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.
A. Clear Target: I can discuss the general reasons behind the beginnings of the Protestant Reformation, and the cultural changes behind it. I will know that I have it when I can complete an exit ticket on the subject with at least 80% accuracy.
B. Set/Interest Cue: 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: TSW watch a parody over the Protestant Reformation. Then on their own paper, TSW write down five things that the video says about the Reformation. TSW also write down as many names as they can of the people brought up in the video. The names do not count as one of the 7 things unless they also write what the person did. Here is the link to the video.
1. Day 1 Bell Ringer: See above.
2. Day 2 Bell Ringer: N/A
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: TTW begin class discussing the bell ringer video. TTW talk to the students about the main points of the video. TSW take notes on the discussion information. play the Crash Course European History, The Protestant Reformation episode number 6 again. Here is the link. While watching the video, TS will check the previous day’s worksheet answers and fill in any missing pieces. TSW also use the worksheet to complete their notes, adding any missing details from the worksheet that they missed. TS may also watch the video on their own at this point. This portion of the lessons will take 1/2 of the class time. For the last half of the class, TSW work on
1. Day 1:
2. Day 2: N/A
3. Early Finishers: If and students gets done with all of their notes and the worksheet, they can work on the Preview DBQ, the Unit 3 Basket of Goodness, or the Unit 3 Study Guide.
4. Video of Presentation: N/A
F. Checks For Understanding (CFU): Discussions during video/Worksheet
G. Video N/A
H. Simulation: N/A
I. Guided Practice: TTW explain the directions to TS and provide examples. TTW ask a student to explain what they are doing today to ensure understanding.
J. Independent Practice (The assignments are due the next school day):
1. TSW take notes and complete a worksheet on a video over the Reformation. It is linked in Section E above.
2. Complete the Quizlet: N/A
3. TSW Complete the DBQ: TS may complete the Preview Reformation DBQ once they are done with the day’s lesson.
4. Additional Videos and Questions: N/A
K. Closure: TTW answer any questions that TS have and ensure they know what they have to do for classwork/homework.
L. Assessment: Class Discussion; assignments; exit ticket
M. Exit Ticket: TSW answer questions over the video.