Teacher: Mr. QuaratellaDate: March 5 – March 18

Department/Course: Social Studies/World History I

Please note: Include time planned for activities to ensure appropriate pacing. Refer to the Effective Lesson Plan Checklist for required components and explanations of requirements for an effective plan.

SOL:The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by:
a)locating major trade routes. (March 5-10)
b)identifying technological advances and transfers, networks of economic interdependence, and cultural interactions. (March 5-10)
c)describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture. (March 11,12)
d)describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography,society, economy, and religion. (March 13-18)
Learning Intention/Objective: (March 5-6)
TSW complete a warm-up activity considering the nature of global trade and debating what it means to be in a global society.
TSW complete a world map graphic following along during direct instruction which introduces the six major trade routes from 1000-1500 C.E.
TSWparticipate in a trade routes activity, showing how each region interacted, which goods were traded, and who traded what.
Essential Question:
How did global trade affect the development of cultures in the Eastern Hemisphere from 1000-1500?
Resources:
Promethean Board
25 world map graphics
5 copies “European trader”
5 copies “Persian trader”
5 copies “Chinese trader”
5 copies “Indian trader”
5 copies “African trader”
Warm-Up/Anticipatory Set:
What do you think it means to be a part of a global society?
Based on this definition, what do you think it means to be a global superpower?
Lesson Learning Activities:
A)Warm-up activity reflecting on being a member of a global society (10 minutes)
B)Cloze notes activity (inclusion)/ structured notes (honors) (40 minutes)
C)Map graphic organizer activity (20 minutes)
D)Merchant traders activity (20 minutes)
Assessment(include scripted questions):
How did trade facilitate the diffusion of goods and ideas among different cultures?
Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.)?
How did trade affect rich people? How did it affect poor people?
Closure:
Exit ticket: Based on what we studied in class today, would you consider this a global society?
Learning Intention/Objective: (March 7-10)
TSW warm up with an activity reflecting on the global nature of their clothing. Each student will share where their shirt comes from and how that might make this a global society. The question: how likely was it that people in the second millennium had global goods/connections? (10-15 minutes)
TSW embark upon the “Travels of Ibn Battuta” through the interactive website created by Berkeley and create a Smore poster of one of the locations.
Essential Question:
How do the travels of Ibn Battuta illustrate the global nature of the second millennium?
Resources:
Promethean Board
Laptop Cart (or computer lab)
25 Ibn Battuta worksheets
Smore.com access
Anticipatory Set:
Where was your shirt made? Have you been to that country?
How likely was it that people in the second millennium traveled to get their goods?
Learning Activities:
A)Warm up activity: see above (10 minutes)
B)The Travels of Ibn Battuta online exploration with guided worksheet (40 minutes)
C)Smore workshop: each student will be responsible for creating an online brochure detailing one location to which Battuta traveled. The description should include four interesting facts about the location, three things that Battuta did while there, four pictures of the place, and a video of the location in modern times. (40 minutes)
Assessment (include scripted questions):
How was Ibn different than most people at this time?
What was the strangest detail of Ibn’s journey?
What are some themes that tie Ibn’s journey together?
Closure:
As a closing activity, I will have a few volunteers share their brochure on the Promethean board.
Learning Intention/Objective: (March 11-12)
TSW warm up with an activity predicting to what extent Japanese culture was influenced by Chinese culture.
TSW take notes on the development of Japan in regards to its geography, politics, and religion.
Essential Question:
Why were Shinto and Buddhism important to the development of Japanese culture?
How did Chinese culture influence Japan?
How has Japan’s geography influenced its development?
Resources:
Promethean Board
Cloze Notes (25 copies)
Access to computer lab/laptop cart
Shinto activity worksheet (25 copies)
Origami Paper
Anticipatory set:
Warm-up: Predict - In what ways do you think Japan was affected by its location relative to China?
Learning Activities:
A)Warm up – in what ways do you think Japan was affected by its location relative to China? (10-15 minutes)
B)Lecture – for the honors class, we will expect students to take their own notes. In the inclusion class, Cloze notes will be provided. (30 minutes)
1)the four main islands of Japan, their geographic breakdown
2)the influence of China’s proximity
3)the main tenets of Shintoism and its relationship to Buddhism.
C)Shinto Activity (30 minutes)
1)As a means to illustrate the various aspects of Shinto culture, we will talk about different ways people worship.
2)Students will have class time to go through religioustolerance.org and research Shinto using guided questions.
3)While many of the activities are not easy to do in school, we CAN use origami paper and instructions to make origami cranes, a favorite activity in Shinto culture.
D)Exit Ticket (attempted crane) – students will be asked to go home and reflect on one tradition in their family/neighborhood that has lasted at least 2 generations. (10 minutes)
Assessment (scripted questions):
What similarities do you see between Shintoism and Buddhism?
What are the four main Japanese islands? How far are they from China?
Why is it possible that many Japanese people are both Buddhist and Shinto?
How did the Chinese influence Japanese architecture?
Closure:
Exit Ticket (attempted crane) – students will be asked to go home and reflect on one tradition in their family/neighborhood that has lasted at least 2 generations. I will also collect and hang their cranes around the room.
Learning Intention/Objective: (March 13-14)
TSW complete a warm-up activity reflecting on their understanding of early African kingdoms.
TSW take notes on a lecture on the five main African kingdoms to introduce them to the important concepts of the SOL.
TSW create a poster depicting one of the five African kingdoms in terms of its politics, social structure, religious life, and its resources.
Essential Question:
What were the characteristics of civilizations in sub-Saharan Africa during the medieval period?
Resources:
Promethean Board
Class set, “African Kingdom Poster Project”
Poster materials (colored pencils, scissors)
Anticipatory set:
For the warm up, students will address the following questions:
1)Where is modern Ghana? How large is it?
2)Where is Zimbabwe?
3)Where is Mali?
4)What do you think the main goods traded by Africans were?
Learning Activities:
A)Warm up activity – see above. (10 minutes)
B)Direct Instruction – what were the five African kingdoms of the medieval era? How did they interact with the rest of the world? What happened to them? (25 minutes)
C)Group Poster activity – for this project, students are expected to work in groups of four to complete a poster describing one of the five African kingdoms. They are expected to use classroom resources to research (or reflect from their notes) the economic, political, social and religious life of the kingdom. Additionally, students are expected to sketch a map of the region and include the important nearby landmarks (deserts, rivers, mountains). (50 minutes)
D)Closure – students will present their posters to the class if they have finished. If they have yet to finish, the groups can work on them after school. (If time allows)
Assessment:
How are the African kingdoms connected to one another and the world?
Why do we have so little information about many of the kingdoms?
What was the role of the Sahara Desert in trade and the transfer of ideas?
Closure:
Students will present their posters to the class if they have finished. If they have yet to finish, the groups can work on them after school.
Learning Intention/Objective: (March 17-18)
TSW present their African kingdoms posters to teach their classmates about each kingdom.
TSW participate in a review game on socrative.com of unit 10.
TSW complete a unit ten exam covering the six major trade routes, the goods and ideas traded, the rise of Shinto Japan, and the five African kingdoms from 1000-1500.
Essential Question:
What does it mean to live in a global society?
Resources:
Promethean Board
Unit test (class set)
Laptop cart
MAI Reading (class set)
Anticipatory Set:
Students present their African kingdoms posters to start the review for unit ten.
Learning Activities:
A)Presentation of the African Kingdoms (20 minutes)
B)Unit Review (25 minutes)
C)Unit Test (45 minutes)
Assessment:
Were Africans and Japanese in a similar position in the global society of the medieval age?
Unit Test
Closure:
If students complete their tests early, they will have an opportunity to get started on the essential questions of the next unit by reading about the Maya, Aztec, and Inca.