Teacher: Nicholas Moore Date: September 2, 2014 – September 5, 2014 Subject: United States History 10 / World History 9 Block: 1,3,4

Alabama College and Career Readiness Standards
Ninth and Tenth Grade Reading: Literature Integrated Standards
Key Ideas and Details
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading: Informational Text
Key Ideas and Details
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Writing
Text Types and Purposes
W.9-10.1 Write arguments to support claims in an analysis of substantive topics and texts, using valid reasoning and relevant and sufficient evidence.
Alabama COS: standards
United States History 10
10.2
Compare regional differences among early New England, Middle, and Southern colonies regarding economics, geography, culture, government, and American Indian relations. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]
• Explaining the role of essential documents in the establishment of colonial governments, including the Magna Carta, the English Bill of Rights, and the Mayflower Compact
• Explaining the significance of the House of Burgesses and New England town meetings in colonial politics
• Describing the impact of the Great Awakening on colonial society
World History
9.4
Explain the relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age, including trade and travel, natural resources, and movement and isolation of peoples and ideas.
• Depicting the general location of, size of, and distance between regions in the early Global Age
Example: drawing sketch maps

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.
Survey / Possible Sentence / Think-Pair-Share / Reading / Pictograph / Acronyms/Word
First Word / Concept Map / Vocabulary Overview / Model / Diagram / Writing
Other: ______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ Hands-on / Mind Map/Visual Guide
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL
- Questioning Techniques - Scaffolding Text -Classroom Talk Other:______
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program: Global Scholar USA TestPrep Other:______
This Week’s Vocabulary:
US History 10
John Smith; joint-stock companies; Jamestown; Powhatan; headright system; indentured servant; royal colony; Nathaniel Bacon; Puritans; John Winthrop; Separatist; Plymouth Colony; Massachusetts Bay Colony; Roger Williams; Anne Hutchinson; Pequot War; Metacom; King Phillip’s War; William Penn; New Netherland; proprietor; Quakers; mercantilism; Parliament; Navigation Acts; Dominion of New England; Sir Edmund Andros; Glorious Revolution; salutary neglect
World History 9
Safavid; Isma’il; shah; Shah Abbas; Esfahan; Mughal; Babur; Akbar; Sikh; Shah Jahan; Taj Mahal; Aurangzeb; Prince Henry; Bartolomeu Dias; Vasco da Gama; Treaty of Tordesillas; Dutch East India Company; East India Company; Ming Dynasty; Hongwu; Yonglo; Zheng He; Manchus; Qing Dynasty; Kangxi; daimyo; Oda; Nobunaga; Toyotomi; Hideyoshi; Tokugawa Shogunate; haiku; kabuki

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday / Thursday / Friday
Essential Question / LABOR DAY / US History 10
Why did the English create a permanent settlement at Jamestown? What created its success?
World History 9
How did the Mughals, descendants of the Mongols, bring together Turks, Persians, and Indians together in a vast empire? /

US History 10

Why did Puritans travel from England to North America during the 1620s, and what were they seeking?
World History 9
How did advances in sailing technology enable Europeans to explore other parts of the world? / US History 10
How did the Dutch influence in New York and the quaker influence in Pennsylvania affect the development of England’s Middle Colonies?
World History 9
What caused China to turn away from exploration and contact with the outside world and resort to isolationism? / US History 10
Which chapter two standards have been mastered?
World History 9
Explain how the Tokugawa Regime unified Japan? Why did the Japanese advance an isolationist foreign policy?
Objective(s) / LABOR DAY / US History 10
SWBAT analyze why the English developed a permanent settlement at Jamestown and will describe how the colonists struggled to make Jamestown sustainable.
World History 9
SWBAT analyze how the Mughal Empire brought Turks, Persians, and Indians together in a vast empire. / US History 10
SWBAT explain why Puritans sought religious freedom in North America beginning in the 1620s.
World History 9
SWBAT how advances in sailing technology allowed Europeans to explore other parts of the globe. / US History 10
SWBAT describe how the Dutch in New York and the Quakers in Pennsylvania influenced the development of England’s Middle Colonies.
World History 9
SWBAT explain how advances under the Ming and Qing dynasties left China uninterested in European contact. / US History 10
SWBAT successfully complete the chapter two assessment with at least 80% mastery.
World History 9
SWBAT describe how the Tokugawa Regime unified Japan and began 250 years of isolation, autocracy, and economic growth.
Preview
(Before) / LABOR DAY / US History 10
Journal Five Entry (10 minutes)
Explain how Spain conquered and administered a vast American Empire.
World History 9
Describe the culture and characteristics of the Safavid Empire. / US History 10
Journal Three Entry (10 minutes)
Explain the economic model Jamestown was founded upon. Which crops allowed Jamestown to become successful? How did the Jamestown colonists adapt to their surroundings in order to survive?
World History 9
Describe how the Mughals were able to create a diverse Empire in India. What were the characteristics of Mughal rule in India? / US History 10
Journal Four Entry (10 minutes)
What were Puritans seeking in the New World? How did their religious feelings influence the manner in which they developed and governed their colonies in the Americas?
World History 9
Explain how the Europeans harnessed new technologies to explore other parts of the globe. / US History 10
Journal Five Entry (10 minutes)
Explain how the Dutch in New York and the Quakers in Pennsylvania influenced the development of England’s Middle colonies. How did the Dutch and Quakers differ in the manner in which they treated Native Americans?
World History 9
Analyze how China’s geopolitical position and advances under the Qing and Ming dynasties precipitated a policy of isolation that prevented China from overseas exploration.
Instruction
(During)
Include small group plans / LABOR DAY / US History 10
Chapter Two, Section Two, An English Settlement at Jamestown, presentation and whole group INM.
Class reading, small groups, 2-2.
2-2 Guided Reading. Students will answer questions in small groups, while reading.
World History 9
Chapter Two, Section Three presentation and whole group INM. Note-taking and Q&A.
Class reading 2-3, whole group, round-robin.
2-3 Guided Reading. Independent guided practice. / US History 10
Chapter Two, Section Three, Puritan New England, presentation, whole group INM, Q&A.
Class reading, whole group round-robin style, 2-3, Puritan New England.
2-3 Guided Reading. Students will review the class reading and answer the guided reading graphic organizer individually.
World History 9
Chapter Three, Section One, Europeans Explore the East, presentation and whole group INM. Note-taking and Q&A.
Class reading, 3-1, small groups
3-1 Guided Reading. Small group guided practice. / US History 10
Chapter Two, Section Four, Settlement of the Middle Colonies, presentation and whole group INM. Student Q&A.
Class reading, whole group, round-robin style, 2-4.
2-1 Guided Reading. Small group guided practice.
World History 9
Chapter Three, Section Two, China Limits European Contact, presentation and whole group INM. Note-taking and Q&A.
Class reading, 3-2, small groups
3-2 Guided Reading. Small group guided practice. / US History 10
Chapter Two Jeopardy Review
Chapter Two Assessment
Chapter Two Reflection
Week Four Vocabulary Assessment
World History 9
Chapter Three, Section Three, Japan Returns to Isolation, presentation and whole group INM. Note-taking and Q&A.
Class reading 3-3, whole group, round-robin.
3-3 Guided Reading. Independent guided practice.
(After) / LABOR DAY / US History 10
2-2 Reteaching Activity, an English Fort at Jamestown, short-answer discussion questions.
Geography Application: The Jamestown Fort
2-2 Section Assessment
World History 9
2-3 Reteaching Activity, The Mughal Empire in India.
Connections across time, how to treat the conquered activity. Interactive/kinesthetic activity. / US History 10
2-3 Reteaching Activity, Puritan New England, short-answer discussion questions.
Primary Source Analysis, The Mayflower Compact
2-3 Section Assessment
World History 9
Primary source analysis, small groups, The Treaty of Tordesillas
ACT English Practice in the PLATO lab. (45 minutes). Students will complete ACT English practice test 3. / US History 10
2-4 Reteaching Activity, Settlement of the Middle Colonies. Graphic Organizer.
Secondary Source Analysis, A History of New York by Washington Irving. Small group analysis questions.
2-4 Section Assessment
World History 9
3-2 Reteaching Activity, China Limits European Contact.
The Voyages of Zheng He, geography application activity.
Section 3-2 Assessment / US History 10
Vocabulary Exam—Week Three
Chapter 3 Vocabulary Activity, The Colonies Come of Age.
World History 9
Vocabulary Exam—Week Four
3-3 Reteaching Activity, Japan Returns to Isolation.
Literature Selection analysis, Haiku by Matsuo Basho.
Extension/
Refining / LABOR DAY / All Classes
Word of the day/Frayer model / All Classes
Word of the day/Frayer model / All Classes
Word of the day/Frayer model / All Classes
Word of the day/Frayer model
Homework / LABOR DAY / US History 10
Primary source analysis, Tobacco Leaves, discussion questions.
World History 9
Primary source analysis, Shah Jahan, Legacy of Beauty, and analysis questions. / US History 10
Outline Map, Spain Explores North America. Students will fill-in a map of North America with features and Spanish settlements.
World History 9
Primary source analysis and discussion questions, the Exploration of Cape Verde. / US History 10
Study for week four vocabulary assessment.
Study for chapter two assessment.
World History 9
Study for week four vocabulary assessment. / US History 10
Study chapter three vocabulary, the Colonies Come of Age.
World History 9
Connections Across Time: The Breakdown of Feudal Society. Analysis and discussion question preview.
Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other: diagnostic assessment

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______