Note: TTW= The Teacher Will; TSW= The Students Will; GCR= Google Classroom
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 demonstrate an understanding of the Glorious Revolution and how it legitimized the English Parliament and began shifting the power away from the Monarchy
B. Set/Interest Cue: Class Discussion
C. Bell Ringer: TSW discuss what they learned about the witchcraft trials in Europe from the DBQ and the lecture so that they are prepared for a class discussion.
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 take notes from a lecture and presentation over the Glorious Revolution in England. This information will be built upon and reinforced with a DBQ and Graphic Organizer packet over the subject.
1. Checks For Understanding (CFU): TTW check with each group as the activities progress
2. Video N/A
3. Simulation: N/A
F. Guided Practice: TT will explain the directions and talk to each group to ensure that they understand
G. Independent Practice (The assignments are due the next school day):
1. TSW complete a worksheet: N/A
2. Complete the Quizlet from the Quizlet Classroom. N/A
3. TSW Complete the DBQ: The Glorious Revolution: A Peaceful Shift in Power
4. Additional Videos and Questions: N/A
H. Closure: TTW discuss the topic with the students to see if they understood the Essential Question of the day: How did the Glorious Revolution affect the political landscape and power base in England?
I. Assessment: Class participation and results
1. Exit Ticket: TTW ask the students some questions about the activity as TT walks around the class