Day 1: Overview of Reform and Revolution
Rita Wahba World History, 9th Grade Period 3, 50 minutes
Subject of lesson: Overview of Reform/Revolution
OVERVIEW / RATIONALE
This lesson will serve as the general overview of the entire unit. Students will consider what it means to develop a cause or passion. This will put them in the proper mindset as we explore the various cultural, religious, and scientific revolutions that captured Europe during the 1500s.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How can people produce change in a society?
Why do people want to produce change in a society?
GOALS/OBJECTIVES
Students will be able to identify a problem in their lives and analyze why that problem exists.
Students will create a written proposal that describes their identified problem in their community.
STANDARDS
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
MATERIALS
PowerPoint slides
Promethean Board and Pen
OPENER
Do Now: What does the word “change” mean to you? (3 minutes)
Review – class discussion (5 minutes)
Students will present their ideas and argue back and forth about the meaning.
As a class, we will come up with a concise definition.
I will also ask them if they can think of any examples of change. We will see what these examples have in common with one another.
BODY OF THE LESSON
Project: Change it!
You have been given a unique opportunity to change something in your school, community, neighborhood, religious group, social group, or sports team.
First – think about something that you would like to change. Do you have any problems with the status quo of one of these groups?
Students will silently think to themselves for a few minutes.
Once they all seem to have an idea, I will tell them to write about it for 10-15 minutes.
What to include
-Description of the current situation and your problem with it.
-Explanation of why you have the problem and what about it bothers you
-Do you think that it is an inherently unfair issue? Or is it a specific problem that only relates to you?
-Who is affected by this problem?
-Why did you choose to write about this specific topic? How are you affected by it?
Once the students finish writing, we will go around the room and each person will give a short description of their problem and what they want to fix. (15 minutes)
Next, I will ask students to turn to a partner and start brainstorming ways that they could potentially solve their problem. Each person should come up with 2-3 suggestions. (5-7 minutes)
When the students are finished, I will explain that throughout the unit, we will be learning about ways that people worked to bring about change in Europe. Students should use these examples as models/suggestions for their own project. At the end of the unit, student will present their problem and offer a way to fix it. They will also be required to draw a connection between their own experience and one of the changes that occurred in Europe from 1350-1650.
Connection to European History
Students will come back together and I will explain that beginning in the 1400s, European countries went through several revolutions and things changes.
Based on what we learned before break about the Middle Ages, what do you think some of their problems with the status quo were?
Collect student responses.
CLOSURE
Do you see any connection between your own problem and some of the ones that Europe experienced?
ASSESSMENT/EVALUATION
Students will submit their written proposals and I will be able to see how they analyze current issues and problems in their own lives.
Subject of lesson: Overview of Reform/Revolution
OVERVIEW / RATIONALE
This lesson will serve as the general overview of the entire unit. Students will consider what it means to develop a cause or passion. This will put them in the proper mindset as we explore the various cultural, religious, and scientific revolutions that captured Europe during the 1500s.
ENDURING UNDERSTANDINGS/ ESSENTIAL QUESTIONS
How can people produce change in a society?
Why do people want to produce change in a society?
GOALS/OBJECTIVES
Students will be able to identify a problem in their lives and analyze why that problem exists.
Students will create a written proposal that describes their identified problem in their community.
STANDARDS
8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
MATERIALS
PowerPoint slides
Promethean Board and Pen
OPENER
Do Now: What does the word “change” mean to you? (3 minutes)
Review – class discussion (5 minutes)
Students will present their ideas and argue back and forth about the meaning.
As a class, we will come up with a concise definition.
I will also ask them if they can think of any examples of change. We will see what these examples have in common with one another.
BODY OF THE LESSON
Project: Change it!
You have been given a unique opportunity to change something in your school, community, neighborhood, religious group, social group, or sports team.
First – think about something that you would like to change. Do you have any problems with the status quo of one of these groups?
Students will silently think to themselves for a few minutes.
Once they all seem to have an idea, I will tell them to write about it for 10-15 minutes.
What to include
-Description of the current situation and your problem with it.
-Explanation of why you have the problem and what about it bothers you
-Do you think that it is an inherently unfair issue? Or is it a specific problem that only relates to you?
-Who is affected by this problem?
-Why did you choose to write about this specific topic? How are you affected by it?
Once the students finish writing, we will go around the room and each person will give a short description of their problem and what they want to fix. (15 minutes)
Next, I will ask students to turn to a partner and start brainstorming ways that they could potentially solve their problem. Each person should come up with 2-3 suggestions. (5-7 minutes)
When the students are finished, I will explain that throughout the unit, we will be learning about ways that people worked to bring about change in Europe. Students should use these examples as models/suggestions for their own project. At the end of the unit, student will present their problem and offer a way to fix it. They will also be required to draw a connection between their own experience and one of the changes that occurred in Europe from 1350-1650.
Connection to European History
Students will come back together and I will explain that beginning in the 1400s, European countries went through several revolutions and things changes.
Based on what we learned before break about the Middle Ages, what do you think some of their problems with the status quo were?
Collect student responses.
CLOSURE
Do you see any connection between your own problem and some of the ones that Europe experienced?
ASSESSMENT/EVALUATION
Students will submit their written proposals and I will be able to see how they analyze current issues and problems in their own lives.