BASIC PRODUCTIVITY TOOLS: SPREADSHEETS, WORD TEMPLATE, NARRATED POWERPOINT

Name: Steve Sanchez

Grade Level: 10th
Content Area: World History
Basic Productivity Tool Used: Microsoft Word
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx)

SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical
Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the
diffusion of Greek culture by Aristotles pupil Alexander the Great and the impact of Julius and Augustus
Caesar.
SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE
and 1500 CE.
a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinians Code, and
Justinians efforts to recapture the west.
b. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on
Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of
Constantinople as a center for law, religion, and the arts.
d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in developing the
empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European
observations through the writings of Marco Polo.
SSWH5 The student will trace the origins and expansion of the Islamic World - 600 CE to 1300 CE.
d. Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).
SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE.
b. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of
Sundiata, and the pilgrimage of Mansa Musa to Mecca.

ISTE STANDARDS:
1. Empowered Learner. Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
c. Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
3. Knowledge Constructor. Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and
others.
a. Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
c. Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.

Blooms Level of Critical Thinking:

Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class: Students will create resumes of three historical
figures from the Ancient World (i.e. Julius Caesar, Socrates, etc.). They will have to evaluate what
they know about each person and, using the template provided, display that knowledge in a positive
manner. Students will have to be creative in how they write these resumes as some of these figures

1
 BASIC PRODUCTIVITY TOOLS: SPREADSHEETS, WORD TEMPLATE, NARRATED POWERPOINT

are controversial (Genghis Khan). This aligns with LoTi 4 because resume building is an adult
function. These resumes will have unpredictable results as the students are making persuasive
arguments in favor of these individuals. The ISTE standards are 1 - Empowered Learner using the
software to demonstrate their learning in a variety of ways (1c), and 3 Knowledge Constructor by
producing creative artifacts that demonstrate meaningful connections or conclusions (3c). Attached
below is the actual lesson. The first page is the instructions for the students. The second page is the
template which also provides the student a sample resume of Christopher Columbus.
Level of Technology Implementation (LoTi): LoTi 4. Resume building is an adult function. The
final products will have unpredictable results as the students are making persuasive arguments in
favor of these individuals. For example, a student will have to put a positive spin on how Genghis
Khan persuaded the people of Kwarezm to surrender their emperor.
Description of the sample document provided *: The file attached below is a WORD template
document the students will use to create their historical resume. The first page provides students
detailed instructions on the assignment along with a list of historical names to choose from. The
second page is the template they will follow to create their resumes. The template serves a dual
function in that it provides a sample resume for Christopher Columbus.
Other comments about your proposed spreadsheet/graph/chart activity: The students are
creating a persuasive argument in the format of the resume why are these individuals the best
person for the jobs they are applying for? How do their past achievements make them qualified?
These are questions the students will have to answer.