Mr. Newton's Lesson Plans: Week 1311/4-11/8 6th Grade Chapter Title Lesson #/ a!

e $u%&ect *ages $tate $tandards Monday

5 Ancient Egypt and Kush " Egypt#s E!pire

Tuesday
5 Ancient Egypt and Kush " Egypt#s E!pire

Wednesday
5 Ancient Egypt and Kush " Egypt#s E!pire

Thursday
5 Ancient Egypt and Kush " Egypt#s E!pire

Friday
5 Ancient Egypt and Kush " Egypt#s E!pire

A Golden Age -./0-.6.2 Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e earl &%*%l%!at%ons o) Meso$ota(%a' +# $t' and ,us". 53 4iscuss the !ain 5eatures o5 Egyptian art and architecture3

'uilding An E!pire -..0-.1 6.2 Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e earl &%*%l%!at%ons o) Meso$ota(%a' +# $t' and ,us". 63 4escri%e the role o5 Egyptian trade in the eastern Mediterranean and ile ,alley3 23 )nderstand the signi5icance o5 6ueen 7atshepsut and +a!ses the Great3

T(o )nusual *haraohs -.50-.6 6.2 Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e earl &%*%l%!at%ons o) Meso$ota(%a' +# $t' and ,us". 63 4escri%e the role o5 Egyptian trade in the eastern Mediterranean and ile ,alley3 23 )nderstand the signi5icance o5 6ueen 7atshepsut and +a!ses the Great3 $W4K o5 the e( Kingdo! o5 Egypt3 $W'A to list the acco!plish!ents o5 *haraohs A!enhotep @A and Tutan9ha!en as !easured %y teacher assess!ent3 $W'A to theori>e (hy A!enhotep @A (as una%le to con,ert Egypt o,er to his ne( religious %elie5s3

+eco,ery and decline -.60-.2 6.2 Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e earl &%*%l%!at%ons o) Meso$ota(%a' +# $t' and ,us". 63 4escri%e the role o5 Egyptian trade in the eastern Mediterranean and ile ,alley3 23 )nderstand the signi5icance o5 6ueen 7atshepsut and +a!ses the Great3 $W4K o5 the e( Kingdo! o5 Egypt3 $W'A to gi,e " acco!plish!ents o5 +a!ses the great as !easured %y teacher assess!ent3 $W'A to gi,e " reasons 5or the decline o5 Egypt in the -.// 'C as !easured %y teacher assess!ent3

Co!paring Middle and e( Kingdo!s -./0-.2 6.2 Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e earl &%*%l%!at%ons o) Meso$ota(%a' +# $t' and ,us". 63 4escri%e the role o5 Egyptian trade in the eastern Mediterranean and ile ,alley3 23 )nderstand the signi5icance o5 6ueen 7atshepsut and +a!ses the Great3 $W4K o5 the e( Kingdo! o5 Egypt3 $W'A to co!pare the ti!es and achie,e!ents o5 the Middle and e( Kingdo!s o5 Egypt3

Goals/ 8%&ecti,es

$W4K o5 the Middle Kingdo! o5 Egypt3 $W'A to identi5y 9ey 5actors in con:uests; in5rastructure; and artistry that lad to the Middle Kingdo! %eing the <Golden Age= o5 Egypt as !easured %y teacher assess!ent3

$W4K o5 the e( Kingdo! o5 Egypt3 $W'A to gi,e at least " acco!plish!ents o5 6ueen 7atshepsut as !easured %y teacher assess!ent3

$W'A to interpret a !ap that sho(s the territorial gro(th o5 $W'A to hypothesi>e Egypt during the e( (ho the 7y9sos (ere as Kingdo! as !easured !easured %y teacher %y teacher assess!ent3 assess!ent $W'A to e?plain (hat ulti!ately lead to the 7y9sos %eing o,er thro(n as !easured %y teacher assess!ent3

@ntroduction

BournalC What (hat (ays are the li,es o5 ancient Egyptians li9e ours todayD

BournalC Without %eing silly or trying to start an argu!ent; (hy do you thin9 that there are !ore !ale rulers o5 9ingdo!s than 5e!ale rulersD -3 Aunt 7atshepsut and ephe( Thut!os @@@3 Tell the story o5 their reigns3 .3 4iscussC Why did Thut!os @@@ see9 to get rid o5 all !ention o5 his aunt#s ruleD 4id he not li9e herD Was he e!%arrassed %y herD Was he protecting his o(n ruleD "3 )se 8T8 MapE e( Kingdo! discussC D#s 5ro! Geog Conn3 13 4iscussC Why did Egyptians (ant trade (ith the *honeticiansD

BournalC At (hat point can you say so!eone <%elie,es= so!ethingD 7o( i!portant is so!eones actions (hen e,aluating their %elie5sD -3 4iscuss A!enhotep#s <con,ersion= and su%se:uent actions3 .3 As9C 4id A!enhotep ha,e a con,ersion e?perience or (as it &ust a po(er gra%D "3 Create <T= chart to co!pare %oth responses3 13 4iscussC King <Tut= 53 As9C Why (ould a -F year old *haraoh %e so 5a!ousD 63 $ho( i!ages 5ro! <Tut#s= to!%3

BournalC What does the rise and 5all o5 9ingdo!s and e!pires tell us a%out the ti!es (e li,e inD -3 7a,e students co!e up and list +a!ses acco!plish!ents on the %oard3 .3 4iscuss the decline o5 Egypt in the -.// '3C3 "3 Co!plete 8T8 Chart E*haraohs and their Achie,e!ents3 13 As9; <Which *haraoh (as the !ost acco!plishedD Which one the leastD

What is one achie,e!ent o5 either the Middle or e( Kingdo! that you %elie,e has the !ost lasting e55ect on !odern li5eD -3 +e,ie( $tudy Guide Lesson " .3 $tudents use co!puters to co!plete su!!ary assign!ent3 "3 )sing a chart students (ill co!pare the Middle and e( Kingdo!s including their ti!es; acco!plish!ents; and econo!y3

Acti,ities

-3 As a point o5 re,ie(; (atch the ,ideo <Ancient Egypt= $tudents (rite do(n ne( or interesting ideas 5ro! ,ideo3 .3 As9; CWhat ideas (ere pointed out in the ,ideo that you 5ound ne( or interestingD= "3 @ntroduce <Guiding 6uestion= Why (as the Middle Kingdo! the Golden Age o5 Egyptian 7istoryD 13 $tudents 5or! groups to ans(er the 5ollo(ing :uestionsC What %rought a%out the Middle Kingdo!D What con:uests (ere !ade %y EgyptiansD What arts 5lourishedD Who (ere the 7y9sosD Why (ere they !ore ad,ancedD What did the Egyptians do to rid the!sel,es o5 the 7y9sosD +e,ie( (ith class their ans(ers3

Closing

Critical Thin9ing $9ills -.1

Tic9et out the doorC a!e one thing; that i5 so!eone 5ound it a thousand years 5ro! no( (ould pro,ide the !ost in5or!ation a%out you3 /A

Lesson " +e,ie( page -.2 $tudy Guide Lesson "

As9C )nder (hich *haraoh (ould you ha,e !ost en&oyed li,ing underD WhyD

Additional eeds

/A

/A

/A

/A

Mr. Newton's Lesson Plans: Week 1311/4-11/8 2th Grade Chapter Title Lesson #/ a!e $u%&ect *ages $tate $tandards Monday
-G Ci, o5 Korea; Bapan and $3E3 Asia Chapter +e,ie(

Tuesday
-G Ci, o5 Korea; Bapan and $3E3 Asia Chapter test

Wednesday
-F Medie,al Europe -3 The Early Middle Ages Europe (/o a Western +o!an E!pireC Geography and peoples 51/051-

Thursday
-F Medie,al Europe -3 The Early Middle Ages Kingdo!s in Western Europe 51.0516

Friday
-F Medie,al Europe -3 The Early Middle Ages The Church and @ts @n5luence 5160512 -.6 Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e &%*%l%!at%ons o) Med%e*al +uro$e.

Chapter +e,ie(

Chapter Test

/A -.. Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e &%*%l%!at%ons o) Med%e*al /a$an.

/A -.. Students anal !e t"e #eo#ra$"%&' $ol%t%&al' e&ono(%&' rel%#%ous' and so&%al stru&tures o) t"e &%*%l%!at%ons o) Med%e*al /a$an.

236 $tudents analy>e the geographic; political; econo!ic; religious; and social structures o5 the ci,ili>ations o5 Medie,al Europe3 -3$tudy the geography o5 the Europe and the Eurasian land !ass; including its location; topography; (ater(ays; ,egetation; and cli!ate and their relationship to (ays o5 li5e in Medie,al Europe3

236 $tudents analy>e the geographic; political; econo!ic; religious; and social structures o5 the ci,ili>ations o5 Medie,al Europe3

G3 )nderstand the i!portance o5 the Catholic church as a political; intellectual; and 13 4e!onstrate aesthetic institution He3g3; an understanding 5ounding o5 uni,ersities; o5 the con5lict and cooperation political and spiritual roles o5 %et(een the the clergy; *apacy and creation o5 European !onarchs He3g3; !onastic and !endicant Charle!agne; religious orders; Gregory A@@; E!peror 7enry preser,ation o5 the Latin @AI3 language and religious te?ts; $t3 Tho!as A:uinasJs synthesis o5 classical philosophy (ith Christian theology; and the concept o5 <natural la(=I3
$W4K o5 the religious; $W4K o5 the religious;

Goals/

$W4K o5 the

$W4K o5 the

$W4K o5 the religious;

8%&ecti,es

ci,ili>ations o5 Korea; Bapan and $3E3 Asia

ci,ili>ations o5 Korea; Bapan and $3E3 Asia

political and social organi>ation o5 Early Middle Ages3 $W'A to list 2 out o5 -/ people groups that li,ed in Europe during the Early Middle Ages as !easured %y teacher assess!ent3

political and social organi>ation o5 Early Middle Ages3 $W'A to interpret the i!portance o5 the 'attle o5 Tours to the history o5 Europe as !easured %y teacher assess!ent3

political and social organi>ation o5 Early Middle Ages3 $W'A to descri%e the contri%utions o5 the +o!an Catholic Church to European 7istory as !easured %y teacher assess!ent3 $W'A to analy>e the co!ple? relationships that e?isted %et(een the 9ings and *opes during the Middle Ages as !easured %y teacher assess!ent3

$W'A to hypothesi>e $W'A to list 2 out o5 -/ the causes o5 the <Great geographic 5eatures o5 Migration= as !easured Europe as !easured %y %y teacher assess!ent3 teacher assess!ent3 $W'A to descri%e the $W'A to relate the i!portance o5 the 7oly a55ect that the !any +o!an E!pire as people groups and !easured %y teacher geographic 5eatures had assess!ent3 on unity during the Early Middle Ages3

@ntroduction

BournalC What lasting achie,e!ents 5ro! this area o5 the (orld do (e see todayD

BournalC 7o( (ell did you study last nightD

BournalC @n the a%sence o5 la( (hat is re:uired to 9eep the peaceD

BournalC @5 you had to li,e in Europe; (here (ould you li,eD

BournalC Why do you suppose that @reland (ould %e the !ost peace5ul place in Europe to li,eD -3 $tudents continue to present 5indings .3 Listen to Gregorian Chant "3 Aie( Middle Age art

Acti,ities

-3 *ass out chapter -3 Chapter test re,ie(s3 .3 $tudents co!plete re,ie(s3 "3 Go o,er ans(ers (ith class3 13 Geography acti,ity pg3 5"1

-3 LectureC 1 a55ects o5 the Fall o5 the +o!an E!pire .3 4isplay !ap o5 Europe3 "3 $tudents la%el ri,ers; seas; !ountains; and i!portant cities3 13 $tudents la%el people groups3

-3 $tudents create literary circles %ased onC The Fran9s in EuropeK The E!peror Charle!agneK Wa,es o5 @n,adersK 7oly +o!an E!pireK Christianity in EuropeK Contri%utions o5 !on9s and nunsK Church Authority .3 $tudents present today and to!orro(3

Closing

$tudy 5or test

/A

As9C What a55ect (ould 'e ready 5or to!orro(3 the geographic 5eatures and !ultitude o5 peoples ha,e had on the unit o5 EuropeD

-3 Lesson - +e,ie( pg3 512 and $tudy Guide Lesson -3 .3 Tic9et out the doorC What (ere you thin9ing a%out as you listened to the Gregorian Chant -3 $ound clips o5 Gregorian Chant .3 @!ages o5 Middle Ages Art

Additional eeds

/A

/A

'lan9 copy o5 Europe !ap3

/A

Mr. Newton's Lesson Plans: Week 1311/4-11/8 Gth Grade Chapter Title Lesson #/ a!e $u%&ect *ages $tate $tandards
8.2 Students anal !e t"e $ol%t%&al $r%n&%$les underl %n# t"e 0.S. 1onst%tut%on and &o($are t"e enu(erated and %($l%ed $owers o) t"e )ederal #o*ern(ent. 8.2 Students anal !e t"e $ol%t%&al $r%n&%$les underl %n# t"e 0.S. 1onst%tut%on and &o($are t"e enu(erated and %($l%ed $owers o) t"e )ederal #o*ern(ent. 8.2 Students anal !e t"e $ol%t%&al $r%n&%$les underl %n# t"e 0.S. 1onst%tut%on and &o($are t"e enu(erated and %($l%ed $owers o) t"e )ederal #o*ern(ent. 8.2 Students anal !e t"e $ol%t%&al $r%n&%$les underl %n# t"e 0.S. 1onst%tut%on and &o($are t"e enu(erated and %($l%ed $owers o) t"e )ederal #o*ern(ent. 8.2 Students anal !e t"e $ol%t%&al $r%n&%$les underl %n# t"e 0.S. 1onst%tut%on and &o($are t"e enu(erated and %($l%ed $owers o) t"e )ederal #o*ern(ent.

Monday
G Constitution )nit E?ecuti,e 'ranch Article .

Tuesday
G Constitution )nit E?ecuti,e 'ranch Article .

Wednesday
G Constitution )nit E?ecuti,e 'ranch Article .

Thursday
G Constitution )nit E?ecuti,e 'ranch Article .

Friday
G Constitution )nit E?ecuti,e 'ranch Article .

Goals/ 8%&ecti,es

$W4K o5 the $W4K o5 the $W4K o5 the $W4K o5 the $W4K o5 the E?ecuti,e 'ranch o5 the E?ecuti,e 'ranch o5 the E?ecuti,e 'ranch o5 the E?ecuti,e 'ranch o5 the E?ecuti,e 'ranch o5 the Go,ern!ent Go,ern!ent Go,ern!ent Go,ern!ent Go,ern!ent $W'A to descri%e . o5 " :uali5ications o5 *resident as !easured %y teacher assess!ent $W'A to descri%e the Electoral College syste! as !easured %y teacher assess!ent3 $W'A list 2 o5 -/ successors to the president i5 the president cannot carry out his duties as !easured %y teacher assess!ent3 $W'A to list 5 o5 2 presidential po(ers as !easured %y teacher assess!ent3 $W'A to list 6 o5 2 presidential roles as !easured %y teacher assess!ent3 $W'A to analy>e the i!portance o5 the presidentJs 5oreign policy 5or A!erica#s peace and security as !easured %y teacher assess!ent3 $W'A to descri%e 5 o5 6 tools and tactics o5 5oreign policy as !easured %y teacher assess!ent3 $W'A to descri%e the purpose o5 %oth e?ecuti,e agencies and ca%inet depart!ents as !easured %y teacher assess!ent3 $W'A to list -/ o5 -5 Ca%inet depart!ents as !easured %y teacher assess!ent3 $W'A to discuss the constitutionality o5 E?ecuti,e <C>ars= $W'A to re,ie( all lessons (ith 2/L accuracy as !easured %y teacher assess!ent3

@ntroduction

BournalC 7o( does a citi>en %eco!e a presidentD

BournalC What are the duties o5 the *residentD

BournalC 7o( can the )$ 9eep %eing good 5riends (ith our 5riends and deal (ith those counties that are not so 5riendlyD Article . -3 $tudents create literary circles 5or pages GF0F23 .3 Groups includeC *resident and Foreign *olicyK Tools o5 Foreign *olicyK E?ecuti,e 855ice AgenciesK The *resident#s Ca%inetK The Federal 'ureaucracy

BournalC Who helps the president the !ost (hen it co!es to running the go,ern!entD Article . -3 $tudents share insights gained 5or literary circles3 .3 $tudents co!plete $tudy Guide pages GF0 F23

BournalC What Ca%inet 4epart!ent (ould you li9e to %e a part o5D What (ould you do in that depart!entD 6ui> on Article .

Acti,ities

Article . -3 LectureC " :uali5icationsK electoral collegeK *residential secession .3 $tudents %rea9 out co!puters and disco,er de5initions 5or the titles o5 the -/ successors o5 the *resident3

Article . -3 +e,ie( $tudy Guide pages G-0G1 .3 LectureC *residential po(ers "3 $tudents co!plete $tudy Guide pg3 GG

Closing

-3Why do you thin9 the *residential succession goes to Congress a5ter the A3*3 @nstead o5 &ust going do(n the Ca%inet positionsD .3 Co!plete pages G-0 G1 /A

-3 Why did the Constitution gi,e the president the po(er to pardon peopleD .3 Co!plete pages G50 GG

'e prepared to continue +e!ind a%out :ui> to!orro(3 to!orro(3

What has %een the !ost i!portant ite! you ha,e learned a%out our *residentD

Additional eeds

Mr. Newton's Lesson Plans: Week 1311/4-11/8 Fth Grade Chapter Title Lesson #/ a!e $u%&ect *ages $tate $tandards Monday Tuesday Wednesday Thursday Friday

6 First Chinese E!pires 6 First Chinese E!pires 6 First Chinese E!pires 6 First Chinese E!pires 6 First Chinese E!pires - $chools o5 Thought in - $chools o5 Thought in - $chools o5 Thought in - $chools o5 Thought in - $chools o5 Thought in Ancient China Ancient China Ancient China Ancient China Ancient China Con5ucianis! --/0--. Chronological and $patial Thin9ing -3 $tudents co!pare the present (ith the past; e,aluating the conse:uences o5 past e,ents and decisions and deter!ining the lessons that (ere learned3 .3 $tudents analy>e ho( change happens at di55erent rates at di55erent ti!esK understand that so!e aspects can change (hile others re!ain the sa!eK and understand that change is co!plicated and a55ects not only technology and politics %ut also ,alues and %elie5s3 "3 $tudents use a ,ariety o5 !aps and docu!ents to interpret hu!an !o,e!ent; including !a&or patterns o5 do!estic and international !igration; changing en,iron!ental pre5erences and settle!ent patterns; the 5rictions that de,elop %et(een population groups; and the di55usion o5 ideas; technological inno,ations; and goods3 Con5ucianis! --/0--. Chronological and $patial Thin9ing -3 $tudents co!pare the present (ith the past; e,aluating the conse:uences o5 past e,ents and decisions and deter!ining the lessons that (ere learned3 .3 $tudents analy>e ho( change happens at di55erent rates at di55erent ti!esK understand that so!e aspects can change (hile others re!ain the sa!eK and understand that change is co!plicated and a55ects not only technology and politics %ut also ,alues and %elie5s3 "3 $tudents use a ,ariety o5 !aps and docu!ents to interpret hu!an !o,e!ent; including !a&or patterns o5 do!estic and international !igration; changing en,iron!ental pre5erences and settle!ent patterns; the 5rictions that de,elop %et(een population groups; and the di55usion o5 ideas; technological inno,ations; and goods3 4aois! and Legalis! --.0--" Chronological and $patial Thin9ing -3 $tudents co!pare the present (ith the past; e,aluating the conse:uences o5 past e,ents and decisions and deter!ining the lessons that (ere learned3 .3 $tudents analy>e ho( change happens at di55erent rates at di55erent ti!esK understand that so!e aspects can change (hile others re!ain the sa!eK and understand that change is co!plicated and a55ects not only technology and politics %ut also ,alues and %elie5s3 "3 $tudents use a ,ariety o5 !aps and docu!ents to interpret hu!an !o,e!ent; including !a&or patterns o5 do!estic and international !igration; changing en,iron!ental pre5erences and settle!ent patterns; the 5rictions that de,elop %et(een population groups; and the di55usion o5 ideas; technological inno,ations; and goods3 4aois! and Legalis! --.0--" Chronological and $patial Thin9ing -3 $tudents co!pare the present (ith the past; e,aluating the conse:uences o5 past e,ents and decisions and deter!ining the lessons that (ere learned3 .3 $tudents analy>e ho( change happens at di55erent rates at di55erent ti!esK understand that so!e aspects can change (hile others re!ain the sa!eK and understand that change is co!plicated and a55ects not only technology and politics %ut also ,alues and %elie5s3 "3 $tudents use a ,ariety o5 !aps and docu!ents to interpret hu!an !o,e!ent; including !a&or patterns o5 do!estic and international !igration; changing en,iron!ental pre5erences and settle!ent patterns; the 5rictions that de,elop %et(een population groups; and the di55usion o5 ideas; technological inno,ations; and goods3 $W'A to descri%e the teachings o5 Taois! and Legalis!3 $W'A to identity " 9ey tenets o5 Taois! and Legalis! (ith 2/L accuracy as !easured %y teacher assess!ent3 $W'A to conclude (hat e55ect Taois! and Legalis! had on Chinese li5e as !easured %y teacher assess!ent3 Con5ucianis!; 4aois! and Legalis! --/0--" Chronological and $patial Thin9ing -3 $tudents co!pare the present (ith the past; e,aluating the conse:uences o5 past e,ents and decisions and deter!ining the lessons that (ere learned3 .3 $tudents analy>e ho( change happens at di55erent rates at di55erent ti!esK understand that so!e aspects can change (hile others re!ain the sa!eK and understand that change is co!plicated and a55ects not only technology and politics %ut also ,alues and %elie5s3 "3 $tudents use a ,ariety o5 !aps and docu!ents to interpret hu!an !o,e!ent; including !a&or patterns o5 do!estic and international !igration; changing en,iron!ental pre5erences and settle!ent patterns; the 5rictions that de,elop %et(een population groups; and the di55usion o5 ideas; technological inno,ations; and goods3 $W'A to descri%e the teachings o5 Taois! and Legalis!3 $W'A to identity " 9ey tenets o5 Taois! and Legalis! (ith 2/L accuracy as !easured %y teacher assess!ent3 $W'A to conclude (hat e55ect Taois! and Legalis! had on Chinese li5e as !easured %y teacher assess!ent3

Goals/ 8%&ecti,es

$W'A to 9no( the $W'A to 9no( the $W'A to descri%e the principles and in5luence principles and in5luence teachings o5 Taois! o5 Con5ucianis!3 o5 Con5ucianis!3 and Legalis!3 $W'A to identi5y 5 5acts a%out Con5ucius# li5e and 5 5acts a%out his teachings (ith 2/L accuracy as !easured %y teacher assess!ent3 $W'A to conclude (hat e55ect Con5ucianis! had on Chinese li5e as !easured %y teacher assess!ent3 $W'A to identi5y 5 5acts a%out Con5ucius# li5e and 5 5acts a%out his teachings (ith 2/L accuracy as !easured %y teacher assess!ent3 $W'A to conclude (hat e55ect Con5ucianis! had on Chinese li5e as !easured %y teacher assess!ent3 $W'A to identity " 9ey tenets o5 Taois! and Legalis! (ith 2/L accuracy as !easured %y teacher assess!ent3 $W'A to conclude (hat e55ect Taois! and Legalis! had on Chinese li5e as !easured %y teacher assess!ent3

@ntroduction Acti,ities

Are you honor %ound to Would society %e %etter Would society %e %etter li,e a certain (ayD is e,eryone recogni>ed i5 e,eryone (ould &ust Why or (hy notD and honored their <go (ith the 5lo(D= relationships in li5eD -3 @ntroduce Con5uciusC read side%ar on page --.3 .3 4iscuss Con5ucianis!C de5ine <Way= in Con5ucianis! "3 4i,ide students into 5 groups according to the <5 Constant +elationships= assign each group a relationship (ith a gi,en scenario3 $tudents !ust sol,e the scenario using Con5ucianis!3 Critical Thin9ing s9ills pg3 --/ -3 7ear students report on relationships in Con5ucianis!3 .3 What are the %ene5its o5 this philosophyD What are the de5icits o5 this philosophyD -3 @ntroduce 4aois!C 4iscuss (hat is !eant %y <Action through @nactionD= .3 7a,e students read article on 4aois!3 "3 What are the %ene5its o5 this philosophyD What are the de5icits o5 this philosophyD

Would society %e %etter What (ould !a9e o5 e,eryone &ust society %etterD 5ollo(ed a strict set o5 la(sD -3 @ntroduce Legalis!C 4iscuss i5 harsh la(s are needed to 9eep society in controlD "3 Create "0(ay Aenn 4iagra! to co!pare Con5ucianis!; 4aois! and Legalis!3 -3 *hilosophical de%ateC 4i,ide students into groups along philosophical lines3 .3 $tudents de%ate the !erits o5 each syste! to correct society#s ills3

Closing Additional eeds

Would our society %e %etter o55 using this philosophyD /A

Which philosophy do you li9e %etterC Con5ucianis! or 4aois! /A

Which philosophy do you li9e %etterC Con5ucianis! or 4aois! or Legalis!D /A

Lesson - +e,ie( pg3 --"

/A

/A