GLOBAL 9.1 UNIT- DR. THOMAS MOUNKHALL- MID-HUDSON TEACHER

Yearly Schedule:

Introduction- 2 days

9.1- 10 days

9.2- 15 days- 2 Day Assessment on Days 19-20

9.3- 16 days- 2 Day Assessment on Days 39-40

9.4- 15 days- 2 Day assessment on Days 59-60

9.5- 14 days- 2 Day Assessment on Days 74-75

9.6- 11 days-

9.7- 10- days- 2 Day Assessment on Days 99-100

9.8- 15 days-

9.9- 15 days- 2 Day Assessment on Days 119-120

9.10- 18 days-

Review- 3 days

Unit 9.1- Calendar

Day1- Timeline- Paleo/Neol., Places, Contrast Mesoamerica and Afro-Eurasian Agricultural Revolution, Macro-Change in World History,

Days 2-3- Political, Social and Economic Changes Resulting from Agricultural/Herding Revolution, Introduce the Research Question for the Unit- Did the Agricultural Revolution Produce the First Cities? And Introduce the Rubric for an Essay on the Research Question

Day 4- Modification of Physical Environment by Mesopotamia, Shang and Indus River Valley

Days 5, 6 and 7- Compare/Contrast Mesopotamia, shang and Indus Valley in Terms of Religion, Labor Specialization, Government, Language, Alphabets, Technology, Social Systems

Days 8-9- Study the Unique Contributions of Mesopotamia, Shang and Indus Valley

Day 10- Summary of Unit, Essay Work, Student Questions, Student Reflections

Compelling/Research Question for Unit: Did the Agricultural Revolution Produce the First Cities in World History?

Supportive Questions;

9.1A- What Were the Similarities and Differences of the Paleolithic and Neolithic Periods in Terms of Politics, Social class and Economic Systems?

9.1B- How did the Mesopotamian, Shang and Indus Valley Civilizations Modify Their Environments to Satisfy Their Basic Needs?

9.1C- What Were the Similarities of the Mesopotamian, Shang and Indus Valley in Terms of Religion, Labor Specialization, Cities, Political Systems, Language, Alphabet, Technology and Social Hierarchy?

9.1D- What Were the Cultural Achievements and Contributions of the Mesopotamian, Shang and Indus Valley Civilizations?

GLOBAL 9.1 UNIT- LESSON 1 MODEL:

  1. Basic Skill Work/Red Tape Done Simultaneously:

a)Are these statements about the timeline below accurate or not?- must have evidence!

2.6 million b.c.e. – hunting and gathering 8000 b.c.e

First human Agricultural Revolution

stone tools

1 c.e.

2015 c.e

b)1. Humans have been hunting and gathering much longer than they have been farming 2. Humans have been farming for the past 8000 years

3. Date of 2.6 million b.c.e.for start of Paleolithic based on archaeology

4. Humans were nomadic much longer than sedentary- live in one place (inference)

Total Class Time- 5 Minutes

  1. Homework- Read text pp. 35-40 on Agricultural Revolution and focus on food surplus, population growth and labor specialization. Begin to think about the relationship of the Agricultural Revolution and the first cities in World History based on reading
  2. Specify Task-

a)Place the supportive question for 9.1A on whiteboard- What were the similarities and differences between Paleolithic and Neolithic lifestyles re: politics, economics and society?

b)Split class up into pairs and have pairs specify the task

c)Large class discussion on clarification of the specific task- Compare (Similar) and Contrast (Different) Paleolithic and Neolithic Lifestyles

Five Minutes- Total Class Time- 15 Minutes

  1. Compare/Contrast Visual Organizer-

a)Hand out and illustrate the use of the compare/contrast visual organizer

Five Minutes- Total Class Time- 20 minutes

  1. Credibility of Sources-

a)Hand out reading frame and cv’s of sources

b)Teacher description of sources

c)Large class discussion of credibility of sources for the task

Five Minutes- Total Class Time- 25 Minutes

  1. Explain Directed Reading of Source-

a)Hand out Bentley and Ziegler text

b)Explain scaffolds for context clues and vocabulary

c)Demonstrate use of reading frame

Five Minutes- Total Class Time- 30 minutes

  1. Reading Complex Text-

a)Split class into four smaller groups

b)Assign each group a paragraph and content focus

Group 1- Paragraph 1 and Economics

Group 2- Paragraph 2 and Society

Group 3- Paragraph 3 and Society

Group 4- Paragraph 4 and Politics

c)Pairs in groups specify assigned task

d)Groups read assigned paragraphs and circle evidence to address task

15 Minutes- Total Class Time- 45 Minutes

  1. Student Reflection-

a)Students think about the answer to this question and write their responses in their notebooks- What did you learn in class today that is important to you? – Categories- timeline of world history, compare/contrast thinking, credibility of sources, context reading clues, Paleolithic lifestyles, reading text for evidence

5 Minutes- Total Class Time- 50 Minutes

CUMULATIVE PLANNING MODEL-

Basic Skill Development- Thinking Skill Development- Multiple Learning Styles-

Timelines-1 Compare/Contrast- 2 Visual- 2

Clarify Task-1 Verbal- 3

C/C Reading Skills- C/C Speaking Skills- Cooperative Learning-

Use of Frame- 2 Large Class Discussion- 2 Pairs- 2

Credibility of Source- 1 Jigsaw- 1

Context Scaffolds- 1 Student Reflection- 1 World History-

Vocab. Scaffolds- 1 Paeolithic- 1

Chunking Text- 1 Neolithic- 1

Reading for Evidence- 2 Agricultural Revolution- 1

Macro-Change- 1

Credibility of Sources- 1

EDUCATIONAL PRINCIPLES DEMONSTRATED IN LESSON:

  1. Use of Supportive Question for 9.1A addresses the Inquiry Arc
  2. Basic Skill Work and Teacher Red Tape Simultaneously at Start of Class
  3. Classwork Starts on Time
  4. Timeline Skill Work Requires Evidence
  5. Timeline Skill Work is Content Specific to Lesson
  6. Homework Assigned and Explained at Beginning of Class
  7. Homework Reinforces the Learning from Class
  8. Tasks Clarified by Students
  9. Pair Discussions About Task Address Verbal learners
  10. Compare/Contrast Thinking Skill Reinforced
  11. Use of Visual Organizer for Compare/Contrast Task
  12. Visual Organizer Addresses Visual Learners
  13. Large Group Discussion Develops C/C Speaking Skills
  14. Large Group Discussion Requires Evidence
  15. Large Group Discussion Emphasizes Credibility of Sources
  16. Use of Reading Frame as Scaffold
  17. Use of Context Clue Scaffolding
  18. Use of Vocabulary Scaffolding
  19. Use of Text Chunking Scaffolding
  20. Use of Pair Exchanges
  21. Use of Jigsaw Reading Technique
  22. Reading of Complex Text for Evidence
  23. Student Reflection Individualization
  24. World History Aspects of Macro-Change, Paleolithic, Neolithic, Credibility of Sources Either Taught or Reinforced