Shannan Belden 11 Grade World History November 30, 2011

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Objectives: SWBAT:

Examine the cause of the Black Death and why it spread so rapidly through Europe and Asia. Analyze the effect of this chance event on European society and the changes it created Evaluate the way society reacted to the Black Death

Timeframe: Materials Needed:

2-3 Class Periods Youtube video: Black death parody Video: Historys Turning Points Graphic organizer for video Overhead (Elmo) Journals Graphic organizer for readings Readings for class discussion Final product description Rubric

Anticipatory set: (Hook) Instructional Input:

Black Death Parody: Day One

http://www.youtube.com/profile? user=historyteachers#p/u/13/rZy6XilXDZQ

1. Brief introduction to the Black Death and whole class discussion about what students already know about the Black Death. 2. Watch video: Historys Turning Points, AD 1347 The Black Death. (Students will receive a graphic organizer for taking notes) http://www.youtube.com/watch?
v=4y_qVG8xnjY&feature=gv&noredirect=1

3. Whole class discussion on video (I will fill

out graphic organizer on overhead throughout discussion) 4. Hand out readings for day two discussion (Three different readings for different reading levels) 5. Journal entry about video and question: a. Look at the class around you; what changes would happen if in just a few weeks half the room died? What changes would happen in your school if that occurred in every classroom Day Two:
1. Students will break up into groups based

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on the readings they had for small group discussion (Students will have a graphic organizer for the readings) I will work with each group as they discuss the main points of their readings Whole class discussion on main points from reading a. What factors allowed the plague to spread so quickly throughout Europe? b. What factors do we have today that would slow that down? Speed it up? c. Examine the changes that Europe went through as a result of the plague Handout description of options for final product and rubric, discuss ideas and expectations Student work time to brainstorm and start on product

Day Three:

1. Work day for final product in class in order to receive any assistance or ask questions they may have Assessment: Graphic organizers Journals Final product

Differentiatio Content: A mixture of audio/visual material n: and reading writing material is used to present the content to students. Flexible grouping will be used to group students by reading level Process: Students work individually on their readings at home then small group work and whole class discussion are used in the classroom. Students will be asked to think about and discuss higher level Blooms questions Product: Students will be given a choice of different products to complete for their final assessment of the lesson.

Black Death Product

For your product on the Black Death, I would like you to create a product based on the following: Recently, there has been another series of outbreaks of the Swine Flu also known as H1N1. This strand is slightly different and is spreading rapidly. Within just a few months, 50% of the world population is killed. Based on what you learned about the changes in Europe after the plague, how might the US be different? How might the world be different? Some ideas for your product include: Fairytale Fiction story Newspaper article Game Petition Animated movie Cartoon strip Webpage Musical/play Poem Song Debate Museum exhibit Press conference These are just some of the things you may choose to do. If you have an idea for a product not on the list, run it by me so I can approve it. You may work individually, with a partner or in groups on this product.

See attached rubric for grading guidelines

Black Death Product Rubric: 30 pts

CRITERIA: B. Creativity: Student has applied personal creativity and thought to the project. (10 pts) C. Developm ent of Ideas: Does the project accurately reflect the students readiness level? (10 pts) D. Reflection : Student has noticeably reflected on the material learned and applied learned concepts to the project. (10 pts) Excellent Thoroughly examined and applied personal creativity in this project. ___/10+ points Developmen t of the project clearly supported with appropriate ideas and introspectio n. ___/10+ points Thoroughly reflected on class material and applied concepts in an organized consistent manner. ___/10+ points Above Average Adequately examined and applied personal creativity in this project. ___/8-10 points Developmen t of the project with suggestions of evidence of appropriate ideas. ___/8-10 points Adequately reflected on class material and applied some concepts in an organized and consistent manner. ___/8-10 points Average Some examination and application of personal creativity in this project. ___/5-7 points Development of the project with moderate evidence of appropriate ideas. ___/5-7 points

Shannan Belden
Below Average Underdevelop ed examination and application of personal creativity in this project. ___/3-4 points Development of the project with little evidence of appropriate ideas. ___/3-4 points Not OK Did not examine or applied personal creativity in this project. ___/0-2 points Developme nt of the project with no evidence of appropriate ideas. ___/0-2 points

Marginal reflection on class material and little application of learned concepts. ___/5-7 points

Little reflection on class material and/or little application of learned concepts. ___/3-4 points

Lack of reflection on class material and no application of learned concepts. ___/0-2 points

OVERALL TOTAL /30 pts