5230 Lesson 4

1
Molloy College
Division of Education
Student: Luciano Sorbara Professor: Maria Esposito

Course EDU: 5230-03 Date: 11/25/20
Grade: 9th Topic: GROWTH AND CONFLICT
Content Area: Social Studies
STANDARDS AND INDICATORS
New York State Social Studies Standards
Key Idea:
9.6 SOCIAL AND CULTURAL GROWTH AND CONFLICT: During the postclassical
era, the growth of trans-regional empires and the use of trade networks influenced
religions and spread disease. The cross-cultural interactions also led to conflict and
affected demographic development.
Key Concepts:
9.6a Internal tensions and challenges grew as disputes over authority and power arose
between and among religious and political leaders.
 Students will investigate the divisions within Islam (Sunni-Shia) and the Great
Schism between Roman Catholic Christianity and Orthodox Christianity and their
impacts.
 Students will investigate the Crusades from Multiple perspectives
Indicator: This will be evident as students review material from the unit.
INSTRUCTIONAL OBJECTIVE(S)
After a review of the Unit, students will begin their virtual museum projects, obtaining a
minimum score of 17 out of 20 on a teacher created Rubric.
© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 8/28/19
*edTPA academic language
2
DEVELOPMENTAL PROCEDURES (*Engaging the learner)
Based on a review of the previous unit; total time 60 minutes)
1. MOTIVATION
Students will take out their chrome books and open to the Google classroom link. The teacher
will then present the various review tools that they can use. (5 minutes)
2. The teacher will then begin the first review power point titled the Sunni v. the Shia. This will
refresh the students about the division in the Islamic world. (What was the division in the Islamic
world and what were its causes?) (10 minutes)
3. The teacher will then begin the second review power point titled The Great Schism. This will
refresh the students about the division in the Catholic world. (What was the division in the
Catholic world and what were its causes?) (10 minutes)
4. The teacher will then begin the third review power point titled The Crusades. This will refresh
the students about the Crusades and its multiple perspectives. (What were the different
perspectives of the Crusades?) (10 minutes)
5. The Teacher will then introduce the end of the unit project, which is titled, Virtual Museum
Project. The teacher will go over requirements, due dates, and materials that are needed to
complete the project. (What do the students need to succeed in this assignment?) [15 min]
6. Closure: The teacher will close the lesson by taking questions that the students may have about
the project.

Revised 8/28/19
3
ASSESSMENT (formal & informal)
Informal assessment
 Students will be accessed based on their knowledge of the contnent during the
review of the unit.
Formal assessment
 Students will be assessed based off the their project submissions.
DIFFERENTIATION OF INSTRUCTION
Auditory Learners:
Auditory students will be engaged through the option to use recording to speak as Museum
directors.
Visual Learners:
Visual learners will be engaged through the movement of their virtual museums.
Kinesthetic Learners:
Kinesthetic Learners will be engaged as will actively be maneuvering throughout their virtual
museums.
Verbal Learners:
Verbal learners will benefit from discussion questions after they participate the See, Think,
Wonder activity.
Struggling Students:
Struggling students will be guided by obtaining three exhibit ideas that they may use in their
project.
Average Students:
Average students will be guided by having to produce descriptions on their exhibits.
Advanced Students:
Advanced students will be guided by having to write an essay based on the perspective of their
museum.

Revised 8/28/19
4
INDEPENDENT PRACTICE
 Students will research other museums in order to gather inspiration for their virtual
museums.
INSTRUCTIONAL RESOURCES AND MATERIALS
Smart Board
Sunni v. Shia
The Great Schism
The Crusades
Google Classroom
Project rubric
REFERENCES
DavidLeeEdTeach. (2016). Virtual Museums with Google Slides. Retrieved from
https://www.youtube.com/watch?v=5XNevQHfvjc

Revised 8/28/19

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1

Student: Luciano Sorbara Professor: Maria Esposito

STANDARDS AND INDICATORS

New York State Social Studies Standards

 Students will investigate the Crusades from Multiple perspectives

© Molloy College, Division of Education, Rockville Centre, NY 11571

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

Based on a review of the previous unit; total time 60 minutes)

world and what were its causes?) (10 minutes)

Catholic world and what were its causes?) (10 minutes)

perspectives of the Crusades?) (10 minutes)

© Molloy College, Division of Education, Rockville Centre, NY 11571

ASSESSMENT (formal & informal)

 Students will be assessed based off the their project submissions.

© Molloy College, Division of Education, Rockville Centre, NY 11571

INSTRUCTIONAL RESOURCES AND MATERIALS

DavidLeeEdTeach. (2016). Virtual Museums with Google Slides. Retrieved from

© Molloy College, Division of Education, Rockville Centre, NY 11571

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