Unit 4, Ancient Israel; Lesson 9: The Kingdom of Israel Divides

Note:  TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom 

I.  Standard(s): 6.24: Summarize the breakup of the Kingdom of Israel, Babylonian captivity, and the return of the Jews to their homeland under the Persian Empire.

     A.  Clear Target:  I can explain the significance of the division of the Kingdom of Israel on the Jewish culture and its people; to include the Babylonian Captivity, and the return to their homeland under the Persian Empire.

     B.  Bell Ringer:

          1.  Previous Day’s Clear Target: I can explain the reasons the Israelites traveled from Canaan to Egypt and back again as well as the historical significance of Moses.

               a. Discussion: TTW lead a discussion over the previous day’s clear target and gauge the level of understanding.

               b. Notes Corrections: During the discussion TSW use their notes and make corrections as needed.

         2.  Statement(s): Abraham had a son name Isaac, who wrestled with God and the Lord changed his name to Israel. Isaac had a son named Jacob.

               a. Directions: TSW analyze the statement(s) and determine if it/they are True or False.  TSW write their answer on the Haastag and post it.  TSW then write the statement in their notes.  If the statement is false, they will correct the statement to make it true as they write it down.  Next TSW write down everything that they can remember about the statement(s) into their notes.  TSW share with their group for the final step and add to their lists the things that other students remembered that they did not, as long as the group agrees to add the item.

               b. Review:  After the class has completed the activity to the best of their ability, TTW assess if there needs to be a review of the previous day’s lesson.  If a review is needed, TTW have the students get out their notes and will review the material with them.

     C.  Set: Understanding that everyone has trauma, TTW start off the lesson with the “Riddle Me This” game.  Here the teacher reads 4 riddles, one for each team in the class, and gives 10 behavior points to each group that gets a riddle correct.  After this, if time allows, TTW have everyone stand up and move around to a song of the day for about 30 seconds.

     D.  Presentation of New Material:  TSW learn about the division of the Kingdom of Israel from watching a Haastyle History Video, and by reading the DBQ document.  TSW click the document and download it.  After they read it, they will take a quiz from the Independent Practice section below.  TSW take the quiz as many times as it takes to get a 100%.  Here is the link to the  Haastyle History Video.  Here is the link to the DBQ document: Kingdom+of+Israel+Divides

          1.  Checks For Understanding (CFU):  Closure Question(s); Independent Practice

          2.  Video in Video N/A

          3.  Simulation:  N/A

     E.  Guided Practice: TTW show the students how to get to the day’s presentation of new material and independent practice; and explain what they are doing to complete the day’s lesson.  TTW then choose a student at random to perform the same tasks.

    F.  Independent Practice (The assignments are due the next school day unless otherwise stated):  TSW complete the quizzes on the Haastyle History, and on the DBQ over the division of the Kingdom of Israel. Here is the link to the quiz on the Haastyle History Video.  AND Here is the link to the quiz over the DBQ

     G.  Closure:  TSW be able to answer the following question(s) in the next day’s class discussion: What was the significance of the Kingdom of Israel dividing?

     H.  Assessment:  Question and answer/Discussions/The guided practice

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