Date | Assignments |
Monday 11/30/15 | Trade Simulation |
Tuesday 12/1/15 | Dark Ages Video Slide 52 SMART Notes Slides 53-54 |
Wednesday 12/2/15 | Primary/ Secondary Sources: Dark Ages |
Thursday 12/3/15 | Sourcing Padlet Slide 87 |
Friday 12/4/15 | Final Claims: Sourcing Slide 99 |
Link to Weekly Presentation |
Scholar Start: LEVEL 0
Monday Nov.30
This means there should be no talking
Everyday, you will complete this Scholar Start as SOON as you walk in. When the bell rings, all voices should be at level zero and you should be completing the Scholar Start on your Scholar Start worksheet.
Paleolithic
How did the world work together during the trade route? How did it influence society today?
insert mood meter
Monday | Tuesday | Wednesday | Thursday | Friday |
16 Interim Assessment | 17 World Map Update | 18 Introduction of Unit How to work together to build society as we know it today? | 19 Silk Road EDpuzzle | 20 Silk Road Smart Reading |
23 SIlk Road | 24 Silk Road | 25 | 26 | 27 |
30 Causes Dark Ages | 1 Causes Dark Ages | 2 Dark Ages First Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 3 Dark Ages Second Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 4 Dark Ages Final Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? |
7 Rebirth/ Renaissance | 8 Rebirth/ Renaissance | 9 Rebirth/ Renaissance | 10 Rebirth/ Renaissance | 11 Rebirth/ Renaissance |
14 Culminating Day | 15 Culminating Day | 16 Summative Assessment | 17 Summative Assessment | 18 HPR/IA Day |
NOVEMBER/ DECEMBER
A
ENDA
1) Scholar Start
2)Objectives/Agenda
3)Mood Meter
4)Review of Silk Road
5)Trade Route Simulation
Evidence of Learning:
Trade Route Simulation
Generals Can: Collaborate to trade goods, ideas, and ways of life through the Silk Road.
Aside from the tangible goods such as silk and spices, what else was exchanged due to the silk road?
The Silk Road brought people far across Asia and Europe, bring different aspects of their culture with them. With these people came items and goods from different culture that some people of the west had not seen, and these things became more readily available for people of the west. Other than goods, religion traveled along the Silk Road. Buddhism spread great distances and much of the reason why it spread was because of the Silk Road.
The Silk Road was used in forms of communications as well. In the times of the Mongol Empire the Silk Road was used as a major route for communication and spreading of ideas for the Mongols, more than most were open to ideas and religions.
1
2
3
4
5
6
Rome
Arabia
India
Western Asia
China
Persia
Each group will have the following roles:
1)Trader on the Silk Road
2)Trader on the Silk Road
3)Trader at Home
4)Accountant
There will also be 3 Bandits. If you are approached by these bandits, you must give up all of the goods in your possession and report directly back to your home.
Bandits may only rob one trade group per round!
Goods/Ideas | Started Out With | Round 1 | Round 2 | Round 3 | Final Total |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Your Accountant Will Keep Record on The Table Below
City 1: Rome
City 1: Rome
City 2: Arabia
City 2: Arabia
City 3:India
City 3:India
City 4: Western Asia
City 4: Western Asia
City 5: China
City 6: Persia
ARABIA
INDIA
WESTERN ASIA
CHINA
PERSIA
Take your initial inventory and record it on the accountant sheet
DECIDE WHO WILL PLAY WHAT ROLE.
YOU MAY ONLY TRADE WITH PEOPLE WHO ARE RIGHT NEXT TO YOU!
FINAL TALLY!
You have an opportunity to embark on sea routes to have more direct access to the countries you would like to trade with….are you interested?
There are rumors of Gold, Ivory, and unchartered land. With wealth and land comes power….
The price is ½ of all of your wealth ….If interested, bring me ½ of your wealth.
FINAL TALLY!
On the back of your accountant sheet, as a group, respond in complete sentences: How did your original inventory differ from your inventory at the end?
On the back of your accountant sheet, as a group, respond in complete sentence: What could be the impact of these differences?
On the back of your accountant sheet, as a group, respond in complete sentence: How did the world work together to help build society as we know it?
On the back of your accountant sheet, as a group, respond in complete sentence:How would your society be different had you not participated in the trade?
Development
| -Explains ideas fully, using specific, relevant evidence and reading to support ideas. -Ideas are fully developed with depth and complexity to provide insight, support, and clarification of the topic or argument. -Technology is used to greatly enhance and support the development of the collaboration. | -Explains ideas adequately, mostly using specific evidence and relevant reasoning to support ideas.. -Ideas are adequately developed with depth and complexity to provide insight, support, and clarification of the topic or argument. - Technology is used to somewhat enhance and support the development of the collaboration. | -Explains ideas partially, mostly using some specific evidence and relevant reasoning to support ideas.. -Ideas are partially developed with depth and complexity to provide insight, support, and clarification of the topic or argument. - Technology is used to somewhat enhance and support the development of the collaboration. | -Does not explains ideas adequately, with specific evidence and relevant reasoning to support ideas. -Ideas are not developed with depth and complexity to provide insight, support, and clarification of the topic or argument. - Technology is not used to enhance and support the development of the collaboration. |
Language
| Uses precise language and domain-specific vocabulary to establish credibility. -Rarely uses filler words “Um/Like/So/or/ etc. - uses specific vocabulary - Speech is clear and audible - Speaking shows clear understanding of the topic - The message is clear and understable to the audience - Shows a strong command of the conventions of written English, as demonstrated by consistently: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. | Uses precise language and domain-specific vocabulary frequently to establish credibility -Occasionally uses filler words “Um/Like/So/or/ etc. - Occasionally uses specific vocabulary - Occasionally speech is clear and audible - At times speech shows lack of understanding of the topic - Occasionally the message is unclear and not understandable Shows a general command of the conventions of written English, as demonstrated by occasionally: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. | Uses precise language and domain-specific vocabulary on occasion to establish credibility -Frequently uses filler words “Um/Like/So/or/ etc. - Rarely uses specific vocabulary - Rarely speech is clear and audible - Frequently speech shows lack of understanding of the topic - Frequently the message is unclear and not understandable Shows a weak command of the conventions of written English, as demonstrated by rarely: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. | Does not use precise language and domain-specific vocabulary to establish credibility - Mostly uses filler words “Um/Like/So/or/ etc. - Does not uses specific vocabulary - speech is unclear and inaudible - speech shows lack of understanding of the topic - the message is unclear and not understandable Lacks command of the conventions of written English, as demonstrated by never: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. |
21st Century Collaboration
MODL RUBRIC
FSCC MODL
Attributes
4
Distinguished
3
Proficient
1
Novice
2
Apprentice
Scholar = ____________________________________
Side 2 - Comments: |
Scholar Start: LEVEL 0
Tuesday Dec.1
This means there should be no talking
Everyday, you will complete this Scholar Start as SOON as you walk in. When the bell rings, all voices should be at level zero and you should be completing the Scholar Start on your Scholar Start worksheet.
Predict: How do you think the world went from global collaboration to the dark ages of isolationism?
Monday | Tuesday | Wednesday | Thursday | Friday |
16 Interim Assessment | 17 World Map Update | 18 Introduction of Unit How to work together to build society as we know it today? Break down of vocabulary | 19 Silk Road EDpuzzle | 20 Silk Road Smart Reading |
23 SIlk Road | 24 Silk Road | 25 | 26 | 27 |
30 Causes Dark Ages | 1 Causes Dark Ages | 2 Dark Ages First Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 3 Dark Ages Second Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 4 Dark Ages Final Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? |
7 Rebirth/ Renaissance | 8 Rebirth/ Renaissance | 9 Rebirth/ Renaissance | 10 Rebirth/ Renaissance | 11 Rebirth/ Renaissance |
14 Culminating Day | 15 Culminating Day | 16 Summative Assessment | 17 Summative Assessment | 18 HPR/IA Day |
NOVEMBER/ DECEMBER
A
ENDA
1) Scholar Start
2)Objectives/Agenda
3)Mood Meter
4) Beginning of the Dark Ages Video (10 minutes)
5)Think Pair Share
6)Finish SMART Notes
Evidence of Learning:
SMART Notes
Think Pair Share
Generals Can: Examine the influence the fall of Rome had on the decline of world collaboration.
Development
| -Explains ideas fully, using specific, relevant evidence and reading to support ideas. -Ideas are fully developed with depth and complexity to provide insight, support, and clarification of the topic or argument. -Technology is used to greatly enhance and support the development of the collaboration. | -Explains ideas adequately, mostly using specific evidence and relevant reasoning to support ideas.. -Ideas are adequately developed with depth and complexity to provide insight, support, and clarification of the topic or argument. - Technology is used to somewhat enhance and support the development of the collaboration. | -Explains ideas partially, mostly using some specific evidence and relevant reasoning to support ideas.. -Ideas are partially developed with depth and complexity to provide insight, support, and clarification of the topic or argument. - Technology is used to somewhat enhance and support the development of the collaboration. | -Does not explains ideas adequately, with specific evidence and relevant reasoning to support ideas. -Ideas are not developed with depth and complexity to provide insight, support, and clarification of the topic or argument. - Technology is not used to enhance and support the development of the collaboration. |
Language
| Uses precise language and domain-specific vocabulary to establish credibility. -Rarely uses filler words “Um/Like/So/or/ etc. - uses specific vocabulary - Speech is clear and audible - Speaking shows clear understanding of the topic - The message is clear and understable to the audience - Shows a strong command of the conventions of written English, as demonstrated by consistently: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. | Uses precise language and domain-specific vocabulary frequently to establish credibility -Occasionally uses filler words “Um/Like/So/or/ etc. - Occasionally uses specific vocabulary - Occasionally speech is clear and audible - At times speech shows lack of understanding of the topic - Occasionally the message is unclear and not understandable Shows a general command of the conventions of written English, as demonstrated by occasionally: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. | Uses precise language and domain-specific vocabulary on occasion to establish credibility -Frequently uses filler words “Um/Like/So/or/ etc. - Rarely uses specific vocabulary - Rarely speech is clear and audible - Frequently speech shows lack of understanding of the topic - Frequently the message is unclear and not understandable Shows a weak command of the conventions of written English, as demonstrated by rarely: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. | Does not use precise language and domain-specific vocabulary to establish credibility - Mostly uses filler words “Um/Like/So/or/ etc. - Does not uses specific vocabulary - speech is unclear and inaudible - speech shows lack of understanding of the topic - the message is unclear and not understandable Lacks command of the conventions of written English, as demonstrated by never: -writing in complete sentences using correct punctuation. - using and spelling words correctly� - using correct tenses. � -using proper indentation and paragraphing. |
21st Century Collaboration
MODL RUBRIC
FSCC MODL
Attributes
4
Distinguished
3
Proficient
1
Novice
2
Apprentice
Scholar = ____________________________________
Side 2 - Comments: |
General:_________________________
Self-Assess
Peer-Assess
Student Notes:List key words, phrases, pictures, ideas, & questions.
Scan your notes for a minimum of two words that would reflect the main purpose of the text or video.
1)_________________________________________
2)________________________________________
Make a Purpose:How did the fall of the Roman Empire lead to the Dark Ages?
Actively Read: Underline the 3 most important pieces of evidence that will allow you to synthesize the main ideas.
Think Critically: Use these 3 pieces of evidence from your notes to illustrate your ideas on our purpose for taking notes.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Meaning | Weak 1 2 3 4 5 Strong |
Development | Weak 1 2 3 4 5 Strong |
Organization | Weak 1 2 3 4 5 Strong |
M- Introduce the main idea that you want to focus on.�
E-Use EVIDENCE�from the text to support your argument–�
Put in “quotations” if from a text.�
A- ANALYSIS�What does this evidence suggest? Explain the relevance of the evidence.�
L – LINK Summarize the paragraph and make connections.
Reminders |
|
Focus Question:How did the fall of the Roman Empire Lead to the Dark Ages?
Who were the visigoths?
How did they “defeat” Rome?
What were the underlying factors occurring in Rome that may have influenced the visigoths impact?
How did Rome ultimately fall?
How would this lead to a worldwide decline in collaboration and progress?
Think Critically: Use these 3 pieces of evidence from your notes to illustrate your ideas on our purpose for taking notes.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Meaning | Weak 1 2 3 4 5 Strong |
Development | Weak 1 2 3 4 5 Strong |
Organization | Weak 1 2 3 4 5 Strong |
M- Introduce the main idea that you want to focus on.�
E-Use EVIDENCE�from the text to support your argument–�
Put in “quotations” if from a text.�
A- ANALYSIS�What does this evidence suggest? Explain the relevance of the evidence.�
L – LINK Summarize the paragraph and make connections.
Reminders |
|
Focus Question:How did the fall of the Roman Empire Lead to the Dark Ages?
Think Critically: Use these 3 pieces of evidence from your notes to illustrate your ideas on our purpose for taking notes.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Meaning | Weak 1 2 3 4 5 Strong |
Development | Weak 1 2 3 4 5 Strong |
Organization | Weak 1 2 3 4 5 Strong |
M- Introduce the main idea that you want to focus on.�
E-Use EVIDENCE�from the text to support your argument–�
Put in “quotations” if from a text.�
A- ANALYSIS�What does this evidence suggest? Explain the relevance of the evidence.�
L – LINK Summarize the paragraph and make connections.
Reminders |
|
Focus Question:How did the fall of the Roman Empire Lead to the Dark Ages?
Exchange your SMART Notes with your elbow partner or someone near you.
Check that your partner has included evidence from their notes, demonstrates a strong understanding of the question, and follows the MEAL structure.
Scholar Start: LEVEL 0
Wednesday Dec.2
This means there should be no talking
Everyday, you will complete this Scholar Start as SOON as you walk in. When the bell rings, all voices should be at level zero and you should be completing the Scholar Start on your Scholar Start worksheet.
Why would isolation lead to a decline in human progress?Explain your reasoning.
HOW DOES THE WORLD WORK TOGETHER TO BUILD SOCIETY AS WE KNOW IT?
A
ENDA
1) Scholar Start
2)Objectives/Agenda
3)Mood Meter
4) Intro to middle ages Notes
5) Round 1 Document Based
Questions
Evidence of Learning: Guided Questions answers and Padlet share out
Generals Can: Answer the following question: Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?
Monday | Tuesday | Wednesday | Thursday | Friday |
16 Interim Assessment | 17 World Map Update | 18 Introduction of Unit How to work together to build society as we know it today? Break down of vocabulary | 19 Silk Road EDpuzzle | 20 Silk Road Smart Reading |
23 SIlk Road | 24 Silk Road | 25 | 26 | 27 |
30 Causes Dark Ages | 1 Causes Dark Ages | 2 Dark Ages First Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 3 Dark Ages Second Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 4 Dark Ages Final Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? |
7 Rebirth/ Renaissance | 8 Rebirth/ Renaissance | 9 Rebirth/ Renaissance | 10 Rebirth/ Renaissance | 11 Rebirth/ Renaissance |
14 Culminating Day | 15 Culminating Day | 16 Summative Assessment | 17 Summative Assessment | 18 HPR/IA Day |
NOVEMBER/ DECEMBER
“The Dark Ages is a term applied in its widest sense to that period of intellectual depression in the history of Europe from the establishment of the barbarian supremacy in the fifth century (400 AD) to the revival of learning at about the beginning of the fifteenth (1400 AD), thus nearly corresponding in extent with the Middle Ages.”
- The American Cyclopaedia: A Popular Dictionary of
General Knowledge, 1883
What is meant by an “intellectual depression”?
What was the “barbarian supremacy”? What is meant by the “revival of learning”?
How long did the Dark Ages last according to this statement?
• Did anyone notice the source?
Who wrote this? When?
Why is such information important?
Background
Why “Dark”?
Why “Dark”?
Historians, and others, since Petrach continued to use the phrase “Dark Ages.”
They argued that during the centuries following the fall of the Roman Empire, Europe was in a state of cultural where. A time that:
Today
Was Europe really in a “Dark Age” for almost 900 years?
ROUND 1
READ Document A and answer the guiding questions on your own paper. Be sure to write in complete sentences and use quoted textual evidence to support your answer!
Scholar Start: LEVEL 0
Thursday Dec.3
This means there should be no talking
Everyday, you will complete this Scholar Start as SOON as you walk in. When the bell rings, all voices should be at level zero and you should be completing the Scholar Start on your Scholar Start worksheet.
What do you look for when you are examining a source? How do you know if it is a primary source or a secondary source?
A
ENDA
1) Scholar Start
2)Objectives/Agenda
3)Mood Meter
4) Intro to middle ages Notes
5) Round 1 Document Based
Questions
Evidence of Learning: Guided Questions answers and Padlet share out
Generals Can: Answer the following question: Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?
Monday | Tuesday | Wednesday | Thursday | Friday |
16 Interim Assessment | 17 World Map Update | 18 Introduction of Unit How to work together to build society as we know it today? Break down of vocabulary | 19 Silk Road EDpuzzle | 20 Silk Road Smart Reading |
23 SIlk Road | 24 Silk Road | 25 | 26 | 27 |
30 Causes Dark Ages | 1 Causes Dark Ages | 2 Dark Ages First Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 3 Dark Ages Second Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 4 Dark Ages Final Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? |
7 Rebirth/ Renaissance | 8 Rebirth/ Renaissance | 9 Rebirth/ Renaissance | 10 Rebirth/ Renaissance | 11 Rebirth/ Renaissance |
14 Culminating Day | 15 Culminating Day | 16 Summative Assessment | 17 Summative Assessment | 18 HPR/IA Day |
NOVEMBER/ DECEMBER
ROUND 1
READ Textbook B and answer the guiding questions
YOUR FIRST CLAIM!
READ Documents C and D and answer the guiding questions.
Scholar Start: LEVEL 0
Friday Dec. 4
This means there should be no talking
Everyday, you will complete this Scholar Start as SOON as you walk in. When the bell rings, all voices should be at level zero and you should be completing the Scholar Start on your Scholar Start worksheet.
If you were living during the ¨Dark Ages/Middle Ages¨ do you think you would see it as a dark age? Explain your reasoning.
GLOW
A
ENDA
1) Scholar Start
2)Objectives/Agenda
3)Mood Meter
4) Intro to middle ages Notes
5) Round 1 Document Based
Questions
Evidence of Learning: Guided Questions answers and Padlet share out
Generals Can: Answer the following question: Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline?
Monday | Tuesday | Wednesday | Thursday | Friday |
16 Interim Assessment | 17 World Map Update | 18 Introduction of Unit How to work together to build society as we know it today? Break down of vocabulary | 19 Silk Road EDpuzzle | 20 Silk Road Smart Reading |
23 SIlk Road | 24 Silk Road | 25 | 26 | 27 |
30 Causes Dark Ages | 1 Causes Dark Ages | 2 Dark Ages First Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 3 Dark Ages Second Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? | 4 Dark Ages Final Claim Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe? Was this a time of cultural decay and decline? |
7 Rebirth/ Renaissance | 8 Rebirth/ Renaissance | 9 Rebirth/ Renaissance | 10 Rebirth/ Renaissance | 11 Rebirth/ Renaissance |
14 Culminating Day | 15 Culminating Day | 16 Summative Assessment | 17 Summative Assessment | 18 HPR/IA Day |
NOVEMBER/ DECEMBER
READ Documents C and D and answer the guiding questions.
READ Documents C and D and answer the guiding questions.
Analyze documents F and G and answer the guiding questions
FINAL CLAIM
Drawing from evidence across the document set, create a final response to the questions “Was the time period between 400 AD and 1400 AD a ‘Dark Age’ for Europe? Was this a time of cultural decay and decline?”
You must cite 4-5 pieces of evidence drawn from the entire document set to support their claim.