1. World History Essential Standards Training: Day 2 January 23, 2012

2. Review Shift to Conceptual Thinking Strands Revised Bloom’s Taxonomy

3. The Structure of Knowledge Scramble for Africa Congress of Berlin American colonization Triangular trade European Imperialism Conflict may arise as a result of competition for resources and the movement of peoples. The need for resources promotes colonization and contributes to political conflict. Competition Colonization Needs Movement

5. Bloom’s Revised Bloom’s Remember Apply Understand Analyze Evaluate Create Evaluation Analysis Synthesis Application Comprehension Knowledge

6. The student will interpret data from statistical investigations presented in tables and bar graphs. Subject VerbObject The Student Cognitive Process Knowledge Essential Standards take the following form... Example Putting Together the Cognitive & Knowledge Dimensions

7. Analyze conflict – enduring understanding Explain conflict – concept Remember conflict – topic

8. Working Groups Goal 3: Medieval Civilizations Goal 4: First Age of Global Interaction Goal 5: Exploration Goal 6: Revolutions and Rebellions Goal 7: Conflict in the Modern Era Goal 8: Global Interdependence in Last Half of 20 th Century

9. Goals for January 23 Organize Goals into Units Create “Enduring Understandings” and essay questions for each Unit Determine appropriate Concepts for each Unit Suggest relevant Topics for each Unit Brainstorm resources

10. Schedule for Jan. 23, 2012 9:00 – 10:20 Review Day 1 & Goal 2 10:30 – 11:30 Organize Units, create Enduring Understandings and essay questions 11:30 – 12:45 Lunch 12:45 – 1:45 Determine Concepts & Suggest Topics 2:00 – 3:30 Topic Talk and Pacing

11. Goal 2: Analyze ancient civilizations and empires in terms of their development, growth and lasting impact. WH.2.1 Compare how different geographic issues of the ancient period influenced settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.). WH.2.2 Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.). WH.2.3 Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.). WH.2.4 Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.). WH.2.5 Analyze the development and growth of major Eastern and Western religions (e.g., Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.). WH.2.6 Analyze the interaction between the Islamic world and Europe and Asia in terms of increased trade, enhanced technology innovation, and an impact on scientific thought and the arts. WH.2.7 Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.). WH.2.8 Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements. WH.2.9 Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.

12. Sample Units 1.1, 1.2, 1.3, 1.4, 2.1 Teach the Historian’s Toolbox through 2.2, 2.3, 2.4, 2.6, 2.8, 2.9 Use P E R S I A method to teach Ancient Civilizations 2.5 Religion 2.7 Economics – will teach in a later unit

13. Sample Units 2.1, 2.5, 2.8 What factor was most important in India’s pre-Mauryan Civilization? 2.3, 2.4, 2.5 Analyze the relationship between political and religious systems in pre-Mughal India. 2.2, 2.4, 2.5, 2.7, 2.8, 3.1, 3.2, 3.3 Analyze the contributions of Hinduism, Buddhism, and Islam on the development of India’s civilization and culture. 2.9 In 1600, which factors in India were welding the major influences on the way India was?

14. Sample Units 2.1, 2.2, 2.3, 2.8, 2.9 Ancient Civilizations: 2.4, 2.6, 2.7 Empires 2.5 monotheistic and polytheistic religions

15. Sample Units 2.1, 2.2, 2.7, 2.9 The development of economic and political systems in Egypt were influenced by the geographic resources. 2.3, 2.4, 2.7, 2.8, 2.9 The Persian Empire utilized their bureaucracy and infrastructure to manage their growing economic power. 2.5 Chinese philosophies developed in response to a deteriorating political and social systems. The development of Hinduism was influenced by interaction of the Aryans and Dravidians The monotheistic nature of Judaism created 2.6 In a later unit

16. Goal 2: Analyze ancient civilizations and empires in terms of their development, growth and lasting impact. WH.2.1 Compare how different geographic issues of the ancient period influenced settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.). WH.2.2 Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.). WH.2.3 Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.). WH.2.4 Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.). WH.2.5 Analyze the development and growth of major Eastern and Western religions (e.g., Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.). WH.2.6 Analyze the interaction between the Islamic world and Europe and Asia in terms of increased trade, enhanced technology innovation, and an impact on scientific thought and the arts. WH.2.7 Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.). WH.2.8 Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements. WH.2.9 Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.

17. Bringing Order from Chaos 2: Ancient Civilizations pre - 500 3: Medieval Civilizations 500 - 1500 4: First Age of Global Interaction 1450 - 1750 5: Exploration 1450 - 1750 6: Revolutions and Rebellions 1750 - 1850 7: Conflict in the Modern Era 1850 - 1945 8: Global Interdependence in Last Half of 20 th Century 1945 - present

18. Sample of Enduring Understandings (EU) Geography and resources (or lack there of) influence the development of political and economic systems? Competition for resources led to the development of empires The development and practice of Religion reflects the culture, politics, and economics of the time

19. Topics we use to teach the EU Brad: India Debra: Egypt Anne: Mesopotamia Leslie: China

20. From Facts to Concepts to Generalizations

21. Could one Good Question result in more than One Good Answer?

22. Rules of Engagement: Group roles: EU policeman – Constantly question is the EU really enduring Facilitator – provide the opportunity for everyone to contribute Form completer – email to aeproctor@wsfcs.k12.nc.us

23. Work in Groups to: Organize Goal into 1 – 4 Units Create an “Enduring Understanding” and an essay question for each Unit

24. Do you have a good EU? Are your EUs based on concepts? Are your EUs broad enough to apply to multiple topics (across time and places)?

25. Share

26. Lunch Return at 12:45

27. How does geography affect the development of political and economic systems? Same Essay Question based on the EU– Therefore teaching the same generalizations Same concepts – Different topics – and different Supporting facts And a variety of right answers

28. What does a “right” answer look like? Divide your group by units Working independently – outline a correct answer for the unit essay question

29. What does a “right” answer look like? Share your “right” answer with your partner Do you choose different topics? Different Topics Find concepts that your essays have in common Same Topics Did you have the same concepts? Work together to answer the question using the concepts but with a different topic

30. Gallery Posters 1 st Line: Unit Title 2 nd Line: Enduring Understanding 3 rd Line: Essay Question 4 th Line: Common Concepts

31. Gallery Walk List Topics which would satisfy the unit and enduring understanding.

32. Working with Groups Determine pacing for goal

33. Brainstorm a list of resources