10th Grade Smartboard CAP



Curriculum Area Project

10th Grade Smartboard for Global Studies

EAST MEADOW SCHOOL DISTRICT

East Meadow High School

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2009-2010

Facilitator: Judith Trocchio

Michelle Barnhill

TABLE OF CONTENTS

Abstract pg. 3

Rationale pg. 4

Lesson #1: Causes of French Revolution

- Lesson Plan pg. 5-6

- Notebook File pg. 7

- Handout pg. 8-9

Lesson #2: Impact of Imperialism

- Lesson Plan pg. 10-11

- Notebook File pg. 12

- Handout #1 pg. 13

- Handout #2 pg. 14

Lesson #3: Causes of World War One

- Lesson Plan pg. 16

- Notebook File pg. 17

- Handout #1 pg. 18

- Handout #2 pg. 19

Lesson #4: Smart-Board Regents Review

- Lesson Plan pg. 20

- Review Packet pg. 21-26

- Handout pg. 27-29

Lesson #5: PowerPoint Mid-term Review

- Lesson Plan pg. 30

- Contact sheet pg. 31-39

Lesson #6: PowerPoint Regents Review

- Lesson Plan pg. 40

- Contact Sheet pg. 41-49

Bibliography pg. 50

Abstract

This Curriculum Area Project is to help tenth grade Global History and Geography teachers use technology in their classroom. The lessons in this CAP are designed in conjunction with the use of Smartboard technology. Each lesson will clearly outline a Smartboard activity. Al information, photographs, and maps have been taken from public domain.

Rationale

The East Meadow School District has recently spent much time, energy and funds to increase the amount of technology in their teacher’s classrooms. As Smartboards become more of a “staple” of every classroom it will be imperative for teachers to learn how to use this technology. The technology can be cumbersome; so this CAP is designed to ease a tenth grade Global History and Geography teacher into the world of Smartboards.

Lesson #1: Causes of the French Revolution

Aim: What were the causes of the French Revolution?

OBJECTIVES

S.W. B. A. T.:

- Explain the causes behind the French Revolution

-Find supporting details

Materials:

Textbook: World History- Patterns of Interaction (McDougal Littell)

Access to a computer

Access to a Smartboard

Handouts: French Revolution #1

French Revolution #2

Do Now:

Use page 650 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1. How would you describe an unjust government?

2. What are the possible benefits of overthrowing an unjust government?

3. What are the possible drawbacks of overthrowing an unjust government?

The teacher will record student answers on the board.

Motivation:

In the United States today, what determines a person's class?

What percentages of people, do you think, fall into the upper, middle, and lower classes today?

The teacher will record student answers on the board.

Lesson:

For each cause of the French Revolution, students will find three supporting details (using the textbook) that explain why this was a cause for the Revolution. Students can be asked to write their answers on the Smartboard for the class to see. All student answers should be discussed as a class.

Summary:

Do you believe that the French were justified in revolting against the monarchy?

Student answers will be recorded on the board by the teacher.

Lesson #1: NOTEBOOK FILE (put this on the Smartboard along with the student’s handout)

Aim: What were the causes of the French Revolution?

Do Now:

Use page 650 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1. How would you describe an unjust government?

2. What are the possible benefits of overthrowing an unjust government?

3. What are the possible drawbacks of overthrowing an unjust government?

Handout #1: French Revolution

Do Now:

Use page 650 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1. How would you describe an unjust government?

2. What are the possible benefits of overthrowing an unjust government?

3. What are the possible drawbacks of overthrowing an unjust government?

For each cause of the French Revolution, students will find three supporting details (using the textbook) that explain why this was a cause for the Revolution.

REASON 1: ABSOLUTE MONARCHY

Under absolute monarchs, most French people were denied their basic rights and say in government.

1.

2.

3.

REASON 2: SOCIAL INEQUALITY

Since the Middle Ages, everyone in France belonged to one of three estates (which was a social class).

1.

2.

3.

REASON 3: ECONOMIC INJUSTICES

Poor harvests and high taxes angered the poor and the Third Estate.

1.

2.

3.

REASON 4: ENLIGHTENMENT

Enlightenment thinkers called for democratic reforms.

1.

2.

3.

REASON 5: ENGLISH AND AMERICAN EXAMPLES.

The English and the Americans had successful revolutions in their nations.

1.

2.

3.

Do you believe that the French were justified in revolting against the monarchy?

Lesson #2: Impact of Imperialism

OBJECTIVES

S.W. B. A. T.:

- Assess the negative and positive effects of European rule

- work together in groups

Materials:

Textbook: World History- Patterns of Interaction (McDougal Littell)

Access to a computer

Access to a Smartboard

Imperialism Handout #1

Imperialism Chart Handout

AIM: How did imperialism impact different nations?

DO NOW:

Use page 772 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1) What advantages might European colonizers bring with them?

2) How might colonization hurt the native population?

3) Use the picture provided to describe the relationship between the colonizers and those colonized.

MOTIVATION:

What are some ways one can assert their power and dominate a weaker or smaller person?

Link this to imperialism and explain why industrialized nations were able to make colonies from weaker nations.

LESSON:

Students will be put into assigned groups and be given the following instructions:

In your assigned groups, find the answer to the question posed for the nation assigned to your group. You may use the textbook, your notes, and/or your homeworks to aid you in finding comprehensive and accurate answers.

SUMMARY:

Using information from today's lesson, answer the following:

Overall, was imperialism positive or negative?

(Think about imperialism in the past and how it shaped the state of nations today).

Lesson #1 NOTEBOOK FILE:

(In conjunction with Imperialism handout #1)

AIM: How did imperialism impact different nations?

DO NOW:

Use page 772 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1) What advantages might European colonizers bring with them?

2) How might colonization hurt the native population?

3) Use the picture provided to describe the relationship between the colonizers and those colonized.

Imperialism Handout #1

AIM: How did imperialism impact different nations?

DO NOW:

Use page 772 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1) What advantages might European colonizers bring with them?

_____________________________________________________________________________________________________________________________________________________________________________________________

2) How might colonization hurt the native population?

_____________________________________________________________________________________________________________________________________________________________________________________________

3) Use the picture provided to describe the relationship between the colonizers and those colonized.

_____________________________________________________________________________________________________________________________________________________________________________________________

MOTIVATION:

What are some ways one can assert their power and dominate a weaker or smaller person?

_____________________________________________________________________________________________________________________________________________________________________________________________

Imperialism Handout #2

Directions: Use your textbook to complete the following chart.

2. How did these colonies change under European domination?

|Name of Colony |Name of country that |Positive effects of foreign rule? |Negative effects of foreign rule |

| |controlled colony | | |

| | | | |

|The Congo | | | |

| | | | |

|South Africa | | | |

| | | | |

|India | | | |

| | | | |

|China | | | |

| | | | |

|Japan | | | |

2. Were their any movements or rebellions against European imperialists? Where they successful

|Name of Colony |Name of country that |Were there any rebellions? Were they successful? Why or why not? |

| |controlled colony | |

| | | |

|The Congo | | |

| | | |

| | | |

|South Africa | | |

| | | |

| | | |

|India | | |

| | | |

|China | | |

| | | |

| | | |

|Japan | | |

Lesson #3: World War One

OBJECTIVES

S.W. B. A. T.:

- Assess the negative and positive effects of European rule

- work together in groups

MATERIALS:

Textbook: World History- Patterns of Interaction (McDougal Littell)

Access to a computer

Access to a Smartboard

World War I: Handout #1

World War I: Handout #2

DO NOW:

Project the WWI Notebook file onto the Smartboard. Allow adequate time for students to complete the assignment

LESSON

1. Discuss the student’s answers to the “Do Now” Activity

2. Teach students the acronym M.A.I.N (Militarism, Alliances. Imperialism, Nationalism) as the causes of World War I use images from the Internet to add a visual component to the lesson and to further describe how each term was a cause to the war

3. Discuss the sequence of the war’s events with the students

4. Distribute Handout #1 to students. Allow adequate time for students to complete the activity. Write the answers on the board.

Final assessment:

Students are to write one paragraph explaining which cause they felt had the greatest impact on the war and why

NOTEBOOK FILE: WORLD WAR ONE

AIM: What were the causes of WWI?

DO NOW: Use page 840 of World History- Patterns of Interaction (McDougal Littell) to answer the following questions:

1) Should you support an ally, even if you know they are in the wrong? Why?

2) What might be the consequences of supporting your ally if they are being unjust?

3) What might be the consequences of not supporting an ally?

World War I Handout #1

Directions: Use pages 841-843 in World History- Patterns of Interaction (McDougal Littell) to explain (briefly) how each of the following were a cause for WWI.

MILITARISM: ____________________________________________________

______________________________________________________________________________________________________________________________

ALLIANCES ____________________________________________________

______________________________________________________________________________________________________________________________

IMPERIALISM ___________________________________________________

______________________________________________________________________________________________________________________________

NATIONALISM __________________________________________________

______________________________________________________________________________________________________________________________

World War One Handout #2

Directions: In pairs, place the following in the order they occurred using the textbook as a guide.

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SUMMARY:

Using information from today's lesson, answer the following:

1) How do imperialism and militarism work together to promote warfare?

2) Why might someone argue against militarism?

3) How did nationalism lead to disobedience in the Balkans?

LESSON #4

TOPIC: Global History Review – 10th grade curriculum

THIS IS A SMARTBOARD LESSON

S.W.B.A.T:

- Analyze primary source documents

- Use their Global History skills to recall information that they have obtained

throughout the year

- Practice Document-Based Questions

MATERIALS:

- Smartboard

- Internet Access

- Handout #1

DO NOW:

Do you believe an image is worth a thousand words? Explain.

QUESTIONS/ACTIVITIES:

1. Discuss the answers to the student’s “do Now” responses.

2. Ask students to identify any famous photographs that have stood out in their mind and why they think that that particular image had such an impact on them.

3. Tell students that they will be looking at various images on the Smartboard and that they will have to examine those images and answer the accompanying questions from the handout.

4. Allow 3 minutes for each image.

5. Go over handout by using the Smartboard to highlight important aspects of the images and to record the proper answers.

NOTEBOOK FILE

Directions: In groups, you will take turns answering the three questions that correspond with the image assigned to your group. Write student responses on the Smartboard.

Image #1

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1. During which time period did this event take place?

2. What event is occurring in this picture?

3. What did this event symbolize?

[pic]

1. Who is the man in this picture?

2. Which nation is he from?

3. What is he known for?

[pic]

1. What time period does this image date from?

2. What is occurring in this image?

3. What was the result of this kind of fighting?

[pic]

1. What time period does this image date from?

2. What societal issue does this image portray?

3. What was done to address this issue?

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1. What time period does this image map date from?

2. Why was this situation able to occur?

3. What events led to independence for the nations show?

[pic]

1. What time period does this image date from?

2. What type of government does this image portray?

3. What events are associated with the central character in the image?

[pic]

1. What time period does this image date from?

2. What was the goal of this movement?

3. What was the outcome of this movement?

[pic]

1. What time period does this image date from?

2. Where did this occur?

3. Name one leader who helped change the situation shown.

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1. When was Pakistan created?

2. Why was Pakistan created?

3. Describe the current political climate in South Asia today (between India and Pakistan).

HANDOUT #1

Directions: Examine the images that will be displayed on the SmartBoard and answer the following questions

Image #1

1. Describe the image

2. During which time period did this event take place?

3. What event is occurring in this picture?

4. What did this event symbolize?

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IMAGE #2

1. Who is the man in this picture?

2. Which nation is he from?

3. What is he known for?

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IMAGE #3

1. Describe the image.

2. What time period does this image date from?

3. What is occurring in this image?

4. What was the result of this kind of fighting?

IMAGE #4

1. Describe the image

2. What time period does this image date from?

3. What societal issue does this image portray?

4. What was done to address this issue?

******************************************************************************************

IMAGE #5

1. Describe the image.

2. What time period does this image map date from?

3. Why was this situation able to occur?

4. What events led to independence for the nations show?

******************************************************************************************

IMAGE #6

1. Describe the image

2. What time period does this image date from?

3. What type of government does this image portray?

4. What events are associated with the central character in the image?

IMAGE #7

1. Describe the image

2. What time period does this image date from?

3. What was the goal of this movement?

4. What was the outcome of this movement?

******************************************************************************************

IMAGE #8

1. Describe the image.

2. What time period does this image date from?

3. Where did this occur?

4. Name one leader who helped change the situation shown.

******************************************************************************************

IMAGE #9

1. When was Pakistan created?

2. Why was Pakistan created?

3. Describe the current political climate in South Asia today (between India and Pakistan).

LESSON #5:

AIM: What do we need to know for the mid-term? (Jeopardy)

OBJECTIVES:

Students will be able to:

• Recall important information

• Relearn facts that have been forgotten

DO NOW:

Teacher will display assigned groups on the classroom overhead for students to see. Students will go into their assigned groups and get ready for review Jeopardy.

Each student will also be handed an index card to put their name on.

LESSON:

Each group will take a turn answering the Jeopardy question. All students in each group must take a turn representing their group. Since there is no order of difficulty, despite dollar amounts assigned to each question, all questions will be worth one point. It is up to each individual teacher to decide what the winning team will receive.

As the game is being played, each student should write down facts that they forgot on the index card with their name. Tell students that at least three facts should be written on their card by the end of the period. This allows students to keep track of information that they need to review for the upcoming exam.

SUMMARY:

Students hand in their list of at least three facts that they forgot on exit cards in order to leave. The cards can be returned the next day so that students can use them as a study aid.

LESSON #6: PowerPoint Final Review

AIM: What do we need to know for the big test? (Jeopardy)

OBJECTIVES:

Students will be able to:

• Recall important information

• Relearn facts that have been forgotten

DO NOW:

Teacher will display assigned groups on the classroom overhead for students to see. Students will go into their assigned groups and get ready for review Jeopardy.

Each student will also be handed an index card to put their name on.

LESSON:

Each group will take a turn answering the Jeopardy question. All students in each group must take a turn representing their group. Since there is no order of difficulty, despite dollar amounts assigned to each question, all questions will be worth one point. It is up to each individual teacher to decide what the winning team will receive.

As the game is being played, each student should write down facts that they forgot on the index card with their name. Tell students that at least three facts should be written on their card by the end of the period. This allows students to keep track of information that they need to review for the upcoming exam.

SUMMARY:

Students hand in their list of at least three facts that they forgot on exit cards in order to leave. The cards can be returned the next day so that students can use them as a study aid.

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