WEEKLY LESSON PLANS

Teacher: Gregory Rivera Course: World History Period(s): 1-2, 4-5, 7 Week of: 09/09/19-09/13/19

Monday Tuesday Wednesday Thursday Friday Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication (alphabet). Use maps to identify characteristics and boundaries of ancient civilizations that Unit Learning have shaped the world today. Determine the impact of significant figures associated with ancient Rome. Explain the causes for the growth and Goals longevity of the Roman Empire. Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty) Recognize cultural impacts of Compare life in the Roman Explain the causes for the Use political maps to describe Examine article on Hong Kong’s ancient Phoenicians on the Republic for patricians, growth and longevity of the the change in boundaries and current struggle with Mainland Daily Learning Mediterranean world, such as plebeians, women, children, and Roman Empire. Identify the governments within continents China over a controversial Goal exploration, commerce, and slaves. Determine the impact of physical characteristics and the over time. Evaluate the role of extradition law. Analyze text for written communication. significant figures associated human characteristics that history in shaping identity and key ideas and significance to the Colonization (Carthage). with ancient Rome. define and differentiate regions. character. struggle to freedoms everywhere. Multimedia Presentation, Viewing Multimedia Presentation, Viewing Multimedia Presentation, Viewing Multimedia Presentation, Viewing Current Events-Close Reading, Strategies Guides, Collaborative Effort Guides, Collaborative Effort Guides, Collaborative Effort Guides, Collaborative Effort Socratic Dialogue Decision Making Tasks/ Text Analysis Marzano Organizing students to interact with Organizing students to interact with Organizing students to interact with Organizing students to interact with new Engaging students in cognitively new knowledge/ Recording and new knowledge/Recording and new knowledge/Recording and knowledge/Recording and Representing complex tasks involving generating Elements Representing new knowledge Representing new knowledge Representing new knowledge new knowledge hypothesis Literacy- Bell-work Trace Predict Literacy- Bell-work Compare and Literacy- Bell-work-Apply Literacy- Bell-work-Discuss Literacy- Bell-work-Prove Contrast Briefly discuss the establishment of Discuss Roman Gladiatorial Games and Briefly discuss the Barbarian Culture of Watch a short video on the history of Carthage. Briefly discuss the Lusitanian Culture introduce the Thracian slave Spartacus. the Germania region and A Roman the relationship of China and the of the region that became modern military officer Arminius who was taken U.S.A. View Part one of Episode one of the Spain. View Part one of Episode two of the as ransom from a German tribe. Activities: History Channel’s “Barbarians Rising”. History Channel’s “Barbarians Rising”. Read and discuss the article “ The View Part two of Episode one of the View Part two of Episode two of the Fight For Honk Kong” from New York Analyze the conflict between the History Channel’s “Barbarians Rising”. Spartacus History Channel’s “Barbarians Rising”. Times Up Front Magazine. Romans and the Carthaginians and Arminius examine the life of Hannibal Barca. Analyze the conflict between the Examine the effects of the slave revolt Romans and the Lusitanians and on the stability of the Roman Discuss tactics used to undermine examine the life of Viriathus. Government. Roman Legions Phalanx. Complete viewing guide for Complete viewing guide for Complete viewing guide for Complete viewing guide for Answer short response the day’s documentary the day’s documentary the day’s documentary the day’s documentary questions on the day’s article Classwork / and complete a dialogic Homework segment. segment segment segment questioning guide exercise as lesson closure. SS.6.W.3.8 SS.6.W.3.8 SS.6.W.3.1 SS.6.W.3.10 SS.6.W.3.10 SS.6.G.1.7 SS.6.W.3.16 SS.6.W.3.16 Standards or SS.912.G.2.1 SS.912.G.2.1 SS.6.W.3.8 Frameworks: SS.6.W.3.12 SS.6.W.3.12 SS.912.G.4.9 SS.912.G.4.9 SS.912.W.1.6 SS.912.W.1.6