Understanding By Design Lesson Plan

Teacher: Meghan Keener Course: World History Unit: The Enlightenment Grade Level: Ninth Grade Lesson Topic: Baroque Music and Art Length of Lesson: 40 minutes Stage 1 Desired Results Content Standard(s):

National Standards in World History for Grades 5-12

Era 6 - The Emergence of the First Global Age, 1450-1770 - Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750 - Standard 6: Major global trends from 1450-1770 Understanding (s)/goals Students will understand: All change has both immediate and longterm roots in the past, as well as branches into the future. Culture is the product of the collective expression of human work and thought. The economic, social, and political practices of a society are all interdependent with its values. Analyzing history allows us to learn about ourselves and make informed decisions that shape our future. Art is an aesthetic channeling of an emotional response to a social, political, or environmental influence. Music is an ever-evolving form of communication between people and cultures. Student objectives (outcomes): Students will be able to: 1) Understand what Baroque and Neoclassical architecture and music are characterized by. 2) Make connections between the Enlightenment and cultural movements of the time. 3) To listen to and appreciate classical music. Essential Question(s): What is the relationship between decisions and consequences? How is culture created? How do the Renaissance and the Enlightenment reflect the culture, art, and music of the time?

4) To present their understanding of the Enlightenment in the form of an object or prop. Stage 2 Assessment Evidence Other Evidence: - discussion participation during class - coming to class prepared - Satisfactory completion of in-class work

Performance Task(s):

- Students were assigned to bring in an object or prop that makes them think of enlightened thinkers, scientific discoveries, or movements during the Enlightenment that have been discussed over the last few lessons. During class, the students will present their objects and explain how and why these objects are relevant to the time period.

Stage 3 Learning Plan Learning Activities: Procedure: 1) The teacher will instruct the students to move their desks into a circle. 2) The teacher will prompt the class to review what scientific and enlightening thinking was discussed the past few days. She will then lead into the idea of baroque art and music that was popular during this time 3) The teacher will present a PowerPoint that explains the characteristics of the baroque style art and music 4) The students will then listen to excerpts from Handel and Bach. While listening, the students will be asked to record what they feel and think as they listen. 5) When finished listening, the students will take some time to discuss with those sitting close to them what the music made them think and feel. 6) The teacher will lead a short discussion on the topic. 7) The teacher will continue the PowerPoint, describing the shift to neoclassical style art and music. 8) The students will listen to pieces by Mozart and Beethoven, completing the same listening activity done earlier. 9) After sharing their thoughts again, the teacher will lead a discussion as a class about the musical styling of the Enlightenment. 10) For the remainder of class, the students will go around the circle and present their prop to the class, explaining what they chose and why to act as an informal assessment on the Enlightenment period. Materials: SmartBoard and projector Baroque PowerPoint Student notebooks and writing utensils Student props

Understanding By Design Lesson Plan

Teacher: Meghan Keener Course: World History Unit: The Reformation Grade Level: Ninth Grade Lesson Topic: New Branches of Christianity Length of Lesson: 40 minutes Stage 1 Desired Results Content Standard(s):

National Standards in World History for Grades 5-12

Era 5 - Intensified Hemispheric Interactions, 1000-1500 - Standard 2: The redefining of European society and culture, 1000-1300 CE - Standard 2: The redefining of European society and culture, 1000-1300 CE Era 6 - The Emergence of the First Global Age, 1450-1770 - Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750 - Standard 6: Major global trends from 1450-1770

Understanding (s)/goals Students will understand: All change has both immediate and longterm roots in the past, as well as branches into the future. Values, ethical norms, and traditions are communicated through education, the arts, literature and religion. Studying other cultures offers insights into our own. Student objectives (outcomes): Students will be able to:

Essential Question(s): Is it ever necessary to question the status quo? What are the benefits/consequences of questioning/challenging social order? What are the factors that move individuals, communities, or nations to great sacrifice and what are the consequences?

1) Understand what different branches of Christianity arose during the Reformation. 2) Express their understanding in a drawing or picture that represents each branch. 3) Use their creativity and work cooperatively with peers. Stage 2 Assessment Evidence Other Evidence: - discussion participation during class

Performance Task(s):

- Students will use their imaginations to draw pictures that represent four branches

of Christianity that sprouted during the Reformation.

- coming to class prepared - Satisfactory completion of in-class work - Ability to work well in groups of four

Stage 3 Learning Plan Learning Activities: Procedure: 1) The students will get out their notebooks to prepare for class. 2) The teacher will present the students with a short PowerPoint that explains the foundation and characteristics of four different branches that arise after the Reformation spreads around Europe (Catholic, Protestant, Calvinists, and Anabaptists). 3) The teacher will then put the students into groups of four. 4) Once in the groups of four, the students will be asked to come up with nonlinguistic representations of all four branches of Christianity on large paper. 5) When finished, each group will present their drawings to the rest of the class. Materials: SmartBoard and projector Student notebooks and writing utensils Large white paper