Unit 2: Chapter 3 - Section 3 (Ch. Test Week)

MONDAY
Islamic Beliefs & Practices: Chapter 3 Section 3 (Pages 66-71)

***Homework Due this Week***

1) Page 69 (#'s 1a, 1b, 2a, 2b, 3a, 3b, 3c, & 4)
2) Quick Writes
3) Read Pages 66-71 (quiz Wednesday, Test Thursday)
4) *Extra Credit* 5 Pillars of Islam Illustration

**(Section 3 QUIZ on WEDNESDAY)**
**(Test: THURSDAY on chapter 3)***

Unit 2: Chapter 3: Section 3 (Pages 66-71)

California Standard(s)
HSS: 7.2.3

Learning Objectives:
Students will learn that …
1. The Qur’an guides Muslims’ lives.
2. The Sunnah tells Muslims of important duties expected of them.
3. Islamic law is based on the Qur’an and the Sunnah.Vocabulary jihad, Sunnah, Five Pillars of Islam

Anticipatory Set:
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify the important beliefs, guidelines, and practices of Islam.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Special Education Students (TE) Guidelines of the Qur’an [RS]
___ Critical Thinking: Summarizing (TE) The Five Pillars of Islam Book Jacket [RS]
___ Quick Facts: The Five Pillars of Islam (SE)
___ Quick Facts Chart: Sources of Islamic Beliefs (SE)
___ Sacred Texts: The Qur’an (SE)

Review & Assess
___ Close (TE) Review the three sources of Islamic beliefs with students.
___ Section 3 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Available/Possible Resources:
___ Daily Bellringer Transparency: Section 3
___ CRF: Vocabulary Builder, Section 3
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 3
___ CRF: Literature: The Qur’an
___ CRF: Primary Source: Rumi’s Poem “Say Yes Quickly
___ Quick Facts Transparency: The Five Pillars of Islam
___ Quick Facts Transparency: Sources of Islamic Beliefs
___ Online Quiz Section 3(keyword: SQ7 HP3)
___ PASS: Section Quiz 3
___ Quick Facts Transparency: The Rise of Islam Visual Summary

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Tuesday (REVIEW) / Islam Video

Islamic Beliefs & Practices: Chapter 3 Section 3 (Pages 66-71)

***Homework Due this Week***
1) Page 69 (#'s 1a, 1b, 2a, 2b, 3a, 3b, 3c, & 4) 2) Quick Writes
3) Read Pages 66-71 (quiz Wednesday, Test Thursday)
4) *Extra Credit* 5 Pillars of Islam Illustration

**(Section 3 QUIZ on WEDNESDAY)**
**(Test: THURSDAY on chapter 3)***

Unit 2: Chapter 3: Section 3 (Pages 66-71)

California Standard(s)
HSS: 7.2.3

Learning Objectives:Students will learn that …

1. The Qur’an guides Muslims’ lives.

2. The Sunnah tells Muslims of important duties expected of them.

3. Islamic law is based on the Qur’an and the Sunnah.Vocabulary jihad, Sunnah, Five Pillars of Islam

Anticipatory Set:

___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify the important beliefs, guidelines, and practices of Islam.

___ Main Idea Questions (TE) Standards-based discussion questions

___ Differentiating Instruction for Universal Access: Special Education Students (TE) Guidelines of the Qur’an [RS]

___ Critical Thinking: Summarizing (TE) The Five Pillars of Islam Book Jacket [RS]

___ Quick Facts: The Five Pillars of Islam (SE)

___ Quick Facts Chart: Sources of Islamic Beliefs (SE)
___ Sacred Texts: The Qur’an (SE)

Review & Assess
___ Close (TE) Review the three sources of Islamic beliefs with students.

___ Section 3 Assessment (SE)

___ Quick Facts: (SE) Chapter Visual Summary

Available/Possible Resources:

___ Daily Bellringer Transparency: Section 3

___ CRF: Vocabulary Builder, Section 3
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 3

___ CRF: Literature: The Qur’an

___ CRF: Primary Source: Rumi’s Poem “Say Yes Quickly

___ Quick Facts Transparency: The Five Pillars of Islam
___ Quick Facts Transparency: Sources of Islamic Beliefs
___ Online Quiz Section 3(keyword: SQ7 HP3)___ PASS: Section Quiz 3
___ Quick Facts Transparency: The Rise of Islam Visual Summary

*Vocabulary Review Today*

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Wednesday
(Chapter 3 Section 3 Quiz)
*Know Vocabulary and READ!!!*
Islamic Beliefs & Practices: Chapter 3 Section 3 (Pages 66-71)

***Homework Due this Week***

1) Page 69 (#'s 1a, 1b, 2a, 2b, 3a, 3b, 3c, & 4)

2) Quick Writes

3) Read Pages 66-71 (quiz Wednesday, Test Thursday)

4) *Extra Credit* 5 Pillars of Islam Illustration

**(Section 3 QUIZ on TODAY)**

**(Test: THURSDAY on chapter 3)**

Unit 2: Chapter 3: Section 3 (Pages 66-71)

California Standard(s) HSS: 7.2.3

Learning Objectives:Students will learn that …
1. The Qur’an guides Muslims’ lives.
2. The Sunnah tells Muslims of important duties expected of them.
3. Islamic law is based on the Qur’an and the Sunnah.Vocabulary jihad, Sunnah, Five Pillars of Islam

Anticipatory Set:
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.

___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify the important beliefs, guidelines, and practices of Islam.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Special Education Students (TE) Guidelines of the Qur’an [RS]
___ Critical Thinking: Summarizing (TE) The Five Pillars of Islam Book Jacket [RS]
___ Quick Facts: The Five Pillars of Islam (SE)
___ Quick Facts Chart: Sources of Islamic Beliefs (SE)

___ Sacred Texts: The Qur’an (SE) Review & Assess

___ Close (TE) Review the three sources of Islamic beliefs with students.
___ Section 3 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Available/Possible Resources:
___ Daily Bellringer Transparency: Section 3
___ CRF: Vocabulary Builder, Section 3

___ Universal Access Modified Worksheets and Tests CD-ROM

___ Interactive Reader and Study Guide: Section 3
___ CRF: Literature: The Qur’an
___ CRF: Primary Source: Rumi’s Poem “Say Yes Quickly
___ Quick Facts Transparency: The Five Pillars of Islam

___ Quick Facts Transparency: Sources of Islamic Beliefs

___ Online Quiz Section 3(keyword: SQ7 HP3)

___ PASS: Section Quiz 3

___ Quick Facts Transparency: The Rise of Islam Visual Summary

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Thursday

(Chapter 3 TEST)

*Know Vocabulary and READ!!!

* Islamic Beliefs & Practices: Chapter 3 Section 3 (Pages 66-71)

***Homework Due this Week***
1) Page 69 (#'s 1a, 1b, 2a, 2b, 3a, 3b, 3c, & 4)
2) Quick Writes
3) Read Pages 66-71 (quiz Wednesday, Test Thursday)
4) *Extra Credit* 5 Pillars of Islam Illustration

**(Test: TODAY on chapter 3)**

Unit 2: Chapter 3: Sections 1-3 pages 66-71

California Standard(s) HSS: 7.2.(1-3)

Learning Objectives:Students will learn that …

1. The Qur’an guides Muslims’ lives.

2. The Sunnah tells Muslims of important duties expected of them.

3. Islamic law is based on the Qur’an and the Sunnah.Vocabulary jihad, Sunnah, Five Pillars of Islam

TEST DAY: Quick Write to begin the course, Test to follow (30-40 minutes)

* When completed students may choose to work on homework for tomorrow*

############################


FRIDAY
Homework is DUE TODAY!!

* Islamic Beliefs & Practices: Chapter 3 Section 3 (Pages 66-71)

***Homework Due TODAY***

1) Page 69 (#'s 1a, 1b, 2a, 2b, 3a, 3b, 3c, & 4)

2) Quick Writes

3) Read Pages 66-71 (quiz Wednesday, Test Thursday)

4) *Extra Credit* 5 Pillars of Islam Illustration

Unit 2: Chapter 3: Sections 1-3 pages 66-71 California Standard(s) HSS: 7.2.(1-3)

Learning Objectives:Students will learn that …
1. The Qur’an guides Muslims’ lives.
2. The Sunnah tells Muslims of important duties expected of them.
3. Islamic law is based on the Qur’an and the Sunnah.Vocabulary jihad, Sunnah, Five Pillars of Islam

Homework Collection

Video Completion (Islam)

Introduction to Chapter 4: The Spread of Islam (p.76)

Week 5 - Unit 2 - Chapter 3 - ISLAM (M-F)

MONDAY

The Rise of Islam: Chapter 3 Section 1

***Homework Due this Week***

1. Page 58 #'s 1-3
2. Quick Writes
3. Oasis v. Desert Booklet

Unit 2: Chapter 3: Section 1 (Pages 50-58)

Objectives Students will learn that …
1. Arabia is mostly a desert land.
2. Two ways of life—nomadic and sedentary—developed in the desert.

Vocabulary:

sand dunes, oasis, sedentary, caravan, souk

California Standards

HSS: 7.2.1
• Standards Review Workbook, with Answer Key
• Online Chapter Summaries in Six Languages

Preteach
Resources

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM

Direct Teach/Objective in Learning & Measurement
--Students will learn about a religion called Islam. They will learn about where Islam originated (Mecca) and why Mecca is so sacred by reading and discussing the chapter. Students will also gain knowledge of the differences between an Oasis and a Desert by completing an Informational Booklet for tourists.

--Student understanding will be assessed by proper student usage of terminology (sand dunes, oasis, sedentary, caravan, souk) and associating proper images to these terms.

Closure: A short show and tell of student progress with regard to personal projects. Students will be called on randomly in order to assure a 'random sample' was taken.

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, identify main idea statements and write a letter describing a particular lifestyle.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Collaborative Learning (TE) Travel Brochures
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Arabian Geography [RS]
___ Critical Thinking: Making Generalizations (TE) A Day in the Life
___ Map: Arabia, 570 (SE)
___ History Close-up: Nomads and Townspeople (SE)
___ Linking to Today: Shopping (SE)
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: Early Arabia
___ Map Transparency: Arabia, 570

Resources

___ Close (TE) Have students work in pairs to write one-paragraph summaries of the geography of Arabia.
___ Section 1 Assessment (SE)
___ PASS: Section Quiz 1

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Tuesday

Chapter 3 Section 1 Review
Oasis v Desert Booklet

The Rise of Islam: Chapter 3 Section 1

***Homework Due this Week***
Page 58 #'s 1-3
Quick Writes
Oasis v. Desert Booklet

Unit 2: Chapter 3: Section 1 (Pages 50-58)

Objectives Students will learn that …

1. Arabia is mostly a desert land.

2. Two ways of life—nomadic and sedentary—developed in the desert.

Vocabulary:

sand dunes, oasis, sedentary, caravan, souk

California Standards
HSS: 7.2.1

• Standards Review Workbook, with Answer Key

• Online Chapter Summaries in Six Languages Preteach Resources

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.

___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.

___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

___ Daily Bellringer Transparency: Section 1

___ CRF: Vocabulary Builder, Section 1

___ Universal Access Modified Worksheets and Tests CD-ROM Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, identify main idea statements and write a letter describing a particular lifestyle.

___ Main Idea Questions (TE) Standards-based discussion questions

___ Collaborative Learning (TE) Travel Brochures

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Wednesday

Unit 2: Chapter 3: Section 2 (Pages 59-64)

Chapter 3 Section 2

The Rise of Islam: Chapter 3 Section 2

***Homework Due this Week***

Page 58 #'s 1-3

Quick Writes

Oasis v. Desert Booklet

Unit 2: Chapter 3: Section 2 (Pages 59-64)

Objectives Students will learn that …
1. Muhammad became a prophet and introduced a religion called Islam in Arabia.
2. Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas.
3. Islam spread in Arabia after being rejected at first.Vocabulary Muhammad, Islam, Muslim, Qur’an, shrine, pilgrimage, mosque

California Standards HSS: 7.2.2

RESOURCES:
___ CRF: Biography: Khadijah
___ CRF: Primary Source: A Record of Ibn Jubayr’s Pilgrimage to Mecca
___ CRF: Primary Source: The Life of Muhammad by Ibn Ishaq

___Map Transparency: Islam in Arabia, 632

Learning Objective(s):
Objectives Students will learn that …

1. Muhammad became a prophet and introduced a religion called Islam in Arabia.

2. Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas.

3. Islam spread in Arabia after being rejected at first.Vocabulary Muhammad, Islam, Muslim, Qur’an, shrine, pilgrimage, mosque...by working in small teams of 3-5 and "proving" the three (3) learning objectives above. Students will work in teams to scour the chapter's section to uncover the learning objectives. They will be required to "show HOW" these learning objectives are presented in the book and WHY they are relevant...Tables will label and name their pages and turn them into the instructor for evaluation.

*Summary:

Students will discuss the origins of Islam as well as early reactions to Muhammad and his teachings.

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Thursday
Unit 2: Chapter 3: Section 2 (Pages 59-64)...Review...

Chapter 3 Section 2 The Rise of Islam: Chapter 3 Section 2

***Homework Due this Week***

Page 58 #'s 1-3
Quick Writes
Oasis v. Desert Booklet

***DUE IN CLASS: Chapter 3 Section 2 Page 64 (#'s 1-3)

Unit 2: Chapter 3: Section 2 (Pages 59-64)

Objectives Students will learn that …

1. Muhammad became a prophet and introduced a religion called Islam in Arabia.

2. Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas.

3. Islam spread in Arabia after being rejected at first.

Vocabulary Muhammad, Islam, Muslim, Qur’an, shrine, pilgrimage, mosque

California Standards HSS: 7.2.2

RESOURCES:

___ CRF: Biography: Khadijah

___ CRF: Primary Source: A Record of Ibn Jubayr’s Pilgrimage to Mecca

___ CRF: Primary Source: The Life of Muhammad by Ibn Ishaq
___Map Transparency: Islam in Arabia, 632

Learning Objective(s):Objectives Students will learn that …
1. Muhammad became a prophet and introduced a religion called Islam in Arabia.
2. Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas.
3. Islam spread in Arabia after being rejected at first.Vocabulary Muhammad, Islam, Muslim, Qur’an, shrine, pilgrimage, mosque...by working individually to complete a chapter (section 2) assessment. Students will turn these in for grading.

*Summary:
Students will discuss the origins of Islam as well as early reactions to Muhammad and his teachings (review from the previous day)

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FRIDAY

Unit 2: Chapter 3: Section 2 (Pages 59-64)

***Homework Due TODAY***
Page 58 #'s 1-3

Quick Writes

Oasis v. Desert Booklet

Objectives Students will learn that …
1. Muhammad became a prophet and introduced a religion called Islam in Arabia.
2. Muhammad’s teachings had similarities to Judaism and Christianity, but they also presented new ideas.
3. Islam spread in Arabia after being rejected at first.

---------Students will watch a film on Islam (52 minutes)...notes will be taken in 5 categories. Students must complete each category for credit, notes will be turned in at the end of the period.

Vocabulary Muhammad, Islam, Muslim, Qur’an, shrine, pilgrimage, mosque
California Standards HSS: 7.2.2

RESOURCES:
___ Film:United Streaming (ISLAM)

Summary: Students understanding will be assessed by random film stoppages and questioning.

Week 4 Chapter 2 (Sect 3 & Test) Mon-Friday

Chapter 2 Section 3 Monday Simnjanovski, R Objectives Students will learn that … 1. Eastern emperors ruled from Constantinople and tried but failed to reunite the whole Roman Empire. 2. The people of the eastern empire created a new society that was very different from society in the west. 3. Byzantine Christianity was different from religion in the west. Vocabulary Justinian, Theodora, Byzantine Empire, mosaics		California Standards HSS: 7.1.3 • Standards Review Workbook, with Answer Key • Online Chapter Summaries in Six Languages
	Preteach	Resources
	___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People. ___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary. ___ If YOU were there … (SE) Have students read and discuss the section introduction and question.	___ Daily Bellringer Transparency: Section 3 ___ CRF: Vocabulary Builder, Section 3
	Direct Teach	Resources
	___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list the main people, events, and issues in the section. ___ Main Idea Questions (TE) Standards-based discussion questions ___ Cross-Discipline Activity: Civics (TE) Responsibility: Making Laws [RS] ___ Differentiating Instruction for Universal Access: ELL (TE) Constantinople and Trade ___ Critical Thinking: Supporting Points of View (TE) Making Procession Fliers ___ Map: The Byzantine Empire, 1025 (SE) ___ History Close-up: The Glory of Constantinople (SE) ___ Quick Facts: The Western and Byzantine Empires (SE) ___ Biography: Justinian and Theodora (SE)	___ CRF: Biography: Belisaurius ___ CRF: Primary Source: Procopius’s History of the Nika Rebellion, Parts 1 and 2 ___ CRF: Literature: Byzantine Poetry
	Review & Assess	Resouces
	___ Close (TE) Have students work in pairs to write a short summary of the history of the Byzantine Empire. ___ Section 3 Assessment (SE) ___ Quick Facts: (SE) Chapter Visual Summary --- Home Work: Due on Friday! 1) Weekly Quick Writes 2) Text Book p.40 # 1-3 3) Text Book p. 45 # 1-7 (Take Home Quiz) 4) Byzantine Map (See page 37) -8.5"x11" page -Map MUST contain a Key/Legend -Start in CLASS!!!	___ Online Quiz Section 3 (keyword: SQ7 HP2) ___ PASS: Section Quiz 3 ___ Quick Facts Transparency: The Fall of Rome Visual Summary
	Week 4 Chapter 2 (Sect 3 & Test) Chapter 2 Section 3 TUESDAY (continue) Simnjanovski, R Objectives Students will learn that … 1. Eastern emperors ruled from Constantinople and tried but failed to reunite the whole Roman Empire. 2. The people of the eastern empire created a new society that was very different from society in the west. 3. Byzantine Christianity was different from religion in the west. Vocabulary Justinian, Theodora, Byzantine Empire, mosaics California Standards HSS: 7.1.3 • Standards Review Workbook, with Answer Key • Online Chapter Summaries in Six Languages Preteach Resources ___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People. ___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary. ___ If YOU were there … (SE) Have students read and discuss the section introduction and question. ___ Daily Bellringer Transparency: Section 3 ___ CRF: Vocabulary Builder, Section 3 Direct Teach Resources ___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list the main people, events, and issues in the section. ___ Main Idea Questions (TE) Standards-based discussion questions ___ Cross-Discipline Activity: Civics (TE) Responsibility: Making Laws [RS] ___ Differentiating Instruction for Universal Access: ELL (TE) Constantinople and Trade ___ Critical Thinking: Supporting Points of View (TE) Making Procession Fliers ___ Map: The Byzantine Empire, 1025 (SE) ___ History Close-up: The Glory of Constantinople (SE) ___ Quick Facts: The Western and Byzantine Empires (SE) ___ Biography: Justinian and Theodora (SE) ___ CRF: Biography: Belisaurius ___ CRF: Primary Source: Procopius’s History of the Nika Rebellion, Parts 1 and 2 ___ CRF: Literature: Byzantine Poetry Review & Assess Resouces ___ Close (TE) Have students work in pairs to write a short summary of the history of the Byzantine Empire. ___ Section 3 Assessment (SE) ___ Quick Facts: (SE) Chapter Visual Summary --- Home Work: Due on Friday! 1) Weekly Quick Writes 2) Text Book p.40 # 1-3 3) Text Book p. 45 # 1-7 (Take Home Quiz) 4) Byzantine Map (See page 37) -8.5"x11" page -Map MUST contain a Key/Legend -Start in CLASS!!! ___ Online Quiz Section 3 (keyword: SQ7 HP2) ___ PASS: Section Quiz 3 ___ Quick Facts Transparency: The Fall of Rome Visual Summary Sunday, August 12, 2007 Chapter 2 Section 3 WEDNESDAY Simnjanovski, R Objectives Students will learn that … 1. Eastern emperors ruled from Constantinople and tried but failed to reunite the whole Roman Empire. 2. The people of the eastern empire created a new society that was very different from society in the west. 3. Byzantine Christianity was different from religion in the west. Vocabulary Justinian, Theodora, Byzantine Empire, mosaics California Standards HSS: 7.1.3 • Standards Review Workbook, with Answer Key • Online Chapter Summaries in Six Languages Preteach Resources Quiz On Chapter 2 In Class Grading*** Walk About Quiz Direct Teach Resources ___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list the main people, events, and issues in the section. ___ Main Idea Questions (TE) Standards-based discussion questions ___ Cross-Discipline Activity: Civics (TE) Responsibility: Making Laws [RS] ___ Differentiating Instruction for Universal Access: ELL (TE) Constantinople and Trade ___ Critical Thinking: Supporting Points of View (TE) Making Procession Fliers ___ Map: The Byzantine Empire, 1025 (SE) ___ History Close-up: The Glory of Constantinople (SE) ___ Quick Facts: The Western and Byzantine Empires (SE) ___ Biography: Justinian and Theodora (SE) ___ CRF: Biography: Belisaurius ___ CRF: Primary Source: Procopius’s History of the Nika Rebellion, Parts 1 and 2 ___ CRF: Literature: Byzantine Poetry Review & Assess Resouces ___ Close (TE) Have students work in pairs to write a short summary of the history of the Byzantine Empire. ___ Section 3 Assessment (SE) ___ Quick Facts: (SE) Chapter Visual Summary --- Home Work: Due on Friday! 1) Weekly Quick Writes 2) Text Book p.40 # 1-3 3) Text Book p. 45 # 1-7 (Take Home Quiz) 4) Byzantine Map (See page 37) -8.5"x11" page -Map MUST contain a Key/Legend -Start in CLASS!!! ___ Online Quiz Section 3 (keyword: SQ7 HP2) ___ PASS: Section Quiz 3 ___ Quick Facts Transparency: The Fall of Rome Visual Summary Sunday, August 12, 2007 Week 4 Chapter 2 (Sect 3 & Test) Chapter 2 Section 3 Thursday / Friday Simnjanovski, R Objectives Students will learn that … 1. Eastern emperors ruled from Constantinople and tried but failed to reunite the whole Roman Empire. 2. The people of the eastern empire created a new society that was very different from society in the west. 3. Byzantine Christianity was different from religion in the west. Vocabulary Justinian, Theodora, Byzantine Empire, mosaics California Standards HSS: 7.1.3 • Standards Review Workbook, with Answer Key • Online Chapter Summaries in Six Languages Preteach Resources ___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People. ___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary. ___ If YOU were there … (SE) Have students read and discuss the section introduction and question. ___ Daily Bellringer Transparency: Section 3 ___ CRF: Vocabulary Builder, Section 3 Direct Teach Resources ___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list the main people, events, and issues in the section. ___ Main Idea Questions (TE) Standards-based discussion questions ___ Cross-Discipline Activity: Civics (TE) Responsibility: Making Laws [RS] ___ Differentiating Instruction for Universal Access: ELL (TE) Constantinople and Trade ___ Critical Thinking: Supporting Points of View (TE) Making Procession Fliers ___ Map: The Byzantine Empire, 1025 (SE) ___ History Close-up: The Glory of Constantinople (SE) ___ Quick Facts: The Western and Byzantine Empires (SE) ___ Biography: Justinian and Theodora (SE) ___ CRF: Biography: Belisaurius ___ CRF: Primary Source: Procopius’s History of the Nika Rebellion, Parts 1 and 2 ___ CRF: Literature: Byzantine Poetry Review & Assess Resouces Wed/Thursday: Vocabulary Bingo!!! Thursday/Friday: Chapter Quiz Show and Chapter Test --- Home Work: Due on Friday! 1) Weekly Quick Writes 2) Text Book p.40 # 1-3 3) Text Book p. 45 # 1-7 (Take Home Quiz) 4) Byzantine Map (See page 37) -8.5"x11" page -Map MUST contain a Key/Legend -Start in CLASS!!! ___ Online Quiz Section 3 (keyword: SQ7 HP2) ___ PASS: Section Quiz 3 ___ Quick Facts Transparency: The Fall of Rome Visual Summary

Chapter 2 Section 2
Friday
SIMNJANOVSKI

Homework is Due Today!

Objectives:Students will learn/review that…
Many problems threatened the Roman Empire, leading one emperor to divide it in half,
Barbarians invaded Rome in the 300s and 400s, and

Many factors contributed to Rome’s fall…

-by working individually to complete Ch. 2 Sect. 2's assessment on page 35. This assignment will be completed and graded in class. An 80% correct/success rate will be required for students to receive credit on the assignment and demonstrate understanding of CA state Standards.

Vocabulary (Review):

Diocletian, Constantine, Clovis, Attila, corruption (page 30-35)

California Standard(s)HSS: 7.1.2. Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

LESSON

1) Anticipatory Set: Q/W Discuss how barbarians changed life for ALL Romans
*COLLECT ALL HOMEWORK
2) Modeling: Have students pull out blank pages...instructor will model how their in-class, open text quiz will work.
3) Guided: Students will work individually to respond to questions on page 35 in the text (1a,b, 2a,b,c,3a,b)...The class will complete #1a together.
4) Independent: Students will have 30 minutes to complete the short assessment.
5) Closure: Student progress will be monitored by the instructor; Grading will occur in class with the students responding to questions and answers...The assignment is worth 7 points.

*HOME WORK DUE TODAY (8-10-2007):

1) Signed Progress Report
2) Quick Writes
3) Vocab Art Cards
4) Chapter 2 Section 1 Assessment P. 29 (1-4)

**Possible source to be used in class:
Ancient Rome: Fall of an Empire. Discovery Channel School
(2004). Retrieved August 9, 2007, from
unitedstreaming: http://www.unitedstreaming.com/

***This film will be used in class should the UnitedStreaming server be up and available for downloading on 10/10/2007.

Week 3 Day 4 Thursday (Ch. 2 Sect 2).

Chapter 2 Section 2
Thursday
SIMNJANOVSKI

Objectives: Students will learn that…

Many problems threatened the Roman Empire, leading one emperor to divide it in half,
Barbarians invaded Rome in the 300s and 400s, and

Many factors contributed to Rome’s fall…

Students success and understanding will be based on a mastery of the knowledge for responses to questions created by their peers from the previous day. Students will work on the assignment individually, responses will be graded in class. An 80% success/correct rate will be required.

Vocabulary (NEW – Review today)

Diocletian, Constantine, Clovis, Attila, corruption (page 30-35)

California Standard(s)HSS: 7.1.2. Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

LESSON

1) Anticipatory Set: Quick Write Dioceltian versus Constantine Debate
-Tables will be required to ‘defend’ one side…the class will be spilt to pro and con division empires…they will write and then debate

2) Modeling: Students will be required to prepare an “opening statement” for their sides…The instructor will show an example of the following
-An Opening Statement
-A Primary Argument
-A Secondary Argument
-A Defense
-A Closing
3) Guided: Students will work in teams to generate appropriate arguments, defenses and ‘attacks’…the instructor will observe and offer suggestions.
4) Independent: Students will begin a debate of Dioceltian versus Constantine
5) Closure: Students will have “closing arguments” that will be assisted by the instructor that will connect to the standards as well as the primary text(s).

* If Time Allows We WILL Introduce Ch. 2 Sect 3 Vocabulary*

-HOME WORK THIS WEEK:
1) Signed Progress Report
2) Quick Writes
3) Vocab Art Cards
4) Chapter 2 Section 1 Assessment P. 29 (1-4)

Week 3 Day 3 Wednesday: Ch. 2 Sect 2

Chapter 2 Section 2

Wednesday

SIMNJANOVSKI

Objectives:
Students will learn that…

1. Many problems threatened the Roman Empire, leading one emperor to divide it in half,
2. Barbarians invaded Rome in the 300s and 400s, and
3. Many factors contributed to Rome’s fall…

-by working collaboratively to move through sections of the chapter in a Modified Jig-Saw Style exercise. Students success and understanding will be based on a mastery of the knowledge for their tables section…based upon their tables responses to questions provided by the instructor.


Vocabulary (NEW – Introduce today)

Diocletian, Constantine, Clovis, Attila, corruption (page 30-35)

California Standard(s)
HSS: 7.1.2. Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

1. 
   Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

LESSON

1) Anticipatory Set: Daily Bell Ringer Transparency Section 2

-Discuss how barbarians changed life for ALL Romans

2) Modeling: Begin discussion with regard to the Fall of the Western Roman Empire by a short Q & A…Instructor will state a question and then respond with an appropriate answer

3) Guided: Students will be asked a serious of questions related to previous material in order to guide responses (instructor will look for appropriate responses from students that will be called on randomly).

4) Independent: Students will have a general question at their tables that will focus their research to a particular section of the book; students will then respond to the question and ask 2 other questions…they MUST ANSWER their own question and provide the page number in which they found their Q & A (These questions will be collected and used for a future Jeopardy Game).

5) Closure: Students will be asked to respond to the instructor’s original questions aloud, they will then ask their fellow classmates their questions and if they (other students) cannot answer, the original table will provide them with the correct answer and page number.


-HOME WORK THIS WEEK:

1) Signed Progress Report

2) Quick Writes

3) Vocab Art Cards

4) Chapter 2 Section 1 Assessment P. 29 (1-4)

California State Content Standards for World History and Geography: Medieval & Early Modern Times (Grade 7)

Grade 7 Content Standards (California Department of Education)

World History and Geography: Medieval and Early Modern Times

Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa, and Asia in the years A.D. 500 - 1789. After reviewing the ancient world and the ways in which archaeologists and historians uncover the past, students study the history and geography of great civilizations that were developing concurrently throughout the world during medieval and early modern times. They examine the growing economic interaction among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. They learn about the resulting growth of Enlightenment philosophy and the new examination of the concepts of reason and authority, the natural rights of human beings and the divine right of kings, experimentalism in science, and the dogma of belief. Finally, students assess the political forces let loose by the Enlightenment, particularly the rise of democratic ideas, and they learn about the continuing influence of these ideas in the world today.

7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

1.) Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

2) Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

3. Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.

7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.

2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

3. Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.

4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.

5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

1. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.

2. Describe agricultural, technological, and commercial developments during the Tang and Sung periods.

3. Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods.

4. Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.

5. Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder.

6. Describe the development of the imperial state and the scholar-official class.

7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.

1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.

2. Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.

3. Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.

4. Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.

5. Describe the importance of written and oral traditions in the transmission of African history and culture.

7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

1. Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

2. Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.

3. Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century.

4. Trace the development of distinctive forms of Japanese Buddhism.

5. Study the ninth and tenth centuries' golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu's Tale of Genji.

6. Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.

7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.

1. Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.

2. Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.

3. Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.

4. Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).

5. Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).

6. Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.

7. Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.

8. Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of "natural law").

9. Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.

1. Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

2. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.

4. Describe the artistic and oral traditions and architecture in the three civilizations.

5. Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations' agricultural systems.

7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

1. Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).

2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.

3. Understand the effects of the reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes.

4. Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing).

5. Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).

7.9 Students analyze the historical developments of the Reformation.

1. List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).

2. Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).

3. Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

4. Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.

5. Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).

6. Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map.

7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).

7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.

1. Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).

2. Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).

3. Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.

7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).

1. Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.

3. Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.

4. Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.

5. Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).

6. Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence.