High School Global and US History

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United States - New York - new york city
High School Global and US History
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Students learn about Indus River Valley's urban planning and other achievements. The lesson ends with a writing assignment in which students make a prediction about how the civilization declined (the real reason is unknown since no one has
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3.9
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Mini lesson introduces the Bantus and have students draw their migration patterns on a map of Africa based on dates the Bantus settled in new places. Before class cut out the descriptions of the causes and effects and put them in envelopes to give
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Students complete a DBQ to gather evidence of the golden age experienced by the West African Kingdoms of Ghana, Mali, and Songhai. Students complete a creative free response using evidence from the documents.
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Students are introduced to Pericles and how he helped Greece defeat the Persians in the Persian War. Students then learn about Pericles role in starting the Peloponnesian War. Lastly, students read quotes from Pericles to learn more about his
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Students read about how Napoleon fell from power after attempting to invade Russia in the winter. Provide students with 3 excerpts (can give students all 3 or can give each student one and do a jigsaw activity) on Napoleon's character. Students must
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3.8
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Students go to different stations to learn about the achievements, activities, and culture in Rome during Pax Romana. The lesson includes 7 stations students can visit based on their interests.
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Students look at the fall of the Byzantine Empire from the Byzantine perspective and the Ottoman Empire's perspective. Students use the documents to determine what exactly happened at the fall of Constantinople in 1453.
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Students go to four stations to learn about the positive and negative impact of the Columbian Exchange. They discuss if they believe the exchange had a positive or negative impact on the world.
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Introduce students to the rise of the Han Dynasty. Separate students in groups of 3-5 and have each students learn about one achievement from the Han Dynasty. Students then teach each other about the achievements in jigsaw style.
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3.9
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Students go to different stations to learn about the various ways Peter the Great westernized Russia
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4.0
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Students read about the causes of the Boxer Rebellion and analyze a recruitment poster. Students then make their own recruitment posters based off the sample primary source to gain followers for the rebellion.
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Students read about Cromwell's rise and fall from power and then the restoration of a limited monarch. Students travel around the room and interpret the English Bill of Rights to understand how it further limited the power of the monarch.
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Students travel to different stations to learn about the achievements of the Islamic Empire. The stations include architecture, medicine, art, and math/science
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Students read a variety of sources to understand how Native Americans were impacted by encomienda and discuss if encomienda is the same as slavery.
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4.0
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Lesson begins with a mini-lesson on how Incas adapted to geography in the Andes Mountains. Assign students one of three achievements of the Incas. Have each student independently read about their achievement. Put students in groups of 3 and have
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Students examine a variety of secondary and primary source documents to determine if Mansa Musa was the richest man in history. The documents include 3 different levels of questions (student A is low, student b is medium, and student c is high). For
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3.7
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Students go to 5 different stations to learn about the economic changes that occurred during the Commercial Revolution. Students must pick the most important development that helped contribute to the growth of capitalism
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4.0
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Students read a variety of documents to examine the impact of the Industrial Revolution. There are three versions of the documents (high, medium, and low). The documents are the same but the questions are differentiated. If students finish early
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4.0
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Introduce students to the break in Christianity between the Western Roman Empire and the Eastern Byzantine Empire. Students read mock diary entries from someone in each empire and fill in a Venn diagram to outline the differences. Pair students
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Students read a variety of documents to look at the positive and negative effects of the crusades on different nations. Students fill in a graphic organizer to outline both points of view and then have a class discussion to determine if the overall
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4.0
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TEACHING EXPERIENCE

I currently teach high school in the Bronx, NY. Therefore my lessons are aligned to the global history regents exam, but also try to challenge students beyond the information that is on the exam.

MY TEACHING STYLE

The focus in my classroom is to let the students do most of the work. The handouts I give everyday have very clear instructions so all students can follow along with the lesson and there is no confusion. I try to always add "extension" work for higher level students so every student is busy the entire period. I like doing creative projects and having students get out of their seat as often as possible.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I went to the University of Virginia and majored in History and Political Philosophy, Policy, and Law.

ADDITIONAL BIOGRAPHICAL INFORMATION

Most of my lessons are created in Word Document and are very easy to edit depending on the length of your class and the information you want to emphasize. If there are any problems with the instructions or the formatting when you download the lesson please let me know and I am happy to update the documents and make any changes!

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