Digital Agenda - Felty
Week of 9/29 – 10/3
MONDAY/TUESDAY
Check In/Do Now:
What is superstition? Write down some examples of a superstition people may have.
Essential Question (s): How did Europe move from belief in superstition to belief in reason?  What was it like to live in Europe during the Middle Ages?
What were the major class divisions, and how did people in each of these groups live?
Standard(s) from Instructional Guide:
CC:
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
SS:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America
(e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of
the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Student Objective (s):
Visualize life in the middle ages
Reflect upon life in the middle ages by answering using citations.
Understand the class divisions of feudal Europe.
Assessment and Student Reflection:
Students complete a Unit Pre-Assessment
Reflect on each of their stations and work done.
WHOLE GROUP
1. Do Now
2. Unit Pre-Assessment – Complete Pre-Assessment on Google Forms to best of your ability
3. BLAST
a. Direct: The Dark Ages in Film
b. Collaborative: Create an Infographic – the Feudal System
DIRECT STATION
Expected Output:
For each clip, look for and write down:
Superstition
Logic
Inequality
Watch clips:
Monty Python and the Holy Grail: She’s a Witch!
History’s Vikings: First Meeting with Floki the
Boatbuilder
A Knights Tale: Chaucer Introducing Sir Ulrich
Pillars of the Earth: Price of Wool
Answer:
What was it like to live in Europe during the
Middle Ages? Use an example from each clip
watched.
WEDNESDAY
Check In/Do Now:
COLLABORATIVE STATION
Expected Output: Create an infographic about
feudalism
Reader: Responsible for reading and researching
what the feudal system is and who is in each
level.
Translator: Responsible for creating the written
portions of the infographic based on the
information that the reader finds. Must work
with reader to determine information needed
and with artist to determine what art goes with
the written portions of the infographic.
Dictionary: looks up and writes down any and all
words with definitions that the group did not
know. Works with reader and translator to find
words and look up. All words looked up must be
included on the infographic.
Artist: Creates all art and arranges the
infographic. Works with all other group
members. Can be combined with Dictionary.
INDEPENDENT STATION
What do you know about HIV/AIDS?
Essential Question (s): How does ignorance negatively effect society?
Standard(s) from Instructional Guide:
CC:
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
Student Objective (s):
Practice Historical Reading Strategies on primary sources
Assessment and Student Reflection:
Turn in Current Event at end of class period.
WHOLE GROUP
Clarify that what we are learning about is not about the dark ages: the people we are reading about are not inferior nor are they unintelligent.
1. Do Now
2. Current Events: AIDS Crisis
3. SOAPSTone, answered questions due at end of period.
DIRECT STATION
COLLABORATIVE STATION
INDEPENDENT STATION
THURSDAY/FRIDAY
Check In/Do Now:
Reflect upon how well you and your group are working. Rate each person from 1 to 5, five being the best rating, and explain why you gave that person that
rating. (include yourself)
Essential Question (s): How did Europe move from belief in superstition to belief in reason?
Standard(s) from Instructional Guide:
CC:
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
SS:
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America
(e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of
the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
Student Objective (s):
Visualize life in the middle ages
Reflect upon life in the middle ages by answering using citations.
Understand the class divisions of feudal Europe.
Assessment and Student Reflection:
Students complete a Vocabulary Quiz
Reflect on each of their stations and work done.
WHOLE GROUP
1. Do Now
2. Vocabulary Quiz
3. BLAST
a. Collaborative: Feudal System Infographic
b. Independent: Crash Course World History: Dark Ages
DIRECT STATION
COLLABORATIVE STATION
Expected Output: Create an infographic about
feudalism
Reader: Responsible for reading and researching
what the feudal system is and who is in each
level.
Translator: Responsible for creating the written
portions of the infographic based on the
information that the reader finds. Must work
with reader to determine information needed
and with artist to determine what art goes with
the written portions of the infographic.
Dictionary: looks up and writes down any and all
words with definitions that the group did not
know. Works with reader and translator to find
words and look up. All words looked up must be
included on the infographic.
Artist: Creates all art and arranges the
infographic. Works with all other group
members. Can be combined with Dictionary.
INDEPENDENT STATION
Expected Output: Answer questions on Crash
Course World History: Dark Ages in your
notebook. Write a reflection when done.