Class expectations/How is this class different from World History I?
Student goal Sheet – students will fill out their goal sheet and place it in their folder.
Students join Edmodo using code given in class.
Opening activities –
Fan and Pick – students pick from a fan of cards and they have to answer the questions. These are cards for today are “all about me” cards.
Braindump – Students will create a Word Wall on the chalkboard listing as many terms and concepts from the religions unit they learned last year.
If time: Color in the Map! Where are major religions located in the world?
Closer: exit ticket- Why are you taking World HistoryII? Do you like history or dislike history? What period do you like the best? What are your goals for this class?
Day 2 (9/11): Warm-up/word of the day: Journal question: How do you know if a story is true or
not? Students will answer the journal question first as their own opinion.Activity: Lunchroom fight I
Students will be given a worksheet that states the following:
Imagine that you are the principal of a school and you just found out
that there was a fight in the lunchroom during lunch. You’ve asked many
students and teachers who witnessed the fight to write down what they saw and
who they think started the fight. Unfortunately, you have received many
conflicting accounts that disagree about important details of the fight, like
who started it, when it started, and who was involved. It’s important to
remember that NO ONE is lying.
2 In pairs, students must answer the following questions:
(a) How could there be different stories
of the event if no one is lying?
(b) Who are the different people who
might have seen this fight? (e.g., friends of those involved versus people who
don’t know the kids who were fighting; those who were fighting versus those who
were witnesses; adults versus kids).
(c) What
might make one person’s story more believable than another person’s? Please
star those who you think are most trustworthy.
Read "The True Story of the Three Little Pigs" as told by A. Wolf. Compare and contrast the pigs' version and the wolf's version of the story and using the evidence provided in the two stories decide which story is the true one.
Read “The six blind men of Hindustan” – students will be
asked to answer the question below based on the lunchroom fight and the poem.
(d) Why would it be important for a history student to
understand historical argumentation and use of evidence?
Religions Webquest – students will get out their devices and
log onto Edmodo for the website link posted there. Students will go to the
website www.uri.org/kids/world.htm
and answer questions the teacher has created. On the back, students will fill
out the chart on world religions. The teacher will periodically check on
student progress and redirect students as needed.
Map 1 – the students will complete on their own a map that
asks for basic map skills.
Map 2 – the students will complete a map on basic religion
location. The teacher will project the map on the board and color in the areas
religions were found in 1500, and then using the map in the back of the book,
students will identify how the religions of the world have spread. As a class,
the teacher will color in the various places in the world.
Day 3 (9/15)
Walk-about – teacher places post it paper around the room
with one religion per poster. Students write what they know about that religion
on the poster in different colors. Discussion over what is written on the
poster.
Closer: exit ticket- Have we met the target today? What have
you learned, specifically today?
Day 3(9/8/2013): Warm-up: For this unit the quote is a Shinto proverb: The heart of the person before you is a mirror. See there your own form.” Please answer the question below as your journal. Be ready to discuss. · In what ways are religious beliefs “the heart of the person”?
Religions chart – use computers and textbooks to fill in Discussion/go over the Religions chart Religions map Write a reflection piece with your warm-up that answers the following questions: • How can belief systems promote change in a society? • Where and why are religious beliefs a source of conflict in today’s world? Closer: 3-2-1- activity for students to summarize their study of belief systems: · 3 ways all belief systems are alike · 2 ways belief systems affect people’s lives · 1 way different belief systems affect my life
Day 4 (9/11/2013) Warm-up: Trends – Some people think that violence is growing in our society, do you think religion has something to do with that? Explain your reasoning. Religion webquest Activity – Find a current event that shows how society is currently being changed by a belief system using
Day 5 (9/13/2013) - Warm-up: Trends – how has geography changed history? Share your current event from last class (optional) World Map Study guide (Quiz next class) Closer- exit ticket – 3-2-1 or RSQC2
Day 6 (9/17/2013) - Warm-up: Trends – What is the impact of geography on religion? Quiz (students are allowed to use all materials from class) Religions of the Ancient World DBQ Renaissance Pre-assessment Closer- exit ticket (3-2-1 or SRQ2)