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World History Essential Standards Training: Day 2

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Title: Using Essential Learnings to Improve Student Achievement Author: HP Authorized Customer Last modified by: WSFCS Workstation Created Date: 5/28/1995 4:34:56 PM – PowerPoint PPT presentation

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Title: World History Essential Standards Training: Day 2


1
World History Essential Standards Training Day 2
  • January 23, 2012

2
Review
  • Shift to Conceptual Thinking
  • Strands
  • Revised Blooms Taxonomy

3
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

4
(No Transcript)
5
Blooms Revised Blooms
  • Create
  • Evaluation
  • Evaluate
  • Synthesis
  • Analyze
  • Analysis
  • Apply
  • Application
  • Understand
  • Comprehension
  • Remember
  • Knowledge

6
Putting Together the Cognitive Knowledge
Dimensions
Essential Standards take the following form...
Subject
Verb
Object
The Student
Cognitive Process
Knowledge
The student will interpret data from statistical
investigations presented in tables and bar
graphs.
Example
7
  • Analyze conflict enduring understanding
  • Explain conflict concept
  • Remember conflict topic

8
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

9
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

10
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

11
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.

12
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

13
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?

14
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

15
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

16
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.

17
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

18
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

19
Topics we use to teach the EU
  • Brad India
  • Anne Mesopotamia
  • Debra Egypt
  • Leslie China

20
From Facts to Concepts to Generalizations
21
Could one Good Question result in more than One
Good Answer?
22
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

23
Work in Groups to
  • Organize Goal into 1 4 Units
  • Create an Enduring Understanding and an essay
    question for each Unit

24
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)?

25
Share
26
Lunch
  • Return at 1245

27
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

28
What does a right answer look like?
  • Divide your group by units
  • Working independently outline a correct answer
    for the unit essay question

29
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

30
Gallery Posters
  • 1st Line Unit Title
  • 2nd Line Enduring Understanding
  • 3rd Line Essay Question
  • 4th Line Common Concepts

31
Gallery Walk
  • List Topics which would satisfy the unit and
    enduring understanding.

32
Working with Groups
  • Determine pacing for goal

33
Brainstorm a list of resources
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