy: Socrates, Plato and Aristotle.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what impact Greek Democracy has had on world history
- Students will know how military engineering and city planning led to the successful expansion of Alexander’s Empire, contributing to the spread of Greek culture.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to respond to a prompt by speaking from a timed visual presentation.
- Students will be able to answer questions and generate a thesis statement having viewed an informative video.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Through a student generated presentation (group), students will demonstrate an understanding of the impact of Greek Democracy on world history.
Language Objective:
(Speaking) Students will speak from a visual prompt.
Main Activity:
In groups, students will begin working on a visual speaking presentation on Greek Democracy. Each group will create a power point with no words, visuals only, and will prepare an oral, timed, presentation.
Evaluation:
(NA) This class time is dedicated to group work.
Vocabulary:
Direct Democracy, Pericles, Constitution, Athens, Parthenon, Classical, Neo-Classical, Social Class, Voting, Officials
Homework:
Prepare presentation.
Learning Objective:
Language Objective:
Main Activity:
Local Holiday; No Class
Evaluation:
Vocabulary:
Homework:
Prepare presentation.
Learning Objective:
Through a student generated presentation (group), students will demonstrate an understanding of the impact of Greek Democracy on world history.
Language Objective:
(Speaking) Students will speak from a visual prompt.
Main Activity:
Students will deliver their presentations on the impact of Greek Democracy on world history.
Evaluation:
Each group will provide peer feedback. The instructor will provide immediate feedback on the delivery of content and overall speaking skills.
Vocabulary:
Direct Democracy, Pericles, Constitution, Athens, Parthenon, Classical, Neo-Classical, Social Class, Voting, Officials
Homework:
Learning Objective:
Through a video documentary, students will learn how Greek Engineering contributed to the growth and expansion of the Macedonian/Hellenistic Empire.
Language Objective:
(Listening) Students will view a video and will identify key concepts in order to respond to prompts.
Main Activity:
Students will watch a video documentary “Greece: Engineering an Empire, Alexander’s War Machine,” and will respond, in groups, to prompts (questions) from the instructor. From the information, students will be asked to generate potential thesis statements for an essay on the subject.
Evaluation:
The in class group quiz will act as an immediate assessment of student understanding; in class discussion on thesis development will provide feedback on student conceptual knowledge/understanding.
Vocabulary:
Macedonian Empire, Hellenistic/Hellenism, Conquest, Assimilation, Greek Culture, Siege Weapons, Phalanx, Causeway, City Planning
Homework:
Generate Thesis Statement for the video.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the key tenets of ancient Greek philosophy.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to engage in Socratic debate.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will identify and analyze core ideas of the Greek Philosophers: Socrates, Plato and Aristotle
Language Objective:
(Reading/Speaking) Students will read short quotes from Greek philosophers and will analyze them in an open forum discussion.
Main Activity:
Students will first read a series of short quotes, view a short video and analyze a painting about each of the three philosophers. In groups, they will make inferences regarding the main ideas behind each philosophers work. The instructor will close by giving a brief lecture on the content.
Evaluation:
After making inferences in groups, students will have an opportunity to check for understanding via the instructors lecture. Students will have a chance to ask questions.
Vocabulary:
Socratic Method, Plato’s Cave, Republic, Ethics, Greatest Good
Homework:
Chapter 4, Lesson 4.
Learning Objective:
Students will identify and analyze core ideas of the Greek Philosophers: Socrates, Plato and Aristotle.
Language Objective:
(Reading/Speaking) Students will read short quotes from Greek philosophers and will analyze them in an open forum discussion.
Main Activity:
Students will first read a series of short quotes, view a short video and analyze a painting about each of the three philosophers. In groups, they will make inferences regarding the main ideas behind each philosophers work. The instructor will close by giving a brief lecture on the content.
Evaluation:
After making inferences in groups, students will have an opportunity to check for understanding via the instructors lecture. Students will have a chance to ask questions.
Vocabulary:
Socratic Method, Plato’s Cave, Republic, Ethics, Greatest Good
Homework:
Continue Chapter 4, Lesson 4.
Learning Objective:
Students will know the impact of the Socratic method on world history.
Language Objective:
Students will learn how to use the Socratic method.
Main Activity:
After a short lecture on the impact of Socratic thought on world history, students will begin to learn how to use the Socratic method. Today is for instruction and example. The following day, students will practice the Socratic method with a set of base philosophical questions.
Evaluation:
Evaluation will be done the following day.
Vocabulary:
Socratic method.
Homework:
Prepare strategies for key philosophical questions.
Learning Objective:
Students will demonstrate how to use the Socratic method.
Language Objective:
(Speaking) Students will use the Socratic method in a round robin debate/forum.
Main Activity:
Students will rotate through pairs, practicing the Socratic method using a set of key questions.
Evaluation:
Peer feedback will be used. Students will be required to write an answer to at least one key question.
Vocabulary:
Socratic method.
Homework:
write short answer response to one Socratic question. Study chapter 4, section 3, Greek Drama.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Schedule
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how Greek culture was represented in religion and drama.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to outline an essay.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to answer the essential question: “How was Greek Religion an essential part of Greek society?”
Language Objective:
(TOEFL practice) Students will practice an integrated speaking and writing assignment.
Main Activity:
Students will read a short (timed) passage. Students will then listen to a brief lecture on the essential question. Students will then, in pairs, speak a timed integrated response. Students will then write a short essay response (20 min).
Evaluation:
Students will reflect, in groups, on their integrated responses. Students will have an opportunity to read the responses of other students.
Vocabulary:
All key vocabulary will focus on the Greek Gods and daily life in ancient Greece as shaped by religion
Homework:
Prepare for essential question: “How did Greek Tragedy/Drama reflect the beliefs of Ancient Greeks.
Learning Objective:
Students will understand how Greek Tragedy reflected the thoughts and beliefs of Ancient Greeks.
Language Objective:
(Reading) Students will read a short passage from a Greek Tragedy.
Main Activity:
Students will read a short passage from Sophocles and will make inferences based on the short passage. Their responses will be given orally.
Evaluation:
The teacher, after group discussion, will provide an analysis of the reading selection; students will self reflect/self grade.
Vocabulary:
Greek Tragedy, Sophocles, Euripides, Amphitheater
Homework:
Prepare for chapter 4 review.
Learning Objective:
Students will demonstrate an understanding of chapter four content.
Language Objective:
n/a
Main Activity:
In three groups, students will work to answer a set of chapter review questions. Each group will have an opportunity to ask the instructor three questions; the instructor will elaborate on said questions.
Evaluation:
Students will self reflect/evaluate.
Vocabulary:
All chapter four key vocabulary will be employed.
Homework:
Begin studying key terms for Chapter Seven.
***AMERICAN THANKSGIVING***
Learning Objective:
Students will generate a thesis statement and essay outline based on Greek Culture and the Homeric Tradition.
Language Objective:
(Writing) In groups, students will work together to write an essay outline.
Main Activity:
After viewing (Troy) the students will work together in groups to write an essay outline detailing how Troy (The Iliad) represent Greek thought/cultural beliefs and traditions.
Evaluation:
The students will post their outlines and the instructor will provide feedback.
Vocabulary:
All vocabulary will be based on the Homeric passions and traditions.
Homework:
Continue preparing for Chapter Seven (create notes/key terms).
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the causes, course and outcome (impact) of the Punic Wars.
- Students will know the causes, course and outcome (impact) of The Roman Civil War.
- Students will know how the Roman Political structure reflected the social hierarchy of Rome.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to outline and write a five paragraph essay.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to answer the essential question: “How does the political structure of the Roman Republic reflect the social hierarchy of the time?”
Language Objective:
(Listening) Students will listen to a brief lecture in order to answer questions.
Main Activity:
Students will be given a list of questions to answer, leading to answering an essential question. In order to answer the questions, students will have to listen to a short lecture on the subject. After the lecture, students will be given time to discuss their answers and then deliver their answers in groups.
Evaluation:
The teacher will provide immediate feedback to student answers.
Vocabulary:
Plebeians, Patricians, class conflict, consuls, praetors, Twelve Tables
Homework:
Answer the essential question from today’s lesson.
Learning Objective:
Students will know the cause, course and outcome of the Punic Wars.
Language Objective:
(Writing) Students will be able to outline an essay.
Main Activity:
Students will listen to a short lecture and will view images and maps of the Punic Wars. The students will place a series of key terms into an essay outline. They will write topic sentences and a thesis statement for the essay outline.
Evaluation:
The essay outline will be graded for both content (key terms) placement understanding and for organization skills in writing.
Vocabulary:
Hannibal, Punic Wars, Conquest, Scipio Africanus, Macedonia, Pergamum
Homework:
Finish essay outline of the Persian Wars and Roman conquests.
Learning Objective:
Students will respond to the essential prompt: Analyze the cause, course of, and outcome of the Roman Civil War.
Language Objective:
(Writing) Students will write a five paragraph essay responding to the prompt.
Main Activity:
This is a two day activity. Students will listen to and participate in a lecture on the subject. On day one, students will write the body paragraphs of an essay, followed by the introduction and conclusion the following day (in class). The instructor will walk students through the writing process; students will be working together in groups.
Evaluation:
The rough draft of the essay will be graded as homework.
Vocabulary:
First and Second Triumvirate, Imperator, Julius Caesar, Pompey, Augustus, Senate, Rubicon, Assassination, Dictator (all key figures and terms will be posted on the class schoology website).
Homework:
Write body paragraphs (minus the transition/conclusion sentences).
Learning Objective:
Students will respond to the essential prompt: Analyze the cause, course of, and outcome of the Roman Civil War.
Language Objective:
(Writing) Students will write a five paragraph essay responding to the prompt.
Main Activity:
This is a two day activity. Students will listen to and participate in a lecture on the subject. On day one, students will write the body paragraphs of an essay, followed by the introduction and conclusion the following day (in class). The instructor will walk students through the writing process; students will be working together in groups.
Evaluation:
The rough draft of the essay will be graded as homework.
Vocabulary:
First and Second Triumvirate, Imperator, Julius Caesar, Pompey, Augustus, Senate, Rubicon, Assassination, Dictator (all key figures and terms will be posted on the class schoology website)
Homework:
Greek and Roman culture comparison chart. Chapter 8, Lesson 1.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how the conflict between Patricians and Plebeians defined the history of the Roman Republic.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to both write and analyze an essay in response to an essential question/prompt.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
School Foundation Day; No Class
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
No Class due to Typhoon
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to answer the essential question/prompt: Analyze how the power struggle between patricians and plebeians defined the political history of the Republic.
Language Objective:
(Writing/Speaking] Students will share their essays on the prompt and will present and analyze an essay for the class.
Main Activity:
This is a two day workshop. Day 1: students will self grade and analyze their essays (in groups). Each group will choose one essay to analyze for the class. Day 2: each group will conduct an essay analysis, via a presentation, for the class.
Evaluation:
Peer feedback and immediate instructor feedback (after the presentations) will be employed.
Vocabulary:
All key terms and vocabulary will be based on the essay prompt.
Homework:
Prepare presentation.
Learning Objective:
Students will be able to answer the essential question/prompt: Analyze how the power struggle between patricians and plebeians defined the political history of the Republic.
Language Objective:
(Writing/Speaking) Students will share their essays on the prompt and will present and analyze an essay for the class.
Main Activity:
This is a two day workshop. [Day 1] Students will self grade and analyze their essays (in groups). Each group will choose one essay to analyze for the class. [Day 2] Each group will conduct an essay analysis, via a presentation, for the class.
Evaluation:
Peer feedback and immediate instructor feedback (after the presentations) will be employed.
Vocabulary:
All key terms and vocabulary will be based on the essay prompt.
Homework:
Prepare for next week’s test review by studying the review outline.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how Greek culture influenced Roman Culture.
- Students will know how the power struggle between social classes shaped the political history of Rome.
- Students will know how roman engineering impacted world history.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write short answer responses to a series of short essay prompts.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how Roman engineering impacted both ancient and modern history.
Language Objective:
(Listening & Speaking)
Main Activity:
Students will view an episode of “Engineering an Empire” and will answer prompts in a an open forum discussion; students will focus on delivering 2-3 point responses.
Evaluation:
The teacher will provide immediate feedback.
Vocabulary:
Vocabulary (key terms) will be employed, by the students, from the documentary.
Homework:
Prepare 2-3 point responses for Greek Culture and Roman Culture review.
Learning Objective:
Students will identify how Greek culture was incorporated by the Romans and how western civilization was shaped by said cultures.
Language Objective:
(Speaking) Students will deliver 2-3 point responses to a prompt.
Main Activity:
[team presentation debate] Two groups will compete by giving organized responses to prompts. A third group will act as judges.
Evaluation:
The student judges, and the teacher will provide immediate feedback.
Vocabulary:
Key terms concerning Greek and Roman culture will be employed.
Homework:
Prepare for test review.
Learning Objective:
Students will demonstrate an understanding of Unit Four content.
Language Objective:
n/a
Main Activity:
Students will participate in a game show review (jeopardy).
Evaluation:
The teacher will provide immediate feedback to student responses.
Vocabulary:
All Unit Four key terms will be covered.
Homework:
Learning Objective:
Students will demonstrate a mastery of Unit Four content.
Language Objective:
n/a
Main Activity:
This is a written exam for Unit Four.
Evaluation:
The written exam will be worth 50% of the unit total.
Vocabulary:
All unit four key terms will be used.
Homework:
Begin studying chapter 8 (generate class notes) Begin studying for final exam.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the roots/origins of Christianity.
- Students will know the structure and impact of the early Christian Church.
- Students will know the reasons for the fall of the Roman Empire.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students, in groups, will be able to outline and write an essay.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to answer the essential question(s):
1) What are the beliefs that define Christianity?
2) How did Christianity spread throughout the Roman Empire and what were the consequences?
Language Objective:
(Writing) Students will develop a key points speaking sheet and use it to write an organized response to the essential question.
Main Activity:
Students will listen to a lecture designed to answer the essential question. They will take notes and generate a list of 10 key terms to be used to answer the prompt.
Evaluation:
Students will write a short answer to the essential question.
Vocabulary:
All key terms focus on the origins and spread of early Christianity during the Roman Republic.
Homework:
Finish Speaking Sheet.
Learning Objective:
Students will be able to answer the following two essential questions:
1) What political factors led to the decline of the Roman Empire?
2) How did economic and social reforms by Diocletian and Constantine affect the Roman Empire?
Language Objective:
(Writing/Listening) Students will listen to a short lecture and will generate a key terms list from their notes. They will then outline an essay in response to the essential questions, using a graphic organizer.
Main Activity:
Students will listen to a short lecture and will generate a key terms list from their notes. They will then outline an essay in response to the essential questions, using a graphic organizer. This is a two day lesson; the students will also view a documentary on Thursday, using material from the documentary to further develop their essay outline.
Evaluation:
Students will have an opportunity to peer review the essay outlines of other students.
Vocabulary:
All key vocabulary will be focused on the fall of the Roman Empire.
Homework:
Continue essay outline. Answer reading questions for Chapter 8, lesson 3.
Learning Objective:
Students will be able to answer the following essential questions:
1) How was the Christian Church organized by the fourth century?
2) What role did monks and monasteries play in the early Catholic Church? How did the Catholic Church affect the emerging medieval European civilization?
Language Objective:
(Speaking) Students will answer questions in a round table forum; students will have an opportunity to give peer feedback and correct student answers.
Main Activity:
In a round robin format, students will respond to prompts in a TOEFL style speaking response. After each response, peers will be able to add on to the discussion, or make corrections.
Evaluation:
Peer feedback will be used. Students will be graded on participation. The instructor will provide immediate feedback on peer responses, making corrections.
Vocabulary:
All key vocabulary will focus on the structure, organization and impact of the early Catholic Church.
Homework:
Answer key questions for Chapter 8, Lesson 4.
Learning Objective:
Students will be able to answer the following essential question(s):
1) How did the Germanic kingdoms influence the transformation of the Roman world?
2) What was the significance of Clovis’s conversion to Christianity?
Language Objective:
(Writing) Students will finish their outline for the “fall of Rome” essay.
Main Activity:
Students will view a documentary detailing the fall of Rome and the rise of Catholicism during the Dark Ages…the documentary also covers the impact and rise of the Germanic kingdoms. Note: students will use information from this video to answer essential questions from this week.
Evaluation:
Students will be evaluated based on the essay outline and their answers to a list of questions, based on the documentary.
Vocabulary:
All key vocabulary focuses on the fall of Rome, the rise of the Catholic Church and Germanic kingdoms.
Homework:
Study lesson 5, The Byzantine Empire…finish answers to essential questions from the week.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the key factors involved in the decline and fall of the Western Roman Empire.
- Students will know how the rise of and incorporation of Christianity impacted the Roman Empire.
- Students will know and understand the key differences between the Eastern and Western Roman Empires.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to participate in an online discussion.
- Students will be able to outline an essay in preparation for the final exam.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to answer the following essential question(s): 1) How did the Germanic kingdoms influence the transformation of the Roman world? What was the significance of Clovis’s conversion to Christianity?
Language Objective:
(Writing) Students will finish their outline for the “Fall of Rome” essay.
Main Activity:
Students will view a documentary detailing the fall of Rome and the rise of Catholicism during the Dark Ages…the documentary also covers the impact and rise of the Germanic kingdoms.
[Note] Students will use information from this video to answer essential questions from this week.
Evaluation:
Students will be evaluated based on the essay outline and their answers to a list of questions, based on the documentary
Vocabulary:
All key vocabulary focuses on the fall of Rome, the rise of the Catholic Church and Germanic kingdoms.
Homework:
Enter posts for online discussion: Three most influential figures of The Late Roman Republic and The Dark Ages.
Learning Objective:
Students will be able to answer the essential question: “How did the Eastern Roman Empire evolve into the Byzantine Empire?
Language Objective:
(Listening) Students will generate a key terms outline based on a video and a lecture.
Main Activity:
Students will view short clips from “The Dark Ages” from the history channel and will also listen to a short lecture. The teacher will help the students construct an outline to answer the essential question. Students will be invited to share their thoughts by speaking from their outlines.
Evaluation:
Students will self evaluate.
Vocabulary:
All key terms and vocabulary will be based on the Eastern Empire and the Rule of Justinian.
Homework:
Enter posts for online discussion: Three most influential figures of The Late Roman Republic and The Dark Ages.
Learning Objective:
Students will review the causes of the fall of the Roman Empire (Test Review).
Language Objective:
Students will know how to outline and answer an essay prompt.
Main Activity:
The instructor will lead the class through an essay outlining session while reviewing facts and details from the unit. The essential question: Analyze the key factors that led to the fall of the Western Empire while answering the essential question: was the fall of the Western Roman Empire inevitable?
Evaluation:
Students will have a chance to ask questions. Students will self grade.
Vocabulary:
All key vocabulary from this unit can be employed.
Homework:
Begin final review homework project.
Learning Objective:
Students will know how to outline and answer an essay prompt.
Language Objective:
Students will know how to outline and answer an essay prompt.
Main Activity:
The teacher will lead the class through an essay outlining session while reviewing facts and details from the unit. The essential question: Who were the three most influential figures from “The Dark Ages?”
Evaluation:
Students will have a chance to ask questions. Students will self grade.
Vocabulary:
All key vocabulary and terms from this unit can be employed.
Homework:
Continue studying for final exams; finish homework review project for the final.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know key content for the first semester finals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to participate in an open forum review, testing course content knowledge.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of semester one course content, via an open forum review.
Language Objective:
(Speaking) Students will give organized responses to review questions.
Main Activity:
Students will participate in an open forum review. Students will respond to prompts/questions from the instructor and will have an opportunity to ask questions and critique their peers.
Evaluation:
The instructor will provide immediate feedback.
Vocabulary:
All first semester key content is available for review.
Homework:
Prepare for final exams.
Learning Objective:
Students will demonstrate an understanding of semester one course content, via an open forum review.
Language Objective:
(Speaking) Students will give organized responses to review questions.
Main Activity:
Students will participate in an open forum review. Students will respond to prompts/questions from the instructor and will have an opportunity to ask questions and critique their peers.
Evaluation:
The teacher will provide immediate feedback.
Vocabulary:
All first semester key content is available for review.
Homework:
Prepare for final exams.
***SEMESTER 1 FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 FINAL EXAMS***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***SEMESTER 1 FINAL EXAMS,END OF 1ST SEMESTER***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the basic differences between Judaism, Christianity and Islam.
- Students will know how the growth and conflict between said religions shaped world history and continues to do so.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and write an essential question with an accompanying thesis statement.
- Students will be able to generate a class lesson.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2ndSEMESTER***
Learning Objective:
Introduction to second semester.
Language Objective:
Review results from final exam.
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will be able to generate an essential question and accompanying thesis statement demonstrating an understanding of unit content.
Language Objective:
(Reading/Speaking): Students will read class material and identify key content to be delivered in a presentation (lesson).
Main Activity:
(Week-long project) In groups, students will design a lesson (presentation) based on an essential question. Each student will be responsible for doing research and developing a sub question with accompanying key terms/figures. Next week, each group will teach their lesson.
Evaluation:
Both peer review and instructor feedback will be used to grade the project.
Vocabulary:
Each group is responsible for identifying and teaching a set of 10 key terms.
Homework:
Continue research and develop lesson.
Learning Objective:
Students will be able to generate an essential question and accompanying thesis statement demonstrating an understanding of unit content.
Language Objective:
(Reading/Speaking) Students will read class material and identify key content to be delivered in a presentation (lesson).
Main Activity:
(Week-long project) In groups, students will design a lesson (presentation) based on an essential question. Each student will be responsible for doing research and developing a sub question with accompanying key terms/figures. Next week, each group will teach their lesson.
Evaluation:
Both peer review and instructor feedback will be used to grade the project.
Vocabulary:
Each group is responsible for identifying and teaching a set of 10 key terms.
Homework:
Continue research and develop lesson.
Learning Objective:
Students will be able to generate an essential question and accompanying thesis statement demonstrating an understanding of unit content.
Language Objective:
(Reading/Speaking) Students will read class material and identify key content to be delivered in a presentation (lesson).
Main Activity:
(Week long project) In groups, students will design a lesson (presentation) based on an essential question. Each student will be responsible for doing research and developing a sub question with accompanying key terms/figures. Next week, each group will teach their lesson.
Evaluation:
Both peer review and instructor feedback will be used to grade the project.
Vocabulary:
Each group is responsible for identifying and teaching a set of 10 key terms.
Homework:
Continue research and develop lesson.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule: No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will demonstrate an understanding of key figures from the middle ages (Europe and Asia) via an in class presentation.
Weekly Procedural Knowledge Overview - (Students will be able to...)
In groups, students will be able to teach a lesson with an essential question as the focus.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Language Objective:
Main Activity:
Local Holiday; No Class
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will demonstrate an understanding of course content by teaching a class on said material.
Language Objective:
(Speaking) Students will present their lesson.
Main Activity:
Students have prepared an in class lesson with an essential question as a focus. Students, in groups will deliver their lesson.
Evaluation:
Students will respond to the essential question of each presentation in a written response.
Vocabulary:
Each group is responsible for choosing and teaching the key vocabulary pertinent to their lesson.
Homework:
Answer essential question.
Learning Objective:
students will demonstrate an understanding of course content by teaching a class on said material.
Language Objective:
(Speaking) Students will present their lesson.
Main Activity:
Students have prepared an in class lesson with an essential question as a focus. Students, in groups will deliver their lesson.
Evaluation:
Students will respond to the essential question of each presentation in a written response.
Vocabulary:
Each group is responsible for choosing and teaching the key vocabulary pertinent to their lesson.
Homework:
Answer essential question.
Learning Objective:
Students will demonstrate an understanding of course content by teaching a class on said material.
Language Objective:
(Speaking) Students will present their lesson.
Main Activity:
Students have prepared an in class lesson with an essential question as a focus. Students, in groups will deliver their lesson.
Evaluation:
Students will respond to the essential question of each presentation in a written response.
Vocabulary:
Each group is responsible for choosing and teaching the key vocabulary pertinent to their lesson.
Homework:
Answer essential question.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the seven tribal virtues of central Asia and how they shaped the culture of the region.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare the seven tribal virtues and the culture of the middle ages to events of the present.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of the seven tribal virtues by identifying how they still shape the politics of Central Asia (The middle East).
Language Objective:
(Reading) Students will read current newspaper articles and news reports, identifying the influence of the seven tribal virtues.
Main Activity:
Students will listen to a lecture on the seven tribal virtues and a “crash course” on the contemporary politics of the Middle East.
Evaluation:
Students will post their analysis of current events, and the presence of the seven tribal virtues, on the class schoology website.
Vocabulary:
The seven tribal virtues will be the focus of key vocab/terms.
Homework:
post analysis of news article/story
Learning Objective:
Students will demonstrate an understanding of the seven tribal virtues by identifying how they still shape the politics of Central Asia (The middle East)
Language Objective:
Reading: students will read current newspaper articles and news reports, identifying the influence of the seven tribal virtues
Main Activity:
Students will listen to a lecture on the seven tribal virtues and a “crash course” on the contemporary politics of the Middle East
Evaluation:
Students will post their analysis of current events, and the presence of the seven tribal virtues, on the class schoology website
Vocabulary:
The seven tribal virtues will be the focus of key vocab/terms
Homework:
Post analysis of news article/story
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the five pillars of Islam.
- Students will know the key details of the life of Muhammad and the development of Islam.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to post and respond on an online discussion.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the Five Pillars of Islam and how they shape the culture of Muslims.
Language Objective:
(Speaking) Students will respond to prompts in a timed TOEFL style format.
Main Activity:
Students will participate in a lecture and series of speaking prompts concerning the Five Pillars of Islam.
Evaluation:
The teacher will provide immediate feedback to the timed responses of students.
Vocabulary:
All key vocabulary will focus on the five pillars of Islam.
Homework:
Answer one of the questions posted to the schoology discussion log.
Learning Objective:
Language Objective:
Main Activity:
Local Holiday; No Class
Evaluation:
Vocabulary:
Homework:
***NO CLASS- Holiday***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know the life of Muhammad and his role in the development of Islam.
Language Objective:
N/A
Main Activity:
Students will listen to a lecture on the life of Muhammad.
Evaluation:
The instructor will answer questions and provide immediate feedback.
Vocabulary:
All key vocabulary will focus on the life of Muhammad and the roots of Islam.
Homework:
Post response to online discussion (schoology) concerning the five pillars of Islam and the life of Muhammad.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule: No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how external pressure shaped the political landscape of the middle ages in Europe.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to outline an essay and develop a thesis statement.
- Students will be able to identify cause and effect.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand how the Viking invasions triggered the development of Feudalism.
Language Objective:
Writing
Main Activity:
The teacher will address the learning objective via a lecture. The lecture will be based on a set of key terms. The students will be asked to employ said terms in a written response to the learning objective.
Evaluation:
The writing prompt will work as an evaluation of student content/concept knowledge.
Vocabulary:
All key vocabulary focuses on Feudalism and the Viking invasions.
Homework:
Post writing response
Learning Objective:
Students will understand the strengths and weaknesses of Feudalism.
Language Objective:
(Writing) Students will be able to write a ‘proposal/argument’ in response to a prompt.
Main Activity:
Students will listen to a short lecture on feudalism. The instructor will present a key issue faced by Europe at the time: The Militarization of Europe. Students will be asked (acting as either a King or Bishop) how they would address the issues of Militarization in Europe and the potential for continued strife.
Evaluation:
Students will post their writing responses on schoology; they will be graded as homework.
Vocabulary:
Feudalism and the Militarization of Europe
Homework:
Post written response
Learning Objective:
Students will be able to answer this week's essential question: “How did external pressure effect Europe in the Middle ages, bringing about the end of the Dark Ages?”
Language Objective:
(Listening) Students will view a documentary and outline key information necessary to answer the essential question.
Main Activity:
Students will view the last section of “The Dark Ages” from the History Channel. The Viking invasion and the rise of Islamic empires is discussed. How both external pressures shaped European social structure and politics is detailed. Students will identify key information needed to answer the essential question.
Evaluation:
The students will begin outlining an essay to answer the essential question. The essay outline will be graded as homework for Unit 6.
Vocabulary:
The students will identify key terms necessary to answering the essential question.
Homework:
Begin essay outline. Develop "Thesis Statement".
Learning Objective:
Students will be able to answer this week's essential question: “How did external pressure effect Europe in the Middle ages, bringing about the end of the Dark Ages?”
Language Objective:
(Listening) Students will view a documentary and outline key information necessary to answer the essential question.
Main Activity:
Students will view the last section of “The Dark Ages” from the History Channel. The Viking invasion and the rise of Islamic empires is discussed. How both external pressures shaped European social structure and politics is detailed. Students will identify key information needed to answer the essential question.
Evaluation:
The students will begin outlining an essay to answer the essential question. The essay outline will be graded as homework for Unit 6.
Vocabulary:
The students will identify key terms necessary to answering the essential question.
Homework:
Begin essay outline. Develop Thesis Statement.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how external pressures impacted European civilization during the Middle Ages.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to outline an essay, employing key terms from a variety of chapter sources.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Through outlining an essay, students will be able to answer the essential question: "How did external pressure impact European civilization during the Middle Ages?"
Language Objective:
(Writing) Students will outline an essay.
Main Activity:
This is a two day exercise. The teacher will lead students through an outlining process to answer the essential question. Students will respond to questions concerning the key terms to be employed in the essay. They will also respond to prompts asking them to discuss the six components of an essay.
Evaluation:
The outline acts as homework points. Students will write the essay as part of the Unit 6 exam.
Vocabulary:
Key vocabulary focuses on: Invasions, Feudalism, Centralization, The rise of Islamic empires, and The Crusades
Homework:
Study for exam. Prepare for essay.
Learning Objective:
Through outlining an essay, students will be able to answer the essential question: "How did external pressure impact European civilization during the Middle Ages?"
Language Objective:
(Writing) Students will outline an essay.
Main Activity:
This is a two day exercise. The teacher will lead students through an outlining process to answer the essential question. Students will respond to questions concerning the key terms to be employed in the essay. They will also respond to prompts asking them to discuss the six components of an essay.
Evaluation:
The outline acts as homework points. Students will write the essay as part of the Unit 6 exam.
Vocabulary:
Key vocabulary focuses on: Invasions, Feudalism, Centralization, The rise of Islamic empires, and The Crusades
Homework:
Study for exam. Prepare for essay. Post rough draft of essay.
Learning Objective:
Students will demonstrate an understanding of Unit 6 content knowledge.
Language Objective:
(Writing) Students will review the essay writing process.
Main Activity:
Test review: the teacher will review the writing exam with an emphasis on essay structure. Students will have an opportunity to ask the teacher questions for review.
Evaluation:
Students will have an opportunity to ask the instructor questions for review.
Vocabulary:
All Unit 6 key terms
Homework:
Prepare for exam.
Learning Objective:
Students will demonstrate mastery of content knowledge via an exam.
Language Objective:
(Writing) Students will write short answer responses to key term prompts and will write an essay in response to an essay prompt.
Main Activity:
End of Unit 6 exam. Students will write short answer responses to key term prompts and will write an essay in response to an essay prompt.
Evaluation:
This is the Unit 6 exam.
Vocabulary:
All Unit 6 key terms will be employed.
Homework:
n/a
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the key figures of the Renaissance.
- Students will know the key figures of the Reformation.
- Students will know the impact of both the Renaissance and Reformation and how they are related.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to answer a speaking prompt, employing key terms and details.
- Students will be able to employ key terms in proper sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to discuss the roots and causes of the Renaissance.
Language Objective:
(Speaking) Students will form an argument, using class material to support their opinion.
Main Activity:
1/2 of class is dedicated to a lecture concerning the roots of the renaissance and the debate concerning China’s influence in triggering the Renaissance (in Italy). 1/2 of class will be dedicated for students to work in groups, expressing and supporting their arguments, focused on the learning objective.
Evaluation:
Peer evaluation will be used. Students will post a formal response on schoology.
Vocabulary:
All vocabulary will focus on the key figures and innovations of the Renaissance.
Homework:
Post formal response to in class prompt on schoology website.
Learning Objective:
will be able to identify key figures of the Italian Renaissance by responding to a visual prompt.
Language Objective:
(Speaking) Students will speak from a visual prompt.
Main Activity:
Students will view a series of visual slides. The slides represent, or are the works, of major figures from the Renaissance. Students will listen to a short lecture on each slide and will generate a key terms list to speak from. Students will have an opportunity to discuss each visual prompt, analyzing the prompt.
Evaluation:
The teacher will provide immediate feedback.
Vocabulary:
Homework:
Prepare for quiz.
Learning Objective:
Students will know how the reformation changed the political landscape of Europe.
Language Objective:
(Writing) Students will use key terms to construct sentences (homework).
Main Activity:
Students will listen to a short lecture on the Protestant Reformation and will identify key terms. Also, weekly quiz on the key figures of the Renaissance.
Evaluation:
Weekly quiz.
Vocabulary:
All vocabulary will focus on the key figures of the Reformation.
Homework:
Sentences employing key terms from the lecture.
Learning Objective:
Students will know how the Protestant Reformation spread to England and Switzerland.
Language Objective:
(Writing) Students will employ key terms in proper sentences (ESL focus: four sentence types).
Main Activity:
The teacher will discuss the Protestant Reformation in England and Switzerland (Zurich). The teacher will focus on the birth of the Church of England under Henry VIII and Calvinism under John Calvin.
Evaluation:
Post sentences to schoology website.
Vocabulary:
Church of England, Calvinism, John Calvin, Henry VIII, Predestination
Homework:
Post sentences to schoology website for peer evaluation. Begin reading “Europe Explores”.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the motivating factors for and the impact of European exploration.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to shorthand notes and will be able to speed read for notes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the key factors leading to European exploration and the impact thereof.
Language Objective:
(Reading) Students will read from a timed reading prompt and will practice identifying key terms (speed reading short hand note taking skills).
Main Activity:
As part of a lecture, students will read from a timed reading prompt and will practice identifying key terms (speed reading short hand note taking skills). The teacher will guide the students through a series of dense power point slides, identifying key terms as rapidly as possible. The teacher will demonstrate how to take shorthand notes.
Evaluation:
The teacher will ask questions, between slides, to check for understanding.
Vocabulary:
God Gold and Glory, Navigation, Ottoman Empire, East Indies, Silk Road, Guns Germs Steele, Columbian Exchange
Homework:
Prepare key terms post for the class website. Study key figures of the Enlightenment for in class discussion on Tuesday.
Learning Objective:
Students will know the key figures and contributions of the scientific revolution and the impact of said revolution on political philosophy.
Language Objective:
(Reading) Students will read from a timed reading prompt and will practice identifying key terms (speed reading short hand note taking skills).
Main Activity:
As part of a lecture, students will read from a timed reading prompt and will practice identifying key terms (speed reading short hand note taking skills). The teacher will guide the students through a series of dense power point slides, identifying key terms as rapidly as possible. The instructor will demonstrate how to take shorthand notes.
Evaluation:
The teacher will ask questions, between slides, to check for understanding.
Vocabulary:
Scientific Method, Copernicus, Newton, Galileo, Rousseau, Voltaire, Montesquieu
Homework:
Prepare for Unit 8 exam.
Learning Objective:
Students will be able to discuss the key figures and concepts of European Intellectual History, focusing on: The Renaissance, The Reformation, The Age of Exploration and The Enlightenment.
Language Objective:
(Listening) Students will participate in a listening review quiz.
Main Activity:
Students will participate in a game show style review session.
Evaluation:
Students will check for their own understanding. The teacher will provide immediate feedback to student answers.
Vocabulary:
Homework:
Prepare for Unit 8 exam.
Learning Objective:
Students will demonstrate a mastery of Unit 8 course content.
Language Objective:
(Reading/Writing) Students will take a written exam.
Main Activity:
Unit 8 written exam
Evaluation:
This is an end of unit exam.
Vocabulary:
All Unit 8 key terms will be used.
Homework:
Begin key terms list for “Boom and Bust” unit.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the causes of the French Revolution.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to formulate an argument focusing on how the Enlightenment triggered the French Revolution.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will review the key aspects and components of “The Enlightenment:”
Language Objective:
(Reading) Students will analyze quotes/passages from key figures of the Enlightenment.
Main Activity:
Students will participate (as a class) in a review of the key figures and impact of the Enlightenment. Students will make inferences and will review by analyzing key passages/quotes from Enlightenment figures.
Evaluation:
The teacher will ask questions and will respond to student answers.
Vocabulary:
The Enlightenment, Humanism, Renaissance, Scientific Method, Social Contract, Idealism, Progress & Humanity
Homework:
Prepare Chapter 22 key terms list.
Learning Objective:
Students will understand cause and effect relationships concerning the events leading up to the declaration of the French Republic.
Language Objective:
(Speaking) Students will describe an event while speaking from a key terms list.
Main Activity:
The teacher will lead the class through a series of events from the beginning of the French Revolution. Each event will have a key terms list. Students will use the list as a prompt to describe the events.
Evaluation:
The teacher will provide immediate feedback to student responses.
Vocabulary:
National Assembly, Tennis Court Oath, Bastille
Homework:
Begin “Events Flow Chart” project.
Learning Objective:
Students will understand the roles that political parties played during the French Revolution.
Language Objective:
(Writing) Students will use key terms from a lecture to answer a writing prompt.
Main Activity:
The teacher will lecture on three key political parties from the French Revolution and how they influenced both domestic and foreign policy. Students will use key terms from the lecture to answer a writing prompt.
Evaluation:
The writing responses will be graded.
Vocabulary:
The Mountain, Gironde, Jacobin, Liberalism, Conservatism
Homework:
Finish “Events flow chart” project.
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how the French Revolution impacted the geopolitical landscape of Europe and beyond.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to engage in an organized debate.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know the outcome of the French Revolution and the Impact of the rise of Napoleon.
Language Objective:
(Listening/Speaking)
Main Activity:
This is a short interactive lecture. The teacher will cover the end of the French Revolution and the rise of Napoleon. The lecture is divided into mini subjects with an essential question for each mini subject. Students will be chose, at random, to respond to a prompt. This is built in TOEFL practice; students will give a timed one minute response.
Evaluation:
The teacher will give immediate feedback to student responses.
Vocabulary:
coup, militarism, Napoleon, empire, total war, liberalism, conservatism
Homework:
Prepare for in class debate
Learning Objective:
Through an organized debate, students will demonstrate an understanding of how the Napoleonic Wars shaped the future of global conflict in the 20th century.
Language Objective:
(Speaking) Students will engage in an organized debate.
Main Activity:
Students will participate in a team debate. The debate topic: What is a “Total War” and were the Napoleonic wars the first modern “Total War?”
Evaluation:
Students are graded on participation and their ability to follow the debate format correctly.
Vocabulary:
All unit key terms can be used.
Homework:
Prepare for test review.
Learning Objective:
Through a “game show,” students will prepare for the Unit 9 exam.
Language Objective:
n/a
Main Activity:
Students will engage in a team “game show” review. This is review for the Unit 9 exam.
Evaluation:
Students will self-evaluate.
Vocabulary:
All unit 9 key terms will be used.
Homework:
Prepare for unit 9 exam.
Learning Objective:
Students will demonstrate a mastery of Unit 9 content through a written exam.
Language Objective:
(Reading) Students will take an end-of-unit exam.
Main Activity:
Unit 9 exam
Evaluation:
The exam will be graded.
Vocabulary:
All unit 9 key terms will be used on the exam.
Homework:
Prepare study notes for Unit 10. Post to round table discussion #1 for Unit 10.
***END OF GRADING PERIOD 3***
Learning Objective:
Language Objective:
Main Activity:
[Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how late 19th century and early 20th century: nationalism, imperialism, global finance, militarism, and racism (concepts of racial superiority), contributed to the coming of WWI.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to engage in an online debate/discussion.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will learn the 5 "P’s" of imperialism and empire.
Language Objective:
(Speaking) Students will speak from a visual prompt.
Main Activity:
Students will learn the 5 P’s of imperialism and empire: power, profit, protection, prestige, principles. Students will view images that are related to each and will infer which “P” correlates; students will also infer the general historical significance of each image.
Evaluation:
The teacher will give immediate feedback.
Vocabulary:
5 P’s
Homework:
Online discussion/debate: rank the 5 P’s.
Learning Objective:
Through examining maps and primary documents, students will understand the impact of Colonialism and Imperialism on native populations and the general world view (real geopolitics).
Language Objective:
(Speaking/Reading) Students will view and read primary sources and will analyze them via in class discussion.
Main Activity:
The teacher will show images of 19th century and early 20th century Imperialism. The teacher will lead students in a discussion concerning the impact thereof. Students will analyze maps, adds, and text (primary documents).
Evaluation:
Students will be graded on participation (analyzing the primary documents, making inferences).
Vocabulary:
Imperialism, Social Darwinism, Colonization, Living Space
Homework:
Chapter review questions are due.
Learning Objective:
Through examining maps and primary documents, students will understand the impact of Colonialism and Imperialism on native populations and the general world view (real geopolitics).
Language Objective:
(Speaking/Reading) Students will view and read primary sources and will analyze them via in class discussion.
Main Activity:
The teacher will show images of 19th century and early 20th century Imperialism. The teacher will lead students in a discussion concerning the impact thereof. Students will analyze maps, adds, and text (primary documents).
Evaluation:
Students will be graded on participation (analyzing the primary documents, making inferences).
Vocabulary:
Imperialism, Social Darwinism, Colonization, Living Space
Homework:
Chapter Key Terms
Learning Objective:
Students will relate knowledge of the past to present day events by analyzing/reviewing current news articles.
Language Objective:
(Reading) Students will draw connections between two written sources (class notes and current events).
Main Activity:
Students will view a series of articles concerning globalization and current geopolitics. Students will be asked a series of prompts designed for them to compare and contrast the past with the present.
Evaluation:
Students will write a written (timed) response to a prompt. This will be graded.
Vocabulary:
Homework:
Continue chapter key terms. Begin WWI causes project/presentation.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how militarism, imperialism & global finance, concepts of racial superiority, and nationalism led to WWI.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to respond to a timed writing prompt.
Students will be able to respond to a timed speaking prompt.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how major engineering projects of the 19th and 20th century contributed to the rise of conflict and the spread of ideas.
Language Objective:
(Writing) Students will respond to a timed writing prompt.
Main Activity:
Students will listen to a short lecture on: the Suez Canal, The Transcontinental Railroad, the Trans Siberian Railroad, and the Panama Canal. The teacher will provide an essential question for students to respond to (timed writing).
Evaluation:
The writing response will be graded.
Vocabulary:
Homework:
Begin chapter notes WWI (5 pages).
Learning Objective:
Through analyzing images, students will know how the development of concentration camps coincided with the rise of global conflict.
Language Objective:
(Speaking) Students will give verbal responses to a prompt, based on a visual.
Main Activity:
With the use of maps and images, the teacher will teach about the use of concentration camps in: The United States (native reservations), Cuba, The Philippines, South Africa and India.
Evaluation:
Students will respond to a series of prompts. These will be timed speaking responses. Students will work in groups, providing peer feedback.
Vocabulary:
concentration camps, Spanish American War, Manifest Destiny, Boer War
Homework:
Respond to online discussion: “The Scramble for Africa” and “The Great Game”
Learning Objective:
Through an in class round table discussion, students will demonstrate an understanding of “The Scramble for Africa” and “The Great Game” and how these imperial competitions shaped the geopolitical landscape prior to WWI.
Language Objective:
(Speaking) Student will respond to prompts.
Main Activity:
Having studied about “The Scramble for Africa” and “The Great Game,” students will work in groups, responding to speaking prompts. This is a round table discussion.
Evaluation:
Round Table discussions are graded based on participation.
Vocabulary:
Students will identify key vocabulary from their reading homework and will employ key terms during the round table discussion.
Homework:
Read instructions for WWI “Causes” presentation.
Learning Objective:
Through a team presentation, students will develop a thesis concerning the cause(s) of WWI.
Language Objective:
(Speaking) Students will develop a 10 minute presentation.
Main Activity:
Class time will be dedicated to group work. In groups, students will prepare a 10 minute presentation. The presentation will revolve around a thesis concerning the cause(s) of WWI.
Evaluation:
Groups will be graded from highest to low (unit 10 project points).
Vocabulary:
Students will select key vocabulary for their presentation.
Homework:
Prepare/practice presentations. Finish WWI chapter notes.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the causes of WWI.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to deliver a presentation, based on an essential question.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will demonstrate an understanding of the causes of WWI through a group presentation.
Language Objective:
(Speaking) Students will deliver a group presentation.
Main Activity:
Students will deliver a 10–15 minute presentation detailing the cause(s) of WWI. Each group must base their presentation on an essential (thesis) question.
Evaluation:
This is a competition between groups; groups will be graded from highest to lowest.
Vocabulary:
Students will select key terms for their presentations.
Homework:
Respond to online “presentation feedback” thread.
Learning Objective:
Students will demonstrate an understanding of the causes of WWI through a group presentation.
Language Objective:
(Speaking) Students will deliver a group presentation.
Main Activity:
Students will deliver a 10–15 minute presentation detailing the cause(s) of WWI. Each group must base their presentation on an essential (thesis) question.
Evaluation:
This is a competition between groups; groups will be graded from highest to lowest.
Vocabulary:
Students will select key terms for their presentations.
Homework:
Respond to online “presentation feedback” thread.
Learning Objective:
Through an in class lecture/discussion, students will know the key events leading to the outbreak of WWI and the first phase of the war.
Language Objective:
n/a
Main Activity:
This is a feedback lecture session in response to student presentations. The teacher will give a detailed explanation of the events leading to WWI and their causes.
Evaluation:
Students will check for understanding.
Vocabulary:
Nationalism, Imperialism, Militarism, Racial Superiority, Alliances
Homework:
Begin reading article from Atlantic Monthly “Yes, it could happen again”
Learning Objective:
Through a video documentary, students will know the causes, course of, and outcome of WWI.
Language Objective:
(Listening) Students will listen for the answers to written prompts.
Main Activity:
Students will view the documentary “Shell Shock” from The Century, America’s Time. They will respond to written prompts.
Evaluation:
Student responses will be graded.
Vocabulary:
All key terms will come from the video documentary.
Homework:
Prepare key terms list for test review.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Through studying a series of maps, students will know the key events from the initial stages of the European Theatre.
- Students will know the key events of WWII in the European and Pacific Theatres (first stages of war) -
Through a documentary, students will know how Americans both experienced and became involved in WWII.
Ken Burns, “The War” episode one.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write from a visual prompt.
- Students will be able to deliver timed speaking responses.
(Writing) Students will use a series of maps to respond to a writing prompt. Students will identify key terms and will employ key terms in response to speaking prompts.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Through studying a series of maps, students will know the key events from the initial stages of the European Theatre.
Language Objective:
(Writing) Students will use a series of maps to respond to a writing prompt.
Main Activity:
The instructor will use a series of highly detailed maps to discuss the key events from the initial stages of the European Theatre. The students will identify key terms and will be asked to respond to a writing prompt, detailing the key events of WWII (1938 –1941).
Evaluation:
The timed writing responses will be graded.
Vocabulary:
Appeasement, Munich Conference, Austria, Sudetenland, Norway Belgium France, Netherlands, Battle for Britain, The Blitz, Blitzkrieg, Lend Lease Act, Nonaggression Pact, Operation Barbarossa
Homework:
Respond to chapter questions WWII (online) European Theatre.
Learning Objective:
Through studying a series of maps, students will know the key events from the initial stages of the Pacific Theatre.
Language Objective:
(Writing) Sstudents will use a series of maps to respond to a writing prompt.
Main Activity:
The teacher will use a series of highly detailed maps to discuss the key events from the initial stages of the Pacific Theatre. The students will identify key terms and will be asked to respond to a writing prompt, detailing the key events of WWII (1931–1941).
Evaluation:
The timed writing responses will be graded.
Vocabulary:
Militarism, Living Space, Racial Superiority, Manchuria, Nanking, Oil Embargo, Sphere of Influence, Pearl Harbor
Homework:
Respond to chapter questions WWII (online) Pacific Theatre.
Learning Objective:
Through a documentary, students will know how Americans both experienced and became involved in WWII. Ken Burns, “The War” episode one.
Language Objective:
Students will identify key terms and will employ key terms in response to speaking prompts.
Main Activity:
Students will view parts of Ken Burns’ “The War,” episode one. They will listen for key terms, focusing on how America became involved in WWII and how they experienced WWII. The instructor will pause to ask students to identify key terms; this will be followed by speaking prompts where the students will give a timed one minute response to a question.
Evaluation:
The teacher will provide immediate feedback to student responses; grading is participation based.
Vocabulary:
Militarism, Living Space, Racial Superiority, Manchuria, Nanking, Oil Embargo, Sphere of Influence, Pearl Harbor
Homework:
Respond to “The War” questions on the class website.
Learning Objective:
Through a documentary, students will know how Americans both experienced and became involved in WWII. Ken Burns, “The War” episode one.
Language Objective:
Students will identify key terms and will employ key terms in response to speaking prompts.
Main Activity:
Students will view parts of Ken Burns’ “The War,” episode one. They will listen for key terms, focusing on how America became involved in WWII and how they experienced WWII. The instructor will pause to ask students to identify key terms; this will be followed by speaking prompts where the students will give a timed one minute response to a question.
Evaluation:
The teacher will provide immediate feedback to student responses; grading is participation based.
Vocabulary:
Militarism, Living Space, Racial Superiority, Manchuria, Nanking, Oil Embargo, Sphere of Influence, Pearl Harbor
Homework:
Students will write an essay about Pearl Harbor.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule: No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Ken Burns Documentary, “The War,” Lecture about the beginning of WWII
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will explain and assess the economic, social and political transformation of the United States since World War II.
- Students will identify and locate the places significant to this time period.
- Students will read and interpret maps, graphs, charts, cartoons and timelines from this time period. Students will complete a KWL about WWII.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to analyze and evaluate the major causes, events, personalities and effects of World War II.
- Students will be able to analyze and explain United States and world foreign policy since World War II.
- Students will investigate concerns, issues and conflicts related to universal human rights (e.g., Holocaust, diversity, tolerance, genocide).
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will complete a KWL about WWII. Students will identify and locate the places significant to this time period. Students will read and interpret maps, graphs, charts, cartoons and timelines from this time period.
Language Objective:
Students will free write about WWII.
- Are there such things as good wars?
- Was WWII a good war?
- Should the US intervene in foreign affairs when the lives and safety of others are at stake?
- If so, why? If not, why not?
Main Activity:
Students will complete a KWL about WWII. Students often have preconceived notions and opinions about the Second World War. The completion of this KWL Chart will be interesting for students to review again following the completion of the unit.

Group Activity – Stations – Analysis of Primary Sources
· Treaty of Versailles – The Blame Clause and Reparations
· Washington Conference of 1920
· Neutrality Act of 1937
· “The Nanking Massacre” – The New York Times, December 18, 1937
· Nazi Party Program, 1920
· Chart of German and Japanese military expansion from 1920-1940

Rationale: Students will answer source specific questions about what each document tell us about the period leading up to the start of WWII. Students can discuss as a class whether WWII was caused by failed diplomacy, by economic and imperial ambitions, or both. PowerPoint – Regarding the beginning of the war. Topics to include the Munich Agreement, the annexation of Austria, treaties between Germany, Italy and Japan, division of Poland, Sudetenland, seizure of Czechoslovakia, invasion of Belgium and France, British evacuation at Dunkirk, and the London Blitz. Basic content information about the start of the war in Europe
Evaluation:
>Reading and questions about the start of WWII in Europe from text. Students will read about the war’s beginning and then answer basic content questions about the start of the war to demonstrate understanding of events.
Vocabulary:
Vocabulary will come directly from the primary source documents.
Homework:
Lindbergh’s address to the America First Committee meeting, New York, April 23, 1941

Questions for students to consider:
- Why would do you think the America First movement would appeal to Americans prior to Pearl Harbor?
- Does this argument have any relevance in America’s current foreign policy debate?
- Why or why not?
Learning Objective:
Students will analyze primary and secondary sources regarding the Holocaust.
Language Objective:
Students will view sections of the film Schindler’s List and reflect upon its meaning.
Main Activity:
Anticipatory set: The Milgram Experiment – Are humans naturally prone to violence?
Rationale: Students will debate and discuss the implications of the Milgram Experiment. This will provide a segway for a discussion. Next students will watch movie clips from Schindler’s List (1994) The seminal modern film on the Holocaust. Schindler’s List depicts the experience of victims, collaborators, survivors, witnesses and perpetrators from the formation of the ghettoes in Poland through the course of the war.
Evaluation:
Questions and discussion regarding Schindler’s List.
Vocabulary:
Ghettoes, Jews, Holocaust
Homework:
Analyze primary sources – accounts from victims and witnesses – about the Holocaust.
Learning Objective:
Students will explain and assess the economic, social and political transformation of the United States since World War II. Students will identify and locate the places significant to this time period. Students will read and interpret maps, graphs, charts, cartoons and timelines from this time period.
Language Objective:
Students will be able to analyze and evaluate the major causes, events, personalities and effects of World War II. Students will be able to analyze and explain United States and world foreign policy since World War II.
Main Activity:
Analyze the Lend-Lease Act and US Draft Act of 1940. Did the US think that war was inevitable?
Rationale: Compare and contrast these two pieces of legislation with the America First movement. What changes do you think were occurring in American society to signal a shift in the war?
PowerPoint: Japanese Naval Expansion, Conflict in China, Pearl Harbor, and US preparation for war Content information regarding the buildup and eventual attack on Pearl Harbor by Japan.
Project: The WWII Experience
Students will receive a draft notice – to either join the Army, Navy or Marines, or to work in critical war industries (e.g. a soldier in E Company of the 2nd Battalion of the 101st Airborne Division, a sailor on the USS Massachusetts, a female munitions worker, a pilot of the Tuskegee Airmen, etc.).
Students will use primary and secondary sources to construct their own narrative about WWII. They will then share “their” war experience, and compare and contrast with that other American experiences during the war.
Evaluation:
They will prepare a diary assignment where they will trace their war experience by using and applying primary and secondary sources. Students will also present their findings to the class. Teacher will prepare preliminary research for students to utilize, but the students will continue their research in the Library.
Vocabulary:
Students will create their own vocabulary word list in their war journals.
Homework:
Students will use primary and secondary sources to construct their own narrative about WWII. They will then share “their” war experience, and compare and contrast with that other American experiences during the war.
Learning Objective:
Students will be able to analyze and evaluate the major causes, events, personalities and effects of World War II. Students will be able to analyze and explain United States and world foreign policy since World War II. Students will investigate concerns, issues and conflicts related to universal human rights.
Language Objective:
(Class Discussion) What was the war experience like for soldiers versus civilians? Men versus women? Whites versus minorities? Is it possible to formulate a common war experience?
Main Activity:
(Report Out) Students share their war experiences and research.
Rationale: To provide students with the opportunity to see what the war experience was like for a variety of different Americans.
Primary Source Analysis: Japanese Internment
· Executive Order 9066
· Dairies and interviews of those interned
· Photographs of Internment Camps
Use primary sources to construct an understanding of internment. Another perspective of the war for subsequent class discussion.
Evaluation:
Students will be evaluated on the class discussion.
Vocabulary:
Internment Camps, Executive Order 9066
Homework:
Analyze a Primary Source – Read and answer questions about excerpts from Alan’s War. Students will reflect on the perspective of Alan’s War differs from the traditional or mainstream account of US servicemen.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Primary Sources: · Treaty of Versailles – The Blame Clause and Reparations · Washington Conference of 1920 · Neutrality Act of 1937 · “The Nanking Massacre” – The New York Times, December 18, 1937 · Nazi Party Program, 1920 · Chart of German and Japanese military expansion from 1920-1940 · Executive Order 9066 · Dairies and interviews of those interned · Photographs of Internment Camps · Alan’s War- Excerpts
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will explain and assess the economic, social and political transformation of the United States since World War II.
- Students will identify and locate the places significant to this time period.
- Students will read and interpret maps, graphs, charts, cartoons and timelines from this time period.
- Students will complete a KWL about WWII.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to analyze and evaluate the major causes, events, personalities and effects of World War II.
- Students will be able to analyze and explain United States and world foreign policy since World War II.
- Students will investigate concerns, issues and conflicts related to universal human rights (e.g., Holocaust, diversity, tolerance, genocide).
- Students will discuss Nazism and Fascism.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will review important content regarding the war in Europe and the Pacific.
Language Objective:
Students will review primary and secondary sources to construct their own point of view regarding the dropping of atomic bombs using evidence to defend their position.
Main Activity:
PowerPoint: Major battles of the European Theater – Battle of Britain, Invasion of North Africa, Invasion of Sicily, D-Day, Invasion of Italy, Liberation of Paris, and Battle of the Bulge, Stalingrad, and Soviet Push Westward.
Screen clips from The War (Waterbury Soldier)
PowerPoint: Major battles of the Pacific Theater – Battle of the Philippines, Doolittle’s Raid, Battle of Midway, Battle of Iwo Jima, Battle of Solomon Islands.
Screen clips from Fat Man & Little Boy
Evaluation:
(Inquiry) Should the US have dropped the Atomic Bomb on Nagasaki and Hiroshima? Students will complete an essay using primary and secondary sources with competing ideas regarding whether the US should have used nuclear weapons against Japan during WWII.
Vocabulary:
Battle of Britain, Invasion of North Africa, Invasion of Sicily, D-Day, Invasion of Italy, Liberation of Paris, Battle of the Bulge, Stalingrad, Soviet Push Westward, Battle of the Philippines, Doolittle’s Raid, Battle of Midway, Battle of Iwo Jima, Battle of Solomon Islands.
Homework:
Students will complete an essay using primary and secondary sources with competing ideas regarding whether the US should have used nuclear weapons against Japan during WWII.
Learning Objective:
Students will be able to analyze and evaluate the major causes, events, personalities and effects of World War II.
Language Objective:
Students will discuss Nazism and Fascism.
Main Activity:
Today’s lesson will focus primarily on Adolf Hitler and Benito Mussolini. I will start to talk about Nazism and Fascism. I will list key factors and beliefs for each party. I will explain what a dictator is. I will then show a small video on the lives of Adolf Hitler and Benito Mussolini, mainly focusing on their early lives and how they came to power. I will later have the kids search on the internet about their beliefs going to the Biography.com sites I have listed.

The class will meet in the Computer Lab to search about Hitler and Mussolini. I want the class to realize Hitler’s Nazi socialist beliefs and anti-Semitic ways and Mussolini’s belief in fascist rule. Not only will they go to the biography.com sites they will go to the “Nazi Germany, c.1930-39: Hitler, Nazism and Nazis Beliefs” site and the slideshow site about Hitler, Mussolini and Stalin. As long as the children have a basic knowledge of Stalin and a good knowledge on Hitler and Mussolini, we will leave the lab and go back to the classroom to discuss what they learned. I will call on a few students to give me what they learned, as they talk about their findings I will write their results on the board for the children who did not get great answers. We will then discuss why the war started and how it could have possibly been stopped.
Evaluation:
Students will be evaluated on their lab work while in the library.
Vocabulary:
Hitler, Mussolini and Stalin
Homework:
Students will write a short essay about Hitler, Mussolini, or Stalin.
Learning Objective:
Students will create an illustrated timeline of the major battles and events from WWII.
Language Objective:
Students will review the vocabulary from this unit.
Main Activity:
Timeline of WWII Project. Students will complete an illustrated timeline of the major battles and events from WWII.
Evaluation:
Students will be evaluated on a rubric for the timeline.
Vocabulary:
All vocabulary from this unit will be included in the exam. Students should review these vocabulary
Homework:
Students should review for the examination on Friday over WWII.
Learning Objective:
Language Objective:
Main Activity:
*** Unit test over WWII ***
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class]
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
PowerPoint: Major battles of the European Theater, The War (Waterbury Soldier), PowerPoint: Major battles of the Pacific Theater, Screen clips from Fat Man & Little Boy, WWII Timeline Project rubric
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how the Allied Powers raced towards Berlin, eventually winning the war in May of 1945. This day is known as V-E Day.
- Students will know Hitler killed himself before he could be captured, but many of the Nazi leaders were put on trial in Nuremberg Germany for war crimes where they were sent to jail or put to death for their actions in the Holocaust.
- Students will know in Japan, the surrender did not come as quickly as it did in Germany. Japan would not surrender so Harry Truman, Roosevelt died, decided to unleash and drop this brand new weapon known as the atomic bomb.
- Students will know there were two bombs – one dropped on Hiroshima killing 140,000 people, and the other was on Nagasaki killing close to 75,000 people. April 1945.
- Students will know this was a tough decision for Truman because he known that causalities would be big, but he knew if the U.S. kept fighting the U.S. casualties would be large – so he dropped the atomic bombs.
- Students will know on September 2, 1945, the war officially ended when Japan surrendered. This day is known as V-J Day.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- By the end of the lesson, students will be able to describe how the war ended in both the European and Pacific theaters of war.
- By the end of the lesson, students will be able to evaluate the Truman’s decision to drop the atomic bomb on Hiroshima and Nagasaki.
- Students will be able to articulate the agreements made at Yalta and Potsdam regarding the nature of the postwar world.
- Students will be able to explain the differences that emerged regarding those agreements in the months following the end of the war in Europe.
- Students will assess the strategic options available to the United States in 1946.
- Students will be able to articulate the meaning and origins of the strategy of containment.
- Students will be able to describe the positions taken by supporters as well as critics of this policy.
- Explain the origins of the Truman Doctrine and how it fit into the strategy of containment.
- Explain the origins of the Marshall Plan and how it fit into the strategy of containment.
- Explain why the Soviet Union blockaded West Berlin in spring 1948.
- Discuss the Berlin Airlift and why it was successful, and explain why the United States joined the North
Atlantic Treaty Organization.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how the Allied Powers raced towards Berlin, eventually winning the war in May of 1945. This day is known as V-E Day. Students will know Hitler killed himself before he could be captured, but many of the Nazi leaders were put on trial in Nuremberg Germany for war crimes where they were sent to jail or put to death for their actions in the Holocaust. Students will know in Japan, the surrender did not come as quickly as it did in Germany. Japan would not surrender so Harry Truman, Roosevelt died, decided to unleash and drop this brand new weapon known as the atomic bomb. Students will know there were two bombs – one dropped on Hiroshima killing 140,000 people, and the other was on Nagasaki killing close to 75,000 people. April 1945. Students will know this was a tough decision for Truman because he known that causalities would be big, but he knew if the U.S. kept fighting the U.S. casualties would be large – so he dropped the atomic bombs. Students will know on September 2, 1945, the war officially ended when Japan surrendered. This day is known as V-J Day.
Language Objective:
The teacher will begin the lesson with the following starter: “Turn to your neighbor and discuss why it was important that the U.S. opened up the Western Front in Europe during World War II.” Students first share their responses with their classmates verbally and then the students will share their responses with the class.
Main Activity:
The teacher will begin the lesson with a brief PowerPoint/Key Note on the end of World War II.
The teacher will have the students take notes on a graphic organizer on the following key points:
1. The Allied Powers raced towards Berlin, winning the war in May of 1945. This day is known as V-E Day.
2. Hitler killed himself before he could be captured, but many of the Nazi leaders were put on trial in Nuremberg, Germany for war crimes where they were sent to jail or put to death for their actions in the Holocaust.
3. In Japan, the surrender did not come as quickly as it did in Germany.
4. Japan would not surrender so Harry Truman, (Roosevelt died) decided to unleash and drop this brand new weapon known as the atomic bomb.
5. There were two bombs – one dropped on Hiroshima killing 140,000 people, and the other was on Nagasaki - killing close to 75,000 people. April 1945.
6. This was a tough decision for Truman because he known that causalities would be big, but he knew if the U.S. kept fighting the U.S. casualties would be large – so he dropped the atomic bombs.
7. On September 2, 1945, the war officially ended when Japan surrendered. This day is known as V-J Day.
The teacher will then ask in depth questions about the subject including:
- What was the opportunity cost for Truman when he was considering dropping the Atomic Bomb?
- Why was it a hard decision for Truman?
- What led to the Nazi defeat in Germany?
The teacher will have the students discuss these questions with partners and then with the class.
Evaluation:
At the end of the lesson, students will take a brief exit ticket on the end of World War II.
Questions below:
1. Why did Truman decide to drop the Atomic bomb on Hiroshima and Nagasaki, Japan?
2. Why did the Nazi party and Germany have to surrender?
Vocabulary:
Truman, Nagasaki, Hiroshima, Atomic Bomb, Hirohito, Nuclear, radiation, opportunity cost
Homework:
Students will answer these questions in their history notebook.
- What was the opportunity cost associated with dropping the atomic bomb on Japan?
- How did the Allied Powers win World War II?
Learning Objective:
Students will be able to articulate the agreements made at Yalta and Potsdam regarding the nature of the postwar world. Students will be able to explain the differences that emerged regarding those agreements in the months following the end of the war in Europe. Students will assess the strategic options available to the United States in 1946. Students will be able to articulate the meaning and origins of the strategy of containment.
Language Objective:
Students will be able to describe the positions taken by supporters as well as critics of this policy of containment. Explain the origins of the Truman Doctrine and how it fit into the strategy of containment.
Explain the origins of the Marshall Plan and how it fit into the strategy of containment. Explain why the Soviet Union blockaded West Berlin in spring 1948. Discuss the Berlin Airlift and why it was successful, and explain why the United States joined the North Atlantic Treaty Organization.
Main Activity:
This lesson will examine the US-Soviet disagreements regarding Germany and Eastern Europe.
Students will read excerpts from the agreements reached at Yalta and Potsdam, then, based on later documents, will study how these arrangements unraveled. Finally they will look at two opposing American views of the Soviet Union and of the strategy that the United States should use in dealing with it.
Evaluation:
During conferences at Yalta (February 1945) and Potsdam (July-August 1945) the Allies concluded agreements for the postwar world; the most important concerned the fate of Germany and Eastern Europe. In this activity students will consider those agreements so that they will understand how they later unraveled.
Begin the lesson by dividing the class into two groups. The first will be responsible for reading excerpts from the proceedings of the Yalta Conference, while the second will do the same for the Potsdam Conference.
Vocabulary:
Yalta Conference, Potsdam Conference, James Byrnes, George Kennan, Henry Wallace, Germany (East and West) Poland, Romania, Bulgaria
Homework:
After completing this lesson, students should be able to write brief (1–2 paragraphs) essays answering the following questions:
- How, in the eyes of the Truman administration, did Soviet behavior regarding Germany conflict with the sentiments expressed at Yalta and Potsdam?
- How, in the eyes of the Truman administration, did Soviet behavior regarding Eastern Europe conflict with the sentiments expressed at Yalta and Potsdam?
- Compare and contrast the arguments of George Kennan and Henry Wallace regarding U.S. policy toward the Soviet Union.
- What accounts for the breakdown in relations between the United States and the Soviet Union after World War II?
- Is there anything that the United States could have done to avoid it?
Learning Objective:
Students will be able to describe the positions taken by supporters as well as critics of this policy of containment. Explain the origins of the Truman Doctrine and how it fit into the strategy of containment.
Explain the origins of the Marshall Plan and how it fit into the strategy of containment. Explain why the Soviet Union blockaded West Berlin in spring 1948. Discuss the Berlin Airlift and why it was successful, and explain why the United States joined the North Atlantic Treaty Organization.
Language Objective:
In the first activity students will learn what was meant by "containment" by reading excerpts from two famous documents, the first Clark Clifford's 1946 memo to President Truman and the second a 1947 article by State Department official George Kennan. Both are available in their entirety by way of the Truman Presidential Library.
Main Activity:
The unwillingness of the Soviet Union to allow the creation of independent and democratic states in Eastern Europe, and the failure of East and West to reach a compromise on Germany, left many Americans citizens and foreign policy experts alike puzzled. Why were the Soviets acting as they did? Moreover, how should the United States respond? For most in the Truman administration, the proper policy was "containment" in other words; Soviet aggression had to be met with firmness, because otherwise the Russians would be emboldened to attempt further hostile acts. This lesson will consider containment through the use of original documents, mostly from the Truman Presidential Library. They will study what it meant in theory, and then examine the first two major instances of its application the Truman Doctrine and the Marshall Plan.
Evaluation:
According to both Clifford and Kennan, the belief of the Soviet leadership in the evils of capitalism, and in inevitability of a capitalist collapse, was critical to understanding Soviet behavior. While Stalin and the other leaders of the Soviet Union rejected the idea of long-term cooperation with the capitalist West, and used the ongoing struggle against capitalism as a justification for their repressive policies at home, they still believed that time was on their side. This meant, Kennan believed, that if they were challenged forcefully the Soviets would back off from any aggressive moves rather than risk war. But if they were thwarted enough times, perhaps some kind of change could come from within in other words, the system might become more willing to accommodate the outside world. As students read these two documents they should answer the following questions.
1. Why, according to Clifford, was there little chance of reaching any sort of understanding with the Soviets anytime soon?
2. How, according to Clifford, could the United States expect the Soviet Union to behave in international affairs?
3. How, in Clifford's view, should the United States respond to this anticipated Soviet behavior?
4. According to Clifford, what advantage did the Soviet system of government have over that of American democracy? What did this imply for U.S. foreign policy?
5. What did Kennan mean by "containment"? Why did he think it would work?
6. Why did Kennan believe that "threats or blustering" would be ineffective in stopping Soviet aggression?
7. What did Kennan predict might happen in the Soviet Union if containment were practiced consistently?
Vocabulary:
Clark Clifford, George F. Kennan, containment, George C. Marshall, Truman Doctrine, Marshall Plan
Homework:
After completing this lesson, students should be able to write brief (1–2 paragraph) essays answering the following questions:
1. What did George Kennan mean by "containment"? Why did he think it would be a successful strategy?
2. What was the Truman Doctrine and how did it come about?
3. What was the Marshall Plan and how did it come about?
4. How had U.S. policy toward Europe changed by the end of 1947? Why did this change occur?
Learning Objective:
Students will know:
 How the United States became involved in France’s conflict with Vietnam.
 How the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
 Why the United States military could not quickly defeat the Vietnamese forces.
 The problems that the Vietnam War caused at home.
 Why the 1968 was such an important year during this era.
 The steps president Nixon took to end the conflict in Vietnam.
 The important impact the Vietnam War had on American culture and politics.
Language Objective:
Students will be able to:
 Analyze primary sources in various formats, including written text, visuals and political cartoons.
 Assess how human activity can change geographic environments.
Main Activity:
Encourage the students to place the Vietnam region in geographical context. Ask them to identify influential countries in the region and discuss how events in those countries might relate to developments in Vietnam.
Next, project lecture slides describing Cold War ideas and nationalist sentiments in Vietnam which contributed to the conflict. Then project the Geneva Accords excerpt and analyze it with students.
Evaluation:
Have the students answer the following questions in their History notebook:
1. Why might Truman and Eisenhower have been concerned about communism in Southeast Asia?
2. Why might the Vietnamese have respected Ho Chi Minh?
3. Based on this excerpt, how did the Vietnamese and French troops attempt to prevent further hostility?
Vocabulary:
·Domino Theory · Communism · Rise of Nationalism · Geneva Accords · Ho Chi Minh · Domination · Demilitarized zone
Homework:
Project the lecture slide on U.S. foreign policy relating to Vietnam. Then have the students complete the interactive whiteboard activity as homework.
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
PowerPoint/Key Note End of World War II, The Yalta Conference excerpts, The Berlin (Potsdam) Conference excerpts, Clark Clifford's 1946 memo to President Truman, 1947 article by State Department George Kennan
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will understand the concept of region as a term used by geographers to define areas by race, religion, politics, or culture.
- Students will understand the characteristics, location, distribution and migration of human populations.
- Students will understand the differences in political systems and how the political system gains power over the people and the land.
- Students will understand cause and effect and how historical events usually have multiple causes and multiple effects, some of which are not recognized until long after the event occurs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to use maps, globes and other geographic tools to acquire, process, and report information from a spatial perspective.
- Students will be able to examine how culture and experience influence people’s perceptions of places and regions.
- Students will be able to apply geography to understand the past.
- Students will be able to describe the basic forms of government and give examples of societies that have practiced them.
- Students will be able to describe how political power has been acquired, maintained, used, and/or lost throughout history.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to use maps, globes and other geographic tools to acquire, process, and report information from a spatial perspective. Students will be able to examine how culture and experience influence people’s perceptions of places and regions. Students will be able to apply geography to understand the past.
Language Objective:
Students will understand the concept of region as a term used by geographers to define areas by race, religion, politics, or culture. Students will understand the characteristics, location, distribution and migration of human populations.
Main Activity:
1. Ask students what they believe could possibly cause the breakup of the USSR after so many years as a dominating power in the world? (Tell them that in this unit you will be looking at the economic and political issues that caused the Soviet Union to break apart.)
2. The first part of this unit will be to get an idea of the area of the world that will be discussed therefore the first lesson is a map exercise to illustrate the area of the world that will be discussed.
3. Have students take some brief notes about the area that is to be looked at today. On a map identify the boundaries of the Soviet Union.
a. Remember that Lenin renamed Russia the USSR in 1923. Before WWII ended Russia occupied Poland, Czechoslovakia, and other Eastern European countries.
b. Stalin promised these countries independence when the war was over, but he did not. Instead he made sure that the “Iron Curtain” fell over these countries, keeping them in and outsiders out. Behind this curtain were the countries ruled by Russia.
c. Poland, Czechoslovakia, Hungary, and Albania were ruled by the Communists, but were not geographically part of the Soviet Union. They were known as the Eastern Bloc, Communist Bloc, or the Warsaw pact countries.
4. The countries that they are locating in this assignment are those that became part of the Soviet Union after WWII and for the most part became independent after the USSR broke apart.
5. Hand out a copy of Appendix A to each student. Instruct them to read these pages and then complete the map activity.
6. Hand out the outline map of Russia and Eastern Europe.
7. Allow students the remainder of the class to complete the assignment.
Evaluation:
Correct completion of the map. Keep in a folder for future reference. Grade using Appendix B: Map Creation Rubric.
Vocabulary:
USSR, Communists, Eastern Bloc, Iron Curtain
Homework:
Correct completion of the map. Keep in a folder for future reference. Grade using Appendix B: Map Creation Rubric.
Learning Objective:
Students will understand the differences in political systems and how the political system gains power over the people and the land. Students will understand cause and effect and how historical events usually have multiple causes and multiple effects, some of which are not recognized until long after the event occurs.
Language Objective:
Students will be able to describe the basic forms of government and give examples of societies that have practiced them. Students will be able to describe how political power has been acquired, maintained, used, and/or lost throughout history.
Main Activity:
1. Collect completed maps for grading. Encourage students to take notes:
a. The United States and Russia had been allies during WWII, but they would quickly become enemies.
In 1949, the Soviet Union exploded an atom bomb, and the arms race began.
b. Krushchev apparently responded to the Cuban Missile Crisis of 1962 by assuming that the United States had superior military strength and increased weapon production in the Soviet Union. Large amounts of money were spent on weapons therefore taking it away from other more necessary items and hurt the Soviet economy, causing hardships for everyone.
c. The Soviet Union built an extensive military, vast nuclear arsenal, and spread its ideological and political influence across the globe and imposed a totalitarian system on its own people and on neighboring countries. For all of its “superpower” this great Communist country was unable to provide enough food or modern items for its citizens.
d. Khrushchev was removed from power and replaced by Leonid Brezhnev in 1964. Brezhnev was in control until 1982 when he died. During an era of Detente with the U.S., Brezhnev was able to slightly ease relations with non-Communist countries, but stifled the decline within Communist countries.
e. The presidency of Jimmy Carter and America’s move into détente put a greater focus on human rights. This focus on human rights initiated the signing of the Helsinki Accord by the United States, Canada and more than 30 European countries, including the USSR. The accords stated that the post WWI boundaries would be honored, ensuring the Soviet Union’s control over Eastern Europe and declare that these boundaries could only be changed through peaceful means. This was intended to ease the tensions between the non- Communists and the Soviets.
f. The Helsinki Accords were also intended to create an agreement to respect human rights, protect fundamental freedoms such as thought, conscience and religion, and to cooperate in scientific, economic, and humanitarian efforts.
g. The Soviets were willing to agree with the accords when it can to increased trade and decreased possibilities of disputes over boundaries, but they were not as willing to accept the human rights conditions.
h. Many people believe that it was the human rights guarantees that actually created rebels with in the Soviet bloc countries –Hungary, Poland and others. They challenged their governments openly on issues of free speech, free association (assembly) and other basic rights. This inspiration eventually led to the overthrow of the Communism in the Soviet Union
2. After students have completed taking notes, discuss any areas that they are unsure about
Evaluation:
Hand out Appendix C. Students can work in groups or independently to complete the questions that are based on their note taking.
Vocabulary:
De′tente – an easing, as of discord between nations
Homework:
Correct completion of Appendix C.
Learning Objective:
Understand the differences in political systems and how the political system gains power over the people and the land. Understand cause and effect and how historical events usually have multiple causes and multiple effects, some of which are not recognized until long after the event occurs.
Language Objective:
Students will be able to apply knowledge of the past to analyze present day issues and events from multiple, historically objective perspectives.
Main Activity:
1. Ask the students to describe what the Helsinki Accords were (they were the meant to ease boundary disputes and protect human rights). Have students describe why they think the Accords were important (answers may vary).
2. Have students locate Afghanistan on a map. It is a very poor country that is landlocked; it was a republic until Communists took it over in 1978. It is made up of 99 percent Muslim.
3. Discuss the following facts with the students: (They should take notes as some of the information helps move them to understanding current events)
a. Many people say that the Soviet sent in troops to keep the Communist movement strong as well as out of fear of a strong Islam group.
b. When the Soviets went, they didn’t leave quickly. They stayed in Afghanistan for 10 years – this caused great harm to Afghanistan as well as to the Soviet Union. Almost one-third of the population of Afghanistan fled the country while the Soviets occupied it. Many of those refugees remained in Pakistan and Iran even after the Soviets left, this created a problem of a very small labor force and the economy suffered even more than before the invasion. Today there are still Afghans who do not have food, clothing or shelter and the medical care is to insufficient to meet the needs of the people.
c. Still today Afghanistan remains heavily “mined” – these are remnants of the war. Everyday people are killed and maimed by the old buried bombs.
d. The Afghans suffered, but the Soviet losses were also large: At least 13,000 soldiers killed and 35,000 soldiers wounded in the 10 years that the war drug on. To further the drain on the Soviet Union, they spent millions on military equipment, putting more strain on the already strained Soviet economy. Saudi Arabia, the United States, and other countries assisted the Soviets’ opponents – the opponents were a group of Muslims called the Mujaheddin. The Soviets withdrew from Afghanistan in February 1989 because of the many problems at home.
e. After the Soviet withdrew, Afghanistan was faced with a civil war that led to the Taliban taking over 90 percent of the country. The Taliban was a group of students whose goal is to establish in Afghanistan an almost pure Islamic state.
f. The United States gave aid to the Taliban until it was learned that civil rights were being abused- the assistance was then removed.
g. Soviet problems were increasing, their leadership was changing. Brezhnev died in 1982, at 76. He was succeeded by Yuri Andropov, who died less than two years later in 1984; the man that took his place was Konstantin Chernenko, who died after only one year in office. Mikhail Gorbachev was then appointed general secretary and remained in power until the Soviet Union dissolved in 1991.
h. The growing attention to human rights led people to speak out more against the Soviets, creating yet another problem. In the early 1980s Poland tried to break away from the Soviet Union and even well known Soviets spoke out. Upheaval and lack of unity increased.
Evaluation:
Give each student a copy of Appendix D and ask them to read the handout. It gives a little more information on the war in Afghanistan.
Vocabulary:
Mujaheddin - Islamic guerrillas based in Iran and Pakistan who fought holy war (jihad) against Soviet forces occupying Afghanistan in the late 70s and the 80s
Homework:
Write a brief essay summarizing the material covered in the reading.
Learning Objective:
Language Objective:
Main Activity:
Local Holiday; NO CLASS
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Local Holiday; NO CLASS
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Materials 1. Map of USSR before its breakup (teacher will supply) 2. Copy for every student of outline map of Russia and Eastern Europe (teacher will supply) 3. Copy for every student of Appendix A: USSR after the breakup – locations to identify 4. Copy for every student of Appendix B: Map Creation Rubric 5. Copy for every student of Appendix C: Arms Race and Helsinki Accords – Questions 6. Copy for every student of Appendix D: USSR and Afghanistan at War, Rubrics for grading each Appendix
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will understand the era known as the Cold War, and how economic turmoil leads to the breakup of the Soviet Union.
- Students will understand how post-World War II geopolitical reorganization produced the Cold War balance of power and new alliances that were based on competing economic and political doctrines.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to analyze the social, political and economic impact of globalization and technological advancement, including the effects on the economies of developing countries and the impact on political power and political boundaries.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand the era known as the Cold War, and how economic turmoil leads to the breakup of the Soviet Union. Students will understand how post-World War II geopolitical reorganization produced the Cold War balance of power and new alliances that were based on competing economic and political doctrines.
Language Objective:
Students will be able to analyze the social, political and economic impact of globalization and technological advancement, including the effects on the economies of developing countries and the impact on political power and political boundaries.
Main Activity:
1. Review information about the war between the USSR and Afghanistan. What were the causes of the Afghanistan War? (anti-Communist Muslim guerrilla rebels) What were some of the problems caused by the Russians, for the Afghans, when they invaded Afghanistan? (left the Afghans with a bad economy, no employment, land filled with deadly mines)
2. After discussing the previous assignment tell students that they will now be responsible for completing a research assignment on three men that helped bring the Soviet Union to its end.
3. Hand out Appendix E to each student. Read the directions and expectations of the assignment to the students, they are to read along. Give a due date for them to write at the top of the assignment.
4. Ask if there are any questions regarding the assignment and clarify those for the students.
Evaluation:
Allow students the class period to start working on the assignment. If they run into any problems in the beginning, they can get the help to put them back on track.
Vocabulary:
Andrei Sakharov, Mikhail Gorbachev, Lech Walesa
Homework:
Oral presentation biography research project on one of these three men Andrei Sakharov, Mikhail Gorbachev, or Lech Walesa.
Learning Objective:
Students will be able to analyze the social, political and economic impact of globalization and technological advancement, including the effects on the economies of developing countries and the impact on political power and political boundaries.
Language Objective:
Students will discuss the Solidarity movement in Poland.
Main Activity:
1. Ask students if they have any questions concerning their research projects. Answer all questions that they may have.
2. Pass out a copy of Appendix G to each student. Have students pair read the handout.
3. When the students have finished reading have the pairs discuss the following questions.
a. Discuss why the workers decided to call their cause Solidarity.
b. Why do you think the Soviet government is against workers having a say in their jobs and having the right to voice their opinions?
c. Compare the Solidarity movement with American union movements.
4. After the students have discussed the questions, have groups share the information that they have developed.
5. Students may come up with a wide variety of answers discuss all that there is time for.
Evaluation:
As homework, the students should write a summary of the information they read.
Vocabulary:
Solidarity – a federation of trade unions in Poland, founded in 1980; under the leadership of Lech Walesa it challenged the Soviet-backed government of the day.
Homework:
The students should write a summary of the information they read.
Learning Objective:
Students will present their research project on Andrei Sakharov, Mikhail Gorbachev, or Lech Walesa.
Language Objective:
Students will present their research project on Andrei Sakharov, Mikhail Gorbachev, or Lech Walesa.
Main Activity:
During this class period, students will present their Biography research project on one of these three famous men − Andrei Sakharov, Mikhail Gorbachev, or Lech Walesa.
Evaluation:
Appendix F: Research Project Rubric
Vocabulary:
No Vocabulary
Homework:
Review for the examination on Friday.
Learning Objective:
Examination over the post WWII period to the fall of the Soviet Union in 1991.
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
Block Schedule; No Class
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Copy for every student of Appendix E: Biography Research Project, Appendix F: Research Project Rubric
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
- Students will know about China’s transformation to Communism, and the Great Leap Forward.
- Students will review all material from the second semester in preparation for the final exams.
Weekly Procedural Knowledge Overview - (Students will be able to...)
- Student will read about Mao Zedong in their textbooks, and create a biographical essay about him.
- Students will review all material from the second semester in preparation for the final exams.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know about China’s transformation to Communism, and the Great Leap Forward.
Language Objective:
Student will read about Mao Zedong in their textbooks, and create a biographical essay about him.
Main Activity:
Students will watch lecture 32 of 37 from the Harvard Open Learning Initiative Course, China: Traditions and Transformations. This 50-minute lecture presentation, with an accompanying PPT presentation that, is part of an introductory course on China for undergraduates at Harvard. Taught by two of the leading scholars of the China field — professors Peter Bol and William Kirby — the presentations provide background for students on Communism in China as well as the Great Leap Forward.
Evaluation:
Students will write an essay responding to this statement. "The 'Great Proletarian Cultural Revolution,' usually known simply as the Cultural Revolution (or the Great Cultural Revolution), was a 'complex social upheaval that began as a struggle between Mao Zedong and other top party leaders for dominance of the Chinese Communist Party (CCP) and went on to affect all of China with its call for 'continuing revolution.' This social upheaval lasted from 1966 to 1976 and left deep scars upon Chinese society."
Vocabulary:
Chinese Communist Party, Mao Zedong, The 'Great Proletarian Cultural Revolution
Homework:
Student will read about Mao Zedong in their textbooks, and create a biographical essay about him.
Learning Objective:
Students will review all material from the second semester in preparation for the final exams.
Language Objective:
Students will review all material from the second semester in preparation for the final exams.
Main Activity:
*** Review Class for the Final Exam ***
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
***FINAL EXAMS***
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
***FINAL EXAMS***
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Language Objective:
Main Activity:
***FINAL EXAMS***
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Lecture 32 of 37 from the Harvard Open Learning Initiative course, China: Traditions and Transformations
State of Minnesota Standards Covered
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