L2+Oren,+Tyler


 * ==== ** UNIVERSITY OF MAINE AT FARMINGTON ** ====

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.
====** Rationale: ** Students will understand that interactions and choices made in the Age of Expansion and Interaction still have consequences today by seeing their impacts on Google Earth and comparing the map from the Age of Expansion and Interaction and the current age. ====

** Section I – checking for understanding during instruction **
====** Thumbs Up, Thumbs Down- ** Students will assess their understanding of the content or topic at hand by indicating with a upwards or downwards thumb, students that are unclear about the topic will be addressed until their understanding becomes complete. ==== ====** Section II – timely feedback for products (self, peer, teacher) **Three minute review helps students clarify and think more deeply about their projects. Peer Review Rubric to organize peer's sequence charts. Teacher review oppertunities will allow students to begin work once they have a refined product that they can begin work on once they have been approved.====

** Section II – Groups and Roles for Product **
==== Students will meet for peer review for the think-pair-share cooperative learning method to refine their sequence chart with a peer review rubric. Both students will act as editors and reviewers to refine teh charts. ====

**__ 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: ** 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. ====

** Type II technology: **Google Earth- Maps out political boundaries in Google Earth from present day to Age of Expansion and Interaction and compares them to current political boundaries.
====** Gifted Students: ** 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. ====

**__ Materials, Resources and Technology __**
==== Students will need laptops with Google Earth installed and online access to political maps from the Age of Expansion and Interaction, peer review rubrics, project and presentation rubrics and outlines. (List urls used for project, tutorials, etc. give descriptions of each) ====

**__ Source for Lesson Plan and Research __**
====http://www.google.com/earth/index.html Students will use Google Earth to research current political boundaries and ones from the Age of Expansion and Interaction. They will compare these boundaries and understand how the Age of Expansion and Interaction effected the present world order. ====

**__ 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) //====

====Students will be able to recognize the role of the Age of Expansion and Interaction in their current lives. Use Google Earth to map out and compare current and former political of empires and countries from the Age of Expansion and Interaction.==== ====Students will know fall of classical civilization, expansion and interaction, exchange of ideas **(see content notes)**. **Pre-Assessment:** Learning expectations survey based on how current understandin of Age of Expansion and Interaction fits into history, Sequence Chart, rise and fall of civilization.====

====Why does the map look the way it does **(Hook)**? To engage my students class will begin with a Google Earth projection on the class projector screen. Students will be encouraged to explore projection and look at the way divisions have been formed, they will be asked to think about why it looks this way in a complete classroom discussion.====

**Explain Summative Assessment:**
====Students will understand that the Age of Expansion and Interaction motivated the current political make-up of the world. Students must understand these ideas so that they can understand how the world reached this point and how that was motivated. Students will be able to recognize the role of the Age of Expansion and Interaction in their current lives. Use Google Earth to map out and compare current and former political of empires and countries from the Age of Expansion and Interaction. Two days.====

**Nature and causes of changes**
====**Byzantine Empire (4th century - 1453 C.E.)** - This was a continuation of the Eastern Roman Empire and is the only survivor of the classical period. Emperor Justinian (527-565) attempted to reconquer the western portion, but failed. He did succeed at codifying Roman laws (Justinian's Code). He controlled religious and political life and replaced Latin with Greek as the official language. The Byzantine Empire was a strong centralized hereditary monarchy. It had an effective military and a bureaucracy the answered to the emperor. The empire was administered by dividing it into themes - military districts - controlled by generals. The Emperor was considered the head of the church and appointed the patriarch. This concept was called caesaropapism. In 1054, the Roman Pope and Byzantine Patriarch excommunicated each other and the Christian church split into the Roman Catholic Church and the Eastern Orthodox Church. Eastern Orthodox Christianity spread into Russia and Slavic territories, while Catholicism spread into Western Europe.==== ====Its central location on the Mediterranean Sea allowed trade to flourish, especially in the capital of Constantinople. Silk worms were smuggled out of China, which allowed the Byzantines to develop a silk industry, while artisans produced glassware, linen, jewelry, gold and silver. Socially, people could move up through military service, but this was rare.====
 * ====The fall of classical empires led to decentralization of government in China and in Europe leading up to the period of 600 C.E. - 1450. The collapse of the Han dynasty in China opened the door to the spread and appeal of Buddhism into China, since the Confucian authority was no longer centralized. In the Western Roman Empire, the fall of the west left a power vacuum that set the stage for the rise of fragmented regional kingdoms.====
 * ====In India, the tradition of weak centralized power coupled with the Hindu caste system contributed to the social stability after the fall of the Gupta empire.====
 * ====The Indian Ocean trade route becomes more prosperous as a result of the collapse of classical empires in Rome and China, which had helped secure the overland trade routes.====
 * ====The rapid growth of Islam after 600 shaped events and societies in parts of Africa, Europe and Southwest Asia====

**__ 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 will be given the oppertunity to map out their thoughts on the graphic organizer sequence chart, they will be encouraged to think and organize their project in the best method that suits their learning style. ==== ====**// Microscope: //** As part of the hook and following class discussion students will think deeply on the formation of the historic world and explore its creation, applying the knowledge to the creation of their own Google Earth projection of the world based on their hypothesis. Alll students will be expected to examine their projections and consider the historic implications of their projection. What would need to change and how would it be different for this to come to fruition. ==== ====**// 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: //** Students are largely considered beach balls based on the discisions they make, this being the case students will have the option to project their own world in Google Earth based on their own choices whether they maybe outlandish and unique or grounded and traditional. ==== ====**// 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. ====

**// 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: //** Self- Knowledge
====**// Rationale: //** After students have completed their Google Earth projections and compared them to the current politicalt world the will examine the similarities and differences between the projections and the current world. Students will rationalize the connections and differences based on the projections and in doind so understand that the world has been shaped in its current fashion due in large part to the Age of Expansion and Interaction. ====


 * //Linguistic: //**// Students will be given the chance to ask the teacher clarifying questions as part of teacher review opportunity and three minute review. //

//**Logical:** Engaged students in Socratic questioning of the fates of empires/ civilizations from the period. //

//**Kinesthetic:** Students will physically model the transformation of empires and civilizations. //

//**Visual:** Given the nature of the assignment visual learners will be intrinsically engaged. //

//**Naturalist:** Compare and contrast the natural environment of each area. //

//**Musicial:** Students will collect musical samples for a portion of the assignment from an area and era that they are examining and compare it to a modern piece from the area. //

//**Interpersonal:** Round Robin Brainstorming. //

//**Intrapersonal:** Reflection on Brainstorming. //

**// Type II Technology: //** Google Earth Interaction and projection.
====**// Rationale: //** 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. ====

**// Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
====**// Formative: //** With students engaged in discussing their current understanding in the survey it should keep every student interested regardless of their current understanding of the material, it will also help me to plan the direction of the unit to follow and be tailored to their current level of understanding. ====

**// Summative: 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.

====**// Rationale: //** 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 summative assessment will help them recognize the importance of the Age of Expansion and Interaction in their current lives and the effect it will continue to have in the future. ==== || ||   || 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.
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