How many? How long will the Q&A take? Assessments/Checks for Understanding/Review: During this time, we will regroup as an entire class. Might be helpful to include the questions to be asked on the lesson plan. They will also discuss the differences between the primary sources and secondary source. Students at the secondary source station will read an excerpt about Marco Polo and answer a few multiple choice questions about it. These will be displayed in the classroom at the end of the day. The teacher will pose questions and facilitate discussion for these primary documents, and write the findings for the group on a large piece of paper. The group analyzing the primary source will go over three different excerpts written by Marco Polo. Lesson Instruction: Each group should spend roughly 15 at each station. Given the layout of the classroom, might be easier to just have the groups stay as they are since they are already divided in half (approximately). One group will start analyzing the primary source and the other group will start with the secondary source. Students will count off by 2s in order to split the classroom into two groups. Introduction of Lesson: At this point we will introduce the activity for that class period. This will help to set the stage for a divided classroom activity. Students will put away everything except a writing utensil. TIME Start of Class: At the start of class, students will be asked to put turn their desks around to face the other way. Teacher will further develop student’s group work, reading, and writing skills.Teacher will enhance the student’s abilities to read and comprehend historical information.Teacher will also bring 25 copies per class of the secondary source handout.Teacher will bring in a few copies of the primary source quotes being used.For each class period, we will need: ○ 2 large sheets of paper ○ 2 markers/sharpies.18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades) Materials/Resources Technology:.16.A.4a Analyze and report historical events to determine cause and effect relationships.
Students will analyze primary documents and understand its historical impact in relation to the larger themes being discussed in the class.Students will work on their interpersonal skills when discussing both primary and secondary sources in small groups.
0 kommentar(er)
