NOTE the questions above deal specifically with Author of the reading. burning_at_the_stake.docx File Size: 16 kb File Type: docx Spodek Work Submit Chapter 4-6 Study Guides for your group. This should include 1/2 a chapter (as assigned) and be in the form of notes from your group. UbD Lesson Plans Stage 1- Desired Results Established Goals: to lecture on the history of Polish democracy and provide an example of change and continuity in history Essential Understandings: Poland was unique in developing modern democracy. The Age of Empires was a ruthless age run on Machiavellian ideals. Powerful neighbors and broken promises mar Poland’s history. Military victory is sometimes the start of the overall defeat. Essential Questions: How did Poland develop a modern democracy without any significant bloodshed? How did the three surrounding empires disassemble Poland? How was Poniatowski a pawn? How did the Battle of Vienna mark the end of Polish democracy. Students will know… Details of the Battle of Vienna Jan Sobieski as a tragic figure The Saxon kings of Poland The role of Poniatowski and Catherine the Great Students will be able to … Take Assess the implications of actions taken in Polish history Write an essay Stage 2- Assessment Evidence Performance Students will take notes. Students will extract “big picture” thesis statements from the lectures. Students will write essay based on lecture notes. Other Evidence: Stage 3- Learning Plan Lecture will be given on Polish democratic history. Students will take notes. Students will compare Polish governmental types with others they’ve already studied / know from other classes in a bulleted list. Students will create big picture thesis statements from the lecture. This will curtail into questions found on the timed essay lessons.
Students will know… The details of each of the readings, including the Harappa Culture through archeology, the arguments related to the Aryan invasion, and the methods of understanding history through the lens of a linguist. Students will be able to … Develop questions. Hold meaningful discussions. Be able to take notes of the main points of another discussion. Stage 2- Assessment Evidence Performance Tasks: Full participation in the Fishbowl activity Other Evidence: 3- Learning Plan All students will read the three sites found at (Scroll to October) Students will be assigned one of the readings to create a student led Socratic Seminar (Fishbowl Each group member should create 10 questions with 10 answers based on the assigned reading. Each group has a Socratic Seminar moderator. The discussants form an inner circle, the non-discussants are listeners and note-takers. The fishbowls continue all three groups have discussed the questions of the group member as chosen by the moderator. UbD Lesson Plans Stage 1- Desired Results Established Goals: to provide an exam like atmosphere in administering the Timed Essays and to practice already established essay writing practices. Essential Understandings: Timing and adherence to the principles of writing essays is essential in finding success on the APWH exam. Essential Questions: What is the best way to pace yourself in writing essays. Students will know… SOCACA thesis statements PERSIA elements of grouping Passive Voice The Essay Writing Rubrics discussed earlier in class Students will be able to … Put into practice: SOCACA thesis statemetns, supporting evidence and argumentation. Stage 2- Assessment Evidence Performance Tasks: Students will write a 45 minute essay on a pre-determined question found at (Scroll down to October) Other Evidence: Revised at the end of the essay writing unit. Stage 3- Learning Plan Students will start by writing the pre-determined essay for 45 minutes each day until the 8 Compare/Contrast and CCOT are complete. The remainder of the will be dedicated to another task At the end of the unit (after essays are returned), students will compile an essay writing rules list based on comments made to their papers.
Essential Understandings: Africa had four major slave trades. The Islamic slave trade was a social status symbol, whereas the Atlantic slave trade was an economic necessity. Diasporas spread culture globally more effectively than trade networks. Essential Questions: What were the four slave trades of Africa? Why Africa? What were the differences and similarities of the Islamic and Atlantic slave trades? What are the impacts of diasporas? Students will know… related to the different slave trades. The growth of Islamic wealth due to military conquest. The details of the origins of the Atlantic Slave trade. Why diasporas occur. Students will be able to … Answer the question why certain negative practices are perpetual. Stage 2- Assessment Evidence Performance Tasks: Create a list of perpetually “bad” practices and brainstorm why they will persist in the world. Create a brainstorming with examples. Evidence: 3- Learning Plan Lecture will be given on Slavery. Students will take notes. After the lecture, students will come up with a list of perpetually “bad practices” on a sheet of paper. Individually, students will create a list of why these items persist in the world and provide examples of where/how they persist. An assigned student will write these ideas down on the big sheet of paper. As the semester progresses, students will be to add examples to the paper from new points/lectures/lessons. Similar work can be done for thesis statements (from lectures and essays) made earlier in class. UbD Lesson Stage 1- Desired Results Established Goals: to create Photostory 3 productions on a select list of travelers, using three sources as their guide. Essential Understandings: Times of increased trade and new discovery are often times of competition and conflict. Travelers help to disperse and spread myths about foreign cultures. Essential Questions: Why was the Renaissance such an important time economically speaking? What was the result of increased interaction among cultures? What role did the travelers have on the perception of foreign cultures? Students will know… Martin Guerre Ibn Battutu Marco Polo Zheng He John of Montecorvino Matteo Ricci Students will be able to … Produce a three minute movie on the exploits of the travelers in history using Photostory 3 Integrate the three readings into a comprehensive summative text