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  || **Lesson Checklist **  || Interactive Notebook Questions: Reflect on what led to the downfall of Napoleon and why you think empire did not succeed in Europe in the 19th Century. Work in pairs. (5 min. beg. Class)- 5 min. discussion. || **Set ** ||  ||  || Compare and contrast revolutionary emerging state systems in Europe 1860s and describe the influence of the rise of nationalism. || **Reveal Lesson Objective ** ||  ||  || 15 minute intro. To topic, powerpoint presentation || **Promote Lesson Purpose and Strategies ** ||  ||  || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Nation-State system, nationalism, realpolitik, balance of power, colonialism, Clausewitz || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Teach Informational Concepts and Examples ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">rotating small groups take on activities || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Meet Individual Needs of Students ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Brief explanation with volunteers || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Model the Lesson ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Ask individuals at random to explain the activities || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Check for Understanding ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">European Risk, Clausewitz's Clues, and I for Italy! || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Provide Guided Practice ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Homework on Nationalism spread in Europe into 20th Century || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Provide Independent Practice ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Closing discussion: Did European attempts at empire stop after Napoleon? || **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Guide Through Closure ** || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Use Again: ||^  ||^   ||^   || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Revise/ Modify: ||^  ||^   ||^   || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Delete/ Redo: ||^  ||^   ||^   || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> ||^   ||^   ||^   || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> Good Needs Improvement || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> Fair Poor ||  || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Subject/ Grade **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">:10th Grade ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Date: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> 06/22/2009 ||||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Teacher: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Melton ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">SOL #: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">WHII 8c.d ||||||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Stated SOL: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Related SOL's: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Evaluation/ Assesment of Student Work: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Ability to answer, discuss, and chart - What events led to unification of Italy? And What role did Otto von Bismarck play in the unification of Germany? Group discussion. Group activities and participation- recognition of geographical places, actors and their importance. Ability to compare and contrast events of period being studied with past and future events. Highest level is ability to integrate contemporary political theorist Clausewitz into a larger use event framework. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Essential Knowledge, Skills, and Processes: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Knowledge- Unification of Italy-Cavour unification of Northern Italy, Garibaldi, The Papal States last to join. Unification of Germany, Bismarck, Franco Prussian War, Real-politik, nationalism. Skills- use maps, globes, physical artifacts and pictures to analyze the past, id and compare past boundaries with current ones, analyze trends in contemporary interactions. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Related SOL's: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Evaluation/ Assesment of Student Work: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Ability to answer, discuss, and chart - What events led to unification of Italy? And What role did Otto von Bismarck play in the unification of Germany? Group discussion. Group activities and participation- recognition of geographical places, actors and their importance. Ability to compare and contrast events of period being studied with past and future events. Highest level is ability to integrate contemporary political theorist Clausewitz into a larger use event framework. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Essential Knowledge, Skills, and Processes: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Knowledge- Unification of Italy-Cavour unification of Northern Italy, Garibaldi, The Papal States last to join. Unification of Germany, Bismarck, Franco Prussian War, Real-politik, nationalism. Skills- use maps, globes, physical artifacts and pictures to analyze the past, id and compare past boundaries with current ones, analyze trends in contemporary interactions. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Essential Knowledge, Skills, and Processes: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Knowledge- Unification of Italy-Cavour unification of Northern Italy, Garibaldi, The Papal States last to join. Unification of Germany, Bismarck, Franco Prussian War, Real-politik, nationalism. Skills- use maps, globes, physical artifacts and pictures to analyze the past, id and compare past boundaries with current ones, analyze trends in contemporary interactions. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Essential Knowledge, Skills, and Processes: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Knowledge- Unification of Italy-Cavour unification of Northern Italy, Garibaldi, The Papal States last to join. Unification of Germany, Bismarck, Franco Prussian War, Real-politik, nationalism. Skills- use maps, globes, physical artifacts and pictures to analyze the past, id and compare past boundaries with current ones, analyze trends in contemporary interactions. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Strategy: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Timeline- 5 minutes- interactive notebook, 5 minutes discussion on notebook. 10 minute intro. To topic. 5- min. questions. 5 minute intro. To activities. European Risk- 1860's worksheet map game three teams in a small group challenge each other- can either choose to try and conquer all of Europe- Napoleon, conquer and return home- Bismark in the Franco-Prussian War, just stay at home and secure national peace- Garibaldi. The decision they choose will render the fate of the leader. Searching for Clausewitz in the decisions of military leaders will be the next activity. A sheet will have some of his most famous theories on it and students can decide whether or not certain 19th C. and other military leaders implemented those techniques. I for Italy will provide students with worksheets of the Italian flag and facts about Italian unification. From this information they will deduce what the importance of the Italian flag might be in reference to these events. 5 minutes at each station. While they are working put the homework on the board to be copied down. Bring the class back together for a closing discussion and the question- Did European attempts at Empire stop after Napoleon? Have European and world maps available for display. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Materials, Supplies: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> 1860 century Europe map handouts. Modern day Europe map handout- for Risk Game, Italian flag sheet, photos of Bismarck and Napoleon, ability to show powerpoint presentation, Clausewitz book ||||||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Homework: **<span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Questions: 1. Apply two of the theories of Clausewitz to conflicts in the 20th or 21st Century. 2. Describe the importance of the rise nationalism in the 1860s on events in Europe that have impacted countries throughout the world through today. 3. Compare and contrast the benefits of Europe unified under Napoleon and the European Union today vs. a Europe of strong seperate nation states as in the 1860s and during the balance of power of the Cold War and the Iron Curtain in Europe. ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Lesson Evaluation: ** ||||||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Comments: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Lesson Evaluation: ** ||||||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Comments: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Comments: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Self Assesment: ** ||
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Self Assesment: ** ||

What just took place in the group was that we talked about perfectionism and how to deal with perfectionist students (Elton )and then we talked about movies (Brian ) and how to show them in our classes.

The Perfect Teacher Creative, innovative, has time for individual students, shares passion for the subject material to inspire students to invest in learning, always increasing knowledge, cares about students' futures, encourages students to own their education experience, manages time and classroom space effectively, balances work and home

Teachers should be colleagues in the classroom, partners in learning. What are the dangers of always being the expert? Students don't get to participate

Technology has to have some markers to be assesed as it is a new and nearly limitless tool. This is part of meta-cognition- knowing how to think about gaining the knowledge, and the best ways to accomplish this goal. Peer pressure and value- use the class team building tools. The teacher is in control of assesment.

ANSWER THE FOLLOWING QUESTIONS ON YOUR PAGE (you may wish to add answers below to share with the rest of the class as well)

1. What is the most uncomfortable question you can ask and why? Danger zone

2. Why is it important to meta-cognate? Because if you don’t know the answer then you can know where to find answers, do research to find out the answer, and keep on learning.

3. To what extent is POV the essence of the social studies classroom? It is in the Reasons, opinions, and helps us answer why for ourselves. Looking into deeper meanings- at the bottom of the iceberg.

4. To what extent should the social studies classroom be the venue for a writing workshop? Students should know how to write in order to be prepared for university, and any job that they may pursue will involve more intelligent writing capabilities than they may anticipate.

5. Is reading truly needed in today's society? Absolutely. Students need to be able to read to research and discover more information. They are still reading when they are on the internet.

__ Continuity Essay- Pastoral Nomadism versus Settled Lifestyles __ The Neolithic Revolution changed the entire society of early nomads, and not for the better. At first glance, agriculture seems like a first-class concept. The ability to control what grows from the earth and what comprises your diet gives one a sense of complete control. Agriculture also allows people to produce more food for less work. Agriculture created the ability to expand population. With the ability to produce mass amounts of food, people can support larger families and cities can support larger populations. If all of these facts are true, agriculture would be the best method for society. The problem with this theory is that not all of it is true. Pastoral nomadism proved actually more productive than agriculture in several aspects. According to Jared Diamond, modern hunter-gatherers actually work less than farmers. For example, one group of Bushmen devotes only 12 to 19 hours a week obtaining food. The Hadza nomads of Tanzania spend 14 hours or less a week obtaining food.

I-4 O-3 V-3 W-4 S-4 C-4 1.nuance- tool to direct slightly in language, attitude, 2.Cold Historian- no bias shown, teacher persona, 3.acceptable question in class- reference authority or scholar, get students to ask the questions, 4.techniques to dealing with controversy- involvement of admin. 5.value judgment in Social Science- use when concern of danger to students or others 6.elements of iceberg model- 1. Elements 2. Evidence 3. Reasons 7.elements of POV?- looking deeper into the meaning- Point of View can be created through your terminology, and often deals with connotation of the language.

8. 6+ 1 TRaits, IDEAS i ORGANIZATION i VOICE i WORD CHOICE i SENTENCE FLUENCY i CONVENTIONS i PRESENTATION 9. elements of SOACACA- SOCACA - Thesis Statement - Supportable - does an expert agree with you - Opinionated - does it show the opinion of the student - Clear - Analytical - Why/Because - Comprehensive - thorough - Arguable

10. teaching the essay-