L1+Oren,+Tyler


 * **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION** **LESSON PLAN FORMAT** **__Teacher’s Name__****: Mr. Oren****__Lesson #:__ 2 __Facet__: Apply**
 * __Grade Level__****: 9- Diploma** **__Numbers of Days:__** Four Days
 * __Topic:__**Students will be able to adapt their understanding of the Age of Expansion and Interaction to the future and the rest of history using Google SketchUp.
 * __PART I:__**
 * __Objectives__**
 * Student will understand that knowledge of the age of expansion and interaction will help them make informed decisions about the past and future.**
 * Student will know rise and fall of civilizations, expansion and interaction.**
 * Student will be able to adapt their understanding of the Age of Expansion and Interaction to the future and the rest of history.**
 * Product: Google SketchUp Family Tree**
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**
 * Maine Learning Results**

**Grade Level Span:** Grade 9-Diploma "The Age of Expansion and Interaction 600-1450"
====Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.==== Cluster map 1 //Triangular Prism, Self assessment check list////, teacher three minute review.// //Student revision rubric. Students will receive feedback from teacher based on triangular prism exercise which will target the students who need the most help.// //Peer/ teacher reflection review rubric.// //**Logical-**// //**Visual-** The entirely visual nature of SketchUp will keep visual learners fully engaged.// //**Musical-** Find music from that era/ ethnicity that a family member may have listened to.// //**Naturalist-** Emphasize the environments that family members would have lived in.// //**Kinesthetic-** The hands on nature of creating their own model should keep kinesthetic learners fully engaged.// //**Interpersonal-**// //**Intrapersonal-** Students will be given the opportunity to reflect of their own role in history as a part of this project.//
 * Rationale: Students will understand their intrinsic connection to history by creating a family tree that shows how history branches out across time, place, and people and connects to the student through the family tree.**
 * __Assessments__**
 * __Pre-Assessment: (Lesson 1 only)__**
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**
 * Section II – timely feedback for products (self, peer, teacher)**
 * Summative (Assessment of Learning):**
 * Students will create a family tree in Google SketchUp that covers atleast 100 years of history and can describe the connection that people share with history and express the importance of history in the student's current lives as a member of history.**
 * __Integration__**
 * Technology: Computers or laptops with Google SketchUp.**
 * Content Areas: Musical- Students will be expected to find a musical piece that members of the family tree they are researching may have listened to and compare it to music from the area today.**
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**
 * Section II – Groups and Roles for Product**
 * __Differentiated Instruction__**
 * __MI Strategies__**
 * //Linguistic-//** //Students will be invited to take part in a question and answer session with the teacher to clarify concepts.//

Absent students will be responsible for exploring the class wiki for the class missed which will contain notes and an outline of topics covered in class, upon return to class students will be directed to the absent file where their copies will be left for their use. For three or more consecutive absences students will be expected to meet with me during office hours Monday, Wednesday, and Thursday from 2pm- 4pm. Family Tree- SketchUp and online research creates family tree of historical figure throughout the age of expansion.
 * __Modifications/Accommodations__**
 * //From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Plan for accommodating absent students:**
 * __Extensions__**
 * Type II technology:**

Give gifted identified students assignments that encourage them to use the highest levels of Bloom's Taxonomy and the Facets of Understanding, tier assignments based on the levels of Bloom's Taxonomy they apply let students choose their assignment based on their level of comfort and understanding for the content. //Laptops or computers equiped with Google SketchUp.// http://sketchup.google.com/download/ - Link to begin downloading Google SketchUp. //Yuan Dynasty (China)// - Kublai Khan defeated the Southern Song and China fell under foreign rule in 1279. He created a Chinese style dynasty with a fixed and regular tax system. Foreigners were in charge of the government and the Chinese were consciously separated from the Mongols. Through Mongol protection and pacification of overland trade routes, trade grew under the Yuan. //The Ilkanates (Middle East)// - Kublai's brother Hulegu defeated the Abbasid Caliphate in 1258. The Mongols employed local bureaucrats to govern and converted to Islam by 1295. Local rulers were permitted to rule as long as they kept order and paid taxes. Unlike in China, the Mongols mixed with the local people. //The Golden Horde (Russia)// - The Mongol ruler Batu conquered and ruled Russia. He kept local rulers in place to administer, and Russian bureaucrats collected taxes from the peasants. Missionaries were allowed to visit, but the Mongols converted to Islam.
 * Gifted Students:**
 * __Materials, Resources and Technology__**
 * __Source for Lesson Plan and Research__**
 * __PART II:__**
 * __Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)//
 * __Content Notes__**
 * Mongol Empires (Around 1200 - 1550 C.E.)** - The Mongol Empires began as nomadic pastors led by Temujin, later named Genghis Khan after uniting the Mongol clans. They built their empire through conquest and intimidation, mobilizing the entire male population in time of war. Genghis Khan is believed to have said, "Submit and live. Resist and die." The Mongols built the largest empire in world history, controlling Central Asia, Tibet, Northern China, and Persia. In 1215, the Mongols destroyed present-day Beijing. After the death of Genghis Khan, his empire was divided amongst his four sons into the Yuan, the Persian Ilkhanates (Khanate of Central Asia and the Ilkhan Empire), and The Golden Horde in Russia. The Mongols attempted to invade Japan, but failed due to typhoon winds that destroyed their fleet. The large empire lasted only a few generations, as the Mongols did not have a large population to maintain the vast territories. Overspending and inflation, plus weak leadership after Kublai Khan led to the decline of the Mongols.

Impact of Mongol Empires

 * Huge areas of Asia and Europe under one rule - Pax Mongolia
 * Mongol rule united two continents and allowed relatively safe passage of trade and ideas over the Silk Roads by eliminating tariffs
 * Silk Roads reached their peak
 * Paper money spread from China

Silk Roads

 * Continued to be used and saw the most volume during this period
 * Mongols controlled and protected route
 * Bubonic plague spread over Silk Roads and led to decrease in its use

http://sites.google.com/site/rodriguez207/Home/600-1450 //Cluster Map 1// //Peer/ teacher reflection review rubric// //Rubrics for final Presentation.// // Maine Learning Results // // Content Area: Social Studies // // Standard Label: E. History // // Standard: E1 Historical Knowledge, concepts, themes and patterns // // Grade Level Span: Grade 9-Diploma "The Age of Expansion and Interaction" // // Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the //// World. //
 * __Handouts__**
 * __Maine Standards for Initial Teacher Certification and Rationale__**
 * //Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * //__Learning Styles__//**
 * //Clipboard://** The Cluster Map will allow students to map out their thoughts before they begin the projects and allow clipboard students to plan their method of approaching their project.
 * //Microscope://** Microscope learners will be fully engaged throughout the entirety of the project as their inquisitive nature to learn and discover more deeply will be met through the deep research that students will undergo as they take on the role of Smithsonian Institute reasearchers.
 * //Puppy://** As students enter into classroom discussions they will join a welcoming evironment where all ideas are encouraged in a brinastorming session where all ideas are added to a list for discussion later together as a class. Later students will work with partners or groups to synthasize the ideas presented in class and deleveop them further. While group and partner discussion is underway groups will be given rubrics judging multiple aspects, theri openess and atmosphere they create will be among the aspects encouraging the puppy learning style beyond classroom discussion.
 * //Beach Ball://**
 * //Rationale://** The project, all the way from the initial planning to the final presentation will engaged all learning types effectively, allowing students to gather their thoughts, explore and analyze their consequences, foster their learning with a positive environment, and give them the option to choose.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Content Knowledge://**
 * //MLR or CCSS://**

//**Logical-** // //**Visual-** The entirely visual nature of SketchUp will keep visual learners fully engaged. // //**Musical-** Find music from that era/ ethnicity that a family member may have listened to. // //**Naturalist-** Emphasize the environments that family members would have lived in. // //**Kinesthetic-** The hands on nature of creating their own model should keep kinesthetic learners fully engaged. // //**Interpersonal-** // //**Intrapersonal-** Students will be given the opportunity to reflect of their own role in history as a part of this project. // With every type intelligences represented it is easy to understand how every student would be engaged in a multitude of ways. Because multiple intelligences have been incorporated into each aspect of the project it will keep students who may not engage with a single specific intelligence engaged with another instead, this combined with the novel type II presentation of the format should keep every student engaged from start to finish. //Students will take on the role of a historian working for the Smithsonian Institute to map out a genome of a select group of individuals of historic importance from the years 600ad- 1450ad. Historians are encouraged to have fun with the project and inject their own families into the tree and design their own family’s role in history.// //The tree must span at least 100 years and display an understanding of how these people are inherently connected to the current world.// By beginning by assessing my student's level of readiness I can chart out the unit in the way the best helps my students to learn effectively. The Cluster Map ensures that students are headed in the right direction before getting too deep into their project so that they can clarify any important concepts as the arise, and also gives me a quantifible means to track their ideas and readiness. The final result will teach students to understand their inherant and inalienable place in the world and their connection to history. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
 * //Facet: Apply//**
 * //Rationale://** Students will apply their current understanding of the Age of Expansion and Interaction to their tree and use it to understand their connection to history. The desired result of this product is to teach students to apply their understanding in other areas and begin to understand the interconnected nature of the world and understand where they fit into it.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //MI S//**
 * //Linguistic- //**// Students will be invited to take part in a question and answer session with the teacher to clarify concepts. //
 * //Type II Technology: Google SketchUp//**
 * //Rationale://**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Formative: Cluster Map 1//**
 * //Summative: Google Earth Family Tree Presentation-//**
 * //Rationale://**
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