1. Topic-
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2. Content-
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| Ghazi, Ottomans, Sultan, Timur the Lame, Mehmed II, Suleyman the
Lawgiver, Devshirme system, Janissaries, Ismail, Safavid, Shah, Shah
Abbas, Esfahan, Mughals, Babur, Sikhs, Shah Jahan, Taj Mahal, Aurangzeb |
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3. Goals: Aims/Outcomes-
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1.Assess the impact of the Scientific Revolution on society and
culture. (DOK 3)
2.Analyze the different Governmental systems of countries in Europe,
Asia, and the Americas, since to Age of Enlightenment in terms of
the main factors that contributed to their rise and fall. (DOK 4)
3.Explain by drawing on different political and cultural contexts,
the evidence of the tensions between religions, within religions,
and between secularism and religion. |
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4. Objectives-
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1.The Student will understand the role that government plays in
the lives of its citizens.
2.The student will be able to discuss in detail the impact of the
Muslim conquest of the Eastern Roman Empire.
3.The student will explain the importance to the Ottoman Empire. |
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5. Materials and Aids-
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| Book, Internet, Promethean board, computer |
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6. Procedures/Methods-
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A. Introduction-
1.Students will read pages 75-81
2.Students will work pages 29-37 in their workbooks.
3.Students will research the Turk's conquest of Constantinople and
create a news cast of this event. (group work)Each group will be assigned
one person to interview and produce a news report on.
Emperor
Noble
Government Official
Military Person
Citizen
Reporters are to examine the view of this event through the eyes of
the person they are interviewing. The students are to watch the evening
news and model their news report after what they see.
5. Students will write a 500 word paper that examines cultural blending
in the Ottoman Empire and why it was important.
6. Divid the class into 4 to 6 groups. Half of these groups will argue
for a graduated income tax and the others will argue against it. Questions
the groups will consider: Functions of government, the economic impact
of a graduated income tax on the people, fairness of a graduated income
tax, and alternative methods of funding government.
One group from each side will be chosen to debate. |
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B. Development-
1.Teacher will provide an example paper that the students will use
as a model for their paper.
2.Teacher will provide the students with an assignment sheet with
the due dates for each assignment.
3.Teacher will move from one group to the others providing explanation
and assistance wherever needed. |
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C. Practice-
| Teacher will move about the room monitoring student activity. |
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D. Independent Practice-
1.Grading of material
2.Teacher observation with students and groups.
3.informal quizzes to check the progress of the students understanding. |
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E. Accommodations (Differentiated Instruction)-
| Teacher will provided accommodations as needed. |
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F. Checking for understanding-
| Formal test at end of lesson |
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G. Closure-
1.Review test
2.answer any questions and wrap up the lesson. |
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