S1+Aceto,+Jason

=Stage 1 Identify Desired Results= E1 //Historical knowledge, concepts, themes and patterns//. Grade 6-8 "The Expansion and Interaction of Civilizations, 600CE-1450CE" //Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.// b. Identify and analyze major historic eras, major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the various regions of the world. ||
 * **Establish Goals:** **(G)** ||
 * //Maine Learning Results:// Social Studies-E.History

//What understandings are desired?//
•The expansion of European civilizations led to the demise of influential indigenous cultures in the western hemisphere. •The result of these interactions gave way for further expansion and conquests in later eras.** ||
 * //Students will understand that:// **(U)** ||
 * •**The interactions between foreign civilizations has drastic implication on the cultures of both sides.

//What essential questions will be considered?//
•Why were ideas like expansion and conquest the prevailing ideologies of the era between 600CE-1450CE? •What were the consequences of European expansion?** ||
 * **Essential Questions:** **(Q)** ||
 * **•How do the results of cross-cultural conflicts affect how we understand the past?

//What key knowledge and skills will students acquire as a result of this unit?//
•**__Key Factual Information:__** Students will know and understand the facts surrounding key conquests, battles, events and the rise of expansionism. •Critique information about this time period and evaluate its objectivity. •Identify and analyze major consequences, enduring themes, and people in this era. •Create a timeline detailing the order of events during the Spanish exapnsion and conquests of the Aztec Empire. •Consider the impact of Spanish expansion on later eras and how it relates to our world today. •Evaluate the biases found in primary (ex. Conquistadors Journals) and secondary sources (textbooks, novels, etc.) to determine the truth surrounding the demise of the Aztec Empire. || =Stage 1 Identify Desired Results= E1 //Historical knowledge, concepts, themes and patterns//. Grade 6-8 "The Expansion and Interaction of Civilizations, 600CE-1450CE" //Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.// b. Identify and analyze major historic eras, major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the various regions of the world. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * •I**__mportant People and Events:__** Student will know important Spanish and Aztec rulers, crucial battles, bargains, conquests.
 * •__Sequences and Timelines:__** Students will understand the sequence of events from Spanish isolation to global expansion and conquests. || • Explain why expansion and conquest were prevailing ideologies in this era (600CE-1450CE)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**
 * **Establish Goals:** **(G)** ||
 * //Maine Learning Results:// Social Studies-E.History

//What understandings are desired?//
•The expansion of European civilizations led to the demise of influential indigenous cultures in the western hemisphere. •The result of these interactions gave way for further expansion and conquests in later eras.** ||
 * //Students will understand that:// **(U)** ||
 * •**The interactions between foreign civilizations has drastic implication on both sides' cultures.

//What essential questions will be considered?//
•Why were ideas like expansion and conquest the prevailing ideologies of the era between 600CE-1450CE? •What were the consequences of European expansion?** ||
 * **Essential Questions:** **(Q)** ||
 * **•How do the results of cross-cultural conflicts affect how we understand the past?

//What key knowledge and skills will students acquire as a result of this unit?//
•**__Key Factual Information:__** Students will know and understand the facts surrounding key conquests, battles, events and the rise of expansionism. •Critique information about this time period and evaluate its objectivity. •Identify and analyze major consequences, enduring themes, and people in this era. •Create a timeline detailing the order of events during the Spanish exapnsion and conquests of the Aztec Empire. •Consider the impact of Spanish expansion on later eras and how it relates to our world today. •Evaluate the biases found in primary (ex. Conquistadors Journals) and secondary sources (textbooks, novels, etc.) to determine the truth surrounding the demise of the Aztec Empire. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * •I**__mportant People and Events:__** Student will know important Spanish and Aztec rulers, crucial battles, bargains, conquests.
 * •__Sequences and Timelines:__** Students will understand the sequence of events from Spanish isolation to global expansion and conquests. || • Explain why expansion and conquest were prevailing ideologies in this era (600CE-1450CE)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**