1
Kevin Duke
The Mongols / 02-25-14
Stage 1 – Desired Results
Established Goals (Include ACOS standards in this section):
8.) Describe China's influence on culture, politics, and economics in Japan, Korea, and Southeast Asia.
Examples: culture—describing the influence on art, architecture, language, and religion
Politics—describing changes in civil service
Economics—introducing patterns of trade
Understandings (Students will understand that …):
The way in which a historical figure is viewed can differ depending on one’s perspective of the events
.
Essential Knowledge (Students will know …):
Terms & Concepts:
 Mongolia
 Tribes
 Steppes
 Genghis Khan
 Kublai Khan



Khanbaliq
Beijing
Marco Polo
Essential Skills (Students will be able to …):
Describe the positive and negative aspects of the Mongolian conquest under the leadership of Genghis Kahn
Essential Question(s):
Is it possible for a historical figure to be both a hero and a villain?
Did the Mongols have a positive or negative impact civilization?
Stage 2 – Assessment Evidence
Performance Task(s):
 None
Other Evidence:
 Discussion
 Participation
 Observation
 Guiding Reading Activity
Stage 3 – Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Teacher:
Presentation Slides
Map slides
Guided reading activity document
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
Kevin Duke
The Mongols / 02-25-14
Bell ringer (if one is used):
Map: As a bell ringer we will view a physical and political map of where Mongolia is located?
Introduce Map slides of Asia: Which is political? Which is Physical? Why?
 Compare Mongolia today to the Mongol Empire (map on page 425)
Review of relevant, previously learned information:
During the discussion phase of the lesson, we will briefly re-visit:
 The size of the Roman Empire
 Primary versus secondary sources
 Political versus Physical Map
Introductory Activity:
Students will be broken into groups as class begins:

Briefly the discuss the following
 What does it mean to be considered a hero?
 What traits does she or he need to possess?
As a group come up with one historical figure that meets your definition of a hero and why.
 What makes someone a villain?
 Is it possible to be a hero & a villain?
As a class we discuss if the following historical figures are heroes or villains:
 Alexander the Great
 William Tecumseh Sherman
 Robert E. Lee
 Abraham Lincoln
 Andrew Jackson
After a few minutes of discussion of these topics, I will introduce the students to Genghis Khan.
Video: 10 Brutal facts about Genghis Kahn
Body of the lesson:
Pose the Question: Is he a hero or Villain?
I will read part of an excerpt in their textbook about Genghis Kahn.
Questions to pose about the excerpt:
 Is it a primary source?
 What is an Empire?
Follow up video: The Mongols
 Briefly discuss Genghis Kahn and the Mongols
Introduce the guided reading activity:
 Using pages 424-429 complete the reading activity.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
2
Kevin Duke
The Mongols / 02-25-14
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
3
4
Kevin Duke
The Mongols / 02-25-14
We will peer grade this activity if time permits.
Preview of the next lesson:
 During the lesson we will briefly mention the term “Middle or dark Ages” and what these terms
mean.
Related out of class assignment:
 None
Description of co-teaching strategy used in this lesson. If co-teaching was part of this lesson,
describe: co-teaching model used, how and why this particular strategy was employed, role (lead
teacher/secondary teacher), and details of the implementation of the co-teaching model.
One teach one observe. During this lesson I will be observed by my CT and US.
One Teach, one assist. During the guided reading activity, my CT will walk around (as will I) and assist
students as needed/
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004