Label Each Activity with One of the 4 Cs That Apply

Strategic Lesson Plan

OC / Objective: Trace the development of the early Russian state and the expansion of its trade systems.
Standard(s): 8th World History, Standard 10; CCSS.ELA-Literacy.RH.6-8.1; CCSS.ELA-Literacy.RH.6-8.7; CCSS.ELA-Literacy.RH.6-8.2; CCSS.ELA-Literacy.RH.6-8.4
BEFORE / Strategy: Vocabulary Acquisition
Description: The students will be engaged in creating a definition map during the warm up period. By creating a definition map, the students will be able to analyze words and their definitions more closely by creating a paraphrased definition, listing things that are similar to this word, and then by listing three examples/characteristics of the word.
Purpose: To help students analyze vocabulary more closely and to help students acquire information associated with the vocabulary.
4C: Critical Thinking, Communication
DURING / Strategy: To allow students to analyze the development of the early Russian state through the analysis of maps, secondary, and visual sources.
Description:
Stage 1: the students will work in groups to complete a map analysis lesson. The students will begin by analyzing a map of Kievan Russia in the 11th century. The students will then answer a series of questions that are tied to the map analysis. The last two questions will force the students to analyze another secondary source, the modern day Europe map for the textbook atlas, and see how the Kievan Russia empire compares to modern day Europe.
Stage 2: the students will complete set of Cornell notes that directly addresses the standard. The essential question for the Cornell notes is as follows: How was the development of early Russia tied to trade and early Russian cities like Kiev? The students will then read a selection on early Russia and answer a series of sub questions that tie into the essential question. After answering the sub questions, the students will use the information to create a summary that answers the essential question. The topics that the Cornell Notes will discuss are development of the early Russian state, importance of cities on economic development, and the economic, social, and political impact of the movement of groups in Central Asia.
Stage 3: the students will analyze the effects of the Mongol conquest on early Russia. This analysis will be a three part lesson. In the first part, the students will watch and take jot notes on a video that discusses the Mongol empire. Second, the students will analyze an artistic representation of a Mongol army, looking for information like how they traveled, the types of weapons that carried and how they fought. Third, the students will read a story called “All the Khan’s Horses.” This story discusses the battle of the Kalka River between the Russian and Mongols. After reading this story, the students will complete a set of Cornell Notes that have a essential question and several sub questions to guide the students in their analysis. After completing the Cornell Notes, the students will create a paragraph summary that addresses the essential questions. The students will be expected to use the OCS writing rubric as their guide.
Stage 4: The students will complete a lesson that discusses the change in Russian politics, mainly focusing on the rise of czars. For this topic, the students will complete a lesson titled Russia’s Two Ivans. During this lesson, the student will read a selection that discusses two of Russia most famous Czars, Ivan III (the Great) and Ivan IV (the Terrible). As they read the selection on the left, they will also be working to answer a series of questions on the right. They will have to highlight the answers in the reading selection before they answer them on the right. The reading selection is mainly a secondary source, but there is also a primary source embedded into the reading (representative of England writing back to his wife, 1584).
Stage 5: The students will take their standard 10 test. The test will cover information that was presented during the completion during the four stages of the standard. This test will allow me to see what the students excelled in understanding and what their struggled to understand. This information will help me make decisions about what information needs to be retaught before the benchmark exam at the end of the 9 weeks.
Purpose: To allow the students to achieve mastery of the standard by showing their knowledge through primary source analysis, organization of information, map analysis, peer support, and creating arguments and drawing conclusions.
4C: Critical Thinking, Creativity, Communication, Collaboration
AFTER / Strategy: Verbal Review
Description: The students will engage in a verbal review of each day’s topics. (TOTD – Ticket Out the Door)
Purpose: The purpose of this activity is to assess the information that was presented during the day and allow the verbal learners another chance to pick up information from that day’s lesson.
4C: Communication
ASSESSMENT(s)
used / Completion of the Map Exercise
Completion of the Cornell Notes/Summary on Early Russian History
Completion of the Cornell Notes/Summary on the Mongol Invasion of Russia
Completion of Standard 10 Test
Completion of the Russian’s Two Ivan’s Lesson

Label each activity with one of the 4 Cs that apply.

1.  Critical Thinking

2.  Creativity

3.  Communication

4.  Collaboration