Robin White
Lesson Plan for AP World History
Themes and Habits of Mind of AP World History Addressed –
Systems of social structure and gender structure
Cultural and intellectual developments and interactions
Developing the ability to compare within and among societies
Materials -
Selection of World History text
Specified Readings
Reference works on art, architecture, and literature
Objective –
Compare and contrast the courts of the northern Italy in the 15 th century with the Forbidden City during the height of the Ming Dynasty. After class discussion, students will be given a timed compare and contrast essay question on the topic.
Procedures -
Students will be divided into two groups – one for Italy and one for China. Each person will be assigned one of the following topics to research in the texts, selected readings, and in other reference works -
Government and role of leader
Structure of the court and procedures
Relationship of court with commoners
Literature of the period
Art and architecture during the period
Relationship of court to artists, artisans, and writers
Role of women in the court
Students will be given two to three class periods to research and take informal notes on the assigned topic. On the third day, students with the same topic from each group will meet and construct a Venn diagram for the topic on an overhead. After the individual topic Venn diagrams are constructed the students will present their information to the class. After each topic presents the class will construct on overall Venn diagram listing characteristics of each and similarities as well as differences they share.
On the fifth day, students will write an individual essay answering the following question.
Compare and contrast the role of the princely courts of Italy and China in the 15 th century.
Lesson Plan - February 19, 2004 Social Studies - 7 th grade, 2 nd floor
Content Standard -
7.4.5 Identify countries, cities, and transportation networks on maps.
7.2.1 Identify and explain the different forms of government in various world regions.
Materials -
Geography book
European maps
Procedures -
Go over word for the day and sign word.
Remind students of 5 themes of geography and tell students from now on we will relate all subjects in our study to one of these themes.
Give students reference sheets for Europe from reports.
Ask them to give examples of types of governments listed on reports.
Define each type of government on board. Ask students to list country and type of government on a sheet of paper. Which has the most countries? Ask students to hand this in for class participation grade.
Also go over other items on the reports, esp. GDP, population, import/exports. Frame this information in relation to countries participation in EU.
Release by row - go over trash situation, and keeping desk straight.
Homework - Ask students to write a comparison of the government types.
Lesson Plans - February 17 & 18, 2004 Social Studies - 7 th grade, 2 nd floor
Content Standard -
7.3.9 Explain how countries are economically interdependent
7.4.5 Identify countries, cities, and transportation networks on maps.
7.4.10 Compare and contrast geographic regions
7.4.17 Analyze the technological improvements in transportation and communication that helped create a global society.
7.4.21 Define the term culture and use the term in a geographic context
Materials -
Handout
Procedures -
Go over word for the day and sign word. Collect homework, esp. country reports. Let students know all homework will be returned to them if they would like it tomorrow.
Remind students of 5 themes of geography and tell students from now on we will relate all subjects in our study to one of these themes.
Ask students to define the words Aunion @ (a whole resulting from a combination of parts) and Aalliance @. What unions or alliances are they part of? What are the benefits? What are the drawbacks?
Ask students why countries might want to form alliances or unions. What benefits might nations gain from maintaining agreements and coalitions with each other? What might be the drawbacks?
Ask students to again identify culture and name some of the things involved in culture - language, religion, food, currency, recreational activities, and customs.
Divide the class into small groups. Ask the groups to imagine they live in a small, fictitious country - ask them to name the country. Let them know the country is located on a continent with several other countries, each of which has their own language, music, food, and other customs. The other countries have just voted to join together as a union that will permit them tariff-free trade, have the same currency, and allow citizens to live and work in any of the countries. Their country is the smallest and many citizens are concerned their traditions will be lost, overwhelmed by other countries = cultures, and their large businesses. Ask students to list pros and cons of their country joining the union and decide whether their country should join.
Put name on group information, list pros/cons, and decision.
Ask students to discuss their decision.
Introduce information about the European Union. Ask students to take notes on this transnational organization (define transnational - trans prefix meaning across or beyond). Ask students to get out their labeled maps of Europe and go over the countries that are part of the European Union. Give back reference sheets and ask students to look at GDP for these countries.
Ask students to read aloud the speech by Ambassador Christian Blickenstorfer concerning Switzerland =s decision to not join the EU. Do Switzerland =s reasons mirror some the reasons why your group decided not to join?
Let students know there will be a quiz on Friday over the European information presented.
Release by row - go over trash situation, and keeping desk straight.
Homework - Day 1 - Ask students to name three kinds of technology enable countries to work together and how they do so.
Remember to return homework on day 2 and track where finished with each group to begin day 2.
Lesson Plan - February 20, 2004 Social Studies - 7 th grade, 2 nd floor
Content Standard -
7.4.5 Identify countries, cities, and transportation networks on maps.
7.5.3 Explain conditions that have influenced or altered the movement of people throughout the world.
Materials -
Geography book
African maps
Handouts
Procedures -
Go over word for the day and sign word.
Give quiz on European Union information from the last several days.
Play game with students.
Lesson Plan - February 23, 2004 Social Studies - 7 th grade, 2 nd floor
Content Standard -
7.4.5 Identify countries, cities, and transportation networks on maps.
7.5.3 Explain conditions that have influenced or altered the movement of people throughout the world.
Materials -
Chalk
Definitions of government types
Handouts
Homework sheets
Procedures -
Give students reference sheets for Europe from reports.
Ask them to give examples of types of governments listed on reports.
Define each type of government on board. Ask students to list country and type of government on board (each student adds country to board under correct heading or adds new heading). Which has the most countries? Ask students to take notes for short question/answer session tomorrow.
Give students cards with country names and ask them to arrange themselves into map of Europe, adding government type to the back of their card.
Red - do quiz
Give homework sheets and go over any outstanding assignments still needed.
Lesson Plan - February 24, 2004 Social Studies - 7 th grade, 2 nd floor
Content Standard -
7.4.5 Identify countries, cities, and transportation networks on maps.
7.5.3 Explain conditions that have influenced or altered the movement of people throughout the world.
Materials
Reference Sheets
African maps
Geography book
Procedures
Give students assigned sheets on African countries and African maps. Give them several points of reference and then ask them to fill in map using border countries listed on reports. Let them try for several minutes and then ask them to open their books and fill in the map from the book.
After the map is completed let the students know we will be discussing the effects of European Imperialism on Africa. Define imperialism and introduce it.
Lesson Plan - February 25, 2004 Social Studies - 7 th grade, 2 nd floor
Content Standard -
7.4.5 Identify countries, cities, and transportation networks on maps.
7.5.3 Explain conditions that have influenced or altered the movement of people throughout the world.
Materials
Reference Sheets
African maps
Geography book
Procedures
Ask students to get out maps of Africa for reference.
Ask students if they remember the definition of imperialism. Discuss European imperialism - causes.
Discuss White Man =s Burden and Black Man =s Burden as it pertains to European imperialism.
Name
Describe how you helped complete your group =s project -
Please rate your group members participation in the project (include yourself) -
Name Rate 1 - 5 (1-lowest, 5-highest)
Name one thing you learned from completing this project -
Please make sure you turn this evaluation sheet in to get credit for the project - 15 points group participation, 20 points for completion of project and presentation.