S+Oren,+Tyler

**Office:** **Office Phone:** **Office Hours: Monday, Wednesday, Thursday 2pm- 4pm**
 * Teacher: Mr. Oren**

** E-mail:tyler.oren@maine.edu **

=Summary of Unit= Students will explore the Age of Expansion and Interaction and uncover an understanding of major eras, enduring themes and historic influences that motivated the current world order, discover connections throughout history and how they connect to student's lives, and uncover motivations and chocies made throughout history and in the future by completing standards based type 2 technology projects that will use Google Earth, Google SketchUp, iMovie, Online blogs and wikis to complete these standards.

=Establish Goals= 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. =Students will understand that=

//•How does knowledge of the era of expansion and interaction help shape an understanding of the future of the landscape and other areas?// //•How do motivations influence individuals to make the choices they do?// //•Why does the past influence the future?//

=Essential Questions= //•How does knowledge of the era of expansion and interaction help shape an understanding of the future of the landscape and other areas?// //•How do motivations influence individuals to make the choices they do?// //•Why does the past influence the future?// =Students will know=

//•People- Mongols, Ottomans, Chinese, Europeans// //•Terms- Caliphates, Khans, Silk Road// //•Sequences- Fall of Classical Civilization, Rise of Civilization Expansion,// //Interaction, Exchange of Ideas// = = =Students will be able to= //•Demonstrate that the age of expansion motivated the current political make-up of the world.// //•Evaluate different perspectives of history.// //•Adapt understanding of the era of expansion and interaction to their current lives and future.//

**Performance Task Overview** //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.// =Expectations=

During classtime students are expected to conduct themselves in a professional manner, bring required materials and components to class, and participate in discussions and activities that occur throughout the day. Assignments should be brought to class completeed by their due date, each day an assignment it late will result in ten points deducted from the final score. Special cirmumstances will always be considered when negotiating a new deadline and students are encouraged to speak up if they need extra time. 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. Because plagerism is a serious, but often vague offence we will cover its specifics in class before any large written assignment is introduced. Students caught in violation of this rule will be subject to the school's own discipinary measure. =Benchmarks=
 * Classroom Behavior:**
 * Assignment Policy:**
 * Absentee Policy:**
 * Plagerism/ Cheating Policy:**

__**Google Earth (15 Points)-**__ Maps political boundaries in Google Earth from present day to Age of Expansion and Interaction and will compare these old and modern divisions. Students will be expected to recognize the similarities and differences present and explain how the Age of Expansion and Interaction caused these boundaries to appear the way they do. __**Wiki Library (20 Points)-**__ Collection of analyzed primary sources that students will compose in groups. Sources will range from a multitude of different mediums from journals and letters to pieces of music and works of art that students will deeply examine and consider the motives of the creator, their message, and their reasoning for their message. __**Blog (20 Points)-**__ Create authentic journal entries of regular individuals using current understanding to make journals authentic and accurate throughout the unit based on primary sources that will be analyzed and discussed in depth during classtime. __**iMovie (15 Points)-**__ Play where students accurately role-play a historical figure in an entirely new situation, they must use their understanding of age of expansion to make the movie accurate. Students will also be expected to create a portion of their iMovie that includes an interaction between each student in the assigned group's historical figure. __**Google SketchUp (15 Points) -**__ Students will create simulated political boundaries based on momentum of empires and civilizations from the Age of Expansion and Interaction students will use sketch to show that the Age of Expansion and Interaction was a direct influence on the course of history and the nature of the rise and fall of kingdoms, civilizations, and empires. __**Family Tree (15 Points)-**__ SketchUp and online research creates family tree of historical figure throughout the Age of Expansion and Interaction and use this presentation to show their and every living perrson's intrinsic connection to history and its relevance and effect on them.

=Grading Scale=

**A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).