Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
Nota: TTW= La voluntad del maestro; TSW= La Voluntad de los Estudiantes; GCR= Aula de Google
I. Standard(s):
HS.WH.CE.1 Examine effects of the movement of people, cultures, goods, diseases and technologies through established systems of connection, including the Silk Roads, Trans Saharan Trade Routes and Indian Ocean Maritime System between 1300-1450.
HS.WH.CO.1 Assess how inter- and intra-regional interactions shaped the development of empires and cultures in multiple global regions between 1300-1750.
HS.WH.CH.2 Explain continuities and changes within the religion, ideology, science and arts of empires and nation-states in multiple global regions between 1300-1750.
HS.WH.CH.3 Analyze changes and continuities within and among the Indian Ocean Maritime System, Trans-Saharan System and Silk Roads due to technology and the opening of the Atlantic System between 1300-1750.
HS.WH.CE.2 Analyze the political, economic, geographic and social causes and effects of exploration and colonization between 1450-1750.
A. Clear Target: I can demonstrate a general understanding of the Renaissance. I will know that I have it when I can help my group complete the breakout game.
B. Set/Interest Cue: Cards posted and locked boxes posted around the room. Bell Ringer and TTW tell some jokes, or ask some riddles to the students in order to get their brains ready for learning.
C. Bell Ringer:
Day 1: TSW write down on their own paper three complete sentences stating what they know about the Renaissance.
Day 2: Get started on completing the breakout room.
Day 3: Go to section G. 4. of this post and review the assignment and Grading Rubric.
Days 4-5: Come in and get to work on your Summary Activity.
D. Vocabulary: TTW review the clear target with the students ensuring understanding of the new terms (if any) and then lead a discussion on the bell ringer to ensure that the students understand the information in the lesson from the class prior.
E. Presentation of New Material: TSW get in groups and complete the worksheets on the 10 stations texts that are posted around them room. TSW then use their answers to create combinations from the clues on the worksheets so that they can open their group’s locked box and complete the tasks to earn their reward.
1. Checks For Understanding (CFU):
1. Verificaciones de comprensión (CFU):
2. Video N/A
3. Simulation: N/A
F. Guided Practice: TTW explain the directions to TS and provide examples that do not answer any of the worksheet questions. TTW ask a student to explain what they are doing today to ensure understanding. TTW then allow TS to choose their groups and get started.
G. Independent Practice (The assignments are due the next school day unless otherwise specified):
1. In 2 class days, TSW complete breakout room in their groups…if a group completes the task early, TTW have TS complete the summary and vocabulary activities.
2. Complete the Quizlet: N/A
3. TSW Complete the DBQ: N/A
4. Additional Videos and Questions/Activities: After TS have had their 2 days to complete the breakout game, they will have 3 days of class time to summarize each card and capture the supporting details, and then create a 5 paragraph summary of the cards. Each paragraph must be at least 5 sentences long. There is an assignment is GCR with instructions and a Grading Rubric. Here is a link to the GCR Summary Writing Activity.
H. Closure: TTW assess the progress of TS and determine if the activity needs to be completed on the next class day.
I. Assessment: Class Discussion; assignments; exit ticket
1. Exit Ticket: TSW turn in their completed answer sheets.