Causes & Impact of the Agricultural Revolution
| AP Psychology | Current Events | Resource Room (SETSS) |
|---|---|---|
| Period 1 | Periods 3 & 5 | Period 8 |
| Mr. Ott | Mr. Ott | Mr. Ott |
Aim:
Do Now: [[File:
Lesson Overview:
| Item | Approx Time |
| Do Now | 3-5 Min |
| Activity | 30 Min |
| Discussion | 10 Min |
Agricultural Revolution: Causes and Impact
- Students will create a timeline and a cause and effect chart connecting the major developments within the Agricultural Revolution They will then be asked to discuss how these events connect with events from Unit 1 [CR8]
- Historical Thinking Skills: I 1-3, II 4-5
- Learning Objectives: PP-2, PP-3, PP-9 [CR3]
[CR8]-The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes – Patterns of continuity and change over time
[CR3]-Students are provided opportunities to apply learning objectives in each of the five themes throughout the course
- Students will be asked to read and complete “Case Study 4: A Statistical Analysis of European Rural Life 1600-1800” (pp 95-115, Wiesner) [CR1b]
- Students will then be asked to summarize the changing urban lifestyle using information from their textbook.
- Students will be asked to read two primary sources: “The Wealth of Nations”
(p 141, Perry) and “The Complete English Tradesman “(p 27, Sherman vol 2) They will then be asked to compare and contrast these new economic ideas to those of mercantilism
- Historical Thinking Skills: I 1-3, II 4-5, III 6-7, IV 8-9
- Learning Objectives: IS-4, OS-7, PP-4, PP-7 [CR3]
[CR1b]-The course includes diverse primary sources, including written documents, maps, images, quantitative data (charts, graphs, tables), and works of art
[CR3]-Students are provided opportunities to apply learning objectives in each of the five themes throughout the course
Lesson Activity:
Homework: Assignments
Special Education Modifications
- Teaching Model: Co-Teaching
- Special Education Teacher will work with All students General Ed and Special Ed.
- Special Ed Students:
- Teacher will read-aloud to students when necessary.
- Teachers will break down assignments into smaller tasks.
- Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
- Teachers will group students according to learning style inventory as a homogeneous group.
- Teachers will keep students on-task by managing distractions and on-task behavior.
- Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
- Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.
- Special Ed Students: