world history essential standards training: day 2 january 23, 2012
TRANSCRIPT
World History Essential Standards Training:
Day 2
January 23, 2012
Review
• Shift to Conceptual Thinking• Strands• Revised Bloom’s Taxonomy
The Structure of Knowledge
• Scramble for Africa
• Congress of Berlin
• American colonization
• Triangular trade
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
European Imperialism
Conflict may arise as a result of competition for resources and the movement of peoples.
The need for resources promotes colonization and contributes to political conflict.
• Competition • Colonization • Needs • Movement
Bloom’s Revised Bloom’s
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension
• Knowledge
The student will interpret data from statistical investigations presented in tables and bar graphs.
Subject Verb Object
The StudentCognitiveProcess
Knowledge
Essential Standards take the following form...
Example
Putting Together the Cognitive & Knowledge Dimensions
• Analyze conflict – enduring understanding
• Explain conflict – concept
• Remember conflict – topic
Working Groups
• Goal 3: Medieval Civilizations• Goal 4: First Age of Global
Interaction• Goal 5: Exploration• Goal 6: Revolutions and Rebellions• Goal 7: Conflict in the Modern Era• Goal 8: Global Interdependence in
Last Half of 20th Century
Goals for January 23
• Organize Goals into Units • Create “Enduring Understandings”
and essay questions for each Unit• Determine appropriate Concepts
for each Unit• Suggest relevant Topics for each
Unit• Brainstorm resources
Schedule for Jan. 23, 2012
9:00 – 10:20 Review Day 1 & Goal 2
10:30 – 11:30 Organize Units, create Enduring Understandings and essay questions
11:30 – 12:45 Lunch
12:45 – 1:45 Determine Concepts & Suggest Topics
2:00 – 3:30 Topic Talk and Pacing
Goal 2: Analyze ancient civilizations and empires in
terms of their development, growth and lasting impact. • WH.2.1 Compare how different geographic issues of the ancient period influenced
settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.).
• WH.2.2Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.).
• WH.2.3 Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.).
• WH.2.4 Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.).
• WH.2.5 Analyze the development and growth of major Eastern and Western religions (e.g., Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.).
• WH.2.6 Analyze the interaction between the Islamic world and Europe and Asia in terms of increased trade, enhanced technology innovation, and an impact on scientific thought and the arts.
• WH.2.7 Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.).
• WH.2.8 Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements.
• WH.2.9 Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.
Sample Units
• 1.1, 1.2, 1.3, 1.4, 2.1 • Teach the Historian’s Toolbox through
• 2.2, 2.3, 2.4, 2.6, 2.8, 2.9• Use P E R S I A method to teach Ancient Civilizations
• 2.5• Religion
• 2.7• Economics – will teach in a later unit
Sample Units
• 2.1, 2.5, 2.8• What factor was most important in India’s pre-Mauryan
Civilization?
• 2.3, 2.4, 2.5• Analyze the relationship between political and religious
systems in pre-Mughal India.
• 2.2, 2.4, 2.5, 2.7, 2.8, 3.1, 3.2, 3.3• Analyze the contributions of Hinduism, Buddhism, and
Islam on the development of India’s civilization and culture.
• 2.9• In 1600, which factors in India were welding the major
influences on the way India was?
Sample Units
• 2.1, 2.2, 2.3, 2.8, 2.9• Ancient Civilizations:
• 2.4, 2.6, 2.7• Empires
• 2.5• monotheistic and polytheistic religions
Sample Units
• 2.1, 2.2, 2.7, 2.9• The development of economic and political systems
in Egypt were influenced by the geographic resources.
• 2.3, 2.4, 2.7, 2.8, 2.9• The Persian Empire utilized their bureaucracy and
infrastructure to manage their growing economic power.
• 2.5• Chinese philosophies developed in response to a
deteriorating political and social systems.• The development of Hinduism was influenced by
interaction of the Aryans and Dravidians• The monotheistic nature of Judaism created
• 2.6• In a later unit
Goal 2: Analyze ancient civilizations and empires in
terms of their development, growth and lasting impact. • WH.2.1 Compare how different geographic issues of the ancient period influenced
settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.).
• WH.2.2Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.).
• WH.2.3 Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.).
• WH.2.4 Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.).
• WH.2.5 Analyze the development and growth of major Eastern and Western religions (e.g., Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.).
• WH.2.6 Analyze the interaction between the Islamic world and Europe and Asia in terms of increased trade, enhanced technology innovation, and an impact on scientific thought and the arts.
• WH.2.7 Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.).
• WH.2.8 Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements.
• WH.2.9 Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.
Bringing Order from Chaos
• 2: Ancient Civilizations pre - 500• 3: Medieval Civilizations 500 - 1500• 4: First Age of Global Interaction 1450 - 1750• 5: Exploration 1450 - 1750• 6: Revolutions and Rebellions 1750 - 1850• 7: Conflict in the Modern Era 1850 - 1945• 8: Global Interdependence in Last
Half of 20th Century 1945 - present
Sample of Enduring Understandings (EU)
• Geography and resources (or lack there of) influence the development of political and economic systems?
• Competition for resources led to the development of empires
• The development and practice of Religion reflects the culture, politics, and economics of the time
Topics we use to teach the EU
• Brad: India
• Debra: Egypt
• Anne: Mesopotamia
• Leslie: China
From Facts to Concepts to Generalizations
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
Could one Good Question result in more than One Good Answer?
Rules of Engagement:
• Group roles: • EU policeman – Constantly question is the EU really
enduring• Facilitator – provide the opportunity for everyone to
contribute• Form completer – email to
Work in Groups to:
• Organize Goal into 1 – 4 Units • Create an “Enduring
Understanding” and an essay question for each Unit
Do you have a good EU?
• Are your EUs based on concepts?• Are your EUs broad enough to apply to
multiple topics (across time and places)?
Share
Lunch
• Return at 12:45
How does geography affect the development of political and economic systems?
• Same Essay Question based on the EU– • Therefore teaching the same
generalizations •Same concepts –
•Different topics – •and different Supporting facts•And a variety of right answers
What does a “right” answer look like?
• Divide your group by units• Working independently – outline a correct
answer for the unit essay question
What does a “right” answer look like?
• Share your “right” answer with your partner• Do you choose different topics?
Different Topics• Find concepts that
your essays have in common
Same Topics • Did you have the
same concepts?• Work together to
answer the question using the concepts but with a different topic
Gallery Posters
• 1st Line: Unit Title• 2nd Line: Enduring Understanding• 3rd Line: Essay Question• 4th Line: Common Concepts
Gallery Walk
• List Topics which would satisfy the unit and enduring understanding.
Working with Groups
• Determine pacing for goal
Brainstorm a list of resources