Exemplar Lesson

HISD EXEMPLAR UNIT 11 EOC Review UnitWorld History StudiesSummer School 2013Exemplar Lesson User InformationUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsPart 2: American Ideas of Political and Economic FreedomUnit OverviewReviewing Eras: Cross-chronological Political and Economic Connections Based on chronology, historiansoften use various models of periodization to categorize events into eras. Within these eras significant events arecategorized as turning points that influence a particular historical period/era and perhaps future eras. This two-partunit serves as a review of the course in preparation for STAAR end of course exams. Part 1 uses the major erasidentified in the TEKS to review selected turning point events and Part 2 examines the influence of American ideasof political and economic freedom.List of Exemplar LessonsPart 1: Periodization Review: Major Eras and Turning Points• Reviewing Eras in World History: 8000 BCE – 600 CE• Reviewing Eras in World History: 600 CE – 1750 CE• Reviewing Eras in World History: 1750 CE – 1914 CE• Reviewing Eras in World History: 1914 CE – the Present• Significant People in World History: 8000 BCE – the PresentTime AllocationsWeek 1 (pp. 2 - 5)Week 1 (pp. 6 - 9)Week 2 (pp. 10 - 13)Week 2 (pp. 14 - 17)Week 3 (pp. 18 - 23)Part 2: American Ideas of Political and Economic Freedom• American Ideals and Freedoms Week 4 (pp. 24 - 30)(Note: Adjust times to schoolschedule, i.e. schools on blockwould combine these two 45-minuteclass periods into one 90-minutelesson or those with slightly longerclass periods would allow more timefor guided or independent practicethan is recommended in theexemplar)© Houston ISD Curriculum2012 – 2013Page 1 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 8000 BCE – 600 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsMASTERY FOCUS (PL-2, PL-3, I-1, I-6)Exemplar Lesson User InformationEssential Understandings/Guiding QuestionsHistory is divided into eras representing time periods, each containing critical events that represent turningpoints after which history is altered in some way.1. What are the causes and effects of critical turning points in the Ancient Era from 8000 BCE – 500BCE?2. What are the causes and effects of critical turning points in the Era of Classical Civilizations from500 BCE – 600 CE/AD?Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)SWHS.1A Identify major causes and describe the major effects of the following events from 8000 BC to 500 BC:the development of agriculture and the development of the river valley civilizations.SWHS.1B Identify major causes and describe the major effects of the following events from 500 BC to AD 600: thedevelopment of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin,and Han), and the development of major world religions.SWHS.16A Locate places and regions of historical significance directly related to major eras and turning points inworld history.SWHS.23B Identify examples of religious influence on various events referenced in the major eras of world history.WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences andconclusions, and developing connections between historical events over time.WHS.29H Use appropriate reading and mathematical skills to interpret social studies information such as mapsand graphs.WHS.30AUse social studies terminology correctly. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.• ELPS C.3e Share information incooperative learninginteractions.• ELPS C.4h Read silently withincreasing ease andcomprehension for longerperiods.• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.College and Career Readiness Standards (CCRS)• CCRS 1.3B Analyze causes and effects of major political, economic, and social changes in U.S. and worldhistory.Vocabulary• era• turning point event• Neolithic agriculture• river valley civilizations• classical civilizations• major religionsAssessment Connections• The work with the Turning Points in World History Card Sort provides a pre-post formative assessment.• The WHS Learning Target Self-Assessment Review provides students with specific student-friendly objectivesthat help clarify learning expectations and can serve as a formative self-assessment.• Answers to the guiding questions provide additional assessment connections and checks for understanding.• The student generated visuals regarding Turning Point Events serve as a formative assessment. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 2 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 8000 BCE – 600 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsDIFFERENTIATION (I-3)Scaffold:The WHS Learning Target Self-Assessment Review provides students with specific studentfriendlyobjectives that help clarify learning expectations.Students should understand the concept of eras and turning points in history. The TurningPoints in World History Student Outline provides a summary of each era and the criticalturning points within that era cited in the Readiness and Supporting Standards for STAAR.The amount of content for World History Studies is somewhat overwhelming to manystudents. They should be encouraged to categorize key events and individuals by era tohave a concept of change over time.The use of ESPN [Economic, Social/Cultural, Political, and eNvironmental] categorizationstrategy is one that is used throughout the course. Students should be able to categorizeevents based on the ESPN causes and effects of significant historical events.Major Religions in World History provides a summary of the religions specified in theTEKS/SEs for World History and can serve as a brief review.Vocabulary Review Cards provide support for key terms. [Available in English and Spanish]Accelerate:The AP World History/World History Studies Crosswalk provides a summary of the contentintersections for the two courses and can prove helpful for students in both courses.Websites referenced in the Resource section can provide enrichment opportunities.Group:Grouping for the lesson includes individual, pairs, and cooperative group work.LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)8000 BCE – 600 CE Part Two (Class Period 1) Checks for Understanding1 Distribute the WHS Learning Target Self-Assessment Review andhave students read the first student friendly Learning Target andcomplete the Pre-Assessment column.Engage and Connect (10 min.)Cues, Questions, and Advance Organizers1. As a pre-assessment, distribute the Turning Points in WorldHistory Card Sort to pairs or groups of students and ask eachgroup to organize the critical turning point events into categoriesbased on chronological eras in world history. [Note: Reproduceand cut the card sort into sections prior to distribution. A Key isprovided at the bottom of the card sort.]2. Distribute Turning Points in World History Student Outline and usethis brief overview of the information specified in TEKS 1A-1F asa way for students to check their categorization in the card sortand make necessary corrections.Student-friendly ObjectivesI can summarize the causes andeffects of the development of theNeolithic Agriculture Revolution, thedevelopment of the river valleycivilizations, the development of theclassical civilizations of Greece,Rome, Persia, India (Maurya andGupta), China (Zhou, Qin, and Han),and the development of major worldreligions and identify these events asmajor turning points in world historyfrom 8000 BCE – 600 CE. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 3 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 8000 BCE – 600 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points2 Introduce New Learning (10 min.)1. Have students use text coding as they read the sections of theStudent Outline for 8000 BCE – 600 CE. Instruct them to put astar beside turning points they are familiar with and a ? by thosethey don’t remember well. Point out that this will help guide theirindividual study plans for the STAAR EOC.2. Briefly review and discuss the critical turning points in this era[8000 BCE – 600 CE] by having students add information to theirown outlines.3. Select one or two turning point events from each era to stress thecauses and effects of each event. [See guiding questions.]3 Guided Practice (15 min.)1. Divide students into seven groups and assign one of the turningpoint events from this era to each group [excluding thedevelopment of major religions].2. Have the students make a poster or visual summarizing theimportance of that event in history. Each poster should include:• A brief bulleted summary of important facts• An illustration or symbol to represent that event• A “So What” statement – This event is a turning point inhistory BECAUSE ___________[Note: This strategy will continue into Class Period 2]Begin the discussion by calling outeach of the turning points in this eraand have students indicate theirfamiliarity with this event using athumbs up for understand; a sidewaysthumb for sort of understand; and athumbs down for don’t know it at all.Use this check for understanding toprovide guidance for areas toconcentrate on during discussion.Monitor student groups to ensure thatthey are making progress on theirposters.4 Close the Lesson and Assess Mastery (5 min.)1. Ask students to write a response to the following prompt as anexit-ticket for this class period:During the era 8000 BCE to 600 CE, the two events I know themost about are ______ and the two events I know the least aboutare ______.Collect the exit tickets from eachstudent and review these for trends tohelp guide instruction to those eventsabout which students know the least.8000 BCE – 600 CE Part Two (Class Period 2) Checks for Understanding1 Engage and Connect (5 min.)1. Have students work with a partner to brainstorm a list of the majorreligions and one thing they know/remember about each. [2 min]2. Have partners combine with another pair [pairs to squares] tocompare their lists. [3 min]3. Have each group member add information they may have left offof their initial list after discussion with the group.Monitor student conversations andnote taking.2 Introduce New Learning (15 min.)1. Distribute Major Religions in World History and display thePowerPoint Major World Religions.2. Note: The PowerPoint World Religions Teacher Notes will guidepresentation of the PowerPoint.3. Have students add notes to the handout as they view thePowerPoint.Pose questions such as:Which are the monotheistic religions?Where did Buddhism spread from itsorigins in India?Which religion has the greatestnumber of followers? - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 4 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 8000 BCE – 600 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points3 Guided Practice (10 min.)Have student groups continue and complete the work begun in theprevious class period on the turning point posters.Monitor student group work.4 Close the Lesson and Assess Mastery (15 min.)1. Have a spokesperson for each group display and discuss theposter their group created focusing on the So What? statement.2. Post these around the room under a label that states the dates ofthe era.3. As each spokesperson presents, students can add information totheir copy of the Student Outline as needed.4. Ask each student to reassess their understanding of the lessonobjective on the WHS Learning Target Self-Assessment Reviewand in the evidence column to choose one of the events of the eraand tell why that event was a turning point in world history.Monitor student presentations andcorrect any misunderstandings of thereason that cited events were turningpoint events.Collect the student self-reflection anduse that as a formative assessment.RESOURCES (I-6, I-10)Adopted InstructionalMaterialsGlencoe World History,Texas Edition 2003See the Glossary and Table ofContents of the adopted textfor information about specificturning point events.Supporting ResourcesTurning Points in World History CardSortWHS Learning Target Self-AssessmentReviewTurning Points in World History StudentOutlineMajor Religions in World HistoryOnline ResourcesNeolithic RevolutionRiver Valley CivilizationsAncient GreeceAncient RomeAncient China from the British MuseumPowerPoint World Religions TeacherNotesPowerPoint Major World ReligionsVocabulary Review CardsAP World History/World History StudiesCrosswalkAncient India including Hinduism andBuddhism from the British MuseumAncient Persia from NationalGeographicBBC World ReligionsUnited Religions Initiative WorldReligionsWHS STAAR Snapshot of TestedObjectivesNote: This exemplar lesson is designed to support HISD teachers in using the HISD Curriculum Unit Planning Guides toplan daily lessons that meet the criteria outlined in the HISD Instructional Practice Rubric. The document is notintended as a template that teachers are expected to complete for their lesson planning on a daily basis. Teacherteams might consider using the exemplar lesson to support collaboration in lesson planning. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 5 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 600 CE – 1750 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsMASTERY FOCUS (PL-2, PL-3, I-1, I-6)Exemplar Lesson User InformationEssential Understandings/Guiding QuestionsHistory is divided into eras representing time periods, each containing critical events that represent turningpoints after which history is altered in some way.1. What are the causes and effects of critical turning points in the Era of Regional and Trans-regionalInteractions from 600 – 1450 CE/AD?2. What are the causes and effects of critical turning points in the Era of Global Interaction from 1450– 1750 CE/AD?Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)SWHS.1C Identify major causes and describe the major effects of the following important turning points in worldhistory from 600 to 1450: the spread of Christianity; the decline of Rome and the formation of medieval Europe; thedevelopment of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and theirimpact on Europe, China, India, and Southwest Asia.SWHS.1D Identify major causes and describe the major effects of the following important turning points in worldhistory from 1450 to 1750: the rise of the Ottoman Empire; the influence of the Ming dynasty on world trade;European exploration and the Columbian Exchange; European expansion; and the Renaissance and theReformation.SWHS.16A Locate places and regions of historical significance directly related to major eras and turning points inworld history.SWHS.23B Identify examples of religious influence on various events referenced in the major eras of world history.WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences andconclusions, and developing connections between historical events over time.WHS.29H Use appropriate reading and mathematical skills to interpret social studies information such as mapsand graphs.WHS.30AUse social studies terminology correctly. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.• ELPS C.3e Share information incooperative learninginteractions.• ELPS C.4h Read silently withincreasing ease andcomprehension for longerperiods.• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.College and Career Readiness Standards (CCRS)• CCRS 1.3B Analyze causes and effects of major political, economic, and social changes in U.S. and worldhistory.Vocabulary• caliphate• medieval• dynasty• Columbian Exchange• European Renaissance• Protestant Reformation - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 6 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 600 CE – 1750 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsAssessment Connections• The WHS Learning Target Self-Assessment Review provides students with specific student-friendly objectivesthat help clarify learning expectations and can serve as a formative self-assessment.• Answers to the guiding questions provide additional assessment connections and checks for understanding.• The completed Events of 600 to 1750 can serve as a formative assessment.• The individual student ACES Writing 600 – 1750 CE can also serve as an assessment connection.DIFFERENTIATION (I-3)Scaffold:The WHS Learning Target Self-Assessment Review provides students with specific studentfriendlyobjectives that help clarify learning expectations.Students should understand the concept of eras and turning points in history. The TurningPoints in World History Student Outline provides a summary of each era and the criticalturning points within that era cited in the Readiness and Supporting Standards for STAAR.The amount of content for World History Studies is somewhat overwhelming to manystudents. They should be encouraged to categorize key events and individuals by era tohave a concept of change over time.The use of ESPN [Economic, Social/Cultural, Political, and eNvironmental] categorizationstrategy is one that is used throughout the course. Students should be able to categorizeevents based on the ESPN causes and effects of significant historical events.For students who need reading assistance Adobe.pdf documents can be read aloud usingthe Adobe Reader 10 download. Go to the View menu and choose Read Aloud option [Shift+ Control + Y]. Students can then click on a section of the document to be read aloud.Accelerate:The AP World History/World History Studies Crosswalk provides a summary of the contentintersections for the two courses and can prove helpful for students in both courses.Websites referenced in the Resource section can provide enrichment opportunities.Group:Grouping for the lesson includes individual, pairs, and cooperative group work.LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)600 CE – 1750 CE Part One (Class Period 1) Checks for Understanding1 Use the WHS Learning Target Self-Assessment Review and havestudents pre-assess their own learning for the student-friendlyobjectives for the 600 – 1450 and the 1450 – 1750 era.Engage and Connect (5 min.)1. Have students refer to events in the eras from 600CE to 1750 CEin the Turning Points in World History Student Outline.2. Ask students to text code these events using a star to highlightevents that they know/understand and a ? to code those eventsthey do not remember. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)Student-friendly Objectives• I can summarize the causes andeffects of the spread ofChristianity; the decline of Romeand the formation of medievalEurope; the development ofIslamic caliphates and their impacton Asia, Africa, and Europe; theMongol invasions and their impacton Europe, China, India, andSouthwest Asia and identify theseevents as major turning points inworld history from 600 – 1450 CE.© Houston ISD Curriculum2012 – 2013Page 7 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 600 CE – 1750 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points• I can summarize the causes andeffects of the rise of the OttomanEmpire; the influence of the Mingdynasty on world trade; Europeanexploration and the ColumbianExchange; European expansion;and the Renaissance and theReformation and identify theseevents as major turning points inworld history from 1450 – 1750.Use the thumbs up, thumbs sideways,and thumbs down check forunderstanding as you read the titles ofeach of the major events.2 Introduce New Learning (10 min.)1. Distribute the handout Events of 600 CE to 1750 CE.2. Model the description of the causes and effects of major eventsby completing the first two items with the students, as they takenotes on their own handout.• Spread of Christianity: causes – missionaries, establishmentof Christianity as the state religion of Rome; effects –Christianity spreads throughout the Roman Empire, theCatholic Church begins to gain political power as Romedecline.• Decline of Rome: causes – invasion by outside forces,division of the empire by Diocletian, difficulty in maintainpower on the edges of the empire; effects – created aeconomic, social, and political vacuum in the Europe, led to aperiod often called the Dark Ages in Europe – loss of learningand progress.Observe students to ensure they aretaking notes on the handout.3 Guided Practice (25 min.)Divide students into nine groups to complete the Events handoutdescribing the causes and effects of the remaining turning pointevents using the Student Outline and the text if necessary. [This workwill continue in the next class period.]Monitor group work answeringquestions as necessary.4 Close the Lesson and Assess Mastery (5 min.)1. Ask each student to choose one of the events they and theirpartners have summarized and describe the causes and effects ofthat event on an exit-ticket. This could also be completed in theevidence column of the WHS Learning Targets Self Assessmentform.2. Use the guiding questions as a prompt for student writing.Collect the exit-tickets and evaluate todetermine student understanding ofthe causes and effects of theseturning point events. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 8 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 1: Reviewing Eras in World History: 600 CE – 1750 CEUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points600 CE – 1750 CE Part Two (Class Period 2) Checks for Understanding1 Engage and Connect (10 min.)1. Have each student choose two events from the 600 – 1750 erathat they believe are the most important from this era.2. As you call out each event have students that ranked this eventas one of the most important stand.3. Cold call on two students to defend why they named this event asone of the most important.4. Continue to name events and have students “vote” by “taking astand” and defending their opinion.Observe which events studentsconsider to be the most important.2 Guided Practice (10 min.)1. Work in the same groups from class period one to complete theEvents of 600 CE to 1750 CE handout.Monitor group work encouragingstudents to complete their work withinthe time limits.3 Close the Lesson and Assess Mastery (25 min.)1. Have each group select a spokesperson.2. Randomly assign each group one event and ask them to reportthe causes and effects of that event. Allow each group twominutes to prepare their statements.3. As each spokesperson presents, have the students check theirown work and add any information if necessary.4. Have each individual student complete the ACES Writing 600 –1750 CE using their work on Events of 600 CE to 1750 CE andthe Turning Points in World History Student Outline.Monitor student presentations as oneformative assessment.Collect the ACES writing as a writtenformative assessment.Have students complete the postassessment of the student-friendlyobjectives.RESOURCES (I-6, I-10)Adopted Instructional MaterialsGlencoe World History, TexasEdition 2003See the Glossary and Table ofContents of the adopted text forinformation about specific turningpoint events.Supporting ResourcesWHS Learning Target Self-Assessment ReviewEvents of 600 to 1750Turning Points in World HistoryStudent OutlineACES Writing 600 – 1750 CEAP World History/World HistoryStudies CrosswalkOnline ResourcesThe OttomansThe Renaissance in podcastsfrom Engines of Our IngenuityThe ReformationThe Middle AgesThe Middle Ages InteractiveChina from Mongol to the Ming - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 9 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1750 - 1914Unit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsMASTERY FOCUS (PL-2, PL-3, I-1, I-6)Exemplar Lesson User InformationEssential Understandings/Guiding QuestionsHistory is divided into eras representing time periods, each containing critical events that represent turningpoints after which history is altered in some way.1. What are the causes and effects of critical turning points in the Era of Revolutions from 1750 –1914 CE/AD?Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)SWHS.1E Identify major causes and describe the major effects of the following important turning points in worldhistory from 1750 to 1914: the Scientific Revolution; the Industrial Revolution and its impact on the development ofmodern economic systems; European imperialism; and the Enlightenment's impact on political revolutions.SWHS.16A Locate places and regions of historical significance directly related to major eras and turning points inworld history.WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences andconclusions, and developing connections between historical events over time.WHS.29H Use appropriate reading and mathematical skills to interpret social studies information such as mapsand graphs.WHS.30AUse social studies terminology correctly. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.• ELPS C.3e Share information incooperative learninginteractions.• ELPS C.4h Read silently withincreasing ease andcomprehension for longerperiods.• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.College and Career Readiness Standards (CCRS)• CCRS 1.3B Analyze causes and effects of major political, economic, and social changes in U.S. and worldhistory.Vocabulary• Scientific Revolution• EnlightenmentAssessment Connections• political revolutions• economic revolutions• imperialism• The independent and group work with selected events from the Turning Points in World History Student Outlineand the Combined Voices posters provide formative assessment of learning.• Work with the WHS Flash Cards English provides a formative assessment of learning for lessons one, two, andthree.• Responses including evidence statements on the WHS Learning Target Self-Assessment Review provides a selfreflective formative assessment. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 10 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1750 - 1914Unit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsDIFFERENTIATION (I-3)Scaffold:The WHS Learning Target Self-Assessment Review provides students with specific studentfriendlyobjectives that help clarify learning expectations.Students should understand the concept of eras and turning points in history. The TurningPoints in World History Student Outline provides a summary of each era and the criticalturning points within that era cited in the Readiness and Supporting Standards for STAAR.The amount of content for World History Studies is somewhat overwhelming to manystudents. They should be encouraged to categorize key events and individuals by era tohave a concept of change over time.Use of the WHS Flash Cards English or WHS Flash Cards Spanish provides review forstudents of important events, individuals, and terms.For students who need reading assistance Adobe.pdf documents can be read aloud usingthe Adobe Reader 10 download. Go to the View menu and choose Read Aloud option [Shift+ Control + Y]. Students can then click on a section of the document to be read aloud.Accelerate:The AP World History/World History Studies Crosswalk provides a summary of the contentintersections for the two courses and can prove helpful for students in both courses.Websites referenced in the Resource section can provide enrichment opportunities.Group:Grouping for the lesson includes individual, pairs, and cooperative group work.LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)1750 to 1914 Part One (Class Period 1) Checks for Understanding1 Use the WHS Learning Target Self-Assessment Review and havestudents pre-assess their own learning for the student-friendlyobjectives for the 1750 to 1914 era.Engage and Connect (15 min.)1. Distribute the selected picture cards from the WHS Flash CardsEnglish [or Spanish] randomly to students, one to each student[There will be extras since there are approximately 45 cards thatfit the eras below].2. Post signs indicating the eras around the room – 8000 BCE – 600CE; 600 – 1750 CE; and 1750 – 1914 CE.3. Ask students to stand by the era sign that best corresponds to thetime in which the event on their picture card took place.4. Have students read their card and as a class vote with a thumbsup or thumbs down whether the student is standing in the correctera.5. Help students to relocate as necessary.6. Collect the picture cards for use in Class Period 2.Student-friendly ObjectivesI can summarize the causes andeffects of the Scientific Revolution; theIndustrial Revolution and its impact onthe development of modern economicsystems; European imperialism; andthe Enlightenment's impact on politicalrevolutions and identify these eventsas major turning points in world historyfrom 1750 CE – 1914 CE.Note: Prior to the lesson, duplicateone set of the WHS Flash CardsEnglish and WHS Flash CardsSpanish [as needed]. If possible,laminate the set to make reuse easier.Select the cards that relate to the erasbefore 1914, leaving out the followingcards for later use:Those identifying people to use inLesson 5; the cards about legal ideasto use in Part 2/Lesson 1; the cards - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 11 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1750 - 1914Unit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Pointsabout economic ideas for use in Part2/Lesson 2; and the cards for 1914 tothe Present to be used in the nextlesson.You may want to duplicate additionalsets of cards to use for tutorials andreview.2 Introduce New Learning (10 min.)1. Have students refer to events in the eras from 1750 to 1914 CE inthe Turning Points in World History Student Outline.2. Ask students to text code these events using a star to highlightevents that they know/understand and a ? to code those eventsthey do not remember.Use the thumbs up, thumbs sideways,and thumbs down check forunderstanding as you read the titles ofeach of the major events in this era.3 Independent Practice (15 min.)1. Have students number off 1 to 6. Using the topics for this era fromthe Turning Points in World History Student Outline, assign all ofthe #1s the task of analyzing the Scientific Revolution –Enlightenment; all #2s the Industrial Revolution; and so on.2. Have each student complete the following for that event in history:• A brief bulleted summary of important facts• An illustration or symbol to represent that event• A “So What” statement – This event is a turning point inhistory BECAUSE ___________[Note: This strategy will continue into Class Period 2.]Monitor individual student work andanswer questions as necessary.4 Close the Lesson and Assess Mastery (5 min.)1. Randomly pull one of the picture cards from the “deck” of cardsand have students indicate in which era that event occurred byholding up one finger for 8000 BCE – 600 CE; two fingers for 600– 1750 CE; and three fingers for 1750 – 1914.2. Continue randomly selecting picture cards as time permits.Determine the accuracy of studentunderstanding of turning point eventsand the timeframe for those events.[Another possible strategy is to randomly call on students to cometo the front of the class and select a card and then proceed tostand by the appropriate era sign. Other students will indicate witha thumbs up or down if he/she is in the correct era.]1750 to 1914 Part Two (Class Period 2) Checks for Understanding1 Engage and Connect (10 min.)1. Randomly distribute either a picture card or an explanation card toeach student from the selected sets of WHS Flash Cards Englishpictures and explanations.2. Have students silently search for their partner by having thestudents with picture cards hold the card in front of them andthose with the explanation cards look until they find the correct“partner”.3. When students have found their partner have them check with the - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)Prior to class select enough sets ofpicture cards [from those used inClass Period 1] and explanations sothat half of the students will receive apicture card and the other half willreceive an explanation card.© Houston ISD Curriculum2012 – 2013Page 12 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1750 - 1914Unit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Pointsteacher to verify their match and tell which era of history the eventis associated with, then be seated.4. If time permits, randomly redistribute the cards and conduct thesilent matching again.2 Guided and Independent Practice (20 minutes total)Independent Practice (10 min.)1. Have each student complete the work begun in class period 1 forthe assigned event:• A brief bulleted summary of important facts• An illustration or symbol to represent that event• A “So What” statement – This event is a turning point inhistory BECAUSE ___________[Note: This strategy will continue into Class Period 2.]Cooperative Group Work (10 min.)1. Combine students with like events into triads or groups of four.2. Give each group a sheet of chart paper or newsprint.3. Explain to students that they are now going to use a CombinedVoices strategy to create a poster about their assigned event. Allmembers of the group must agree on the bulleted summary ofimportant facts and the “So What” statement. Those items mustcontain ideas from each member of the group.4. Then the group should construct a visual or symbol that MUSTuse at least one part of each individual’s visual.Monitor student work and if less timeis needed proceed to the lessonclosure.Collect individual work to use as aformative assessment.3 Close the Lesson and Assess Mastery (10 min.)1. Post the Combined Voices posters around the room and have thegroups conduct a Gallery Walk to view other groups’ posters.2. As students view each poster, they can add a “So What?”statement to the correct section of the Turning Points in WorldHistory Student Outline,3. In closing, have students revisit the WHS Learning Target Self-Assessment Review to reassess their level of knowledge aboutevents in the 1750 – 1914 era. In the evidence column havestudents name one event and describe why that event was soimportant in world history.Call on a student to restate thedirections.Monitor student work to ensure that all“voices” are heard.Collect the Learning Target Self-Assessment at the end of the fivelessons in Part One to use a formativeassessment.RESOURCES (I-6, I-10)Adopted Instructional MaterialsGlencoe World History, TexasEdition 2003See the Glossary and Table ofContents of the adopted text forinformation about specific turningpoint events.Supporting ResourcesWHS Learning Target Self-Assessment ReviewTurning Points in World HistoryStudent OutlineWHS Flash Cards EnglishWHS Flash Cards SpanishAP World History/WHS CrosswalkOnline ResourcesThe Galileo ProjectThe Enlightenment and 17 th CenturyPolitical RevolutionsIndustrial RevolutionImperialism - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 13 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1914 – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsMASTERY FOCUS (PL-2, PL-3, I-1, I-6)Exemplar Lesson User InformationEssential Understandings/Guiding QuestionsHistory is divided into eras representing time periods, each containing critical events that represent turningpoints after which history is altered in some way.1. What are the causes and effects of critical turning points in the Modern Era from 1914 – thePresent?Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)SWHS.1F Identify major causes and describe the major effects of the following important turning points in worldhistory from 1914 to the present: the world wars and their impact on political, economic, and social systems;communist revolutions and their impact on the Cold War; independence movements; and globalization.SWHS.16A Locate places and regions of historical significance directly related to major eras and turning points inworld history.SWHS.17C Summarize the economic and social impact of 20th century globalization.SWHS.28D Explain the role of telecommunication technology, computer technology, transportation technology, andmedical advancements in developing the modern global economy and society.WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences andconclusions, and developing connections between historical events over time.WHS.29H Use appropriate reading and mathematical skills to interpret social studies information such as mapsand graphs.WHS.30AUse social studies terminology correctly. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.• ELPS C.3e Share information incooperative learninginteractions.• ELPS C.4h Read silently withincreasing ease andcomprehension for longerperiods.• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.College and Career Readiness Standards (CCRS)• CCRS 1.3B Analyze causes and effects of major political, economic, and social changes in U.S. and worldhistory.Vocabulary• globalization • ESPN factors/results • turning pointsAssessment Connections• The completed WHS Learning Target Self-Assessment Review provides a formative self-assessment.• Student generated two-column ESPN notes on the PowerPoint Accelerating Global Change provides anadditional assessment connection.• Student summaries of the effects of 20th/21st century Turning Points in World History Student Outline providesadditional formative assessment.• The student text coding, discussion, and writing based on the Globalization: Being a Citizen of the Earth readingprovides another formative assessment. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 14 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1914 – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsDIFFERENTIATION (I-3)Scaffold:The WHS Learning Target Self-Assessment Review provides students with specific studentfriendlyobjectives that help clarify learning expectations.Students should understand the concept of eras and turning points in history. The TurningPoints in World History Student Outline provides a summary of each era and the criticalturning points within that era cited in the Readiness and Supporting Standards for STAAR.The amount of content for World History Studies is somewhat overwhelming to manystudents. They should be encouraged to categorize key events and individuals by era tohave a concept of change over time.Use of the WHS Flash Cards English or WHS Flash Cards Spanish provides review forstudents of important events, individuals, and terms.Accelerate:The AP World History/World History Studies Crosswalk provides a summary of the contentintersections for the two courses and can prove helpful for students in both courses.Websites referenced in the Resource section can provide enrichment opportunities.The 20 th Century Decision-Making Grid provides reinforcement regarding technologicalchange in the 20 th century. It can be used for homework or enrichment.Group:Grouping for the lesson includes individual, pairs, and cooperative group work.LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)1914 – the Present Part One (Class Period 1) Checks for Understanding1Use the WHS Learning Target Self-Assessment Review and havestudents pre-assess their own learning for the student-friendlyobjectives for the 1914 – the Present era.Engage and Connect (10 min.)1. Have students brainstorm a list of ESPN [Economic,Social/Cultural, Political, and eNvironmental] changes that haveoccurred in their lifetime. Allow two minutes to generate their lists.2. Have students turn to a shoulder partner and share their lists, withthe person with the shortest hair going first. As that personspeaks, the second partner should add to their own list as newitems are mentioned. [one minute]3. Invite the second partner to share any items not alreadymentioned and then to choose the three changes that he/shebelieves are most significant for the future. [one minute]4. Randomly call on pairs of students to share one important itemfrom the lists they generated and have the class indicate whichESPN category of change that innovation fits into. You can use a“voting” system – one finger for E; two for S; three for P; and fourfor N.5. Discuss how many items can fit into more than one categorydepending on one’s interpretation.Student-friendly Objectives• I can summarize the causes andeffects of the world wars and theirimpact on political, economic, andsocial systems; communistrevolutions and their impact on theCold War; independencemovements; and globalization andidentify these events as majorturning points in world history from1914 CE – the present.• I can define globalization andsummarize the economic andsocial impact of 20th centuryglobalization.• I can explain how [the role]telecommunication technology,computer technology,transportation technology, andmedical advancements helpeddevelop and support the modernglobal economy and society. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 15 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1914 – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points2 Introduce New Learning (15 min.)1. Have students create a two-column note format with the ESPN[Economic, Social/Cultural, Political, and eNvironmental]categories spaced on the narrow side and space for brief noteson examples of 20 th century change on the larger side.2. Display the PowerPoint Accelerating Global Change.3. Have students take brief notes related to 20 th century change asthey view the PowerPoint. Note: they do not have to copyeverything, just brief notes to remind them of specific ESPNchanges.Monitor student note taking.Stop periodically and cold call on astudent to describe how theycategorized the change on a givenslide and why they chose thatcategory.3 Independent Practice (10 min.)1. Have students refer to page four of the Turning Points in WorldHistory Student Outline and working with a partner discuss andsummarize how each of these events changed one or more ESPNfactors during the era of 1914 – the Present. Students can addnotes to their outline or write their summaries on a separatesheet.Monitor student discussions and notetaking.4 Close the Lesson and Assess Mastery (10 min.)1. Randomly call on a pair of students to summarize one of therecent events.2. After all groups have shared, ask students to “vote” on whetherthey believe the event had a more significant ESP or N effect.3. Have students respond to the following prompt in the evidencecolumn of the WHS Learning Target Self-Assessment Review:• ____ was the most critical turning points in the Modern Erafrom 1914 – the Present because ___________[describe atleast one major effect of this event].Use student summaries as a formativeassessment of understanding theeffects of 20 th century events.Use the same “voting” system – onefinger for E; two for S; three for P; andfour for N.1914 – the Present Part Two (Class Period 2) Checks for Understanding1 Engage and Connect (5 min.)1. Distribute a copy of the handout Globalization: Being a Citizen ofthe Earth.2. Discuss the definition of the term globalization and have studentswrite the definition in their own words.Ask one or more students to share the definition in their own words.2 Introduce New Learning (10 min.)1. Continuing with the handout, have students turn to a shoulderpartner and discuss the first question from the reading: How havethe following changes led to increased globalization?2. Explain text coding: put a √ by information you already know; an !by important information; and a ? by information that raises aquestion in your mind.3. Have students read the next three sections of the article, usingtext coding.Monitor student reading and codinganswering questions as necessary. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 16 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 2: Reviewing Eras in World History: 1914 – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points3 Guided and Independent Practice (25 min. total)Guided Practice (10 min.)Have students form groups of four to discuss the three sections fromthe reading: Positive Effects of Globalization, Negative Effects ofGlobalization, and Reactions to Globalization. Allow three minutes foreach topic.Independent Practice (15 min.)Have each individual student choose one of the writing topics frompage two of the handout and use the ACES writing strategy to createa written response to the question posed.Monitor student discussion and use atimer to move the discussions fromone topic to the next.Remind students of the ACES writingstrategy and monitor student writingencouraging them to write/edit for theentire time.4 Close the Lesson and Assess Mastery (5 min.)Have students turn to a partner and summarize the topic they choseto write about and three important points about that topic.Collect student writing samples forformative assessment and feedback.Have students revisit the LearningTarget Self Assessment to reassesstheir learning and record one piece ofevidence for at least one of theobjectives for this lesson. Collect anduse as a formative assessment for thefour lessons.RESOURCES (I-6, I-10)Adopted InstructionalMaterialsNo text materials are associatedwith this lesson.Supporting ResourcesWHS Learning Target Self-Assessment ReviewTurning Points in World HistoryStudent OutlinePowerPoint Accelerating GlobalChangeGlobalization: Being a Citizen ofthe EarthAP World History/World HistoryStudies Crosswalk20 th Century Decision-MakingGridOnline ResourcesGlobal Policy ForumGlobalization 101Access Digital History for moreinformation on turning pointevents of the 20 th and 21 stcenturies. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 17 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 3: Significant People in World History: 8000 BCE – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsMASTERY FOCUS (PL-2, PL-3, I-1, I-6)Exemplar Lesson User InformationEssential Understandings/Guiding QuestionsSignificant individuals are often the driving force for ESPN change in history and provide leadership for theevents that mold and shape history.1. What are qualities of strong leaders?2. Who are famous scientists from world history and what makes them significant?3. Who are famous political leaders from world history and how did they bring about change?4. Who are significant philosophers and thinkers and how did they influence world history?5. Who are significant individuals who led resistance to oppression and how did their actions changehistory?6. Which women rose to positions of leadership and how did they influence history?Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)SWHS.9 B Explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America.SWHS.12 B Explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, JosephStalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II.SWHS.13D Explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa,and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union.SWHS.20C Explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charlesde Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and WilliamBlackstone.SWHS.22E Identify examples of individuals who led resistance to political oppression such as Nelson Mandela,Mohandas Gandhi, Oscar Romero, Nathan Sharansky, Las Madres de la Plaza de Mayo, and Chinese studentprotestors in Tiananmen Square.SWHS.24B Describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, IndiraGandhi, Margaret Thatcher, and Golda Meir during major eras of world history.SWHS.27E Identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes,Galileo, Pythagoras, Isaac Newton, and Robert Boyle.SWHS.28E Identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison,Albert Einstein, Louis Pasteur, and James Watt.WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences andconclusions, and developing connections between historical events over time.WHS.30C Interpret and create written, oral, and visual presentations of social studies information. English Language Proficiency Standards (ELPS)• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment.• ELPS C.3e Share information incooperative learninginteractions.• ELPS C.4h Read silently withincreasing ease andcomprehension for longerperiods.• ELPS C.1e Internalize new basicand academic language byusing and reusing it inmeaningful ways in speakingand writing activities that buildconcept and languageattainment. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 18 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 3: Significant People in World History: 8000 BCE – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsCollege and Career Readiness Standards (CCRS)• CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity across time and place.Vocabulary• There is no specific vocabulary for this lesson. However, students should become familiar with the individualsincluded in the People in World History handout.Assessment Connections• The completed Historically Significant Individuals Project serves as a formative assessment for this lesson.• The text coding of TEKS Historical Figures for World History and the notes on People in World History serve asadditional assessment considerations.• The completed WHS Learning Target Self-Assessment Review provides a formative self-assessment.• Answers to the Guiding Questions provide checks for understanding.DIFFERENTIATION (I-3)Scaffold:The WHS Learning Target Self-Assessment Review provides students with specific studentfriendlyobjectives that help clarify learning expectations.Students should understand the concept of how the actions and reactions of significantindividuals impact events in history. The handout People in World History lists the largenumber of people specified in the TEKS/SEs for World History that students are responsiblefor being able to identify. Consider helping students categorize these individuals based ontheir areas of contribution.For students who need reading assistance Adobe.pdf documents can be read aloud usingthe Adobe Reader 10 download. Go to the View menu and choose Read Aloud option [Shift+ Control + Y]. Students can then click on a section of the document to be read aloud.Accelerate:The AP World History/World History Studies Crosswalk provides a summary of the contentintersections for the two courses and can prove helpful for students in both courses.Websites referenced in the Resource section can provide enrichment opportunities.Group:Grouping for the lesson includes individual, pairs, and cooperative group work.LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)Historically Significant People Part One (Class Period 1)1 Use the WHS Learning Target Self-Assessment Review and havestudents pre-assess their own learning for the student-friendlyobjectives regarding significant individuals.Engage and Connect (5 min.)1. There are significant individuals in all eras and events in worldhistory. Pose the question: What are the qualities of a strongleader?Checks for UnderstandingStudent-friendly Objectives• I can identify significant economic,social, political, and scientificcontributions of selectedindividuals in eras of world historyfrom 8000 BCE – the Present. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 19 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 3: Significant People in World History: 8000 BCE – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Points2. Ask students to turn to a partner and brainstorm a list of qualitiesa strong leader possesses.3. Call on pairs to share qualities and post these on the board,overhead, or Elmo.2 Introduce New Learning (10 min.)1. Point out that the task for this lesson [four 45 minute classperiods] is to explore some of the significant individuals of worldhistory.2. Distribute the list of significant individuals for World HistoryStudies [page 1] from TEKS Historical Figures.3. Ask students to text code the list indicating with a star thoseindividuals they know and could tell someone else about, a check√ for those they recognize but are not sure about, and a ? forthose they do not remember at all.4. Call on students to name one individual they know for sure andone individual they do not know [or remember] at all.5. If an Elmo is available, use that to code a class list. If not, maketwo lists on the board or overhead of those individuals studentsknow well and those they are less familiar with.3 Guided Practice (20 min.)1. Have students work with a partner and the text or other source tobegin to classify the individuals on the list based on their areas ofcontribution.2. Display the following list of categories:• Legal Thinkers and Philosophers• Economic Leaders• Leaders for Social Change• Political Leaders• Scientists• Women3. Have the partners make lists of individuals that fit into thosecategories using a chart graphic organizer. [Note: They will usethis list in future class periods.]Allow time for text coding, monitoringthat students are working well. Give atime limit of 2 – 3 minutes.This sharing provides a preassessmentof what individual classesknow well and what they most need towork on. It is not necessary to call onevery student but do call on one-thirdto one-half of the class.Select the pictures and explanationsof individuals from the WHS FlashCards English [or Spanish if needed].See Guiding Questions for possiblechecks for understanding.4 Close the Lesson and Assess Mastery (10 min.)1. Distribute selected cards with picture cards to one half of the classand explanation cards to the other half of the class. If possible,start with those individuals that are most recognizable. Later, youwill address the less recognizable ones.2. Have students conduct a silent search by having the students withpicture cards hold those in front of them and those withexplanation cards search for their matching person.3. When the two have made a match, have them check with theteacher to verify the match, turn in the card and then be seated.4. Conduct a second round of silent search if time permits. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 20 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 3: Significant People in World History: 8000 BCE – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning PointsHistorically Significant People Part Two (Class Period 2)1 Engage and Connect (5 min.)1. Ask students to access the category list of individuals theycompleted with a partner in the previous class period.2. Call on students to name individuals in each category and verifywith the class that those lists are correct. Instruct students to addto or strike from their own lists as necessary.3. Verify the individuals in each category. [Note: The handoutPeople in World History has a categorized list and will be used inthis and the next class period.]Checks for UnderstandingPose the guiding questions as checksfor understanding.2 Introduce New Learning (10 min.)1. Distribute the handout People in World History and explain tostudents that they will be creating Facebook-like pages or othervisuals to represent significant individuals in world history.2. Discuss the illustration on page 2 of the handout.3. Display the Facebook Sample Page – JFK as an example forstudents to follow. Make the PowerPoint Facebook PageTemplate available to students who have access to a computer orprint out copies as a model for those students who will produce apaper product.4. Provide the handout Historically Significant Individuals Projectwhich includes basic required information and a rubric forevaluating student work. This can serve as a model for allstudents, including those who will complete their work in paperformat rather than an electronic product.5. Note: This visual presentation can also take other forms includingother electronic presentations – PowerPoint, Glogster, or otherpaper forms such as a magazine cover or baseball card.However, each presentation needs to contain the same basicinformation as detailed below [and in the hanout]:• Name and basic biographical information/dates• The category of their major accomplishments• The one most important accomplishment that this person isnoted for prominently displayed.• Three to five important facts about this person with dates [ifpossible]• Three to five “friends” or other individuals that lived andworked at the same time as the individual being researched• One quote and/or visual that represents the person’s ideas oraccomplishments.• Other interesting facts or informationPrior to class cut up one handout andput the names into a container forstudents to randomly draw names ofsignificant individuals to research andreport on using a visual format.Consider printing and distributing thepicture cards to provide easy accessto those students working on paperrather than a computer.As an alternative to producing aFacebook Page students may want touse another presentation format suchas Glogster or Prezi. These and otherWeb 2.0 tools can be accessed at 21 stCentury Technologies3 Guided and Independent Practice (25 min. total)Guided Practice (15 min.)1. Have students work with a partner and have each person drawthe name of one of the individuals from the list. [Note: since thereare many more names than there are students, no one class willmake pages for every person. If you only teach one or twoMonitor student work, answeringquestions and directing research asnecessary. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 21 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 3: Significant People in World History: 8000 BCE – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Pointsclasses of world history, choose the names of the lesser knownindividuals for students to research].2. If there is access to computers or a computer lab, makearrangements to use these computers.3. Have the students plan their pages together, brainstormingimportant information using the text or other resources.Independent Practice (10 min.)1. Allow time in this and the next class period for students to work ontheir Facebook pages.4 Close the Lesson and Assess Mastery (5 min.)1. Randomly call on students to tell one significant thing they havelearned about their assigned historical figure that makes themmemorable.Use the statements of importance as aformative assessment.Researching Historically Significant People (Class Period 3)1 Engage and Connect (10 min.)1. Distribute selected cards with picture cards to one half of the classand explanation cards to the other half of the class. If possible,start with those individuals that are most recognizable. Later, youwill address the less recognizable ones.2. Have students conduct a silent search by having the students withpicture cards hold those in front of them and those withexplanation cards search for their matching person.3. When the two have made a match, have them check with theteacher to verify the match, turn in the card and then be seated.4. Conduct a second round of silent search if time permits.Checks for UnderstandingObserve the ease with which studentsrecognize matches betweenindividuals and their accomplishments.3 Independent Practice (30 min.)1. Continue research and work on the assigned historic individualFacebook page [electronic or paper]4 Close the Lesson and Assess Mastery (5 min.)1. Randomly call on students to tell one significant thing they havelearned about their assigned historical figure that makes themmemorable.Monitor and encourage studentprogress, reminding of them ofdeadlines.Use these statements as formativeassessment.Summing it Up (Class Period 4)1 Introduce New Learning (40 min.)1. Provide opportunities for students to present their work.2. For those presenting paper products – have the student displaytheir work on the desk or posted around the room and have theother students circulate and view the work – adding notes to thePeople in World History handout. Group presentations bycategory, i.e. all scientists together and so on.3. For those presenting electronic products, provide time for thosestudents to display their digital work. Ask those students toChecks for UnderstandingThe completed work serves as aformative assessment. The studentshould submit their work [paper orelectronic form] with the HistoricallySignificant Individuals Project sheetincluding the self-assessment portionof the rubric. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 22 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 3: Significant People in World History: 8000 BCE – the PresentUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 1: Periodization Review: Major Eras and Turning Pointsprovide a copy to the teacher electronically and if possible loadthose on a flash or hard drive so that the presentations gosmoothly.4. As students present this information, have students add notesabout the significance of this person to their handout.2 Close the Lesson and Assess Mastery (5 min.)1. Have students reassess their understanding of the lessonobjective for significant people from the Learning Target SelfAssessment by providing evidence about the significance of twoindividuals.Check or collect the Learning TargetSelf Assessment as a formativeassessment.RESOURCES (I-6, I-10)Adopted Instructional MaterialsGlencoe World History, TexasEdition 2003See the Glossary and Table ofContents of the adopted text forinformation about specific turningpoint events.Supporting ResourcesWHS Learning Target Self-Assessment ReviewTEKS Historical FiguresPeople in World HistoryWHS Flash Cards EnglishFacebook Sample Page – JFKPowerPoint Facebook PageTemplateHistorically Significant IndividualsProjectAP World History/World HistoryStudies CrosswalkOnline ResourcesFamous People in HistoryBBC Historic Figures BiographiesBrief Historical Biographies fromRegents Prep100 People Who Changed theWorld21 st Century TechnologiesNote: This exemplar lesson is designed to support HISD teachers in using the HISD Curriculum Unit Planning Guides toplan daily lessons that meet the criteria outlined in the HISD Instructional Practice Rubric. The document is notintended as a template that teachers are expected to complete for their lesson planning on a daily basis. Teacherteams might consider using the exemplar lesson to support collaboration in lesson planning. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 23 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and FreedomsUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic FreedomMASTERY FOCUS (PL-2, PL-3, I-1, I-6)Exemplar Lesson User InformationEssential Understandings/Guiding QuestionsPolitical and legal ideas develop and change over time.1. How did Hammurabi’s Code, the Jewish Ten Commandments and Justinian’s Code of Lawscontribute to and change existing political and legal ideas?2. How did the Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S.Constitution, the French Declaration of the Rights of Man and Citizens affect the development ofpolitical and legal ideas?3. How did citizen rights and responsibilities change over time as political ideas in the area ofindividual rights changed?4. How have individuals influenced the development of the concept of rule of law?Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)WHS.18F Formulate generalizations on how economic freedom improved the human condition, based on students'knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20thcenturyfree market economies, compared to communist command communities.SWHS.20B Identify the impact of political and legal ideas contained in the following documents: Hammurabi'sCode, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, theDeclaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.SWHS.21A Describe how people have participated in supporting or changing their governments.RWHS.21B Describe the rights and responsibilities of citizens and noncitizens in civic participation throughouthistory.SWHS.21C Identify examples of key persons who were successful in shifting political thought, including WilliamWilberforce.SWHS.22A Summarize the development of the rule of law from ancient to modern times.WHS.22F Assess the degree to which American ideals have advanced human rights and democratic ideasthroughout the world.WHS.29G Construct a thesis on a social studies issue or event supported by evidence.WHS.30AUse social studies terminology correctly. English Language Proficiency Standards (ELPS)• ELPS C.3e Share information incooperative learninginteractions.• ELPS C.4h Read silently withincreasing ease andcomprehension for longerperiods.• ELPS C.5b Write using newlyacquired basic vocabulary andcontent-based grade-levelvocabulary.College and Career Readiness Standards (CCRS)• CCRS 1.2C Evaluate changes in the functions and structures of government across time.• CCRS 1.1D Identify and evaluate the strengths and weaknesses of different economic systems.Vocabulary• Hammurabi's Code• Jewish Ten Commandments• Justinian's Code of Laws• Magna Carta• English Bill of Rights• Declaration of Independence• U.S. Constitution• Declaration of the Rights of Manand of the Citizen.• free-enterprise• socialism• communism• rights/responsibilities• citizen• non-citizen - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 24 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and FreedomsUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic FreedomAssessment Connections• The completed WHS Learning Target Self-Assessment Review provides a formative self-assessment.• Answers to the Guiding Questions provide one assessment connection and check for understanding.• Group presentations and student responses to the Rule of Law: Progression of Ideas related to the Rule of Lawin World History provide a formative assessment of learning.• Notes related to Economic Systems in World History provide another formative assessment.DIFFERENTIATION (I-3)Scaffold:The WHS Learning Target Self-Assessment Review provides students with specific studentfriendlyobjectives that help clarify learning expectations.Students should understand the concept of rule of law and its development from ancient tomodern times. The handout Rule of Law in World History provides primary source text ofsignificant legal and political documents that detail the documents that signify theprogression of legal ideas.Review characteristics of types of government using the recommended resource Forms ofGovernment Projectables or other similar resource defining forms of government.For students who need reading assistance Adobe.pdf documents can be read aloud usingthe Adobe Reader 10 download. Go to the View menu and choose Read Aloud option [Shift+ Control + Y]. Students can then click on a section of the document to be read aloud.Accelerate:Group:The AP World History/World History Studies Crosswalk provides a summary of the contentintersections for the two courses and can prove helpful for students in both courses.Grouping for the lesson includes individual, pairs, and cooperative group work.LESSON CYCLE (I-1, I-2, I-3, I-4, I-5, I-6, I-8)Political and Legal Ideas Part One (Class Period 1)Checks for Understanding1 Use the WHS Learning Target Self-Assessment Review and havestudents pre-assess their own learning for the student-friendlyobjectives regarding political and legal ideas and leaders.Engage and Connect (5 min.)1. Display the graphic Forms of Government.2. Have students turn to a shoulder partner and summarize the roleof citizens in each of the four general forms of government.3. Have the students place the four forms on a continuum from mostpower held by citizens to least power held by citizens.4. Call on students to share their summaries and to explain whereeach form falls on the continuum of “people power”.People PowerDespotism - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)Student-friendly Objectives• I can identify important legal andpolitical ideas from Hammurabi'sCode, the Jewish TenCommandments, Justinian's Codeof Laws, the Magna Carta, theEnglish Bill of Rights, theDeclaration of Independence, theU.S. Constitution, and theDeclaration of the Rights of Manand of the Citizen.• I can summarize the developmentof the rule of law from ancient tomodern times.Ensure that students understand thatdirect democracy affords people the© Houston ISD Curriculum2012 – 2013Page 25 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and Freedoms (Four 45 min. class periods)Unit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic Freedom2 Introduce New Learning (10 min.)1. Distribute the handout Forms of Government Summary as areference to the various ways these four basic forms ofgovernment have evolved over time in countries of the world.2. Point out that political ideas and philosophies have developedover time from ancient times to the present and that all of theforms of government in the handout have been in placesomewhere in the world during the course of history.3. Have students skim the Forms of Government Summary handoutto speculate which forms of government are most prevalent in the21 st century.most direct power and autocracyaffords people the least power.Monitor student responses to whichforms of government are mostprevalent.3 Guided and Independent Practice (25 min. total)Guided Practice (10 min.)1. Distribute the handout Rule of Law: Progression of Ideas.2. Point out to students that this handout provides a note takingguide for their work with primary source text from each of thesedocuments.3. Discuss the dates and locations of each of the documents to helpstudents see that this progression moves from the Middle East tothe West. Pose the question: Are there ideas or areas that are notincluded in this list that may have influenced political or legalthought?• Help students realize that this list is “western-centric” sincethat is the tradition that has most influenced American politicalthought. This list omits the direct democracy for Athenscitizens or the representative democracy ideals of the RomanRepublic.Independent Practice (15 min.)1. Divide students into eight groups and assign one document toeach group2. Distribute enough copies of the assigned document from the Ruleof Law in World History handout so that each student in the grouphas a copy.3. Ask the group to summarize the main ideas of the assigneddocument including its impact on the development of the rule oflaw in world history.• Students will have some time to work and present thisinformation in the next class period.4. Group members should add the information from the assigneddocument to the appropriate section of the Rule of Law:Progression of Ideas handout.Monitor student individual and groupwork, answering questions asnecessary and if needed, redirectingstudents.Duplicate four or five copies of theRule of Law in World History handoutand collate based on the individualdocuments so that each student in agroup can have one copy of thereading about the assigned document.4 Close the Lesson and Assess Mastery (5 min.)Briefly call on each group to state one idea they have learned at thispoint regarding the legal ideas of the assigned document.Use student responses as a formativeassessment of learning. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 26 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and FreedomsUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic FreedomPolitical and Legal Ideas Part Two (Class Period 2)1 Engage and Connect (5 min.)1. Display Slides 1 – 7 of the PowerPoint Legal Ideas and Leadersto review basic types of government.2. Discuss each briefly as review of content from Class Period 1.3. [Note: Consider distributing the PowerPoint: Legal Ideas andLeaders Handout to ELL students, those students enrolled inSpecial Education, or struggling readers to support instruction.]2 Guided and Independent Practice (20 min.)1. Have students finalize their assigned group work on Rule of Lawin World History begun in the previous class period. Have eachgroup choose a spokesperson to report their summaries andideas to the class.2. Call on each spokesperson in chronological order and ask thatperson to present the group summary and ideas about theimportance of the assigned document in the development of legalthought. [2 minutes per person]3. As each spokesperson presents have other students add theirideas to the note taking guide Rule of Law: Progression of Ideas.4. Display slides 8 – 18 to quickly review the steps in theprogression of legal ideas and have students check thesummaries they recorded during student group presentations.5. Have each student use the summary section at the bottom of thenote taking guide to respond in a Quick Write to the followingprompt: How have ideas about the rule of law changed over timefrom Hammurabi’s Code to today?Checks for UnderstandingStudent-friendly Objectives• I can identify William Wilberforce,Nelson Mandela, MohandasGandhi and others as examples ofindividuals who have participatedin supporting or changing theirgovernments or existing politicalthought.• I can assess the degree to whichAmerican ideals about humanrights and democracy haveinfluenced others.Monitor the completion of the work foreach group, answering questions asnecessary.Correct any misunderstandings thatarise as students present.Pose the questions:How have American ideals aboutcitizenship, human rights, anddemocracy [developed over time]influenced others4 Close the Lesson and Assess Mastery (20 min.)1. Display slides 19 - 29 of the PowerPoint Legal Ideas and Leadersto review significant leaders in political thought with students.[Note: students studied these individuals in the previous lesson assignificant individuals in world history].2. Discuss how each of these individuals changed political thought.Economic Systems and Ideals (Class Period 3)Pose the question: How did the rightsof citizens change over time aspolitical ideas in the area of individualrights changed?Collect the handout with the studentwriting and use this as a formativeassessment.Checks for Understanding1 Use the WHS Learning Target Self-Assessment Review and havestudents pre-assess their own learning for the student-friendlyobjectives regarding economic ideas and leaders.Engage and Connect (5 min.)1. List the terms communist command economies and free- - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)Student-friendly Objectives• I can distinguish the differencesbetween communist commandeconomies and the freeenterprisesystem.• I can form generalizations abouthow the benefits of free© Houston ISD Curriculum2012 – 2013Page 27 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and FreedomsUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic Freedomenterprise system on the board, overhead, or Elmo.2. Have students work with a partner to brainstorm characteristics ofthese two economic systems.3. Call on students to share their ideas.4. Point out to students that historically there has been a widespectrum of economic systems that have influenced trade,politics, and past and current world conflicts.enterprise in Europe'sCommercial Revolution, theIndustrial Revolution, and 20thcenturyfree market economiesimproved economic freedomand the life of people whencompared to communistcommand economies.2 Introduce New Learning (15 min.)1. Display the last two cartoons from the handout EconomicSystems in World History.2. Using a Think Aloud strategy, analyze what these cartoons “say”about the strengths and weaknesses of free-enterprise andcommunist command economic systems.3. Discuss both cartoons as a class, soliciting student responses.4. Point out that the free-enterprise system, promoted by AdamSmith in Wealth of Nations, led to the growth of Europe’seconomy in the Commercial Revolution that followed increasedEuropean exploration and expansion; which led to the IndustrialRevolution; which led to the need for increased raw materials;which led to imperialism; and so on.5. Pose the question: Which system, free-enterprise or command, ismore beneficial for consumers and producers? Why?.3 Independent Practice (15 min.)1. Divide students into nine groups and distribute one page of theremaining nine pages of Economic Systems in World History toeach group.2. Ask the group to analyze the cartoon, discussing how the cartoonrepresents the type of economic system and benefits andchallenges of the system.3. Remind students that SOMEONE benefits from every economicsystem, the key is to determine who benefits [and conversely who“suffers”] and to determine how that system led to increased tradeor perhaps potential conflict.Assess student understanding throughclass discussion.Students should be able to defendtheir opinions with factual evidence.Monitor student group work.4 Close the Lesson and Assess Mastery (10 min.)1. Call on each group to present their interpretation of the assignedcartoon, displaying each cartoon as the group presents. [Thedisplay could be on an Elmo or projecting the page from thehandout.]Think-Pair-Share2. As students present each economic system cartoon, have otherstudents take notes using a two-column note-taking strategy,listing the economic system on the left [small column] and thestrengths and challenges of each system on the right handcolumn [larger column].3. Have students turn to a partner to discuss their summarizations.Clarify any misunderstandings thatarise as students present. Helpstudents focus on who benefits ineach system and who “suffers”.Ensure that the discussion part of thenote taking occurs. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 28 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and FreedomsUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic FreedomSumming It Up (Class Period 4)1 Engage and Connect (10 min.)1. Randomly distribute all of the picture cards from the WHS FlashCard English set to students. Students will have multiple cards.2. List the world history eras on the board: 8000 BCE – 600 CE; 600– 1450 CE; 1450 – 1750 CE; 1750 – 1914 CE; and 1914 – thePresent.3. Have each student try and determine into which era of worldhistory the cards they have received fit.4. Then have the students turn to a partner and together discuss thecards they have between them, categorizing by era.5. Ask if anyone has a picture card that they are not sure about.6. Discuss these examples as a class, clarifying misunderstandings.Checks for UnderstandingMonitor student understanding of therelationship between events,individuals, and eras.3 Guided Practice (25 min.)1. Have each pair combine with another pair to form groups of fourand work together with the cards they have as a group tocategorize the cards according to historical era.2. Next have the students categorize the picture cards based on acontent grouping and create labels for each of their categories.Remind students that category labels need to be more specificthan People or Events.3. Call on students to share their categories and at least oneexample from each category.4. Have the students redistribute the cards equally to each of thegroup members.5. Have students recombine into new groups of four.6. This time have students randomly choose two cards and create aforced comparison using these two cards. ___ and ___ aresimilar/different because ___. Put those cards aside and pick twoother cards randomly and create a second forced comparison.After five of these comparisons, have students pick one to sharewith the class, including which eras the two cards associate with.Monitor student work and answerquestions as necessary.Use student responses as formativeassessment.4 Close the Lesson and Assess Mastery (10 min.)1. Ask students to share one of their forced comparisons and the eraclassification.Use student presentations asformative assessment.Note: Consider creating multiple cardsets to be used for tutorials or reviewusing matching games or otherstrategies. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 29 of 30

HISD EXEMPLAR LESSONWorld History StudiesWeek 4: American Ideals and FreedomsUnit 11: Reviewing Eras: Cross-chronological Political and Economic ConnectionsPart 2: American Ideas of Political and Economic FreedomRESOURCES (I-6, I-10)Supporting ResourcesWHS Learning Target Self-Assessment ReviewForms of GovernmentForms of Government SummaryRule of Law in World HistorySupporting ResourcesRule of Law: Progression of IdeasPowerPoint Legal Ideas and LeadersPowerPoint: Legal Ideas and LeadersHandoutEconomic Systems in World HistoryWHS Flash Card EnglishAP World History/World History StudiesCrosswalkOnline ResourcesTeachersDiscovery.comhas an excellentdownloadable productcalled Forms ofGovernment Projectables($4.99 allows the entiredepartment on one campusto download the purchase).These slides cover forms ofgovernment and politicalideologies.Note: This exemplar lesson is designed to support HISD teachers in using the HISD Curriculum Unit Planning Guides toplan daily lessons that meet the criteria outlined in the HISD Instructional Practice Rubric. The document is notintended as a template that teachers are expected to complete for their lesson planning on a daily basis. Teacherteams might consider using the exemplar lesson to support collaboration in lesson planning. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard T - TAKS Tested Objective (only 11 th grade)© Houston ISD Curriculum2012 – 2013Page 30 of 30