Unit+Three+2014+Planning

=Unit 3: Taking a Stand, Ancient Asia, and Plate Tectonics & Earth's Structure= //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===


 * //California History and Social Science Standards// **

//6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.//

1. Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization. 2. Discuss the significance of the Aryan invasions. 3. Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism. 4. Outline the social structure of the caste system. 5. Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia. 6. Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka. 7. Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).

//6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.//

1. Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty. 2. Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world. 3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism. 4. Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them. 5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty. 6. Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire. 7. Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations. 8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.

// **California Science Standards** // // Plate Tectonics and Earth’s Structure // 1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept: a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core. c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle. d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface. e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions. f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics. g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.

// **Common Core ELA Standards** // // Reading // 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA 6. Explain how an author develops the point of view or purpose in a text and explain how it is conveyed in a text. 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

// Writing // 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.

//Listening and Speaking// 4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CA a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion. CA //Students will understand that. . .// > China's culture is well-developed and many ancient values continue there to the present-day. // What specific understandings about them are desired? // //What misunderstandings are predictable?// //What provocative questions will foster inquiry, understanding, and transfer of learning?// //What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?// • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to do as a result of such knowledge and skills? 1. How to write a persuasive essay including bibliography and oral presentation; 2. Cause and effect writing on plate tectonics Compare/contrast writing on Ancient India religions and written vs. video account of the Grimke sisters 3. Understanding the following genres:
 * Technology ** will focus on presentation of ideas ||
 * ===Understandings:===
 * 1) The civilization that developed in India is multicultural and has many layers from the various peoples who have lived and ruled there.
 * 1) The Earth's surface is a dynamic system and part of that is due to plate tectonics
 * 2) Different ways people have taken a stand against the status quo
 * Ideas:**
 * 1) Life looks different when you can return after death; Gods are not always friendly or fair; and in China, respect for ancestors help maintain order;
 * 2) Plate tectonics cause earthquakes and help shape our geography;
 * 3) Taking a stand means doing what is right, even when it is difficult. It involves making choices, and trade-offs
 * Misunderstandings**
 * 1) Civilizations just happen, and those folks in the past are just weird and did weird things!
 * 2) The surface of the Earth doesn't change much.
 * 3) It's easy to do the right thing. || ===Essential Questions:===
 * 1) Why polytheism? Why reincarnation? Why a caste system? How do you worship an ancestor and why would you do it?
 * 2) Why is there are valley in Sacramento, and why do rivers run through it?
 * 3) Why protest, why not "follow the rules"? Is protest disrespect? ||
 * ^  || ===Essential Background:===
 * Protest
 * Status quo
 * Opinion, persuasion, and argumentation
 * Physical geography of Asia ||
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * Create/do** || ====//Students will be able to know . . .//====
 * Persuasion in oral and written form, marketing/political short forms like sound bites
 * Business letters especially those making a complaint ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * Persuasive speech on a topic
 * Weekly written assessments
 * Unit project


 * By what criteria will performances of understanding be judged? **
 * Rubric/Checklist || === Other Evidence: ===

• Story summaries • Science/Social Study notes • Primary Sources/Reading Comp/Social Studies Connection • Science Labs

• Question and concept board, radio show, discussions, survey at unit end. ||
 * How will students refle**** ct upon and self-assess their learning? **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? Sixteen 1/6 || Unit 3 Chapter 7 Lesson 1 Geography of Ancient India p234-239 Think/Ideas: How did climate and geography influence the rise of India's early civilization? Lesson 2 India's Early Civilizations p240-247 Think/Ideas: What changes did the Aryans bring to Indian civilization? || Chapter 5 Plate Tectonics and Earth's Structure Lesson 1 Earth's Moving Plates p268-279 Think/Ideas: Moving plates cause Earth's surface to change || Unit 3 Lesson 1 The Pretty Pennies Picket p266-79 Think/Ideas: Are the Pretty Pennies club member justified in taking a stand? ||  || Seventeen 1/13 || Unit 3 Chapter 7 Lesson 3 Hinduism p248-257 Think/Ideas: What are some of the important beliefs of Hinduism? Lesson 4 Buddhism p258-265 Think/Ideas: In what ways did the Buddha's teachings differ from Hindu religious beliefs? || Chapter 5 Plate Tectonics and Earth's Structure Lesson 2 Plate Tectonics: A Unifying Theory p280-295 Think/Ideas: Earth is made up of several different layers. The outermost part of Earth consists of a number of separate,rigid plates that move. || Unit 3 Lesson 2 Class D iscussion p282-289 Think/Ideas: How do students respond to hearing their school will close? Will it be an effective response? ||  || Eighteen 1/21 MLK || Unit 3 Chapter 7 Lesson 5 India's First Empires p266-273 Think/Ideas: What were some contributions made by ancient Indian civilization to literature, math, and science? Chapter Review || Chapter 5 Plate Tectonics and Earth's Structure Lesson 3 Earthquakes p296-307 Think/Ideas: Faults are breaks in the lithosphere along plate boundaries. Movements along faults cause earthquakes. || Unit 3 Lesson 4 I Have a Dream p306-7 Think/Ideas: How does having a dream help you be a leader? How does King's speech promote peace and racial equality? Unit 3 Lesson 3 The Grimke Sisters p292-301 Think/Ideas: How and why do the Grimke sisters champion the causes of fairness and justice? What did they endure as a result of taking a stand? ||  || Nineteen 1/27 || Unit 3 Chapter 8 Lesson 1 Exploring China's Geography p276-281 Think/Ideas: How has geography shaped Chinese civilization? Unit 3 Chapter 8 Lesson 2 Early Chinese Civilization p282-289 Think/Ideas: Why was the Shang Dynasty so powerful? Open Court Unit 2 Lesson 6 The Silk Route || Chapter 5 Plate Tectonics and Earth's Structure Lesson 4 Volcanoes p308-323 Think/Ideas: Volcanoes and related features are located along plate boundaries where magma and other materials reach the surface. || Unit 3 Lesson 3 The Grimke Sisters p292-301 Think/Ideas: How and why do the Grimke sisters champion the causes of fairness and justice? What did they endure as a result of taking a stand? ||  || Twenty 2/3 || Unit 3 Chapter 8 Lesson 3 Life in Ancient China p290-295 Think/ideas; Why was class structure important in Chinese society? Unit 3 Chapter 8 Lesson 4 The Qin and Han Dynasties p300-308 Think/Ideas: How ere the rulers of the Quin and Han Dynasties difference from earlier Chinese rulers? || Chapter 5 Plate Tectonics and Earth's Structure Lesson 5 How Plate Tectonics Affect California p324-333 Think/Ideas: The major features of California’s landscape are the result of plate tectonics. || Unit 3 Lesson 5 Gandhi p312-25 Think/Ideas: How did Gandhi's convictions change his life? How did his non-violent civil disobedience influence others around the world? || Twenty-One 2/11 Lincoln's || Chapter Review || Chapter Review || Unit 3 Lesson 7 Passage to Freedom p340-9 Think/Ideas: Will Sugihara help strangers, even if it means putting his own family in danger? || Twenty-Two 2/18 Presidents & Sly Park ||
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