Lesson+4

Instructor: Laura Bakes Grade Level: Ninth Grade Class: Social Studies 


 * Unit: World History **

**__Lesson 4 - Western Civilization 2__

Introduction:** The beginnings of Western Civilization help to connect present-day Europe and America to past influences. The growth of global trade networks and colonization will be examined. This lesson will also study European contact and engagement with indigenous peoples (imperialism). This lesson will examine the rise of European nationalism, revolution (American, French and Haitian). Finally, students will understand the impacts of democracy and human rights on the Western experience.


 * Lesson Objectives:**

 Time needed to complete lesson: Two weeks
 * Student will understand the important eras of Western Civilization..
 * Student will be able to recognize the impact of global trade networks.
 * Student will understand the impact of empire, war and expansion on the Western world.
 * Student will understand the rise and importance of democracy and human rights in the Western world.
 *  Students will be able to appreciate the differing perspectives of slaves, indigenous people, and colonists.




 * ~ **Assignment ** ||~ **Details ** ||~ **Skills learned ** ||~ **Assessment ** ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Reading assignments; Maps and commodities || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The rise of global trade networks; the movement of commodities and people

Create a class project on Simplybox.com Find photographs, drawings, other creative visual items which represent what was traded. Then add comments to boxes with your ideas on where these items originated and where they went. I have started the class off, please see the SimplyBox widget below to continue. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Recognition of global trade networks and their importance to Europe || Shared box project ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Reading assignments; Revolutions || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">The American, French and Haitian revolutions; background and consequences (independece or not) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Student will understand the impact of ideas on societies; Students will recognize power relationships || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Compare the three revolutions; what do they have in common and are they related? Group worksheet ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Documentary and readings || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">European nationalism, alliances, and war || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Students will examine the fragile balance of power in Europe || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Flow chart of alliances ||
 * Read excerpts from "Heart of Darkness" and "Things Fall Apart" || Imperialism, wealth, and power; creating the third world || Students will compare/contrast European perspectives on the "other" with indigenous perspectives || Reflection paper: Did imperialism and colonization cause the First World/ Third World split? ||
 * Readings from revolutionaries || Communism, socialism and revolutions - Russia, India, and Algeria (etc.) || Recognition of power relationships; perspectives of each side; Understanding the impact that ideas can have on societies || Map the revolutions ||
 * Documentary films || World War I and World War II; consequences; the Holocaust, the Cold War || Recognition of power relationships, oppressed groups || In class discussions ||
 * Readings, films, online research || Democracy and Human Rights; successes and failures || Foundations of democracy, the impact of ideas, the importance of human rights || Respond to prompt; what events do you think brought about the International Charter on Human Rights? ||

media type="custom" key="4418869"

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">**Resources/materials needed:** Background readings on European history, excerpts from philosophers and historians, documentary films (history channel, PBS), <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bookmark: Text10; msobookmark: Text10; msofareastfontfamily: 'Times New Roman'; msonoproof: yes;">Some internet research, Simplybox (pictures from the internet), timeline maker, online map, flow chart tool (office tool). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">
 * Technology used:**
 * The technology used in this lesson changes the teaching / learning in this way: **

Creating a shared box will allow students to perform specific research on trade networks and collaborate on their findings in innovative ways. Students will also use the internet and microsoft office tools to organize historical information in a clear manner. Through the use of modern tools, the students will be able to incorporate the past into their lives today.