Standards (content area):WH. 4 (Analyze the political, economic, social and cultural factors that lead to the development of the first age of global interaction.)
Standards (technology):
SL.9.5, SL 10.5, SL 11.5, & SL 12.5 (Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.), W.9.7, W.10.7, W.11.7 & W.12.7 (Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation), W.11.6 & W.12.6 (Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.)
Unit Goals (1-3):
1. By the end of this unit, students will be able to identify religions based on a description only.
2. When given opposing views, students will be able to create an argument using religious facts to support their statements.
3. By the end of this unit, students will be able to answer questions on religion through discussion and fact.
Unit Objectives (3-8):
1. When given a quiz/test, students will be able to identify key religious terms such as monotheism and polytheism.
2. When asked, students should be able to give an accurate description of each religion discussed in the lesson.
3. When asked, students should be to compare and contrast seemingly different religions.
4. When asked, students should be able to identify the historical significance of each religion.
Unit Assessment:
For the final assessment for my unit, I would provide students with two quotes. Karl Marx’s “Religion is the opiate of the masses.” And Richard Nixon’s “In the long term we can hope that religion will change the nature of man and reduce conflict. But history is not encouraging in this respect. The bloodiest wars in history have been religious wars.” I will then ask students to write a paper using what they know about the religions we have studied to tell who they think is right, Nixon or Marx, and why.
Standards (technology):
SL.9.5, SL 10.5, SL 11.5, & SL 12.5 (Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.), W.9.7, W.10.7, W.11.7 & W.12.7 (Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation), W.11.6 & W.12.6 (Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.)
Unit Goals (1-3):
1. By the end of this unit, students will be able to identify religions based on a description only.
2. When given opposing views, students will be able to create an argument using religious facts to support their statements.
3. By the end of this unit, students will be able to answer questions on religion through discussion and fact.
Unit Objectives (3-8):
1. When given a quiz/test, students will be able to identify key religious terms such as monotheism and polytheism.
2. When asked, students should be able to give an accurate description of each religion discussed in the lesson.
3. When asked, students should be to compare and contrast seemingly different religions.
4. When asked, students should be able to identify the historical significance of each religion.
Unit Assessment:
For the final assessment for my unit, I would provide students with two quotes. Karl Marx’s “Religion is the opiate of the masses.” And Richard Nixon’s “In the long term we can hope that religion will change the nature of man and reduce conflict. But history is not encouraging in this respect. The bloodiest wars in history have been religious wars.” I will then ask students to write a paper using what they know about the religions we have studied to tell who they think is right, Nixon or Marx, and why.