world history essential standards training: day 2 january 23, 2012
TRANSCRIPT
![Page 1: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/1.jpg)
World History Essential Standards Training:
Day 2
January 23, 2012
![Page 2: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/2.jpg)
Review
• Shift to Conceptual Thinking• Strands• Revised Bloom’s Taxonomy
![Page 3: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/3.jpg)
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
![Page 4: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/4.jpg)
![Page 5: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/5.jpg)
Bloom’s Revised Bloom’s
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension
• Knowledge
![Page 6: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/6.jpg)
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
![Page 7: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/7.jpg)
• Analyze conflict – enduring understanding
• Explain conflict – concept
• Remember conflict – topic
![Page 8: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/8.jpg)
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
![Page 9: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/9.jpg)
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
![Page 10: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/10.jpg)
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
![Page 11: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/11.jpg)
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.
![Page 12: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/12.jpg)
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
![Page 13: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/13.jpg)
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?
![Page 14: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/14.jpg)
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
![Page 15: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/15.jpg)
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
![Page 16: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/16.jpg)
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.
![Page 17: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/17.jpg)
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
![Page 18: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/18.jpg)
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
![Page 19: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/19.jpg)
Topics we use to teach the EU
• Brad: India
• Debra: Egypt
• Anne: Mesopotamia
• Leslie: China
![Page 20: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/20.jpg)
From Facts to Concepts to Generalizations
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
![Page 21: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/21.jpg)
Could one Good Question result in more than One Good Answer?
![Page 22: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/22.jpg)
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
![Page 23: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/23.jpg)
Work in Groups to:
• Organize Goal into 1 – 4 Units • Create an “Enduring
Understanding” and an essay question for each Unit
![Page 24: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/24.jpg)
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)?
![Page 25: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/25.jpg)
Share
![Page 26: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/26.jpg)
Lunch
• Return at 12:45
![Page 27: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/27.jpg)
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
![Page 28: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/28.jpg)
What does a “right” answer look like?
• Divide your group by units• Working independently – outline a correct
answer for the unit essay question
![Page 29: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/29.jpg)
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
![Page 30: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/30.jpg)
Gallery Posters
• 1st Line: Unit Title• 2nd Line: Enduring Understanding• 3rd Line: Essay Question• 4th Line: Common Concepts
![Page 31: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/31.jpg)
Gallery Walk
• List Topics which would satisfy the unit and enduring understanding.
![Page 32: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/32.jpg)
Working with Groups
• Determine pacing for goal
![Page 33: World History Essential Standards Training: Day 2 January 23, 2012](https://reader035.vdocuments.us/reader035/viewer/2022062806/56649e875503460f94b8ad9a/html5/thumbnails/33.jpg)
Brainstorm a list of resources