Two Week Unit (Revised) Day 1: 1) Greet Students

Two Week Unit (Revised) Day 1:

1) Greet Students - I plan to stand outside in the hallway and say, “good morning” or “welcome to class” 5 minutes before the bell rings. As students enter the classroom, I will have posted a reminder to “Please find a seat” along with class name ei, “World History,” my name “Mr. Hubard,” and the agenda for the day and the homework assignment, which will be updated daily. After the bell rings, I will introduce myself (hometown, family, background, areas of study and interest in history, what I enjoy for fun), introduce the course (name and dates we will be covering), and welcome everyone to history class. 2) Warm-up (10 minutes) - Following the introduction, I will ask the students to write on index cards a brief introduction, such as I gave for myself. I will write on the board: “name, hometown, birthday, and what you enjoy for fun.” I will give the student 5 minutes to complete this part. Then I will write on the board: “when? what? where? and why?” and ask the students to write at the bottom of their index card: “Which one of these words do you think is most important in studying history?” I will remind them that there is “no right or wrong answers” and give them 5 minutes to think and complete. I will then walk around the room and collect the index cards. 3) Course Description (10 minutes) - I will pass out the syllabus outlining the course and the main topics covered in this class. I will present an overview of the course and then go over the syllabus, reviewing main points. I will go over main topics that I plan to teach depending on the course and a broad description of what I hope the students can achieve (such as, thinking about history as an ongoing story or changing their minds on the way we think about the past). 4) Class Procedure (25 minutes) - I will go over the classroom rules with the students. The rules will be framed using positive language to hopefully promote positive environment in classroom. This allows students to know what behavior is expected, rather than punished. Rules/Procedures (10 minutes)

1) Students will come to class prepared and ready to learn Example: Students are expected to have completed homework assignments and have brought the necessary materials to class: books, articles, notebooks, writing instruments. I will walk around the room following the bell and collect homework for each student. Failure to have materials can result in reduction in participation grade, such as having to return to locker. 3 times is a reduction of 2 points from participation grade, with each time after that being 1 point off.

2) Students will be on-time Example: This goes along with the first rule. Students are expected to be in class and be prepared once the bell rings. 3 times late is a reduction of 2 points from participation grade, with each time after that being 1 point off. Tardiness of more than 20 minutes will be considered an absence, unless student has written excuse.

3) Respect EVERYONE in the classroom Example: This includes all students and teachers. The classroom is a community with everyone working together, therefore respect is required to achieve goals. Don’t talk when someone else is talking, respect personal space, and don’t use offensive language

or language harmful to others. We are successful when we all work together. Remember, this is a community.

4) To speak in class, please raise your hand and wait to be called upon. Example: Whether a student or teacher has a question, the student will quietly raise hand and wait for teacher to call on the student. This is required all aspects of classroom, whether it is discussion, lecture, or group work.

5) Class is dismissed on my mark, not the bell. Example: I will do my best to dismiss class on time and will make sure that you are not late to your next class. However, I will let you know when class is over. Do not leave my class when the bell rings, if I have not dismissed class.

6) Seating Arrangement Example: You will have a week to find a seat, after a week this will be your assigned seat. This makes it easier for me to get to know you and easier for you to come into classroom. Although seats have been assigned, I have the right to change the seating arrangement at any time as I see fit.

6) Have fun and learn. Example: This class will not be easy, but it will also not be boring. The key for all of us is to enjoy our time and learn, this includes myself.

Consequences (5 minutes) - For tardiness and preparedness, students will have 3 times late or unprepared before 2 points are removed from the participation grade, every time after that will be 1 point removed. For classroom disruption and disrespectful behavior, students will receive warnings for the first two incidents, a third time will result in a write-up and contact to parents. If disruption and disrespectful behavior continue, discipline will be turned over the school administrators.

Practice the Rules (10 minutes): Let’s go back to the warm-up exercise and discuss. What students thought when, where, what, or why were most important? Practice raising hands to answer and discuss.

Homework Assignment/Cool Down (5 minutes): I will quickly explain what I think about the warm-up question, explaining that I think “Why?” is the most important question in history. Then I will let them start thinking about their homework assignment: In a brief paragraph, “explain the importance of why in the study of history.” I will ask if there are any questions regarding homework and tell them I look forward to this class. I will dismiss class by saying, “Have a great day and see you next class.”

Day 2:

Class: World History and Geography: 1500 C.E. to Present

Unit: The World in 1500 C.E. and the Renaissance

Grade Level: 10th Grade

Objectives: The student will (TSW) be able to identify political, cultural, geographic, and economic conditions in the world around 1500 C.E. TSW label maps based on the world around 1500 C.E. TSW compare their preconceived ideas of the map with the map of the world around 1500 C.E.

Standards:

Students are expected to interact with maps to identify boundaries existing in the world around 1500 C.E. Students should be able to interpret how economic and cultural factors influenced this map. Students should begin to illustrate major states and empires on a map.

Materials/ Technology Used:

Students: Colored Pencils/Paper, computers Teacher: Projector to computer with PowerPoint

Multiple Intelligences:

Visual/Spatial Interpersonal Intrapersonal Logical/Mathematical Verbal/Linguistic

Accommodations: 1) TTW provide printed maps on the slides to students who need them.

2) During the guided practice, students may work together, if they are not proficient in using a computer.

Duration: 50 Minutes

SOL: WHII.2 The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world around 1500 C.E. by a) Locating major states and empires; a) describing arts, literary, and intellectual ideas of the Renaissance; c) describing the distribution of major religions; d) analyzing major trade patterns; e) introduce major technological and scientific exchanges in the Eastern Hemisphere of a Global Age, 1500 to 1650 C.E.

Anticipatory Set: (5 Minutes: Visual/Spatial, Intrapersonal)

When students come to the class, they will find a sheet of paper with two circles and colored pencils on their desks. The instructions on the top of the page will be: “Draw two-sides of the world from memory.” This will not be graded and no name is needed.

Teaching: (30 Minutes)

Input: (15 Minutes: Visual/Spatial, Interpersonal, Verbal/Linguistic, Logical/Mathematical) The teacher will (TTW) display on a projector a map of the world from

the year 1500. TTW ask the students to compare their drawings to the maps of the world on the projector. TTW give a lecture on what they are seeing when they look at the map. TTW will explain the concentration of countries in Europe, the size of India and China, the relatively unmarked continent of Africa, and the barely marked continent of North and South America.

Q: What are the areas on the map that have the most detail? Q: Why do you think these areas have the most detail? Does it have anything to do with population?

Q: What are the main difference between the modern map and the world map of 1500 C.E.?

Q: What are the similarities and differences between the two maps? Q: What are the reasons for these differences? Modeling: (10 Minutes: Visual/Spatial, Interpersonal, Verbal/Linguistic, Logical/Mathematical) This section ties in with lecture and continues to use a PowerPoint presentation by using the map to show what the world looked like in 1500 C.E. TTW display a detailed map of Europe to show the concentration of countries/principalities. TTW display a map of Asia to define the important empires and dominant features of the continent.

Q: Why do you think there are so many different countries/principalities in Europe?

Q: Do you think that this number has anything to do with population?

Q: What is the most dominant power in Asia in 1500 C.E.? Ming Dynasty China Q: Why is China such an important trade destination during this period? Checking for Understanding: (5 Minutes: Visual/Spatial, Interpersonal, Verbal/Linguistic) TTW ask the students why their drawn maps were different from the ones displayed in class. TSW locate main differences in their interpretations compared to historical map. TSW identify important aspects of the world in 1500. TTW ask students why the emphasis on maps might be important for this lesson. Q: What can you infer from the maps about the world in 1500? Q: What do you think it would be like to be an explorer in 1500 using the maps available to them? Q: Why is the map different from a modern-day map?

Guided Practice: (10 Minutes: Visual/Spatial, Logical/Mathematical, Intrapersonal)

On their own computers, students will be given time to explore www.oldmapsonline.org, moving the cursor around to see different maps from the area. TTW instruct the students on the projector how to change the date and navigate the maps. TTW distribute another sheet of paper as given in the anticipatory set. TSW work together in pairs to draw a map of the world in 1500 C.E., locating the areas of importance based upon their interpretation of the map and the lesson.

TSW will illustrate an understanding of the dominance of Europe and China during this period by drawing this map.

Closure: (5 Minutes: Intrapersonal, Interpersonal, Verbal/Linguistic)

TTW return to the idea of “Why?” from the first-class period. TTW explain how perspective is the most important part of history and how our jobs as historians is to explore the “why” of history. Think of this classroom as a group of history detectives and to constantly think about “why” something happened in history throughout the year. TSW pass in their paragraphs from the homework assignment as an exit ticket for class.

Day 3:




Objectives: TSW remember and locate key areas on the map of the world in 1500 C.E. TSW describe why Italy was a logical location for the origin of the Renaissance based on its location, the significance of trade, and its history. TSW identify key trade routes in Europe around the time of the Renaissance.

Standards:

Students are expected to be able to recall and locate major areas on the map of the world in 1500 C.E. Students are expected to identify why Italy was a major trading area in the world and Europe based on understanding the map


Students: Colored Pencils, Pencil Teacher: Projector to computer with PowerPoint, Worksheet on European trade routes from students


Intrapersonal Visual/Spatial Logical/Mathematical Interpersonal Verbal/Linguistic

Accommodations: 1) If finished with worksheet, students may use computer to research other cities in Europe growing in the 16th century. Any information the student finds interesting, can be written on worksheet for extra credit.

2) TTW work with students who need extra help with the worksheet, either on the computer or help navigating the map.



Anticipatory Set: (5 Minutes: Intrapersonal,

TSW be met in class with a map of the blank map of world on their desk. TSW be asked to identify China, India, and Europe by circling and to draw a star on Italy.

Logical/Mathematical, Visual/Spatial)


Input: (10 Minutes: Interpersonal, Logical/Mathematical, Visual/Spatial, Verbal/Linguistic) TTW give a lecture with a PowerPoint presentation to explain the state of trade in 1500 C.E. TTW relate to the earlier lesson on the map and demonstrate how Italy’s location in the Mediterranean Sea allowed it to serve as a major trading area. TTW explain the increase of trade and the flourishing wealth in Europe which allowed Europeans to spend more time and money on art and intellectual pursuits.

Q: What do the blue lines on the map represent? Q: What seems to be the most important areas based on those blue lines?

Q: What are some of the reasons that Europeans began to dedicate more time to art and leisure? Q: Think about your lives, what do you do when you have more money? Modeling: (5 Minutes: Interpersonal, Logical/Mathematical, Visual/Spatial, Verbal/Linguistic) TTW use a map of major trade routes to show how the trade flowed around the world, particularly through Italy. TTW point out how if the students look at the map, a great many lines run towards and through Italy. Checking for Understanding: (5 Minutes: Interpersonal, Logical/Mathematical, Visual/Spatial, Verbal/Linguistic) TTW ask the students whether they understand the map of Europe and the trade routes present at the time. Q: Why do you think Italy is a main area of trade in Europe? Q: Why is trade important for rebuilding Europe following the Black Death? Questioning Strategies: (5 Minutes Interpersonal, Logical/Mathematical, Verbal/Linguistic) TTW question students about their understanding of the maps and trade routes based upon lecture and their worksheet activity. Q: Where do you think some of the most important ideas and activities are going to be developed? TSW consult their maps to explain. Q: What do you think will occur now that Europeans are spending more time on leisure and the arts than any time before?

Guided Practice: (20 Minutes: Interpersonal, Visual/Spatial, Verbal/Linguistic, Logical/Mathematical)

TSW work in pairs to complete a worksheet about trade routes in Europe. TSW use their personal computers to research any data that is not available on the sheet. What they do not finish in class will be homework due during this next period. Sheet is titled, Trade Fuels City Growth, and is included after this lesson plan. Q: Why is trade so important to Europe? Remember to keep thinking about why as you are working on this. Q: What is the center of European trade based on the map given in the hand-out?

Closure: (Interpersonal, Verbal/Linguistic)

TTW conclude class by asking students to think about where Europe is heading following this growth of wealth. Think about this as we prepare for upcoming lessons.

Q: What do you think the consequences of the growth of wealth and trade will be on Europe? Q: How do you think Europeans will spend their newfound leisure time?

Name _____________________________ Date __________________

The Renaissance World History II: History and Geography

Trade Fuels City Growth In the 1200s and 1300s, Italy had the most cities in Europe. Venice, Milan, and Florence were bustling centers of industry and commerce. Venice built itself on trade, and its people had a long history of trading. By the 1500s, however, large cities had also sprouted in Northern Europe. These cities included Paris, Amsterdam, London, and others. Their growth was fueled by trade, manufacturing, and growing populations. As cities grew, a vast trading network spread across Northern Europe, resulting in the movement of people, goods, and ideas.

MAP ACTIVITY

1. On the map, use a bright color to circle the location of Venice.

2. On the map, label the area of the Mediterranean Sea.

3. Use a light shade to highlight the travel routes between Venice and Constantinople and the routes between Venice and Alexandria.

4. On the map, use a different bright shade to circle the cities with populations between 40,000 and 60,000.

The Renaissance

Name _____________________________ Date __________________

Renaissance and Reformation History and Geography

ANALYZING MAPS

5. Location: What was the population of the city of Venice? What other cities had the same population?

____________________________________________________________________

6. Human-Environment Interaction: Based on the map, what waterways helped Venice develop into a major trading center?

____________________________________________________________________

7. Location: Which cities had populations between 60,000 and 100,000?

____________________________________________________________________

____________________________________________________________________

8. Movement: How long did it take to travel from Venice to Damascus?

____________________________________________________________________

____________________________________________________________________

9. Human-Environment Interaction: Based on the map, how did people and goods travel from Venice to Damascus and Alexandria?

____________________________________________________________________

____________________________________________________________________

EXTENSION ACTIVITY Research the location of Amsterdam, another large city that developed at this time. Find out what its population range was during the 1600s. Add the location of Amsterdam to the map, and include the appropriate symbol for its population size.

Day 4:




Objectives: TSW define the Renaissance. TSW begin to identify key ideas emerging as part of the Renaissance. TSW interpret the impact of the Black Death on the psyche of European people in wanting to bring about change.

Standards:

Students are expected to interact with ideas and figures of the Renaissance to understand its importance. Students should be able to interpret how Classical influences affect this period. Students be able to demonstrate the significance of the Renaissance through impact on modern culture.


Students: Pencil/paper, computers Teacher: Projector to computer with PowerPoint, 5x8 index cards for students


Verbal/Linguistic Interpersonal Visual/Spatial Intrapersonal Logical/Mathematical Bodily/Kinesthetic Naturalistic

Accommodations: 1) TTW provide copies of the presentation and the ARTISTIC cards to students who need extra assistance.

2) If students have trouble writing the anticipatory set, TTW to talk about their ideas with partner and have partner take notes.



Anticipatory Set: (15 Minutes: Verbal/Linguistic, Interpersonal,

TSW be asked to take out a sheet of paper and write a quick diary entry. The prompt will be given to them on a PowerPoint that is open when students arrive to class. The prompt will read “Imagine you live in Florence, Italy following the Black Death. You have survived, but many

Intrapersonal, Bodily/Kinesthetic)

around you have not. How would you feel? Would you want to move forward or dwell on the past?” TSW have 5 minutes to complete the diary entry and then 2 minutes to share with a partner. Students can move around the room to share with a partner. TTW ask students if they wish to share and then spend 5 to 7 minutes discussing what their feelings would be. (According to the Virginia SOLs, The Black Death is covered in World History I, so students should be familiar with concepts before taking World History II. Details of the Black Death of not important beyond the idea of seeing Europe as ripe for “rebirth.”)


Input: (15 Minutes: Interpersonal, Verbal/Linguistic, Visual/Spatial, Logical/Mathematical) TTW give a lecture with a PowerPoint presentation to explain the origins of the Renaissance. TTW focus on explaining the growth of artistic, literary, and intellectual ideas and bring these ideas back into the growth of trade. TTW explain how the Renaissance was a rebirth of classical culture of the Greeks and Romans. TTW explain the literary movement of humanism and its effect on thinking during the period. TTW explain how the printing press was integral in the spread of ideas during the Renaissance.

Q: When you hear the word Renaissance, what comes to mind? Q: Why do you think that this occurred in Italy?

Q: What kinds of classical works were emphasized? Q: Why did people began to look back at these civilizations for inspiration?

Q: How did humanism contrast with religious doctrine? Q: How might the invention of the printing press helped the spread of humanism?

Q: Why would the printing press allow for greater flow of ideas? Q: How do you think the greater flow of ideas helped to spark the Renaissance? Modeling: (15 Minutes: Intrapersonal, Verbal/Linguistic, Visual/Spatial, Naturalistic) TTW pass out index cards and ask students to write “ARTISTIC” vertically down the card. Then on PowerPoint will show them what to write as this is a mnemonic device: A - Arrival (birth) of the modern world

R - Rebirth of ancient Greek and Roman cultures T - The Renaissance started in Italian city-states I - Italian artists (Michelangelo, da Vinci) S - Sonnets, essays, plays (Shakespeare) T - The Renaissance spread to Northern Europe I - Individualism stressed (humanism) C - Church corruption criticized (Erasmus - humanist) Checking for Understanding: TTW ask the students why we should think about “the Renaissance was very ‘Artistic.’” Questioning Strategies: (5 Minutes: Interpersonal, Verbal/Linguistic) TTW question students about their understanding of the Renaissance based upon lecture and their previous knowledge: Q: Why do you think the Renaissance occurred where it did? TSW consult their maps to explain. Q: What art/literature can you identify from the Renaissance?

Day 5:




Objectives: TSW define the flourishing of arts during the Renaissance. TSW begin to identify key figures and works of art and literature of the Renaissance. TSW demonstrate an understanding of the impact of Renaissance art on the modern world.

Standards:

Students are expected to interact with ideas and figures of the Renaissance to understanding its importance. Students should be able to interpret how Art and Literature became increasingly prevalent during the period. Students be able to demonstrate the significance of the Renaissance through impact on modern culture.


Students: Pencil/paper, computers Teacher: Project to computer with PowerPoint, Renaissance Artist graphic organizers for students


Intrapersonal Visual/Spatial Interpersonal Verbal/Linguistic Logical/Mathematical Naturalistic

Accommodations: 1) TTW provide copies of the presentation to students as needed. The presentation will also be made available to access online.

2) TTW allow students who finish the worksheet to begin working on their homework assignment.



Anticipatory Set: (5 Minutes: Intrapersonal, Visual/Spatial, Verbal/Linguistic)

TSW be met in class with a map of Europe on their desk and asked to identify and circle Italy. TTW have a PowerPoint slide on the projector with both da Vinci’s Mona Lisa and a picture of Shakespeare with the quote “To be or not to be” below. TTW ask the students to think about if they recognize either of these and whether they can identify them.


Input: (20 Minutes: Interpersonal, Visual/Spatial, Verbal/Linguistic) TTW will give a lecture using PowerPoint on the flourishing of arts and literature during the Renaissance. TTW focus on key figures, such as da Vinci, Michelangelo, Shakespeare and Machiavelli and their significant works.

Q: Can you think any famous Renaissance artist or works of art? Q: Why was there a flourishing of art during this period?

Q: Can you name a famous work by da Vinci? Q: What other areas was da Vinci influential outside of art?

Q: Can you name any works by Michelangelo? Q: Based on his art, who do you think commissioned a great deal of Michelangelo’s work?

Q: Why do you think that Machiavelli is still influential? Q: How does the word “realism” fit into the work of Machiavelli?

Q: When you hear “Shakespeare,” what comes to mind? Q: What works by Shakespeare have you read or seen as a play or film? Modeling: TSW be given a graphic organizer with famous artist of the period (Raphael, da Vinci, Michelangelo, and Botticelli) TTW introduce some of the artist via PowerPoint giving the students in the information in the second column of the organizer (Date of the Artist). Checking for Understanding: TTW rely on questions asked throughout the input to check for student understanding. Questioning Strategies: TTW question students about their understanding of the Renaissance based upon lecture and their previous knowledge. These questions are asked throughout the input.

Guided Practice: (20 Minutes: Intrapersonal, Naturalistic, Visual/Spatial, Verbal/Linguistic)

On their own computers, TSW be given time to explore websites of Renaissance art, such as http://employees.oneonta.edu/farberas/arth/arth213/michelangelo_images.html, http://www.metmuseum.org/toah/hd/leon/hd_leon.htm, http://muscarelle.org/botticelli-search-divine-florentine-painting-medici-bonfire-vanities/, https://www.raphaelsanzio.org/. TSW complete the graphic organizer worksheet by researching these websites.

Q: Why are we focusing on these artists? Q: Can you find any other influential Renaissance artists? Q: What are the dates these artists lived? Q: What type of art did the artist pursue? What were the forms and style? Q: What are three famous works from each artist?

Closure: (5 Minutes: Interpersonal, Verbal/Linguistic)

TTW conclude class by asking if students have identified a piece of art they enjoy. TTW tell students that their homework is to write a short paragraph explaining a piece of art/literature from the Renaissance. TSW identify the importance of the work and where it fits into the ARTISTIC mnemonic device drawing on the lesson from class before.

Artists of the Italian Renaissance

Artist Lifetime of the Artist (Dates)

Type of Art (Style, Form)

Claims to Fame- Find 3 Famous

Works

Raphael

Michelangelo

Da Vinci

Botticelli

Two Week Unit (Revised) Day 1: 1) Greet Students

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