Simulation Review

In your assigned groups, look at your assigned simulation-type activity. Start to read, evaluation and discuss the materials. Then consider:

·      What would you need to do in order to help students learn from this activity?

·      What you would do to set up this activity and how you could extend it once it was over?

·      In class on Wednesday, you will have be asked to engage the class in 10 minutes of the simulation.

Ancient Incan City

French Revolution Play

Bodysculpting the Holocaust

Silk Road Simulation

World History Lecture Notes

World History Standards for Grade 7
1) Disciplinary Skills and Processes
2) Study of Specific Eras

o WHG Era 1 – The Beginnings of Human Society
o WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
o WHG Era 3 – Classical Traditions, World Religions, and Major Empires
o WHG Era 4 – Expanding and Intensified Hemispheric Interactions
3) Final Project
4) Integration of Other Disciplines 

High School World History Standards 
 
1) Study of Specific Eras x Lens/Frames

o WHG Era 5 – The Emergence of the First Global Age, 15th to 18th Centuries
o WHG Era 6 – An Age of Global Revolutions, 18th Century-1914
o WHG Era 7 – Global Crisis and Achievement, 1900-1945
o WHG Era 8 – The Cold War and Its Aftermath: The 20th Century Since 1945

2) Final Project on Contemporary Issues
3) Social Studies Processes and Skills

In order to think about our units and lessons, we therefore have to have a process for drawing upon diverse standards across multiple areas of the document. In general, we want to integrate:
a) Global patterns, inter-regional interactions, and regional case examples
b) Essential research and literacy skills in the discipline
c) Concepts and connections from other social studies disciplines
What are ways that we can do this?
 
1) Plan units that are focused on an era, but that that have an essential question that links to another discipline.

o Examples: 
§ Did the agricultural revolution solve or invent food scarcity? (history integrated with economics)
§ Did the agricultural revolution promote equality or inequality? (history integrated with government)
 
2) Make sure to integrate projects and activities into every unit that emphasize aspects of the inquiry arc (where students examine primary and secondary sources, make claims, and write narratives that evaluate agency, motive, and cause/effect).
3) Use regional case examples to illustrate global trends.
4) Look for moments of inter-regional “historical convergence”: trade, migration, war, empire, and cultural and technological diffusion.

TE 408 Course Documents

Here are links to course documents you will need this semester:

TE 408 Course Syllabus

Formal Lesson Plan Assignment

Objective Test Assignment

Formative Assessment Assignment