Eastern+Hemisphere+Lesson+Plans

Please post your Eastern Hemisphere lesson plans here.

__**History of Africa**__

__EQ:__ How has world trade affected Africa according to its geographical location?

__Goal:__ To have students understand the dynamics of trading in Africa by using maps while accounting for the conditions and circumstances of that area that could affect the trade itself.

__Overview:__ This lesson is meant for 7th grade students. We are trying to educate our students on cause and effect of relationship between geography and economic trading of a region. We want them to be able to take that knowledge and be able to apply it to other circumstances and scenarios.

__Hook:__ Creating an obstacle course in the room, students will have to find a way to go from one place to another whilst avoiding obstacles in their way. Then they must give two reasons why they chose the route they did.

__Objectives:__ à Geography -Proximity to water -Topography -Location -Effects of transporation à Empires

à Trade Routes -What was traded? ~Slaves ~Gold ~Rubber -Methods of Trade ~Camel (via slave caravans) ~Markets (local) ~Sea transport

__Activity:__ Scenarios and Proposals -Goal: For students to understand trading through maps and critical analysis of real life situations -Role: Traders traveling from other parts of the world to Africa -Audience: Peers, other traders or teacher. -Situation: Students will try to find the most efficient ways to trade their goods in Africa. They will be told the exact circumstances in individual groups where they will receive their won scenarios. -Products: Write a proposal of what the students think is the best route to get to their trading destination according to the rubric presented. __Assessment:__ Exit slip -What was the most exciting thing you learned today? -Why is trading important to local and national economies? What are some obstacles to this?
 * Participation || 10 ||
 * Four aspects from lecture in proposal || 8 ||
 * Thoughtfulness/creativity || 2 ||
 * TOTAL || 20 ||

richie, peter, rachael t, elise Lesson plan-Geography of Asia

National Standard

7 – G2.1.2 Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.

Objectives: Students will be able to better understan d and assess the topography and vegetation of the Eastern Hemisphere. Through a case study of China.

Students will be introduced to the Geographic Information System and other online resources and have a basic knowledge on how to use them. Assessment: Students will use different maps including GIS, remote sensing, and from an online resource displaying the major topography and vegetation across China.

Students will use these maps to fill out a worksheet that will test their understanding of the topography and vegetation in China.

finding from the study of China. Ask about the correlations they developed || Participate in the discussion. || 10-15 minutes ||
 * || The Teacher Will… || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">The Student Willl… || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Time ||
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Hook || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Use google maps on a projection board to display the school and the surrounding areas. Then will ask students to say where they want to visit and show them the place through google maps. || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">They will be able to see their school and other locations from a satellite perspective along with that it will engage students and allow them to share a place they want to visit. || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">3-5 minutes ||
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Website activity || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Will give an introduction on how to use google maps and GIS. Including using the terrain feature as well as satellite feature. A worksheet will be provided to guide students on understanding the topography and vegetation of China. Students will then be challenged with planning a trip to the three major different topographic regions in China, including how they would get from one place to another from the information acquired from study of China. || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Independently work on computers to fill out provided worksheet. They will explore different regions of China through the features on google maps. Along with planning their own trip. || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">25-30 minutes ||
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Discussion || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Ask students their
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Exit Slips || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Collect the students worksheets. Checked for completed work not answers. || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Turn in the worksheet/travel plan as they leave || <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">0 minutes ||

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Discussion Questions: <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">What surprised you about your study of China? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">What region would you want to travel to th

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">e most? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">What connections between topography and vegetation did you notice? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">What mode of transportation did you pick? Why?

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Reflection:

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Gerry, Kris, Rachel, Brit, Kelly
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">History of Asia **



<span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">2) SSU the effect of the silk roads to the development of Europe and Asia <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">3) SSU and identify the main trading empires and goods traded ||
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">CLASS: 7th Grade Asian History ** || **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">DATE: Wednesday, October 12, 2011 ** || **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">UNIT:  Asian Trade Routes **  ||
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">ENDURING UNDERSTANDING: **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">What will my students be able to do or understand by the end of class? ||
 * <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">1) SSU and identify the main trade routes throughout Asian History.
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">ESSENTIAL QUESTION: **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">1) What are the major contributions of the silk roads to modernization in Asia?

<span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">2) What are the significances of the different trade routes throughout Asian History? || <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">1)3.1.6 Use Historic and modern maps to locate and describe trade networks among empires in the classical era. ||
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">MICHIGAN HSCE: **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">Which three state standards does my plan address?

<span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Brief questioning on knowledge base of ancient Asian empires and cultures. ||
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">HOOK/INITIATION: **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">What will you do to get the students invested in the lesson? ||
 * <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Show a short video on how silk is made.
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">TEACHER ACTIVITIES: **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Lecture and presentation of maps displaying historic and modern trade routes. Compare the two maps to examine how trade routes effected the development of the area

<span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Activity- Break class into groups of 5, assign each group region/route and give them certain restrictions varying depending on the terrain, and have each group come up with a list of necessities of what they need to transport their goods. Debrief and discuss different difficulties they may encounter

<span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">List of Materials Needed: <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;"> Activity: Goods to trade <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;"> Lecture and Presentation: Power point, maps || <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Students will complete a map worksheet individually that requires them to locate and identify different trade routes and commodities being traded. ||
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">STUDENT ACTIVITIES **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">What will the students do to demonstrate their understanding? ||
 * <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Students will participate in debrief of the trader exercise.
 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">CLOSURE/SHARE BACK: **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">How will the students share/interpret knowledge for others in the class? ||
 * <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Students will solidify their understandings through a guided discussion which will challenge their critical thinking about the connections between the historical trade routes and development of present day population centers. ||


 * **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">BELLRINGER: Silk Video **


 * <span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">TICKET OUT THE DOOR: ** || **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">ANNOUNCEMENTS: ** ||
 * ^  || <span style="font-family: 'Garamond','serif'; font-size: 13.3333px;">Learn this stuff or else ||
 * ^  || **<span style="font-family: 'Garamond','serif'; font-size: 10.6667px;">HOMEWORK: ** ||
 * ^  || //<span style="font-family: 'Garamond','serif';">Map worksheet if not completed during class // ||