Unit 3, Lesson 9: Periodization
Learning Target: I can analyze the positive and negative aspects of periodization.
Class Activities:
1. Students came in- and picked up the Periodization Handout. They got to work on the do now, which asks them what information different disciplines would know about an element, silver. For instance, what would a chemist know/want to know about silver? What would a historian know/want to know about silver? Etc. The point of the do now is to review what disciplines are (areas of study) and understand the advantages of multiples disciplines (gives a better/fuller perspective) and the disadvantages of multiple disciplines (couldn't focus in-depth in any given subject.) Students should keep this advantage/disadvantage in mind when thinking about the pros/cons of periodization.
2. We watched a video clip on the periodic table. Students had questions to answer throughout the video. Basically we learned that Mendeleev is the dude that applied periodicity to the elements. Before him, there was no organization to the elements, no categories. He created the periodic table and in doing so, created categories to help us organize the elements. He created the system for understanding the elements that chemists today use, which a huge advantage. A disadvantage, though, is that we only have Mendeleev's representation of the elements. What if another one was better, or just different?
Periodization definition (copied onto the vocab sheet): A method of grouping or categorizing events or objects.
3. We applied periodization to history on the back side of the page, part 2. In their groups, students had to pick a theme through which they looked at history. Then they had to write some key events of the past 100 years, using that theme as a guide. For instance, if I chose music, some key events might be the Beatles becoming the first worldwide superstars, or the invention of the iPod, etc.
Papers handed in today:
Any rewrites of the World Religions quiz short answers.
Homework:
Finish worksheet (we'll go over it in class tomorrow)
Class Activities:
1. Students came in- and picked up the Periodization Handout. They got to work on the do now, which asks them what information different disciplines would know about an element, silver. For instance, what would a chemist know/want to know about silver? What would a historian know/want to know about silver? Etc. The point of the do now is to review what disciplines are (areas of study) and understand the advantages of multiples disciplines (gives a better/fuller perspective) and the disadvantages of multiple disciplines (couldn't focus in-depth in any given subject.) Students should keep this advantage/disadvantage in mind when thinking about the pros/cons of periodization.
2. We watched a video clip on the periodic table. Students had questions to answer throughout the video. Basically we learned that Mendeleev is the dude that applied periodicity to the elements. Before him, there was no organization to the elements, no categories. He created the periodic table and in doing so, created categories to help us organize the elements. He created the system for understanding the elements that chemists today use, which a huge advantage. A disadvantage, though, is that we only have Mendeleev's representation of the elements. What if another one was better, or just different?
Periodization definition (copied onto the vocab sheet): A method of grouping or categorizing events or objects.
3. We applied periodization to history on the back side of the page, part 2. In their groups, students had to pick a theme through which they looked at history. Then they had to write some key events of the past 100 years, using that theme as a guide. For instance, if I chose music, some key events might be the Beatles becoming the first worldwide superstars, or the invention of the iPod, etc.
Papers handed in today:
Any rewrites of the World Religions quiz short answers.
Homework:
Finish worksheet (we'll go over it in class tomorrow)
9global_periodization_handout.pdf | |
File Size: | 58 kb |
File Type: |