2 records – page 1 of 1.

0 recommendations   56 downloads

Mapping Historical Landmarks in Rome, Italy

Resource Type
Lesson Plan
Grade Level
7
Submitted By
shannon.mccartney - 9 months ago
Description
This lesson is the introduction to a unit on Anci…
Resource Type
Lesson Plan
Grade Level
7
Submitted By
shannon.mccartney - 9 months ago
Description
This lesson is the introduction to a unit on Ancient Civilizations and introducing Ancient Rome. This lesson fits in with the Historical Thinking Project’s Big 6, specifically the concepts Establish Historical Significance as well as Historical Perspectives. Historical significance depends on any given student’s perspective on history. To have a historical perspective as a modern student can be challenging with this generation immersed in technology. Some historical landmarks included, but not limited to are the Colosseum, the Pantheon, the Baths of Caracalla, Saint Peters Basilica, the Temple of Saturn the Roman Forum, the Vatican, Circus Maximus, Piazza Navona, Castel Sant’Angelo and St John in the Lateran. As Grade 7 curricular content, this exercise is focused on Ancient civilizations up until 7th Century, so it would be ideal to choose landmarks within this time period, but up to the discretion of the teacher.
Subject
English Language Arts
Social Studies
Geography
History
Keywords
Mapping
ESRI ArcMap Online
Ancient Civilizations
Historical Thinking
Integrating Technology
Social Studies
Research
Learning Standards
Big Ideas: (Social Studies 7) Geographic Conditions shaped the emergence of civilizations. (Social Studies 7) Religious and cultural practices that emerged during this period have endured and continue to influence people. (English Language Arts 7) Exploring and sharing multiple perspectives extends our thinking. Essential or Guiding Questions: I can understand how important historical landmarks have shaped the city of Rome, Italy in the past and in the present.
Duration
60 - 75 minutes
Language
English
Date Created
Mar 14, 2019
0 recommendations   18 downloads

Social Studies: Political Violence in Modern-Day China

Resource Type
Activity
Lesson Plan
Grade Level
11
12
Adult
Submitted By
Skylet - 17 days ago
Description
Lesson plan and accompanying activities and resou…
Resource Type
Activity
Lesson Plan
Grade Level
11
12
Adult
Submitted By
Skylet - 17 days ago
Description
Lesson plan and accompanying activities and resources for a Social Studies 11/12 class on Political Violence in Modern-Day China
Subject
Social Studies
Law
History
Law
Keywords
social studies
11
12
political violence
modern-day
China
genocide studies
political studies
URLs
https://freedomhouse.org/report/china-religious-freedom/falun-gong
Learning Standards
Big Ideas: • Understanding how political decisions are made is critical to being an informed and engaged citizen (from Political Studies). • The intentional destruction of peoples and their cultures is not inevitable, and attempts can be disrupted and resisted (from Genocide Studies). • Examining questions in philosophy allows people to question their assumptions and better understand their own beliefs (from Philosophy). • Social justice initiatives can transform individuals and systems (from Social Justice). First Peoples Principles of Learning: • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). • Learning involves generational roles and responsibilities. • Learning involves patience and time. • Learning is embedded in memory, history, and story. Content: • current issues regarding the persecution of Falun Gong practitioners in China (as represented in mass media) • worldwide recognition of and responses to the Falun Gong genocide in China • methods used by individuals, groups, and organizations to promote social justice Linguistic skills: • use target vocabulary (e.g., political and social justice terminology) • exchange ideas and information using complete sentences (including compound-complex sentences) • express opinions and beliefs • employ rhetoric of persuasion (e.g., ethos, logos) • employ subjunctives • respond to counterarguments appropriately Curricular competencies: • use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • assess the significance of people, places, events, phenomena, ideas, or developments • make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond
Duration
60 minutes
Language
English
Date Created
Nov 18, 2019