Giovanni+Santiago+Final+Project

Name: Giovanni Santiago

Name of Lesson: World History

3 Sunshine State Standards Addressed: 1) SS.A.2.4.1 Understand the early physical and cultural development of humans. 2) SS.A.2.4.2 Understand the rise of early civilizations and the spread of agriculture in Mesopotamia, Egypt, and the Indus Valley. 3) SS.B.2.4.1 Understand how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

NET-S standards: || **Technology Operations and Concepts **
 * || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * || || a. || Understand and use technology systems. ||
 * b. || Select and use applications effectively and productively. ||
 * c. || Troubleshoot systems and applications. ||
 * d. || Transfer current knowledge to learning of new technologies. || ||
 * d. || Transfer current knowledge to learning of new technologies. || ||

|| **Research and Information Fluency **
 * || Students apply digital tools to gather, evaluate, and use information. Students: ||
 * || || a. || Plan strategies to guide inquiry. ||
 * <span style="font-family: "Times New Roman","serif";">b. || <span style="font-family: "Times New Roman","serif";">Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * <span style="font-family: "Times New Roman","serif";">c. || <span style="font-family: "Times New Roman","serif";">Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * <span style="font-family: "Times New Roman","serif";">d. || <span style="font-family: "Times New Roman","serif";">Process data and report results. || ||
 * <span style="font-family: "Times New Roman","serif";">d. || <span style="font-family: "Times New Roman","serif";">Process data and report results. || ||

As best you can tell, describe the learners for whom this lesson is intended. What else do you think you would need to know about them? || Carefully review the lesson plan. Identify the objectives. If the lesson plan has learning objectives that do NOT meet the ABCD criteria, rewrite them. You should have at least 3 learning objectives that meet the ABCD formula. Remember, think Action Verbs!
 * A  || ** A= Analyze your Learners **
 * ^  || This lesson is intended for students in grades 9-12. Specifically, the lesson is geared more towards 10th graders, considering World History is taken during a students’ 10th grade year. ||
 * S  || ** S = State your Objectives **

A=Audience; B=Behavior; C=Condition and D=Degree. || // This objective is asking students analyze artifacts on an analysis level of // // Bloom's taxonomy, and to conclude their significance in history on an evaluation level of Bloom's taxonomy. // 2) Students should be able to locate the Mesopotamian map and be able to discuss how the Mesopotamian environment affected their way of life and explain why it is called the ‘land between the rivers.’ They should be also to analyze the map key to be able to define locations. (Link 2 Below) // This objective is asking students to locate the Mesopotamian map at the Knowledge level of Bloom's taxonomy. Also to discuss how the environment of Mesopotamia affected life on a Comprehension level of Bloom’s taxonomy. // 3) Students should be able to compare the stories of the “Queen of Sheba” and defend if she actually existed or is just a myth in history. (Link 3 Below) // This objective is asking students to compare the ‘Queen of Sheba” stories at the analysis level of Bloom's taxonomy. // || In this section, make a list of what materials are needed for this lesson plan. If they don't specify any technology, think of how you might do that! Try to think of two different things you or your students could do with technology. Maybe you can find a good multimedia site to use in this lesson? How about using word processing instead of writing? You might be able to use a spreadsheet or PowerPoint?
 * ^  || 1) Students should be able to analyze artifacts on the University of Chicago website by locating the interactive map and conclude their significance by reading the brief written explanations. (Link 1 Below)
 * S  || ** S = Select Media and Materials **

There will be 3 links/websites used for this lesson: 1) []  2) [] 3) []

They will also use word processing software (Microsoft Word, Pages, etc.) and PowerPoint or prezi software || How are the materials used? || -All of the students’ information and findings will found on the 3 websites provided. The sites are interactive they will have to click on specific icons and read brief explanations. They will also analyze many interactive maps that have pop icons. -They will take notes on the websites using word-processing software -They will gather all their research and present in a short 10-minute presentation, using either PowerPoint or Prezi. || Explain what the students are doing. How will they use technology in this lesson? ||
 * U  || ** U = Utilize Media and Materials **
 * ^  || -Students will record all their feedback on word processing software. After all the research is collected they will use either PowerPoint or prezi software to present their findings.
 * R  || ** R = Require Learner Participation **
 * ^  || -They will use a link to access a sampling of the artifacts held at the Oriental of the University of Chicago. Scroll over and click on each of the areas on the map and they will access images with brief written explanations. They will also be able to click on the thumbnail to see larger images.

-They will also access a BBC site that hosts myriad links to images with contextual analysis included. This link focuses on the Mesopotamian peoples, and the students should be able to research the site click on the first link labeled “Map of Mesopotamia” and commence the interactive slide show.

-They will also access another link that will lead them to a short story of the ‘Queen of Sheba.’

-They should be taking all their notes on word processing software, then they should put that information in a PowerPoint slide or in prezi software || How do you assess student learning? || 2) Students will present why Mesopotamia was called the ‘land between the two rivers’ and describe the environment the Mesopotamian people lived in. They shall conclude with at least 75% accuracy how environment affected life and completion this will also guarantee if they read the map key and were able to read the interactive map. 3) Students must argue if Queen Sheba existed or not. They shall use examples of the website to support their arguments. ||
 * E  || ** E = Evaluate and Revise **
 * ^  || 1) I will ask students to present a few of the artifacts from the University of Chicago website and to conclude how their important in history.


 * Student Activities Page**

Monday- - First 10 minutes, prepare laptops in classroom. Separate into groups, at least 5 groups in the class. - [] (30 minutes) - Use this link to access a sampling of the artifacts held at the Oriental of theUniversity ofChicago. Scroll over and click on each of the areas on the map and you will access an images with a brief written explanations. Click on the thumbnail to see a larger image. Throughout the presentation takes notes on word. Locate the interactive map and conclude their significance by reading the brief written explanations. - Last 10 minutes save your notes on the computer to continue the following day. - Take the best notes possible because you will be presenting a synopsis of your work on Friday. Your presentation will be 10 minutes long, so there will be no need to have lengthy notes, try to concentrate on main ideas. Tuesday- - First 10 minutes review notes for the previous day. Remember main ideas! - [|http://www.bbc.co.uk/history/ancient/cultures/mesopotamia_gallery.shtml s (30] minutes) - ThisBBC site hosts myriad links to images with contextual analysis included. This link focuses on the Mesopotamian peoples but the site also includes links toAfrica,Pakistan andIndia which are relevant to the ancient peoples of developing western civilization. Throughout the presentation takes notes on word. Locate the Mesopotamian map and discuss between group members how the Mesopotamian environment affected their way of life and explain why it is called the ‘land between the rivers?’ Also to analyze the map key to be able to define locations. - Last 10 minutes, review notes and prepare what you have done for presentation ahead of time. Wednesday- - First 10 minutes, review notes from previous day - [|http://www.bbc.co.uk/history/ancient/cultures/sheba_01.shtml (30] minutes) - This link explores the story of the Queen of Sheba, who she might have been and her influence in the ancient world. Takes notes to compare and contrast if the ‘Queen of Sheba’ actually existed in history. Use examples from the website to support your argument. Thursday - First 10 minutes, review all your notes from the previous 3 days. - 20 Minutes, organize your notes in either a PowerPoint or prezi (prezi.com) presentation. If you are not familiar with prezi, please allow yourself time to get familiar with the format. Prezi allows you to export power point slides. - 20 Minutes, review with your group members if all information is included. - Last 10 minutes, finalize your presentations. Prepare for the next day, because presentations will start at the beginning of class. Friday - Each group will present in 10 minute slots. - Group-1 - Group-2 - Group-3 - Group-4 - Group-5


 * Teacher Guide**

=Bibliography= (CHM), T. C. (2006). //Timeline of Computer History//. Retrieved July 19, 2011, from Computer History Museum: http://www.computerhistory.org/timeline/?category=cmptr //T////he West: A Narrative History.// (2009). Upper Saddle River, NJ: Prentice Hall.
 * This website provides a convenient timeline that list important historical events in order, from the birth of civilization till the Common Era. It is very convenient when you need to pin point dates and highlight important events in history (i.e. Birth of Christ, Fall of Egypt, Civil War, etc.)**
 * This book is a great source for Western History. It specifically is helpful in summarizing the History of the west and how Europeans have spread their influence over the world. It has a great beginning section on the Birth of Civilization (which must be covered under SSS), it also provides you with websites and many alternate sources that highlight articles in the book.**

Chicago, U. o. (2088, June 18). //HIGHLIGHTS FROM THE COLECTIONS//. Retrieved from The Oriental Institute : http://oi.uchicago.edu/museum/highlights/
 * This website is a great way for students to get to know about where civilization first erupted in the west. It provides many interactive maps and has a long list of explanations of both Egyptian and Mesopotamian culture. This site is a great way for students to experience the environment ancient peoples lived in.**

Collon, D. D. (2011, July 7). //History//. Retrieved from BBC: http://www.bbc.co.uk/history/ancient/cultures/mesopotamia_gallery.shtml
 * This website sums up the culture of the ancient Mesopotamian peoples. It gives detailed explanations of how they lived and what went on during daily life.**

Spielvogel, J. J. (2005). //World History.// Columbus, Ohio: McGraw-Hill Companies, Inc..
 * A great textbook for high school students, it also has podcast that are available to them via the publisher website. The website also has many practice tests and pop quizzes to help refresh your memory on many topics.**

Wood, M. (2011, February 17). //The Queen Of Sheba//. Retrieved from BBC: http://www.bbc.co.uk/history/ancient/cultures/sheba_01.shtml
 * This website gives you many narratives of the "Queen of Sheba." Familiarizes you about who the queen of Sheba was and her presence in a variety of cultures.**