ࡱ> ikh#` %bjbj5G5G 6hW-W-r"""8"d\#/ $ $ $ $ $$$$N/P/P/P/P/P/P/$0h=3rt/)$$))t/ $ $/^,^,^,) $ $N/^,)N/^,^,^, $$ Ԧ"*^,-/0/^,46+4^,4^,4$r]&^,e'9($$$t/t/+d$$$/))))$""  Focus Plan Texarkana Independent School District GRADING PERIOD:2nd 6 WeeksPLAN CODE:SS10.3.3writer: BatesCourse/subject:World History Grade(s):10Time allotted for instruction:2 days  Title: European Make-OverLesson TOPIC: Students will create a timeline to identify major events in World History following the collapse of the Roman EmpireTAKS Objective: Objective 5 The student applies critical thinking skills to analyze social studies informationFoCUS TEKS and Student Expectation: WH 3 The student understands how, as a result of the collapse of the Western Roman Empire, new political, economic, and social system evolved, creating a new civilization in Western Europe. The student is expected to: (C) identify the political, economic, and social impact of the Crusades. G 1 The student understands how geographic contexts and processes of spatial exchange influenced events in the past and helped to shape the present. The student is expected to: (B) trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague. Supporting TEKS and Student Expectations: WH 1 The student understand traditional historic points of reference in world history. The student is expected to: (A) identify the major eras in world history and describe their defining characteristics: Middle Ages (D) explain the significance of the following dates: 1066, 1215 and 1492. WH 20 The student understands the relationship between the arts and the times during which they were created (B) analyze examples of how art, architecture, literature, music and drama reflect the history of cultures in which they are produced ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatDrawing conclusionsbasic features of a map enable the student to draw conclusions based on information shown.Timeline creating a timeline of major eras following the collapse of the Roman Empire helps describe and define specific events.I. Sequence of Activities (Instructional Strategies) A. Focus/connections/anticipatory set The teacher will use an overhead projector to display: TAKS 2003 question 36: Major Crusades, A.D. 1095-1204 TAKS 2003 question 41: Spread of the Black Death (See questions on supplementary pages.) B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) 1. Objective: Identify major events following collapse of Roman Empire 2. Procedures: Students will define vocabulary terms and create a timeline of events occurring from 500 to 1492 that helped in the European Make-Over 3. Modeling: The teacher will use a computer and insert Prentice Hall Listening to Music CD track #8 European Medieval Music: Veni Creator Spiritus. After the selection has played, the teacher will say: Following the collapse of the Roman Empire, the Church became very powerful. The music from Veni Creator Spiritus is an example of music, which originated in the monasteries of the Medieval Churches. The sounds were more of a chant, usually sung in Latin. Previous lessons reflected conflicts that arose between the Church and emperors. These conflicts or struggles grew worse and resulted in the Crusades, which began in 1096. The teacher will present a Power Point Slide Show: The Middle Ages C. Guided activity or strategy The teacher will distribute Handout 1 (Civilizations 750 B.C. 1650 Timeline) to students. The teacher will explain that vertical timelines begin at the bottom. The date 500 is the first item to be completed. The teacher will write Germanic tribes dominate Western Europe as the entry for 500. The teacher will instruct students to complete the timeline using information from the Power Point Slide Show The Middle Ages and their textbook. D. Accommodations/modifications Special needs students will be given a partially completed timeline. E. Enrichment Other students will be given a timeline listing dates only. II. STUDENT PERFORMANCE A. Description Students will complete their respective timelines on Handout 1 and define vocabulary terms on Handout 2 B. Accommodations/modifications C. Enrichment iii. Assessment of Activities A. Description B. Rubrics/grading criteria C. Accommodations/modifications D. Enrichment E. Sample discussion questions 1. Why is it important to learn about new political, economic, and social systems that evolved after the fall of the Roman Empire? 2. How did the Crusades impact the political, economic and social systems? 3. What was the single most important series of events in the Middle Ages? 4. What role did the Turks play in the Crusades? 5. When did the first Crusade begin? 6. Who was driven out of Spain to end the Reconquista? 7. Is the art of Illumination only used by monks? 8. Was the Bubonic Plague a local issue in Asia? IV. TAKS Preparation A. Transition to TAKS context The teacher will say: Two major events have been discussed in todays lesson: the Crusades and the Black Death or Bubonic Plague. Interpreting a map provides a more comprehensive look of the vastness of each event. A map also allows one to analyze the information and draw conclusions about that information. B. Sample TAKS questions 2003 TAKS Question # 36: Objective 5, TEKS G.21 (C) Answer: H Constantinople 2003 TAKS Question # 41: Objective 2, TEKS G.1 (B) Answer: C It spread from southern Europe to northern Europe V. Key Vocabulary Crusades, pilgrimage, Holy Land, reconquista, vernacular, Romanesque, gothic, Illumination, bubonic plague VI. Resources A. Textbook World History, Connections To Today (pages 212-229) B. Supplementary materials Transparency: TAKS Questions Prentice Hall: Listening to Music CD Power Point: The Middle Ages Handout 1: Timeline (blank, modified, answer key) Handout 2: Vocabulary Terms (words only, answer key) Map pencils for Day Twos activity C. Technology Computer Overhead Projector VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) The focus of day twos lesson is education, literature, architectural and art achievements roles in the European Social make-over. The teacher will present slides 9 and 10 from The Middle Ages power point. The teacher will discuss the vocabulary terms relative to this portion of the lesson. Students will use the art of illumination and design a book cover. VIII. 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