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ST. LOUIS PUBLIC SCHOOLS: CURRICULUM-BASED LESSON DESIGN TOOL (WEEKLY)

Teacher: Ms. Dix Date/Week of: October 10th

` Grade Level: 10th

|CONTENT AREA |DIFFERENTIATED INSTRUCTION/CROSS-CONTENT INTEGRATION |

|AP World History | |

|Goals: Big Idea/Concept |HOW will you teach the Content? (strategies, accommodations, |

| |groups, content variation, etc.) |

|Mesopotamia; Egypt; Indus Valley and Yellow River |I will cater to all of the students learning abilities. Some of |

|How did geography influence the development of early civilizations? |the students are visual learners, some auditory, some kinesthetic.|

| |Some work well individually, others work well in groups. All of |

| |these different learning strategies will be implemented within |

| |this unit. There will be various note-taking using power point |

| |(visual), lecture (auditory), and there will also be hands on |

| |learning (kinesthetic, visual) (as will be demonstrated through |

| |various projects and mini activities throughout the entire unit. |

| |Students tend to have an attention span of about 10 to 15 minutes.|

| |After that the students must do something with that information. |

| |My instructional strategies will accommodate that to the best of |

| |my ability by giving notes for about 10 minutes, then doing a |

| |short activity with that information, then a little more notes or |

| |teacher facilitation, then another activity using that information|

| |which was just introduced. Technology will be a huge factor |

| |within a majority of my strategies. |

| | |

| |Day 1: |

| |Do Now Activity |

| |Cornell notes over Chapter 3 Section 2 |

| |Students will be handed back engrade sheets and graded work |

| |Students will review results for their Chapter 2 Sections 1-3 Test|

| |Students will finish their World History Webquest (Egypt) |

| |Students will be introduced to citation in APA format for their |

| |research papers/power-points |

| |Independent Assignments and Readings |

| |Day 2: |

| |Do Now Activity |

| |Students take Cornell notes over Chapter 3 Section 3 |

| |Students will break up into groups of 3-4 and work on their Early |

| |Civilization in India Research Project |

| |“Standard 2: Continuity and Change in World History |

| |Standard 7: Tools of Social Science |

| |Inquiry |

| |Independent Assignments and Readings |

| |Day 3: |

| |Do Now Activity |

| |Cornell Notes over Chapter 3 Section 3 |

| |Students will break up into groups of 3-4 and work on their Early |

| |Civilization in India Research Project |

| |Working on Missing Assignments |

| |Independent Reading/Work |

|Grade Level Expectation/Objectives | |

|(WHAT are you going to teach?) | |

|SS: 2, 5, 7 |Teacher Reflections/Student Work Analysis |

|GLE: World History 2b.A (1) |I will record a journal log describing what methods work and what |

|GLE: Geography 5.E (5), 5.F (6) |methods do not work. |

|GLE: Tools of Social Science Inquiry 7.A (1), 7.B (2), 7.C (3), 7.D |I will informally assess students based on observations, class |

|(4), 7.E (5) |discussion, and participation. I will formally assess students |

| |based on results of their homework assignments and other various |

|Alignment to Show-Me Standards for Social Studies: |mini activities/short projects (hands-on activities). All of the |

|Standard 2: Continuity and Change in World History |information can be pulled directly from the text and the classroom|

|Standard 5: Major Elements of Geography |notes, so the students should have no problem completing this |

|Standard 7: Tools of Social Science Inquiry |assignment. I will also ask questions to check for clarification |

| |of the material being presented during the lecture. I plan to use |

|Explore the ways in which achievements of the Sumerian city-states, |the results of the homework assignment/Q & A as a guide in |

|such as Hammurabi’s Code, enriched early civilizations. |measuring what needs to be taught again, and how much the students|

|Trace the key developments of ancient Egyptian civilization |comprehend the text when required to read on their own. If the |

|Describe how trading peoples, such as the Phoenicians, influenced the |students appear to be struggling with reading the text I may use |

|development of Southwest Asia. It also traces the early history of |reading strategies such as choral reading or the read aloud |

|the Israelites. |method. |

|Discuss Assyrian contributions and the significance of the Persian |Student Analysis: |

|Empire. |Assigned reading and homework questions |

| |Egyptian Advertisement Webquest |

| |Early Civilization in India Research Project |

|Essential Questions(s)/DOK: | |

|Higher Order Questions scaffolded to reach the Big Idea | |

|Interpret the influence of geography on a rising civilization. What |Reteaching Strategies |

|were the importance of the Nile and other geographical features of the|I plan to use the results of the homework assignment as a guide in|

|Egyptian civilization? |measuring what needs to be taught again, and how much the students|

|Compare and contrast ancient civilizations. What were some |comprehend the text when required to read on their own. Before I |

|similarities and differences between the Mesopotamian civilization and|begin instruction for the new section I will review some of the |

|the Egyptian civilization? |material we addressed the other day by writing three review |

|Analyze the impact of religion. How did religion influence Egyptian |questions on the board just to refresh their memory about the |

|culture? |lesson from the other day. If the majority of the students do |

|Analyze the influence of geography on a civilization. What was the |well on the mini quizzes as well as the review questions, then the|

|importance of the Ganges and Indus rivers as well as the monsoons when|format of instruction that I am using (15 minute note taking using|

|discussing the geography of India’s civilization? |power-point) is working. However, if the students do not do well |

|Compare and contrast ancient civilizations. What were some |on the mini quiz, then I must change the way that I present the |

|similarities and differences between Mesopotamia, Egypt and India? |material to the class. The important thing is for the students to|

|(Explain) Why do all of these civilizations rise near rivers? |have a strong knowledge base of the material being introduced, and|

|(Identify & Relate) What major river does our civilization thrive off |then having the students apply the material that was presented to |

|of? |them. Another important aspect of observing success within the |

|Discuss the influence of geographical features. What is the |classroom is if the students are retaining the information |

|importance of the Huang He and Chang Jiang rivers when discussing the |successfully, reflecting the hands-on activities, then more |

|geography of China’s civilization? |hands-on activities will be incorporated within the lesson. One |

|(Compare and Contrast) What were some similarities and differences |thing is certain, the students love technology. The more |

|between the civilizations of India and China? |technology incorporated within the lesson plan activities, the |

|Describe the relationship that exists in Hinduism between the caste |more engaged the students are with the lesson or activity. This |

|system and the dharma, or divine law. |increases the students’ ability of retaining the information that |

|How did Arjuna’s decision to fight illustrate the importance of |is taught to them throughout the unit. If most of the students |

|Hinduism concept of dharma in Indian life? |have trouble retaining the information, then I will split the |

|Show the similarities and differences between Hinduism and Buddhism. |students into small learning groups and retackle the learning |

|Explain what sorts of goods were carried on the Silk Road and why. |objectives. If a small percentage of the students have difficulty|

|Explain the three examples of early Indian architecture. |passing the learning goals, then I will get the help of a resource|

|Analyze how do historic epics Mahabharata and Ramayana reflect real |teacher. With the aid of the resource teacher I will re-teach the|

|life in early India? |learning objectives to that group of students while continuing |

|Explain the importance of filial piety to the Chinese. How does the |slowly with the rest of the class, who passed the learning goals, |

|concept of filial piety relate to the Confucian view of how society |giving those students more challenging objectives for the next |

|should function? |lesson that I am going to go into. |

|List some agricultural advances developed in ancient China and explain| |

|how they increased food production. | |

|What are advantages and disadvantages of a society based on Legalism? | |

|Explain how free farmers sometimes became tenant farmers. | |

|Discuss Qin Shihuangdi’s actions for unifying the Chinese world. | |

|What is the importance of technological advancements in sailing that | |

|were made during the Han dynasty? | |

|Assessment/Performance Task: | |

|How will students SHOW what they have learned? | |

|The students will demonstrate what they have learned by completing | |

|various homework assignments and activities that addresses what was | |

|discussed during class. (Homework: assigned questions from Chapter 2 | |

|sections 1-2 and Chapter 3 Section 1-3; Locating Geographical Features| |

|Activity) The students will also have mini quizzes at the end of | |

|lectures and note taking sessions. | |

|After studying this chapter, students should be able to: | |

|explain the impact of geography | |

|describe the significance of religion; | |

|list major sets of laws; | |

|name the first empires and why they declined; | |

|list characteristics of life in these societies; | |

|describe the effects of wars and conquests; identify the importance of| |

|early inventions | |

|Vocabulary |Vocabulary Strategies | |

|City-state, ziggurate, |The students bell work will consist | |

|theocracy, empire, partriarchal,|of using vocabulary that they are | |

|polytheistic, cuneiform, |about to learn for that days lesson. | |

|dynasty, pharaoh, bureaucracy, |This gives the students 2-3 minutes | |

|vizier, mummification, |to read some of the material that we | |

|hieroglyphics, hieratic script, |are about to cover and identify for | |

|pastoral nomad, monotheistic, |themselves what these vocabulary | |

|satrapy, satrap, monarchy, |words are before we discuss it that | |

|Monsoon, Sanskirt, raja, caste |day. The students are more likely to| |

|system, caste, Hinduism, |pay attention to its meaning if they | |

|reincarnation, karma, dharma, |attach value to it. Identifying new | |

|yoga, Buddhism, ascetic, |vocabulary words before the lesson | |

|nirvana, Himalaya, Ganges River,|begins will also reinforce the | |

|Deccan, Hindu Kush, silk road, |information that is going to be | |

|pilgrim, Persia, Changan, |presented to the class. | |

|Antioch, Syria, Mediterranean | | |

|Sea, Confucius, Laozi, Huang He,| | |

|Mongolia, Chang Jiang, Yellow | | |

|Sea, aristocracy, Mandate of | | |

|Heaven, Dao, filial piety, | | |

|Confucianism, Daoism, Legalism, | | |

|regime, censorate, Great Wall of| | |

|China | | |

|Technology/Manipulatives | |

|Major use of power-point displaying the key terms and identifications.| |

|The format of the power-point is in Carnell note format. There is | |

|also use of internet. The smart board is used for displaying the | |

|power-point during the students’ note-taking session. | |

KEY

Big Idea- The core concepts, principles, theories and processes that should serve as the focal point of curriculum, instruction and assessment.

Grade Level Expectations-The thought or belief of what a student should know at a particular grade level by the end of the school year. Missouri’s grade level expectations are aligned to the Show-Me Standards and The Frameworks from the Curriculum Development.

Objective-The desired concept/skill that is to be learned.

Evaluation-The way that you will assess what the student has learned.

Performance Task-An assessment exercise that has specific performance criteria (this type of assessment needs a rubric/scoring guide).

Essential Questions-A thought-provoking question designed to engage student interest and guide inquiry into the important ideas in a field of study.

DOK-Depth of Knowledge-The degree of knowledge (thinking) complexity elicited from students on an assessment.

Vocabulary-The words that are necessary for students to know in order to grasp a skill/concept.

Vocabulary Strategies-The research based method/strategy used to help students figure out the meaning of unfamiliar words.

Technology-The tools or aids used to teach your lesson.

Differentiated Instruction-A process to approach teaching and learning for students of differing abilities in the same class. To differentiate instruction is to recognize and acknowledge students with varying background knowledge, readiness, language, preferences in learning and interests.

Teacher Reflections-A conscious mental and purposive process relying on thinking/reasoning/examination of one’s own thoughts and feelings.

Student Work Analysis-The explicit process used to analyze student work against a set of standards and scoring guide.

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