Learning Unit
The Nuts and Bolts Of It

CONTENT KNOWLEDGE

Declarative

• Development of transportation and communication systems (land and sea transportation, writing systems, and communication of the written word)
• Trade routes including the Silk Road
• Interpret historical maps
• Scientific Reasoning (Copernicus, Descartes, Newton, Einstein, Galileo, Ptolemy, Hippocrates, Thomas Malthus and Aristotle)
• Advancement of medicine
• Neolithic and Agrarian Revolutions
• Components of a newspaper
• Consequences of modernization and industrialization (nuclear safety, pollution, endangered species, global warming and the Green Revolution)
• Strategies and technologies of warfare
• Comparing strategies and technologies of various wars

Procedural

• Apply previously learned information to new situations
• Evaluate the effect of agriculture inventions on society (including domestication, irrigation, raised field farming, iron stirrup, plow, harness, windmill, three field system and crop rotation)
• Illustrate cultural diffusion
• Create a newspaper (utilizing the Industrial Revolution)
• Create classroom displays
• Inductive reasoning (evolution and impact of transportation and communication systems)
• Analyze perspectives of people impacted by trade routes
• Develop chronological summaries
• Abstract information (Industrial Revolution and Meiji Restoration)
• Evaluate the influence of scientific and technological advancements toward modern day societies

ESSENTIAL QUESTIONS

• How is the development of the sciences and technology a response to societal needs?
• What has been the impact (short and long term) of scientific ideas, new technologies and discoveries?
• How do science and technology influence culture?
• Why learn about science and technology?

INITIATING ACTIVITY

Students will be asked to identify how science and technology are used in their everyday lives. I do this by asking students to look in their bookbags of think about the items they use at home (pagers, walkmans, computers, Playstation, telephone, etc.) and choose the item that is most important to them. Each student will then find out how their selection came to be and how it made its way into their life (reviews the concept of cultural diffusion).

Following the initiating activity, each student will provided guide sheets for the unit. These will include a list of necessary concepts, topics and technology and the areas, regions, countries and time periods that will be used throughout the unit's learning experiences (declarative, procedural, extending and refining and culminating performance).

LEARNING EXPERIENCES

The program I teach in utilizes a team teaching approach and the integration of Global History and English.

TIME FRAME: The time frame for each lesson will vary depending upon the structure of the school schedule. This unit is one of four covered within my grade nine Global History curriculum. The unit as a whole lasts approximately five to six weeks. This again is dependent upon the student makeup and abilities present in the classroom. This obviously changes from year to year and from class to class.

NOTE ON CONTENT: The content covered in this unit is specific to what is requires by New York State as outlined in the resource guide for Global History (grades nine and ten). Lesson formats are easily transferrable to various topics and concepts and do not need to be dependent upon one another.

NOTE ON ASSESSMENTS: I have noted within the unit where my assessments will take place. The form of assessment will vary depending upon the objective of the lesson and the criteria outlines. Rubrics are created for each set of lessons that correspond to one another. Depending on what you wish to measure and the teacher's style, these will look different from individual instructor to individual instructor. Rubrics are provided to students at the beginning of each lesson and, when working in groups, teams fill out daily progress forms on a day to day basis. Each student lists their goal for the day as well as their responsibilities. At the end of each class, each students lists what they have accomplished, any homework they may have and their goals for the next class. That gives the instructor the necessary tools to guage individual contributions and accountability.

I have included a rubric for the culminating performance.

Lesson #1:

CONCEPT(S): Development of transportation and communication systems (including land and sea transportation and communication of the written word).

MATERIALS and STRATEGIES: Timelines and other visual aids, classroom textbooks and library, researching and summarizing techniques, small group presentations.

PROCEDURE: Open the lesson by showing a visual aid (published or handcrafted) that illustrates the development of transportation over time: nomadic wandering - wheel - wagon - railroads - automobiles. The visual should depict each item through a picture and contain a brief sumary below that indicates when it was devised. Students are then assigned a topic (individual, partner or small group) that has evolves over time to investigate (travel by sea, writing systems, navigation, spread of ideas). The topic may be directed toward a specific region of the world or may be a more general investigation of the world as a whole. Each group will visually depict the evolution of the assigned topic through the format of their choice. The graphic will include brief summaries for each item illustrated . Correct citations for resources should be collected as well. Display this work in the classroom. Have students take notes, organized chronologically, based on their classmates' work and review information in class.

ASSESSMENT: Anecdotal records and a formal assessment in conjunction with lessons #2 and #3.

Lesson #2:

CONCEPT(S): Applying previously learned information to new situations.

MATERIALS and STRATEGIES: Timeline completed for lesson #1, advance organizer questions, rubrics (oral and visual), individual projects, note taking outline, "Possible Project Products" hand out.

PROCEDURE: Each student will be assigned a specific place and time period. The student is to take on the role of an explorer during the time period (utilizing explorers identified by New York State). As the explorer, the student will share his/her experiences as well as the devices utilized to achieve his goals. Advance organizer questions should be prepared and provided. Examples include: How were the explorer's finding conveyed to others?; How were the ideas spread to people in other lands?; What technological advances were brainstorming session may aid in this process or a possible projects handout can be distributed (This should list various formats of presentation). Whatever format is chosen, students are required to submit a correctly done Works Cited page. Each student will present their project to the class. Classmates are expected to take notes during each presentation.

ASSESSMENT: Anecdotal records and formal evaluation in conjunction with lessons #1 AND #3.

Lesson #3:

CONCEPT(S): Evolution and impact of transportation and communication systems.

MATERIALS and STRATEGIES: Comparing, inductive reasoning and constructing support.

PROCEDURE: Utilizing the timeline completed for lesson one, students will identify periods in history when the evolution of topics overlapped and will include historical data that explains why these time periods were so open to new ideas (IE: The Scientific Revolution, the Age of Exploration). These will be presented through an appropriate graphic organizer. Students will then draw three conclusions that evaluate the impact of these topics on current day societies (these conclusions are based on student's personal views and prior knowledge; if they are appropriate, logical and well versed, they are valid responses). An example might be: "Long term sea travel would not be possible if China's innovations were not shared in its brief exploratory period".

ASSESSMENT: Formal evaluation in conjunction with lessons 1 and 2.

Lesson #4:

CONCEPT(S): Trade routes (the Silk Road will be used to introduce the concept).

MATERIALS and STRATEGIES: Historical maps and readings, overhead transparencies and feedback lecture.

PROCEDURE: Students will be given a packet of materials on the Silk Road prior to the lecture. The instructor will give a brief lecture on the Silk Road and its development for ten minutes. Students will then work in small groups and will develop questions dealing with the topic. The instructor will then pick up the lecture by answering the students' study questions.

ASSESSMENT: Anecdotal records and formal evaluation following lesson 6.

Lesson #5:

CONCEPT(S): Interpreting historical maps (maps illustrating trade routes will be utilized for this lesson).

MATERIALS and STRATEGIES: Historical maps, student gathers questions and textbooks.

PROCEDURE: Students will be put into small groups. Each group will be given a set of historical maps based on trade routes for specific regions and time periods. Each group will devise questions (utilizing knowledge gained from past units) based on their maps. Some questions need to involve investigation of the time period in order to respond correctly. Each group will devise an anwer key for their questions. Each group needs to answer questions for all other map packets. Students will grade each other's responses.

ASSESSMENTS: Anecdotal records and formal evaluation following lesson 6.

Lesson #6:

CONCEPT(S): Effects of trade routes.

MASTERIALS and STRATEGIES: Analyzing perspective, graphic organizers.

PROCEDURE: The skill of analyzing perspective will be discussed with students utilizing various graphic organizers. Students will then choose one of the trade routes discussed within the past two lessons. They will then complete one of the organizers by focusing on two different perspectives toward the role of the trade routes in the shaping of the two cultures (i.e., China and Egypt with regards to the Silk Road). Students will have to research for this task and are expected to correctly cite resources utilized to gain this understanding.

Lesson #7:

CONCEPT(S): Scientific reasoning (Key figures from history will be utilized for this activity including: Copernicus, Descartes, Newton, Einstein, Galileo, Ptolemy, Hippocrates, Thomas Malthus and Aristotle).

MATERIALS and STRATEGIES: Newspaper obituaries, classroom resources, obituary rubric, attribute web, researching and note taking strategies, small group work, whole class discussion, and individual writing assignment.

PROCEDURE: Working in small groups, students will review obituaries from the newspaper. Each group will complete an attribute web for the elements that are common among them. As a class, students will complete one overall attribute web.

Each student will then be assigned one of the thinkers who contributed to the sciences (names might overlap depending on class size). Each student will write an obituary for their assigned person incorporating all necessary information as highlighted by the attribute web and corresponding rubric (including correctly done citations). The obituaries will be displayed around the room and members of the class will take the appropriate notes for each thinker.

ASSESSMENT: Anecdotal records and formal evaluation following lesson 8.

Lesson #8:

CONCEPT(S): Chronology

MATERIALS and STRATEGIES: Evaluation

PROCEDURE: Following lesson 7, students will have taken notes on various scientific thinkers. Utilizing a timeline graphic organizer, students will place the thinkers in chronological order on the timeline. Underneath each thinker, students will write a brief synapsis of their contributions and why they were able to make these strides in their time period (All this information should have been present in the obituaries prepared and displayed for lesson 7).

ASSESSMENT: Formal evaluation in conjunction with lesson 7.

Lesson #9:

MATERIALS and STRATEGIES: Prior knowledge, textbooks, researching techniques, advance organizer questions, whole class brainstorming, classroom display and individual work.

PROCEDURE: As a class, brainstorm the types of medicine and medical technologies that are available to people today. A large medical bag will be placed on one of the classroom walls (it will include chronological markings). Each student will be assigned a specific time period. They will illustrate (visually and/or orally) the types of medical problems prevalent in the time and the treatments that were possible in the time period. Advance organizer questions will guide the students and each is also expected to submit a correctly done Works Cited page with their assignment. All work will then be placed in the medical bag and students will take down the necessary information.

ASSESSMENT: Anecdotal records and formal evaluation following lesson 10.

Lesson #10:

CONCEPT(S): The influence of the past upon the present.

MATERIALS and STRATEGIES: Evaluation and visual aids.

PROCEDURE: As a class, students will review the brainstormed list from lesson 9. The class will then decide where they feel each modern day advancement derived from (based on the items placed in the medical bag on the wall). Illustrations will be made that correspond to the brainstormed list and these will be places near the item(s) from which each contemporary innovation originated.

ASSESSMENT: Formal evaluation in conjunction with lesson 9.

Lesson #11:

CONCEPT(S): Neolithic and Agrarian Revolutions

MATERIALS and STRATEGIES: Sictionaries, overheads, textbooks, summarizing techniques, writing a definition and small group work.

PROCEDURE: The two revolutions will be written on the board. Each student will write a paragraph summary for each incorporating who, what, where, when, why and how. Students will check one another's work and will help to fill in or correct any missing or incorrect data.

ASSESSMENT: Anecdotal records and formal evaluation following lesson 12.

Lesson #12

CONCEPT(S): Effects of inventions (inventions utilized for this activity will include those introduces in the field of agriculture: domestication, irrigation, raised field farming, iron stirrup, plow, harness, windmill, three field system, and crop rotation).

MATERIALS and STRATEGIES: Newspaper and magazine advertisements, researching techniques and advertisement rubric.

PROCEDURE: The class will look at various advertisement from print media sources. An informal discussion will ensue. Why do companies advertise? What is the goal of these advertisements? What techniques are utilized to sell products? The rubric for this lesson will then be distributed and each student/group (depending on class size) will be assigned one of the items listed. Each student/group needs to create an advertisement for their item. The advertisement must in some way also illustrate when it was created and the impact that it would have on society (All criteria will be specifically outlines on the rubric). On the back of the ad, students will correctly cite resources utilized, and the advertisements will be displayed around the classroom.

ASSESSMENT: Anecdotal records and formal evaluation in conjunction with lesson 11.

Lesson #13:

CONCEPT(S): Components of a newspaper.

MATERIALS and STRATEGIES: Newspapers, attribute webs, small work group, and whole class discussion.

PROCEDURE: The students will identify the various components of a newspaper by completing an attribute web through small group discussions. Each group will be provided with a complete copy of a newspaper to dissect using the web. As a class, one final attribute web will be completed. Each element on the web will then be discussed in terms of the type of information best presented through its form (factual or opinion).

ASSESSMENT: Anecdotal records and formal evaluation following lesson 15.

Lesson #14:

CONCEPT(S): The Industrial Revolution

MATERIALS and STRATEGIES: Attribute web (completes for lesson 13), researching and summarizing techniques, newspaper rubric.

PROCEDURE: The class will create a newspaper - "The Industrial Times" - to explain the Industrial Revolution, and its impact on various groups in various countries. Each member of the class will be given a different task (including articles covering the Revolution's causes, editorials on its impact toward various groups of people, advertisements for inventions/products and help wanted ads). After each member has done their portion, the class will compile all portions into a newpaper. The newspaper will be duplicated and distributed to each member of the class.

ASSESSMENT: Anecdotal records and formal evaluation following lesson 15.

Lesson #15:

CONCEPT(S): Industrialization and modernization.

MATERIALS and STRATEGIES: Abstracting, graphic organizers and textbook.

PROCEDURE: The process of abstracting will be explained to students utilizing graphic organizers. The class will then abstract the elements at work during the Industrial Revolution. Students will then read a chapter on the Meiji Restoration and will apply the abstracted elements to this peiod of modernization and industrialization in Japan, completing the graphic organizer that the class began.

ASSESSMENT: Formal evaluation in conjunction with lessons 13 and 14.

Lesson #16:

CONCEPT(S): Consequences of modernization and industrialization including nuclear safety, pollution, endangered species, global warming and the Green Revolution.

MATERIALS and STRATEGIES: Various videos (ordered through the media center of Madison-Oneida BOCES), National Archive's "Video Analysis Worksheet", cause/effect graphic organizers, and whole class discussion.

PROCEDURE: Each student will be provided with a worksheet for each video to be viewed. The worksheet will be explained by the instructor prior to the videos. After the first video, the class will discuss the information they have placed on their worksheet to make sure each student understands the procedure. The remaining videos will be viewed with a worksheet completed for each. Following the videos, each student will complete a cause/effect graphic organizer for each topic. All work will be collected and assessed.

ASSESSMENT: Formal evaluation.

Lesson #17:

CONCEPT(S): Strategies and technologies of warfare.

MATERIALS and STRATEGIES: World War II jackdaw, classroom and library resources, storyboards and storyboard rubrics, whole class discussion and small group projects.

PROCEDURE: A blank storyboard will be given to each student. Storyboards will then be explained to the class including the type of information that will be included on this storyboard (strategies and technologies of their assigned war). Prior to group work, the instructor will share strategies and technologies associated with World War II. Students will quickly create a rough storyboard based on this information (guided practice). The class will then be divided into small groups and each will create a storyboard for their assigned war. These will be displayed and discussed. Correctly done citations will accompany each project.

ASSESSMENT: Anecdotal records and formal evaluation following lesson 18.

Lesson #18:

CONCEPT(S): Strategies and technologies of warfare.

MATERIALS and STRATEGIES: Comparing and contrasting storyboards from previous lesson.

PROCEDURE: Each student will compare and contrast the strategies and technologies utilized during the wars illustrated by the completed storyboards. The format of the comparison is for each student to decide (a matrix/chart is a good choice).

ASSESSMENT: Formal evaluation in conjunction with lesson 17.

Lesson #19:

CONCEPT(S): Cultural diffusion.

MATERIALS and STRATEGIES: Previously completed historical maps (lessons #4 and #5), map rubric, small group work, and listing of concepts, topics and terminology associated with the unit.

PROCEDURE: Students will be divided into small groups or will work individually. Each group/individual will be assigned innovations studied during this unit. Each group/individual will create a map (guided by maps evaluated during the unit and a project rubric) that illustrates the spread of the innovation from its point of origin to all destinations. All maps will be displayed.

ASSESSMENT: Formal evaluation.

Lesson #20:

CONCEPT(S): Displaying information graphically.

MATERIALS and STRATEGIES: All products completed for this unit, "Nuts and Bolts" rubric.

PROCEDURE: Each lesson from this unit has had a product associated with it. The class will now organize all products chronologically and will display these in a logical manner around the classroom. This requires whole class discussion of how to go about this and, then , the class will be divided into subgroups, each being responsible for an aspect of the final display.

ASSESSMENT: Anecdotal records and formal evaluation following lesson #21 (Culminating Performance).

Lesson #21:

CONCEPT(S): The influence of scientific and technological advancements on society.

MATERIALS and STRATEGIES: Evaluation, persuasive essay, "Nuts and Bolts of It" rubric and the writing process.

PROCEDURE: Each student will review the classroom displays completed for the previous lesson. Each student will select the three innovations that he/she feels have had the greatest impact on modern day societies. The student will write a persuasive essay that justifies the selections referring to historical and contemporary evidence for support. The writing process will be utilized for this essay (work in conjunction with an English instructor if possible). Internal citations and a Works Cited page will be included.

ASSESSMENT: Formal evaluation in conjunction with lesson 20.

CULMINATING PERFORMANCE

Students will organize and display all the various products created during the learning unit in the classroom. The displays need to be neat and identified with topic markers. The class will work on this as a whole and through small groups. Once all work is displayed, each student will select three ideas/innovations/people that they feel have had the most influence on modern day societies. The student will write a persuasive essay that describes each item selected, what its impact was historically and its modern day legacy. The essay needs to be formatted with an introduction, body and conclusion and needs to utilize persuasive writing techniques. The essay will support opinions with historical and modern text references. The essay will also incorporate internal citations and a correctly done Works Cited page.

CONNECTIONS TO STANDARDS

SOCIAL STUDIES

Standard #1: HISTORY OF THE UNITED STATES AND NEW YORK - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Performance Indicators:

* Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans.

* Develop and test hypothesis about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras or issues.

* Prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history.

* Understand the interrelationships between world events and developments in New York State and the United States.

Standard #2: WORLD HISTORY - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Performance Indicators:

* Define culture and civilization, explaining how they developed and changed over time. Investigate the various components of culture and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

*Understand the development and of Western civilization and other civilizations and cultures in many areas of the world and over time.

*Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long term effects of these changes.

* Analyze the role and contributions of individuals and groups to social, political, economic, cultural and religious practices and activities.

* Explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

* Plan and organize historical research projects related to regional or global interdependence.

Standard #3: GEOGRAPHY - Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places and environments over the Earth's surface.

Performance Indicators:

* Explain how technological change affects people, places and regions.

Standard #3: ECONOMICS - Students will use a variety of intellectual skills to demonstrate their understanding of how the Unites States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Performance Indicators:

* Analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources.

* Understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits.

ENGLISH LANGUAGE ARTS

Standard #1: STUDENTS WILL READ, WRITE, LISTEN AND SPEAK FOR INFORMATION AND UNDERSTANDING - As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral , written, and electronically produced texts. As speakers and writers, they will use oral and written languages to acquire, interpret, apply and transmit information.

Performance Indicators:

* Use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information from texts.

* Make distinctions about the relative value and significance of specific data, facts, and ideas.

* Make perceptive and well developed connections to prior knowledge.

* Write and present research reports, feature articles, and thesis/support papers on a variety of topics related to all school subjects

* Present a controlling idea that conveys an individual perspective and insight into the topic.

* Revise and improve early drafts by restructuring, correcting errors, and revising for clarity and effect.

* Use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammical constructions and vocabulary to achieve an individual style that communicates effectively.

Standard #3: STUDENTS WILL READ, WRITE, LISTEN AND SPEAK FOR CRITICAL ANALYSIS AND EVALUATION - As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues.

Performance Indicators:

* Present orally and in writing well-developed analysis of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literacy critiques, and issues analysis.

* Make effective use of details, evidence, and arguments and presentational strategies to influence an audience to adopt their position.

* Monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience.

* Use standard English, a broad and precise vocabulary, and the conventions of formal oratory and debate.

Standard #4: STUDENTS WILL READ, WRITE, LISTEN AND SPEAK FOR SOCIAL INTERACTION - Students wil use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Performance Indicators:

* Engage in conversations and discussions on academic, technical, and community subjects, anticipating listener's needs and skillfully addressing them.

* Make effective use of language and style to connect the message with audience and context.

MATHEMATICS, SCIENCE AND TECHNOLOGY

Standard #2 - Students will access, generate, process, and transfer information using appropriate technologies.

Performance Indicators:

* Access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication network

* Discuss the ethical and social issues raised by the use and abuses of information systems.

Standard #4 - Students will understand and apply scientific concepts, principals, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Performance Indicators:

* Explain how diversity of populations within ecosystems relates to the stability of ecosystems.

* Explain factors that limit growth of individuals and populations.

* Explain the importance of preserving diversity of species and habitats.

* Explain how the living and nonliving environments change over time and respond to disturbances.

* Describe the range of interrelationships of humans with the living and non-living environment.

* Explain how individual choices and societal actions can contribute to improving the environment.

* Performance Indicators listed are at the commencement level.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?