L3+Oren,+Tyler

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON

**LESSON PLAN FORMAT**

Students will be able to evaluate different perspectives on history, use a wiki page to create an online library of analyzed primary sources to get an understanding of motivations throughout the Age of Expansion and Interaction.
 * __Teacher’s Name__****: Mr.Oren** **__Lesson #:__ 3 __Facet:__ Interpret**
 * __Grade Level__****: 9-Diploma** **__Numbers of Days:__ Three Days**
 * __Topic:__**


 * __PART I:__**


 * __Objectives__**
 * Student will understand that** **interpretations of the age of expansion and interaction will very and know how evidence is used to support different interpretations.**


 * Student will know** expansion and interaction, Fact and opinion Graphic Oraganizer, jigsaw cooperative learning. Students will create their wiki with a group of at least 3 other partners.


 * Student will be able to do evaluate different perspectives on history, use a wiki page to create an online library of analyzed primary sources to get an understanding of motivations throughout the Age of Expansion and Interaction.**


 * Product: Linked Wikispaces Library**


 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

// 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. //

By creating a series of analyzed primary sources in team, which after their completion will be linked together to create a wiki library that will require students wo understand motivations and choices made by historical figures made thoughout the Era of Expansion and Interaction. With the completion of the product students will come to understand individuals throughout history shared the same motivations as contemporary individuals and demonstrate a shared understanding of history.
 * Rationale:**
 * __Assessments__**


 * __Pre-Assessment: (Lesson 1 only)__**

Students will demonstrate their understanding using the give one, get one method which will also lend itself to the revision of fact and opinion graphic organizers and aid in their revision as they share ideas with the class.
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**
 * Section II – timely feedback for products (self, peer, teacher)**

Students will recive feed-back on their ideas during the give one, get one cooperative learning method, followed peer reviews using a peer review rubric for additional revisions. Students may meet with the teacher to ask clarifying questions and recive final feedback.


 * __Summative (Assessment of Learning):__**

Student analyzed primary source wiki library.

Computers of laptops with an internet connection.
 * __Integration__**
 * Technology:**
 * Content Areas:**

Students will use the fact and opinion graphic organizer along with the give one get one method to recive feedback and refine fact and opinion charts.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**
 * Section II – Groups and Roles for Product**

Students will use their fact and opinion graphic organizers with the class to share ideas and revise their thoughts. All students students will act as editors and reviewers to refine the charts. Roles will not be assigned unless special circumstances are required.


 * __Differentiated Instruction__**


 * __MI Strategies__**


 * Linguistic-** Linguistic learners will be given the chance to analyze and create their own library written library of sources.
 * Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.
 * Kinesthetic-**
 * Visual-** Students will analyze a visual work of art and determine the artists reasons for creating it.
 * Naturalist-**
 * Musical-** Students will analyze a musical piece from the Age of Expansion and Interaction and analyze it similarly to a traditional primary source. Why was it written? What was the goal of the composer/musician? What does it say or mean?
 * Interpersonal-** As students will be working in groups of at least four there will be a multitude of opportunities to share ideas interface with other members of the group in order to complete this project.
 * Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material.


 * __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.//

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.
 * Plan for accommodating absent students:**


 * __Extensions__**

WikiSpaces linked libraries of analyzed primary sources. 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. //Computers with an internet connection// //Primary sources//
 * Type II technology:**
 * Gifted Students:**
 * __Materials, Resources and Technology__**

http://www.wikispaces.com/ - Wikispaces link to get started making connected libraries.
 * __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)//

//**(H)** 3.2 Why do people make the decisions they do?// //**(E)** 3.3 Students will know expansion and interaction **(Equip)**////Fact and opinion Graphic Oraganizer, jigsaw cooperative learning **(Explore)**. Students will create their wiki with a group of at least 3 other partners **(Experience)**.// //**(R)** 3.4 Students will apply the give one, get one method of understanding to clarify vague areas and strengthen areas they are beginning to understand **(Rethink)**. Students will use a peer review rubric to assess their group mates during the creation of their product **(Revise)**. Student products will be regularly reviewed by teacher using final grading rubric **(Refine)**.**(E)** 3.5 **Checking for Understanding:** Give one, get one method. **Timely Feedback:** students will receive regular feedback from teacher using the final grading rubric **(Evaluate).**// //**(T)** 3.6// //**Tailor**// //**Linguistic-** Linguistic learners will be given the chance to analyze and create their own library written library of sources.// //**Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.// //**Kinesthetic-**// //**Visual-** Students will analyze a visual work of art and determine the artists reasons for creating it. **Naturalist-**// //**Musical-** Students will analyze a musical piece from the Age of Expansion and Interaction and analyze it similarly to a traditional primary source. Why was it written? What was the goal of the composer/musician? What does it say or mean? **Interpersonal-** As students will be working in groups of at least four there will be a multitude of opportunities to share ideas interface with other members of the group in order to complete this project.// //**Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material. **(O)** 3.7 Students will be able to evaluate different perspectives on history, use a wiki page to create an online library of analyzed primary sources to get an understanding of motivations throughout the age of expansion and interaction **(Interpret)**. 3 days. **(Organize)**//
 * //(W)//** //3.1 Students will understand that interpretations of the age of expansion and interaction will very and know how evidence is used to support different interpretations **(Where)**. To help students to understand what motivates people and why it does **(Why)**. MLR, wiki library, evaluate different perspectives on history (**What)**.//

Students will understand that interpretations of the age of expansion and interaction will very and know how evidence is used to support different interpretations. To help students to understand what motivates people and why it does. They will recive practice and gain an understanding interpreting perspectives by analyzing a series of primary sources that will eventually be linked together with the rest of the class creating an extensive library of analyze primary sources.

Analyzing primary sources will help students understand different interpretations of the age of expansion and interaction will vary and know how evidence is used to support different interpretations. Students will be able to evaluate different perspectives on history, using a wiki page to create an online library of analyzed primary sources to get an understanding of motivations throughout the age of expansion and interaction. Students will be "hooked" at the start of class concerning motivations, interpretations, and perspectives where they will be asked why individuals make the choices they do.
 * __Content Notes__**
 * __First Section__**


 * __Day 1__**
 * Hook- Discussion: Why do people make the choices they do? (25 minutes)
 * Discuss product and expectations (15 minutes).
 * Give one, get one cooperative learning and fact/ opinion graphic organizer activity (30 minutes).
 * Teacher interviews for clarifying questions (10 minutes).

__**Day 2**__
 * Student work day to interface with partners and coordinate linked wiki libraries (80 minutes).

__**Day 3**__
 * Students will link wikis together and groups will present sections (80 minutes).


 * Classroom Arrangement:** Students will be arranged in the centers formation so that they can successfully share ideas and thoughts with partners during the early organizational stages.


 * Where, Why, What, Hook Tailors:** Linguistic, logical, interpersonal, intrapersonal

__**Second Section**__

Students will know Expansion and Interaction. Students will have the content and their expectations explained to them, along with instructions, the will work on Fact and Opinion charts separately, and later use the Give one, get on cooperative learning method to share ideas and startagies with the class to revise organizers. Along with 3 minute teacher interview targeting those students who need the most assistance first.

Students will know…..

The Rise and Role of Dar al-Islam

 * Cultural and economic unifying force in Eurasia and Africa.
 * Islam provided social continuity during and after the rule of the caliphates
 * Spread through military conquest, trade and missionary activity - Sufis most active missionaries
 * Tolerance for other beliefs allowed it to spread
 * Simple message of what to do and not do
 * Appealed to the poor due to charity focus and inclusion as spiritual equals
 * Universal civilization
 * Merchants influence over trade routes allowed Islam to spread throughout North Africa and the Indian Ocean basin.

Islamic Political Structure

 * After Mohammad, disagreement over succession leads to split between Shia (should be descendant of Mohammad) and Sunni (should be the wisest member of the strongest tribe.
 * Caliph was hereditary monarchy
 * Strong military - employed use of slaves into military

Art, Science and Technology

 * Islam stressed the value of knowledge - House of Wisdom in Baghdad is example, concept of modern libraries
 * Concept of latitude and longitude
 * Translated Greek works of literature and teachings of Aristotle; other works from the ancient world survived due to Islam
 * Art and architecture forbid the use of images - focus was on geometric patterns and calligraphy
 * Period considered the Islamic Golden Age
 * Improved Chinese paper making techniques
 * Universities set up to study science, chemistry, astronomy, mathematics, physics and medicine
 * //Book of One Thousand and One Nights -// most famous fiction work
 * Wrote epic poetry, philosophy novels

Developments and shifts in interregional trade, technology and cultural exchange
The period of 600-1450 saw a large increase in volume of long distance trade. Overland trade included luxury goods, such as silk and precious stones, while sea lanes carried larger, bulkier goods such as steel, stone, coral and building materials.

Trans-Sahara Trade

 * Increase in use of trade route during this period (began to use route at end of previous era)
 * Use of camels, caravans, Berber traders increased contact with Muslims - connected West Africa with Muslim world and beyond
 * SSA had lots of gold, little salt - Mediterranean had little gold, lots of salt
 * Led to increase in wealth of Ghana, which controlled the gold trade coming from the south
 * Ghana provided ivory, slaves, horses, cloth and salt - Kings converted to Islam in 900s
 * Mali absorbed Ghana and controlled all trade into Sub-Saharan Africa
 * Mansa Musa makes pilgrimage to Mecca using route
 * Major cities on route included Timbuktu and Gao

Indian Ocean Trade

 * Linked China, India, Southeast Asia, Arabia and East Africa
 * Cities located strategically grew
 * Volume increased as a result of decline of overland routes
 * Safe environment for markets, welcomed all merchants, and charged reasonable fees
 * Magnetic compass spread from China and led to increase in maritime trade and exploration

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

Economic Innovations

 * Paper money
 * Flying Cash (letters of credit) in China
 * Serfdom in Europe - peasants have right to work land, but not leave land
 * Manors in medieval Europe

Missionary Activities

 * Buddhism
 * Stricter, Theravada spread into Southeast Asia; Mahayana into central Asia and China
 * Buddhist traveled on Silk Roads and adapted to polytheism
 * Tibet, Buddhist become popular - combined shamanism with importance of rituals
 * Monks, merchants and missionaries adapted Buddhism to political ideas of Confucianism and Daoism
 * Appealed to people as an avenue to personal salvation
 * Chinese Buddhism spreads into Korea, then Japan (blended with Shinto beliefs)
 * Able to merge with local beliefs due to lack of organized church
 * Christianity
 * Missionary religion from the start - like Buddhism
 * After fall of Roman Empire, missionaries spread religion to Northern Europe
 * Pope sponsored missionary campaigns to convert Germanic people
 * Eastern Orthodox Church spreads Christianity into Eastern Europe and Russia
 * Syncretism - Pagan heroes or holy figures incorporated as saints; Winter Solstice celebration became Christmas
 * Nestorian Christianity spread into Persia - allowed by Islamic conquerors
 * Received little or no support in East Asia
 * Jesuit Missionaries - Matteo Ricci attempts to spread religion into China
 * Islam
 * Spread through military conquest, trade and missionaries
 * Sufis were most active after 900
 * Sufis spread Islam into Southeast Asia, Southern Europe, Sub-Saharan Africa, Central Asia and India
 * In SSA, introduced Islam to ruling class trough trade - allowed syncretism

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

Joel Rodriguez []


 * Equip, Explore, Rethink, Revise, Tailors:** Linguistic, logical, interpersonal, intraperonal, visual.

__**Section Three**__

Students will come to understand expansion and interaction by exploring and uncovering the content through the use of an in class Fact and Opinion activity where they analyze a primary source in class, the give one, get one cooperative learning method will be used to demonstrate mastery and refine the class' maps simultaineously. Students will be able to evalute different perspectives of history as a result of the completion of this final product, I will always be avaible to answer clarifying questions, but ultimately uncovering this skill will be on the shoulders of the students. In the future students will need to create an iMovie portrayal of a significant figure from the Age of Expansion and Interaction. In order to do so students will need to have developed a deep insight into the life and choices this individual made to portray them authentically, which will be uncovered through deep analysis of additional specific primary sources.
 * Explore, Experience, Revise, Refine, Tailors:** Visual, interpersonal, intrapersonal, linguistic. logical

Students will have ther opportunity to self assess thoughout the assessment through the use of peer feed back rubrics and final product rubrics that they can use to assess the level of completion their assinment displays and also the level of understanding them must possess. Students will be able to provide feed back to each other through the use of peer review rubrics. Students will also be expected in check in at multiple points to ensure their assignment is on track and they are meeting the needed "checkpoints" to complete the assignment accurately and on time. In the future students will need to create an iMovie portrayal of a significant figure from the Age of Expansion and Interaction. In order to do so students will need to have developed a deep insight into the life and choices this individual made to portray them authentically, which will be uncovered through deep analysis of additional specific primary sources. //Fact and Opinion Graphic Organizer// //Final Presentation rubric// //Peer feedback rubric//
 * __Fourth Section__**
 * Evaluate, Tailors:** Interpersonal, intrapersonal.
 * __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://** Students who possess the clipboard learning style will have the use of graphic organizers and rubrics to organize their throughs and help them track their progress and they uncover content.


 * //Microscope://** Students who learn most effetively delving into the content to explore and understand it will have many opportunities throughout the assignment to uncover understanding by examining primary sources and coming to understand the motivations and choices figure throughout history made


 * //Puppy://** Students who need a positive environment to learn effectively will first be meet with positive group discussions following the give one, get one cooperative learning method that will be facilitated by the teacher to ensure the discussion moves forward in a positive manner. Throughout the remainder of the project the peer review rubrics will ensure students remain positive, focused, and on task during group meetings.


 * //Beach Ball://** Students who need a less rigid environment and structure while carrying out the task they will have the opportunity to analyze a wide arry of different primary sources to keep the assignment from becoming stale and providing them with the freedom and choice they need to be successful.


 * //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://**

// 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. //
 * //Facet: Interpret//**


 * //Rationale://** By taking part in an ultimately finishing the assessment students will have demonstrated a deep understanding of motivations, choices, and perspectives on history, and displayed a sophisticated ability to intrepret these understandings in a analyzed wiki library that will e linked to the rest of the class.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

//**Logical-** Students will need to analyze and logically assess the motivations and choices made by historical figures throughout history.// //**Kinesthetic-**// //**Visual-** Students will analyze a visual work of art and determine the artists reasons for creating it.// //**Naturalist-**// //**Musical-** Students will analyze a musical piece from the Age of Expansion and Interaction and analyze it similarly to a traditional primary source. Why was it written? What was the goal of the composer/musician? What does it say or mean?// //**Interpersonal-** As students will be working in groups of at least four there will be a multitude of opportunities to share ideas interface with other members of the group in order to complete this project.// //**Intrapersonal-** Students will need to reflect on the motivations of individuals throughout history and consider their perspectives in order to fully comprehend the material.//
 * //MI Strategies://**
 * //Linguistic-//** //Linguistic learners will be given the chance to analyze and create their own library written library of sources.//


 * //Type II Technology://** Wikispaces

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.
 * //Rationale://**


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**


 * //Formative://** Fact and Opinion Graphic Organizer


 * //Summative://** Link Wikispaces library

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 Fact and opionion graphic organizer 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 how to intrepret motivations, choices, and differing perspectives. || ||   || 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.
 * //Rationale://**
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||