For this assignment I will focus on the following topics, all chosen from SOL standards I will be responsible for teaching in the Spring:
5 Lesson Plan Topics for World History I
1.) The Rise of Islam
WHI.8 The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by:
a) describing the origin, beliefs, traditions, customs, and spread of Islam
2.) Medieval Europe
WHI.9 The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by
b) explaining the structure of feudal society and its economic, social, and political effects
3.) African Civilizations
WHI.10 The student will demonstrate knowledge of civilizations and empires of the Eastern
Hemisphere and their interactions through regional trade patterns by
d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations
of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.
4.) The Golden Age of Islam
WHI.8 The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D.(C.E.) by:
d) citing cultural and scientific contributions and achievements of Islamic civilization
5.) Medieval Japan
The student will demonstrate knowledge of civilizations and empires of the Eastern
Hemisphere and their interactions through regional trade patterns by
c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the
influence of Chinese culture
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Civil War:
ReplyDeleteUSI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil
War by d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee,
Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the
war.
Expansion and Reform:
USI.8 The student will demonstrate knowledge of westward expansion and reform in America from
1801 to 1861 by c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.
American Revolution/ Formation of a New Nation
USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by b) describing the historical development of the Constitution of the United States.
Pre-Columbian:
USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on
how people interacted with their environment to produce goods and services, including
examples of specialization and interdependence;
Geography:
USI.2 The student will use maps, globes, photographs, pictures, or tables to d) recognize key geographic features on maps, diagrams, and/or photographs.
10.5 The student will read and analyze a variety of poetry
ReplyDeletec)Interpret and paraphrase the meaning of selected poems.
10.3 The student will read, comprehend, and critique literary works.
e)Identify universal themes prevalent in the literature of different cultures.
10.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
10.6 The student will read and critique dramatic selections.
b) Compare and contrast character development in a play to characterization in other literary forms.
10.1 The student will participate in and report on small-group learning activities.
9th Grade Earth Science:
ReplyDeleteOceanography (tides) --
Standard ES.11 a
The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological
systems and are subject to long- and short-term variations. Key concepts include
a) physical and chemical changes (tides, waves, currents, sea level and ice cap variations, upwelling, and salinity
variations).
Local oceanography info --
Standard ES.11 b, e
The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological
systems and are subject to long- and short-term variations. Key concepts include
b) importance of environmental and geologic implications; and
e) economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.
Sea-floor mapping --
Standard ES.11 c, d
The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological
systems and are subject to long- and short-term variations. Key concepts include
c) systems interactions (density differences, energy transfer, weather, and climate); and
d) features of the sea floor (continental margins, trenches, mid-ocean ridges, and abyssal plains) as reflections of
tectonic processes.
Weather maps and what they mean to us --
Standard ES.13 a, b, c, d
The student will investigate and understand that energy transfer between the sun and the Earth and its atmosphere drives
weather and climate on Earth. Key concepts include
a) observation and collection of weather data;
b) prediction of weather patterns
Weather phenomena --
Standard ES.13 c, d
The student will investigate and understand that energy transfer between the sun and the Earth and its atmosphere drives
weather and climate on Earth. Key concepts include
c) severe weather occurrences, such as tornadoes, hurricanes, and major storms; and
d) weather phenomena and the factors that affect climate including radiation and convection.