World History Essential Standards Training: Day 2

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World History Essential Standards TrainingDay 2

• January 23, 2012

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Review

• Shift to Conceptual Thinking
• Strands
• Revised Blooms Taxonomy

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The Structure of Knowledge
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
European Imperialism

• Scramble for Africa
• Congress of Berlin

• American colonization
• Triangular trade

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(No Transcript)
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Blooms Revised Blooms

• Create

• Evaluation

• Evaluate

• Synthesis

• Analyze

• Analysis

• Apply

• Application

• Understand

• Comprehension

• Remember

• Knowledge

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Putting Together the Cognitive Knowledge
Dimensions
Essential Standards take the following form...
Subject
Verb
Object
The Student
CognitiveProcess
Knowledge
The student will interpret data from statistical
investigations presented in tables and bar
graphs.
Example
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• Analyze conflict enduring understanding
• Explain conflict concept
• Remember conflict topic

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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

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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

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Schedule for Jan. 23, 2012

• 900 1020 Review Day 1 Goal 2
• 1030 1130 Organize Units, create Enduring
  Understandings and essay questions
• 1130 1245 Lunch
• 1245 145 Determine Concepts Suggest
  Topics
• 200 330 Topic Talk and Pacing

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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.

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Sample Units

• 1.1, 1.2, 1.3, 1.4, 2.1
• Teach the Historians 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

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Sample Units

• 2.1, 2.5, 2.8
• What factor was most important in Indias
  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 Indias
  civilization and culture.
• 2.9
• In 1600, which factors in India were welding the
  major influences on the way India was?

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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

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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

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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.

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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

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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

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Topics we use to teach the EU

• Brad India

• Anne Mesopotamia

• Debra Egypt

• Leslie China

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From Facts to Concepts to Generalizations
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Could one Good Question result in more than One
Good Answer?
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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 aeproctor_at_wsfcs.k12.nc.u
  s

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Work in Groups to

• Organize Goal into 1 4 Units
• Create an Enduring Understanding and an essay
  question for each Unit

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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)?

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Share
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Lunch

• Return at 1245

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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

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What does a right answer look like?

• Divide your group by units
• Working independently outline a correct answer
  for the unit essay question

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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

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Gallery Posters

• 1st Line Unit Title
• 2nd Line Enduring Understanding
• 3rd Line Essay Question
• 4th Line Common Concepts

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Gallery Walk

• List Topics which would satisfy the unit and
  enduring understanding.

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Working with Groups

• Determine pacing for goal

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Brainstorm a list of resources