World History and Civilization by

Title

educcourtneymartin — 2024-02-07 02:39:39 UTC

Subject: World History and Civilization

Target Students: 9th Grade

Content Standards: 6-9.WHC.5.1.1 Explain common reasons and consequences for the breakdown of order among nation-states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.

Engage

educcourtneymartin — 2024-02-07 02:40:01 UTC

Instructional Activity: Viewing an appropriate YouTube video that introduces the Palestine/Israel conflict. The first time the students watch the video, it is simply to watch and allow the intake of information. We will then re-watch it a second time, the student's not taking notes, but writing down questions that come to them as they watch (on sticky-notes). They will then collaborate in table-groups to share the questions they all came up with, and after they will share a few with the class (just out loud). We will then place majority of the sticky-notes on the white board to see if the applicable questions can be answered through the lesson.

Learning Objective: Students will first begin by seeing a real-world, modern day application of what they will be learning in the future in order to establish importance of content. Through this specific example, students will show me what they don't know (through their questions) about this specific lesson topic. They will also have a baseline set of questions they want answered and having them present on the board allows them to keep track of these questions visually.

Explore

educcourtneymartin — 2024-02-07 02:40:22 UTC

Instructional Activity: Each table group will get a piece of paper (the large, poster-sized kind) and will write the vocabulary terms that are critical to the lesson: nation-state, national interests, ethnicity, religion, resources, territory. Around each of these terms, the table groups will write down what comes to mind in association to each of these terms. If they don't know a term, they can still write what the word reminds them of and figure out how each tie into each other. After every term is finished, we'll go through what each of the groups came up with- giving me a chance to see possible misunderstanding and help correct it. This is also a time for students to visually see the connections between each of the terms and how they may affect each other.

Learning Objective: To introduce and explore the connections between critical concepts, while allowing the students to build off of ideas from their peers. Hopefully, through this collaboration, students will be able to enact metacognition- and self reflect based on the knowledge their peer brings to the group. This will also help categorize the activity from the Engage portion, as students will be able to identify and break down certain aspects of the real-world concepts with their learned vocabulary.

Explain

educcourtneymartin — 2024-02-07 02:40:33 UTC

Instructional Activity: Students will choose from a resource-pool collected previously by me that tackles one of the reasons that collaboration between nation-states has occurred, mainly through articles (accessible online or in print). After choosing their resource, they will read/listen to it, and make note (by hand or through a device) of the key ideas to each resource. Students will then group up based on their resources to discuss what they have read and form a small presentation about their resource that includes a written summary that will be turned in. They will then present this resource to the rest of the class that didn't choose that certain article, highlighting the main source of conflict and it's connection to the vocab that we learned in the previous activity. This will also be a time for students to ask questions and pose discussions with each other about their resources.

Learning Objective: Students will choose which of the concepts interests them the most and explore it further through historical examples of which are relevant. By the end, students should be able to explain the concept to others and hold discussions over it.

Elaborate/Extend

educcourtneymartin — 2024-02-07 02:40:45 UTC

Instructional Activity: We first revisit the sticky-notes from the Engage activity and go through them as a class to see if they can be answered with the knowledge acquired by the students. I may ask for them to come up with their own solutions to the Israel-Palestine conflict, their reasoning based on the concepts we have learned (this would be just them raising their hands in class to answer; no big projects or displays here). From then the final project would be to choose from a number of activities to display their learning, all with different creative mediums.

Students can collaborate to create a blog or website dedicated to the study of the concepts: each concept gets a tab, explanation and real-world example.
Students can collaborate to create a podcast discussing the concepts, discussing real world conflicts and posing open-ended questions.
Students can create art work that shows the emotional aspect for the citizens of nations that go through such breakdowns, including features from a real-world conflict.

Students will have the option to present their project- they DO NOT have to if not comfortable, though it is recommended.

Learning Objective: Students will choose the best medium for them to display their learning and apply it to a real-world example. I would also like to meet with the students as a group to discuss their findings and ask further questions to deepen their learning.

Evaluate

educcourtneymartin — 2024-02-07 04:22:31 UTC

Instructional Activity: Students are put into groups to research and create a presentation on a current nation-state relationship that is at risk of breakdown through the concepts we have learned.

Learning Objective: TSWBAT construct a formal argument (in the presentation media) using the concepts they have learned to identify a real-world relationship of nations and formulate an argument concerning the future of that relationship. (Thus again applying concepts to real life).