TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: | |

|writer: |Bates |Course/subject: |World History |

|Grade(s): |10 |Time allotted for instruction: |2 days |

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|Title: | |

| |The Agrarian Way |

|Lesson TOPIC: |Introduction of Unit 1 – Analyzing cause and effect that led to the Agricultural Revolution and |

| |Beginnings of Civilization. |

| | |

| | |

|TAKS Objective: |Objective 3: |

| |Demonstrate an understanding of economic and social influences on historical issues and events. |

|FoCUS TEKS and Student Expectation: |WG10: The student understands the distribution and |

| |characteristics of economic systems throughout the |

| |world. The student is expected to: |

| |(C) compare the ways people satisfy their basic needs |

| |through the production of goods and services such |

| |as subsistence agriculture… |

|Supporting TEKS and Student Expectations: |c.13 The student understands the impact of the Neolithic agricultural |

| |revolution on humanity and the development of the first |

| |civilizations. The student is expected to: |

| |(A) identify important changes in human life caused by the |

| |Neolithic agricultural revolution |

| |(B) explain economic, social, and geographic factors that led |

| |to the development of the first civilizations. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |The basic needs of the Paleolithic Age and Neolithic Age were met in various ways that led to the |

|Compare/contrast |Agricultural Revolution. |

| |Environment, technology and war were causes which greatly affected the Agricultural Revolution and |

|Cause and effect |beginning of early civilizations. |

| | |

| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

The History Facts of the Day # 8 will be displayed on an overhead projector using a transparency OR using a computer generated inFocus projector. Students have

recorded the History Facts of the Day in previous classes and are familiar with the

procedure.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Objectives: Students will apply their definition of civilization to two different eras

and report their findings to the class.

2. Procedures: The teacher will ask the students for their definition of civilization.

Their responses should include:

• A civilization is a group of people living and working together for the purpose of creating an organized society.

• People living in civilizations have the ability to use tools, work together cooperatively, and communicate with each other.

• People living in civilizations have the ability to advance culturally and technologically.

3. Modeling: The teacher will facilitate a Power Point Presentation describing

Prehistory to Early Civilization. The teacher will print out a black and white copy

of each slide with speaker notes prior to the presentation.

C. Guided activity or strategy

The teacher will divide the class into small groups of two or three students. Each group

will research civilizations of the Paleolithic Age and Neolithic Age.

D. Accommodations/modifications

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

1. The students will research early civilizations and prepare a Venn diagram to

compare and contrast the two periods.

2. Each group will select one person to report its finding to the class.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

The teacher will use a three-criteria rubric to evaluate students’ work during this lesson.

B. Rubrics/grading criteria

The teacher will explain the three criteria to the students.

• Criteria 1 – Students had difficulty completing their research and made an incomplete presentation to the class - 50 points.

• Criteria 2 – Students completed their research and made an accurate and complete presentation to the class – 75 points.

• Criteria 3 – Students completed their research carefully and thoroughly and made a thoughtful, accurate, and complete presentation to the class – 100 points.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

1. Were tools used by members of the civilization?

2. Did members of the civilization work together?

3. What form of communication – oral, written or both - did each civilization have?

4. Did either civilization advance culturally and technologically? Explain.

5. How would you describe the civilization?

IV. TAKS Preparation

A. Transition to TAKS context

Demonstrate an understanding of economic and social influences on historical issues

and events. The teacher will explain the economic influences of farming that led to the

Agricultural Revolution.

B. Sample TAKS questions

History Facts of the Day question (TAKS 2003)

The basic characteristic of the economics of most traditional agrarian societies is:

A surplus crops

B subsistence farming

C large reserves of investment capital

D a variety of crops for export

Answer: B

V. Key Vocabulary

Vocabulary terms were assigned the previous day and will be reviewed. (See FoCUS PLAN – 2: Talk Like a Historian)

VI. Resources

A. Textbook

B. Supplementary materials

• Transparency: History Fact of the Day

• Rubric: Early Civilization Rubric

• Power Point: Early Civilization

C. Technology

Overhead projector

InFocus projector

Computer

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

VIII. Teacher Notes

Only the TEKS listed on the Curriculum Map relating to Pre-History toward Civilization will be the focus

of these lessons. TEKS WG10 (C) correlates with WH14 (C).

The student understands the historic origins of contemporary economic systems.

The student is expected to:

WG10(C) compare the ways people satisfy their basic needs through the production of

goods and services such as subsistence agriculture

WH14(C) compare the relationships between and among contemporary countries with

differing economic systems

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