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Overview 14/05/2010 02:50:00 ← Entering the Centre: Version 2010 ← Perspectives, Pathways, Pedagogies and Passions ← ← The Entering the Centre Programme for the Middle Years, designed to creating deep learning and personal transformation in every child, works at the following two levels consciously and strategically. The key objectives are to create a strong and expanding sense of self-while simultaneously and concurrently create capacities for thinking beyond the boundaries of disciplinary or subject-based knowledge. The twin goals of this programme are:← ← To expand the inner self by increasing within every child their capacity for ← Stillness ← Presence ← Mastery ← Wellbeing ← ← ← To design the mind of each child by developing their ← Intuition ← Imagination ← Intelligence ← ← Pathways for Learning ← Five interdisciplinary pathways that integrate knowledge and understanding across subject and disciplinary areas will foster and create these objectives. ← They are ← • Language First • Dharithri • Siddhaanta • Creative Ateliers • Susthiti

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← ← Each of these pathways use different Ways of Seeing to facilitate learning experiences, conversations and foster deep connections within each pathway, the content areas selected from each subject discipline and between pathways as well. ← Our curriculum uses the Ways of Seeing listed below to develop and explore content ideas with the learners. ← • Everything has a History-back to the beginning • Connecting 6Ps- Phenomena, People, Processes, Principles, Properties and Patterns • Thinking Hands - looking and listening, exploring and thinking, making and being • Mobility, Investigation and Literacy –move, test, learn ← ← All of the above processes use different Ways of Worldmaking, listed below to lifelong learning, 21st century skills and personal transformation in each student. These are ways in which learners make sense of content or knowledge presented to them, of ways in which they grow as individuals in the process and how they learn to grow beyond the shadows of the teachers and become strong, independent learners exuding confidence that lasts forever! ← ← The Ways of Worldmaking selected for this year are:← ← DIY- explorations, excursions, expeditions, investigations ← Conversations- circles, thematic, constructive, semantic ← Mental Management- meditation, creative visualization, stillness ← Lab in a Bag- real time data dependent ← Studio Habits of Mind • Sharing is Cool! (Collaborate, Remix, Mashup) • Fail Fast! (Perpetually Beta! Learn from mistakes! Evaluate!) • Don’t Give Up! (Be resilient, Iterate, Versions, Drafts) • Be Curious! (Speculate, Question, Probe, Provoke, ) • Caring Matters! (Nurturing, Empathy, Perspective) ← Reflection – portfolios, presentations, melas, reviews ←

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← During this year, each learner will have a personal coach, who will guide him or her in the generation and management of their own plans for Personal Mastery. ← The coaches will provide support to each learner by helping them become self sufficient and independent learners by assisting them create: ← ← Personal Development Plans using the 4Ds of Appreciation: Dream, Design, Develop and Do ← Evidence or Proof of learning as files, folders, charts, blogs and wikis ← Showcase their learning in Exhibitions, Presentations, Performances, Models, Albums ← Portfolios or Personal Collections including benchmarks ← ← The assessment of the learning in this programme is complex, multi-layered and requires that all teachers use the processes listed below to continuously map and finally evaluate the learner’s journey through the year. ← ← The Collaborative Assessment of Learning includes ← ← Individual Student Led Conferences with Parents and Coaches once a term ← Parent Teacher Conferences on request ( a minimum of two a year) ← Assesment Melas for showcasing performances, exhibitions, presentations ← Continuous Assessment of course work and class participation through o Collaborative Teacher Conferences o Annotations and Anecdote Files o Protocols and Benchmarks o Use of the Ladder of Feedback o Standards and Targets ← ← The Final and Summative Assessment for the year will be based on the above as well as • Portfolio Reviews by external and internal specialists 3


• • •

Authentic Assessment through performance tasks ( individual and group) Standardlised Tests of Verbal and Non Verbal Reasoning, Reading and Mathematical Skills End of the Year Final Paper and Pencil tests

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← There will be two written formal reports submitted to the school and the parents. They are the • End of Year Report and Grade will reflect all of the above. • Half-Year Report will not contain a grade, but will include comments and feedback on the continuous assessment. ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ←

5


Allocations

14/05/2010 02:50:00

← ←

YEAR MAP FOR GRADE 7

Term 2

Cycle 1

Cycle 2

Cycle 3

← PH ←

A ← R ←

← AM ←

← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 ← ← ←

Term 2

Cycle 1

Cycle 2

Cycle 3

← PH ←

A ← R ←

← AM ←

← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 ← ← ← ← ← ← ← ← ← ← ← ← ←

Codes APH: Domains of Development AM: Assessment Mela R: Review and Reflection Break-up of instructional days (Based on a working calendar of 190 days) School Days APH/DoD Days Review Assessment Mela

= 150 = 20 = 10 = 10

6


← ← ←

DAY MAP FOR GRADE 7

7


Mo

nday ←

Rea

Tue

sday

Welcome

Perso

Zon

Thu

Friday

rsday

nal Mastery

Spor

ts Zone

Zone

Daily

Job Routines

e ←

Wedn

esday

diness ←

8:00

- 8:15 ←

Well

ness ←

Fit

ness Zone Zon 8:15

-9:15

Circl

Lang

e Time

uage Zone

3

e ←

Cir

cle Time

Fitn

ess Zone

Gueril

la

Sidh

aanta

Gardens/Eur

ka Labs

9:15

Fast Tactics

Brea

Supervised Snack and Free Play

-10:00 ←

k ←

10:0

0-10:30 ←

Rea

Lit

ding Zone

erature

ature

1

10:3

0-11:30

Cir

Liter

Litera

ture Circl

Circle

REA

D ALOUD

ing For

mation

cles

es

s

Read Infor

← ←

Lear

Sid

Sidh

Sidha

Dha

ning Zone

haanta

aanta

anta

rithri

ithri

11:3

0←

12:

30

8

Dhar


Brea

Supervised Lunch and Free Play

k ←

12:3

0-1:15 ←

Lear

ning ←

La

nguage 2

ng

age Zone 2

tive Ateliers

Workshop

Zon

e ←

1:

Writi

Langu

Clean Up

ure /Break

Pack up

2:45

Farewell

Exte

La

Clos

Crea

← ithri

CAD

15- 2:45 ←

-3:00 ←

Gue

nded

nguage 2

rilla

Learning

Gardens ←

Zones ←

3:15

Eure

ka Labs

-4:15 ←

Dep

arture Time for Extended Day ←

4:30

9

Dhar


← ←

10


← ← ← ←

SUBJECT TIME MAPS

Subject

← ← k)

Time ( hrs/wee

← Ex Time (hrs/week)

PSHSE

2

2

PE/Yoga

2

3

English

6

6

← 2

Language

2

3

← 3

Language

1

1

← cs

Mathemati

6

6

← Integrated Sciences cum Humanities

5.25

6.25

← Creative Ateliers (CAD)

0.75

1.50

← Creative Ateliers (DST)

0.75

1.50

← Readiness and Closure

2.50

2.50

← 28.25 hrs/wk

Total

← 31.25 hrs/wk

← ←

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← ←

PROGRAMME TEACHER ALLOCATION MAPS

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Programmes

Teaching Sets

Class Teacher

Anita Suresh

Personal

Daniel Sundaram

Asha Suparna

Priyank Chandra

Padmini Nagaraj

Ahladhini Dugal ( Anjan)

Integrated Sciences

Integrated Humanities

Padmini Nagaraja

Priyank Chandra

Daniel Sundaram

Asha Suparna

Raji Nair (SEN)

Raji Nair (SEN)

Literature Circles

Language

Priyank Chandra

Asha

Asha Suparna

Padmini Nagaraj

Padmini Nagaraja

Sushmita Udayan

Sushmita Udayan

Raji Nair( SEN)

Kalpana Suryanarayana

Arielle Varghese

Raji Nair(SEN)

Hindi

French

German

Arielle

Neela

Coaches ←

(1:8)

Dharithri

Language

First ←

Language 2

← Kannada

Gulab

Jain ←

Dr

Sampada

Varghese

Maraballi

Rajeshwari

( ICT)

Anita S

Dr.

Anita S

Tatu

Sushmit

a Udayan

(ICT) ← ←

Language 3

Hindi

Kannada

Gulab Jain

Deepthy Sekhar

Anita S

Dr Sampada Maraballi

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Siddhaanta

Creative

Padmini Nagaraja

Dr. Gautham Dayal

Priyank Chandra

Anita S

Arielle Varghese

Daniel Sundaram

Shibu (SEN)

Raji Nair ( SEN- am)

Eureka Labs

Ateliers ←

Padmini

Labs

Storytelling

Daniel

Nagaraja

Sundaram

Chandra

Anitha Suresh

Creative

Ateliers ←

Eureka

Digital

Siddhaanta

Padmini

Nagaraja

Drama and

Creative Movement Dharithri

World Music

Hindustani

Priyank

Arielle

Varghese ←

Asha Suparna

Art and Design

Lavanya Sahi

Insect

Music ←

ICT-Music and

Technology ←

Evie Kelton

Shekar

Asha Suparna

Uday Raj

Dr Sampada

Deepthy

Maraballi

Guerilla

Gardens

Water

Gardens

Susthiti

Gulab Jain

Edible

Gardens

Lavanya Sahi

Gautham

Dayal

PE

Gardens ←

Lavanya Sahi

Gopinath

Gautham

Dayal

Renuka

Daniel

Sundaram

Fitness

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Personal

Time

PSE-Circle


← ← The ← me &Extended Context/ Learning ← Con nections ← ← Thu rsdays ← 1:0 0-2:30

← rsdays ← 5-4:15

Thu 2:4

← Sat urdays ← 8:0 0 -12:00

Joel,

Asha Suparna

Samyukta

Nagaraja

Daniel

Jamima

Sundaram

← ←

← ← ←

← Group #1 ← World Music: ← Sea Shanties ( Evie) ← Rabindra Sangeeth ← ( Rivers-Sampada) ← ← Group #2: ← Music and Technology ← Antarctica Views ← Sights and Sounds of Water ← Eureka Labs ← Properties of water ← Quality of Water ← (Padmini and Anita S) ←

← ← ← ← ← ← ← ← ← ←

← Water Gardens ← Ponds, Aquariums, ← ( Vanya and Gautham) ←

← ← Transfer ← Daniel) ←

Padmini

Dr. Rajeswari

← ←

Arielle

Varghese ← Rhythms and ← Rhythms and ← Unity in Patterns ← Everyone as allocated Patterns Diversity ← Water and the Seas ← Weather, Day and ← Africa and ← Night and Gardens Seasons/Growing Food Group #1: Raag Katha Music (Dattu)

← Guerilla Gardens ← Butterfly and Insect Gardens ← ( Vanya and Gautham)

Group #2 Drama and Dance Deepthy

← Guerilla Gardens ← Edible Gardens ← ( Daniel and Renuka)

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Eureka Labs Heat Energy experiments ( Padmini and

← Group #1 ← World Music Drumming ← African and Indian ← ( Evie, Uday Raj, Deepthy) ← Group #2 ← Art: Points, Lines and Planes ← ( Vanya) ← Digital Storytelling ← History of Peace and Conflict in Africa ← ( Priyank Arielle Asha)


← ← ←

← ←

← ←

← The me & Context/ ← Con nections ← ← Thu rsdays ← 1:0 0-2:30

← Rhythms and Patterns ← Water and the Seas ←

← Rhythms and Patterns ← Weather, Day and Night and Seasons/Growing Food

← Unity in Diversity ← Africa and Gardens

← Group #1 ← World Music: ← Sea Shanties ( Evie) ← Rabindra Sangeeth ← ( Rivers-Sampada) ← ← Group #2: ← Music and Technology ← Antarctica Views ← Sights and Sounds of Water ← Eureka Labs ← Properties of water ← Quality of Water ← (Padmini and Anita S) ←

← ← ← ← ← ← ← ← ← ←

← Guerilla Gardens ← Butterfly and Insect Gardens ← ( Vanya and Gautham)

← Water Gardens ← Ponds, Aquariums, ← ( Vanya and Gautham) ←

← ← Transfer ← Daniel) ←

← rsdays ← 5-4:15

Thu 2:4

← Sat urdays ← 8:0 0 -12:00

Group #1: Raag Katha Music (Dattu)

Group #2 Drama and Dance Deepthy

← Guerilla Gardens ← Edible Gardens ← ( Daniel and Renuka)

Eureka Labs Heat Energy experiments ( Padmini and

← Group #1 ← World Music Drumming ← African and Indian ← ( Evie, Uday Raj, Deepthy) ← Group #2 ← Art: Points, Lines and Planes ← ( Vanya) ← Digital Storytelling ← History of Peace and Conflict in Africa ← ( Priyank Arielle Asha)

← Std 7 Arrangements for Creative Ateliers ( Siddhaanta and Dharithri) ← ← Term 1 ( Every Thursday afternoon and 2 Saturdays on a five week cycle) ← ← ← ←

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Demographics and Grouping 14/05/2010 02:50:00 ← Class Demographics ← Number of Students: 32 ← Number of Boys: ← Number of Girls: ← ← Languages ← English ← Hindi ← Kannada ← French ← German ← ← Special Educational Needs (SEN) ← Number of children with extreme difficulty: 1 ← Number of children with learning needs: 4 ← ← Grouping Learners into Personas ← ← Group Persona : Energetic, Impatient, Dreamy Restless, Talkative, Diffident ← Group Identity: EiDart ← (Vyusthi, Vikram, Naethen, , Aditya, Rhea Pai, Advit, Neha, Shambhavi, Raeshma ) ← ← Group Persona: Reflective, Intuitive, Imaginative, Artistic, Visual and Practical ← Group Identity: ViRipa ← (Pranika, Shiv, Alira, Zia, Ahalya, Riya M Pranav, Svasti, Achilya, Kaarmil, Zyla, Leah ) ← ← Group Persona: Eager, Energetic, Focused, Practical, Analytical, Talkative ← Group Identity: TeePaf ← (Divyanshu, Raghav, Rehan, Pia, Karamvir Alena, Anushka, Shayna, ← Aliza Anjan) ← ← Language Groups

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French

Hindi ( Eidart +)

Hindi ( Viripa +)

Kannada

← ← ← ←

Vyusthi Vikram Naethen, , Aditya, Rhea Pai Advit Shambhavi Raghav Karamvir Alena Shayna

Pranika, Shiv, Ahalya, Svasti, Kaarmil, Zyla, Divyanshu Rehan Pia Anuska Anjan

Achilya Zia Pranav

Aliza Leah Alira Riya M

German Neha

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← ← ← ← Coaches

Padmini

← rs

← ← ← vir ← ← ← ← ←

Learne

Daniel

← ← ← ← Shayna ← Zyla ← Pranika ← Achilya n Neha ← a Shiv Aditya Karam

Vyusthi Riya M Alira Alena Zia Pranav Naethe Anushk

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Priyank

Asha

← ← ← ← ←

← ← ← havi ← ← Pai ← ← ma ← ← shu

Advit Karmil Svasti Leah Aliza

Vikram Raghav Shamb Pia Rhea Rehan Raesh Ahalya Divyan


Cross Curriculum Maps

14/05/2010 02:50:00

Integration of Pathways, Ways of Worldmaking and Generative Topics ← ← Comparisons and Contrasts ← Change and Continuity ← Contexts and Perspectives ← ← as Ways of Worldmaking to construct deep learning in the learners. ← Each Way of Worldmaking is nothing but a lens, a framework or a viewing perspective through which content is mapped with a “big idea” through classroom conversations. ← The table below maps each way of worldmaking with a “big idea” in order that enduring understandings will emerge. ← Term 1

Dharithri

Siddhaant a

Language FirstWriting

Language FirstLiterature

The Susthiti Debates

Comparisons

Abundance

Parts and

Compare

Poetry

Quality of Life

and Contrasts

and Scarcity

Wholes

and Contrast

Imaginatiion

Myths versus

Essays

Biography

Realities

Quality of Life Quality of

Information

Life

Reports

Change and

Heat Energy

Rates and

Cause and

War

Quality of Life

Continuity

Transfer

Relationships

Effect

Dislocation

Conservation

Small and

Constants of

Arguments

Survival

versus

Large Weather

the Universe

Documenting

Systems

II

processes

Contexts and

Tradition and

Form and

Discuss

African

Quality of Life

Perspectives

Modernity

Space I

Points of

Contexts and

Policies versus

View

Realities

Practice

Conflicts and Hot-Spots

Form and Culture I

20

Consumption


← ← Term 2

Dharithri

Siddhaanta Language FirstWriting

Language FirstLiterature

Susthiti & Self

Comparisons

Forces and

Form and

Previewing a

Games

Discrimination

and Contrasts

Interactions

Space II

Novel

Biographies Revolutions

Growing up

Immigration

The Idea of

(Planetary) Change and

Life Forces

How Things

Witnessing

Continuity

and

Move I

an Event

Interactions ( Cellular) Contexts and

Empires and

Fairness and

Persuasion

Perspectives

Exchanges

Chance

Convincing Others

← ← ← ← ← ← ← ←

21

Justice


TERM 1 ← ← ← ←

14/05/2010 02:50:00

PROGRAME SCOPE AND SEQUENCE MAPS TERM 1 MAP: June to November 2010

← Progr amme Component s

Track 1

← ←

Track 2

22

← ←

Track 3


← Siddh aanta ←

← Compari sons and ← Contrast s ← ← Parts and Wholes ← Fraction s, Decimals and Percents ← ← ← Quality of Life ← Interpret ing Water Graphics ← ← Focus: ← Fraction Times ( EBI) ← More or Less ← ( EBI) ← ← ← Fluency ← Fraction s Decimals And Percents ( Heylings) ← ← Applicati on ← Water Literacy ← ← Writing in

← Change and Continuity ← ← ← Rates and Relationships ← Integers ← Symbols and Signs ← ← ← ← Focus: ← Wet and Dry Numbers ( EBI) ← Operations ← ← Fluency ← Negative Numbers and Graphs ( Heylings ← ← ← ← ← Writing in Mathematics ← Composing with keywords ← Metacognition ← Defining Frameworks ← ← Mathematical Conversations ← Mathematician s discover patterns and relationships ← 23

← Context and Perspective ← ← ← Form and Space 1 ← ← Points Lines and Planes ← Resemblances Attributes and Properties of Lines, Angles and Polygons ← ← Focus ← Triangles and Beyond ← ( EBI) ← Discovering Geometry ← ← Fluency ← Geometry and Trignometry ← ( Heylings) ← ← Form and Culture I ← Sona Geometry of West Africa ← Geometer’s Sketchpad ← ← Context and Perspective ← ← Form and Culture ← Geometry of


← Fast Tactics

← Fraction s Decimals and Percentages

← Bar Numbers ← Computations with Integers

← Assessment Mela Performance Task ← Exploring surface to volume relationships with sugar molecules

← Climate Change –Is it an inconvenient truths or an impossible thing?

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← Geometrical Calculations ← Geometry and Trigonometry

← Ways of Seeing Africa


← Compari sons and Contrasts ← ← Our Watery Planet ← Connecti ons between land, water, air and life ← ← Challeng e1 ← Compari ng Fresh and Salt Water Habitats ← ← Oceans and River Systems ← Properti es of Fresh Water versus Salt Water ← (foodfresh water or river fish versus sea fish; fishing as an industry) ← ← Challeng e2 ← Quality of Life and Quality of Water ← Acid

← Change and Continuity ← ← Revisit the Evolution of Life on Earth ← The Ice World ← Connect with questions planetary climate and human geography ← Layers, composition and properties of the Atmosphere ← ← ← Revisit Big Bang ← Revisit Jiggling Atoms ← Change of State of Matter and Energy/Bonding/He at transfer ← Understanding heat exchange between the layers of the earth ← “Kitna Tanda Kitna Garam” ← ← ← Causal Patterns in Air ← Pressure Phenomena ← Small and large scale weather 25

← Contexts and Perspectives ← ← Theme 1: Tradition versus Modernity ← ← Theme 2: Hots Spots and Conflict ← ← Theme 3: ← Global Societies and Interdependence ←


← Creati ve Ateliers ← ( Sidd haanta and Dharithri) ←

← Assessment Mela 1: Performance Tasks ← What is the Goldilocks Principle? How does it help us make sense of the global warming? ← Connect Biological Systems and Climate Change ← Now you “sea” ice, now you don’t ← Population Peril ← Creative Debate: Is Life at Risk? ←

← Assesment Mela: Performance Tasks ← ← Typologies of African Leaders ← An Interactive Radio Programme ← A West African Newspaper from Medieval Times ← ←

← DIY Labs ← ← A Classroom Aquarium Ponds or Aquatic Gardens ← Bottle Biology ← Monitori ng quality of life and quality of water

← History of Conflict and Peace in Africa ← ← ←

← Heat Energy Transfer Systems ← Remains of the Day ← Reasons for the Seasons ← Creation of Phenology Charts for the year ← Migrant Watches online ← Nature walks

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← Creati ve Ateliers ← Dhari thri

← World Music ← Sea Shanties ← Rabindra Sangeeth ← ← Antarctic a Waves ← Composi ng ambient music

← Raag Katha ← Inspired by seasons ← ← ← ← Theatre in Science ←

← Conversations with Drums ← ← ← ← Art: ← Points Lines and Planes ←

← Lang uage First ← READ ALOUD

← Sea Clocks ← Biograp hical Verse

← I am David (DVD) ← ← Historical Fiction

← ← ← re

← Selected Poems by Rabindranath Tagore to celebrate his 150th birth centenary ← Include translation and meaning of the national anthem

27

Blood Diamond ( DVD) Action/Adventu


← Lang uage First ← RFI

← Prentice Hall Science ← Earth’s Waters ← Our Earth Our Habitat ← Chp 5 Major Domains of the Earth ← Our Environment Chp 5 Water ← Social Science 7 Part II: Chapters 7,8 and 9 ← Learning Science Book 3 ← ← InfoDocumentary ← The Living Sea ( VHS) ← The Blue Planet (DVD) ← Ice World ( DVD) ← ← Writing in Science ← Defining Formats ← Letter to a Martian

← The Story of Science ( Aristotle) ← Prentice Hall Science ← Weather and Climate ← Our Environment Chp 4: Air ← Getting Ahead in Social Science4,5,6 ← Science VIIChps 4, 7, 8 and 10 ← ← ← Compare and Contrast two infodocumentaries ← Nova: What’s up with the weather? (VHS) ← Channel 4: Weather and Climate ( VCD) ←

28

← Compare and Contrast ← life in medieval Africa ← and medieval India ← ← Kingdoms of Ghana, Mali and Songhay ← ← Social and Civic Life in India II ← Bullock Carts and Satellites


← Lang uage First ← Litera ture

← The Rime of the Ancient Mariner ← Classical Poetry ← ← Kensuke ’s Kingdom ← Audio Book ← Adventu re ←

← A Little Piece of Ground ← Contemporary Fiction ← ← ← Oranges in No Man’s Land ← Contemporary Fiction ← ←

29

← The Mountains of the Moon ← Contemporary Fiction ← ← ← ← Things Fall Apart ← Historical Fiction


← Lang uage First ← Lang uage

← Compare and Contrast Essay ← Fresh and Salt Water Food Chains ← Water Stories from at least two different countries ← ← Finding and ← Reportin g Information ← Topic: ← River Systems or ← Oceans ← Prentice Hall Science ← Earth’s Waters ← Oceans (DK) ← Water (NBT) ← Learning Science Part 3 ← Our Environment Chp 5 ← Social Studies 7 ← ←

Over-viewing

Interesting/i

mportant

← Compare and Contrast Essay ← ← ← ← What if the sun was blocked by a giant meteor? ← ← ← Maintaining Lab Journals ← Explaining a Process ← ← Writing Instructions ← Following Oral Instructions ← Recording Observations ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← 30

← Compare and Contrast essay ← How does the weather and the climate of a region affect the quality of life of people and other living things in that region? ← (use real time data to compare two places) ← ← Compare and Contrast Fact and Fiction ← Review the story ← Mansa Musa for facts ← and fiction ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ←


← Lang uage First ← Hindi and Kannada

← Reading Shells: ← ← Vocabul ary and Conversations ← ← Silent Way: ← Pictures , Charts and Tables ← Dumb Charades ← Word Hunts ← Twenty Questions ← Silent Sentences ← ← ← Theme: ← Land and Water Bodies ← Pond and Forest Habitats ← ← ←

← Reading Shells ← ← Vocabulary and Conversations ← ← Silent Way: ← Pictures, Charts and Tables ← Jeopardy ← Word Study ← Word Books ← Word Sorts ← ← Poetry ← Ritu ka School ← ( poems to learn and say aloud)

31

← Reading Shells ← ← Vocabulary and Conversations ← ← Silent Way: ← Maps of Africa ← Picture Books ← ← A is for Africa ← Mojo Means One ← Jambo Means Hello ← ← ← Re-Telling Picture Stories ← English/Hindi/K annada ← Dictionary Word Hunts ← ← Words of Africa Book ← Bingo ←


← READ ALOUD ← Waiting for the Rain ← ← Bolo will you be quiet? ← ( Poem about the River Narmada) ← ← ← ← ← ← Reading and Writing Responses ← ← Mapping the flowscape of causal relationships between man and nature, needs and wellbeing of a person or the earth

← READ ALOUD ← Watching excerpts from the ← Bhopal Express ← ( Video) ← Bhopal Gas Tradegy ← ( Eklavya) ← ← ← ← Reading and Writing Responses ← ← Making a flowscape of the UC story, with two with at least three big idea sentences ←

32

← READ ALOUD ← Watching excerpts from the ← Kabuliwala ← Read Aloud (from Katha Manjusha) ← ← African Stories (K) ← ← ← Reading and Writing Responses ← ← Making flowscapes of the stories


← Reading for Information ← Selected parts from ← Learning Science ← Part 2 ( Heat in Action) ← Part 3 ( Water) ← ← Word Book, ← Sensory Notes, ← Annohighlighting and Coding, ← S3QR ← List of phrases

← Literature ← Under the Banyan Series ← Hiss Don’t Bite (WB) ← Magic Vessels ( TN) ← Mazoo Mazoo (JK) ← ← ← Semantic Word Walls ← Family Trees ← Story Frames ← Semantic Sorts ← Hot Seats ←

33

← Literature ← Under the Banyan ← Series ← All Free (Gujarat) ← Wrestling Mania( Punjab) ← Sweet and Salty ( Andhra) ← ← ← Semantic Word Walls ← Family Trees ← Story Frames ← Semantic Sorts ← Hot Seats


← Project ← Change and Continuity ← ← ← Mapping the Kaveri ← History, Geography, Myths and Politics ← Rivers of India Part 2: The Kaveri ← Kaveri ( Tulika Press) ← ← Informal Outlining ← Mind Mapping ← Thick and Thin Questions ← Two and Three Column Notes ← Rewriting ← Paragrap hs ← Voice ← Sentenc es ←

← Project ← Context and Perspectives ← ← ← The Story of Stuff I ← Policies Vs Practice ← ← Project ← Create the story in SCRATCH using text, voice and images ← Turn the story into an interactive game ← ←

34

← Project ← Comparisons and Contrasts ← ← ← Same species, Different Continents ← Lions, Mongooses and Elephants of Africa and India ← ← Project ← Create the story in SCRATCH using text, voice and images ← Turn the story into an interactive game ←


← Lang uage First ← Frenc h

← Reading Readiness ← Silent Way ← Story Telling ←

← ← ← ←

← Listen/M usic ← READ ALOUD

← Comptimes et berceuses du baobab ← L’Africa petit Chaka ← Excerpts from Le royaume de Kensuke

← ← ← ←

Baobonbon Alba L’oiseau de pluie Rafara

← Shared and Guided Reading

← ←

Dans la gueule des lions Au secours des kangourous

← L’Afrique ← ( Histoire Geographie 5) ← Respiration et occupation des milieux de vie

USSR

Project

A is for Africa Mojo Means One Jambo Means Hello Ten----

35


← Lang uage Third ← Hindi and Kannada ←

← Speaking and Listening : ← Rhymes, chants and poems ( numbers, days of week, months of the year) ← ← Reading Readiness: ← Phonics, Word Walls and Flash Cards ← Silent Way: Pictures, Days of the Week, Months of the year ← Working with SSA cards ← ← Shared and Guided Reading: ← Tulika Bilingual Readers ← READ ALOUD: Pratham Sister Sister Series ← ← Writing: ← Illustrated Weather Words ← Working with Semantic/Syntax and SSA cards

36


← hiti

Susht

← Discover ing Strengths ← Designin g Dreams ← ← Meditati on ← Floating Mandalas ← Zen Gardens ← ← The Story of Stuff II ← ← Bottled Water ← Myths and Reality ← ← Water and Health ← Dehydra tion ← ← ← ← ←

← Discovering Strengths ← Designing Dreams ← ← Mediation ← Pranayama ← ← ← Quality of Life ← ← ← Breathing as a life giving force ← ← Energy and Oxidation ← Asthma and Pollution/Allergies ← Smoking/ Cancer ← Smoking Chulas /Cancer ← ←

← ← ←

37

← Discovering Strengths ← Designing Dreams ← ← Meditation ← ← ← ← Quality of Life ← ← ← Education and Development ← ← Compare the education of Africa with India ← ← Visit to Drishya ← Creative Debate ← ← Meditation


Term 2 ← ← ←

14/05/2010 02:50:00

TERM 2 MAP: November 2010 to March 2011 ← ←

Track 1

← ←

38

Track 2

← ←

Track 3


← ta

Siddhaan

← Change and Continuity ← ← How Things Move I ← ← Linear and Projectile Motion ← ← Speed ← Relative Speed ← Velocity ← Accelerati on ← Momentu m ← ← Visualisat ion and Interpretation ← TimeDistance Graphs ← TimeSpeed Graphs ← slopes or rates of change as ratios ← ← Project ← ← My Cartoon Guide to Physics ← ←

← Contexts and Perspectives ← ← Fairness and Chance ← ← Probabilit y and Sets ← Events, Fairness, Chance ← ← Tree diagrams ← Combinat ions ← Exchange s ← Taking a Chance( EBI) ← Comparin g Quantities ( EBI) ← Decision making ( EBI) ← Sets Probability and Statistics ( Heylings) ← ← ← Project ← ← The AMaizing Corn Lab

39

← Comparis ons and Contrasts ← ← Form and Space II ← ← Tiling and Tesselations ← ← Similarity and Congruence ← ← Platonic Solids and the Structure of Matter ← ← Platonic Solids and Packaging of Products ← ← Reallotm ent ( EBI) ← Cereal Boxes ( EBI) ← Packages and Polygons(EBI)


← Fast Tactics

← Change and Continuity ← ← Planets, Forces and Interactions ← The Nature of Force ← Friction and Gravity ← Newtons’ s Laws ← Rockets and Satellites

← ← Change and Continuity ← ← Life, Forces and Interactions ← ← What is Life? ← Role of Living Cells in maintaining life ← Processes --Respiration ← And Photosynthesis ← Cells and Heredity ← Mendel’s Work ← “Is Life at Risk?” ← Survival Strategies for plants and animals ← ( mutatio n and adaptation) ← Survival Strategies of People ← BT versus natural seed banks

Dharithri

40


← Social Sciences ← The Silk Route

← Contexts and Perspectives ← ← Empires and Exchanges ← The Silk Route ← 7000 miles ← Mapping the Silk Road ← Language and Communication ← Trade along the Silk Road

← Creative Ateliers ← Siddhaan ta

← DIY Labs ← Gallileo’s Tracks ← Inertia Block ← Resonant Pendulums ←

← DIY Labs ← Build a microscope ← Looking at plant and animal cells ← Respirati on of Germinating Seeds ← Rate of Photosynthesis

← Three Dimensional Time Line of the History of the Silk Route ← Video conferencing with China ←

41


← Creative Ateliers ← Dharithri

← Water Gardens ← Buoyancy ← Floating ← Sinking

← Edible Gardens ← Focus : Grasses, Cucumber and Tomatoes ←

← Music from the Silk Road ( making instruments, appreciation and composition) ← Play based on the Silk Road

← Language First ← READ ALOUD

← The Phantom Tollbooth ←

← The Pearl ←

← The Breadwinner ←

← Language First ← RFI or LIM

← Prentice Hall Science ← Motion, Forces and Energy ← ← The Story of Science ←

← Prentice Hall Science ← Cells and Heredity ← ← Gregor Mendel ← The Friar Who Grew Peas

← Comparis ons and Contrasts ← ← Empires and Exchanges ← ← Ancient India to Ancient China ← ← Bullock Carts and Satellites ← Social and Civic Life II ←

42


← Language ← The First Librarian who ← Literature measured the Earth ← ← ← ← Chasing Vermeer ← The Egypt Game

← Esperanz a Rising ← When You Get Here

← Language First ← English

← What if ← there was a parliament for all species? ← ← Writing Interior Monologues ← ← Previewin g a Novel ← Elements of Fiction ← Questions and Predictions ← Framewo rk for Book Jackets ← ← ←

← Convincin g Others ← Points of View ← Logical Support ← Differenc e between fact and opinion ← Writing a persuasive paragraph ← Framewo rk for a persuasive essay

(the tea

party)

← ← In the Land of Small Dragon ← King Thrushbird

43

← Kublai Khan by Coleridge ← ← Snow Falling in the Spring ← ← The Endless Steppe

← Witnessin g an Event ← Sensorial words, figures of speech, precise words ← Writing an eyewitness account ← ← ← ← Multimedia Presentation ← Compare the social life, traditions, culture and folk stories of Ancient China and India


← Language First ← Hindi /Kannada ←

← Reading Aloud ← The Magic Web Bridge (H) ← ←

← Reading Aloud ← Faisla (H)

← Reading Aloud ← Arjun (H)

← Reading for Information (H/K) ← ← Invention s that Changed the World

← Reading for Information (H/K) ← ← Learning Science Part 4 ← Cell, Respiration and Photosynthesis

← Reading for Information (H/K) ← ← Bullock Carts and Satellites

← Literature ← Literature Circle Circle ← Danger ← Puraskar in the Forest

← Literature Cirlce ← Panch Parameshwar ←

← Project ← Invention s that Changed the World ←

← Project ← Cell, Respiration and Photosynthesis

← Project ← Bullock Carts and Satellites

← Language First ← French

← Reading Readiness

← Vocabulary, Storytelling and Conversations ← Dragon de Feu ← Le pinceali magique ← Les Trois Grains de Riz

← Listen and Sing ← ← READ ALOUD

← Chante & decouvre le chinois ← ← L’arbre qui chante ← Voyage au pays des arbres

44


← Shared and Guided Reading (with USSR)

← Le terrible empereur de Chine ← ← Le voyage sur la Lune

← Conditions de respiration et repartition des etres vivants

← Language Third ←

← Speaking and Listening : ← Rhymes, chants and poems ( vegetables, fruits, plants, growing, seasons) ← Working in pairs with Semantic /Syntax cards ← Visit to markets- vegetable and general stores ← ← Reading Readiness: ← Phonics, Word Walls and Flash Cards ← Silent Way: Daily Routines, Markets, Vegetables, Fruits and Flowers ← ← Shared and Guided Reading: ← Tulika Readers ← INTERACTIVE READ ALOUD: Big Books ← ← Writing: ← Semantic and Syntax cards ← Word Books ← Drawing and labeling diagrams ← Making Lists ← Writing sentences for semantic cards ← Working at SSA cards ←

← ←

← Reviving Ophelia

Susthiti

Project

← The Idea of Justice ← ←

45

Real Boys


APH

← Physics by Design ← ← Things that Move I

← Virtual Worlds ← ← Living or Imaginary Worlds

46

← The Silk Route Exhibition cum Performances ( drama and music)


Language First

14/05/2010 02:50:00

← ← Language First is a multi-lingual programme that creates opportunities for students to grow in understanding, appreciation and communication in at least two languages at a similar level of sophistication and ease of use, and a third language at a rudimentary level of communication. The programme works at the three levels- a zone of intense language immersion through in all aspects of reading, structured interactive workshops on writing and world café conversations that happen across all programmes of the curriculum. ← ← English ← Language Immersion • The Reading Zone o READ ALOUD o Reading for Information o Poetry • Literature Circles ← ← Interactive Writing Workshops • Word Books • Writing Portfolios ← ← World Café Conversations • Circles • MicroLabs • Ateliers • Susthiti ← ← Scope and Sequence of Term 1 ( June to November 2010) ← ← The Reading Zone ← READ ALOUD • I am David ( book and DVD) • Blood Diamond ( DVD) ← ← Reading for Information ← Our Watery World • Prentice Hall Science Explorer 47


← ←

← ← ← ←

o Earth’s Waters • Our Earth Our Habitat: Chp 5 Major Domains of the Earth • Our Environment Chp 5 Water • Social Science 7 Part II: Chapters 7,8 and 9 • Learning Science Book 3 Resources: Info-Documentary • The Living Sea ( VHS) • The Blue Planet (DVD) • Ice World ( DVD) Wonderful World of Weather • Prentice Hall Science Explorer o Weather and Climate • Our Environment Chp 4: Air • Getting Ahead in Social Science- Chp 4,5,6 • Science VII-Chps 4, 7, 8 and 10 • The Story of Science ( Aristotle) Resources • Nova: What’s up with the weather? (VHS) • Channel 4: Weather and Climate ( VCD) • Ice World ( DVD) History • Kingdoms of Ghana, Mali and Songhay • Social and Civic Life in India II • Bullock Carts and Satellites Literature Circles • The Rime of the Ancient Mariner • Kensuke’s Kingdom ( audio cd +book) • A Little Piece of Ground • Oranges in No Man’s Land • The Mountains of the Moon • Things Fall Apart Writing Workshops Cause and Effect Essay • Place, Life and Tradition Compare and Contrast Essay • Habitats and Food Chains 48


← ←

← ← ←

← ← ← ← ← ← ←

← ←

• Water Stories-themes and patterns Researching and Writing Information Reports • Oceans or River Systems Point of View • Bhopal Gas ( Tulika Press) • Changing Currents VCDs o Net Profit o Boiling Point Fact or Fiction • Musa Musa World Café Conversations • Size, Scale and Impact of Large Scale Industries o Chemical Manufacturing o Farming • Medieval India and Africa • Borders, Identity and Ownership Hindi Language Immersion The Reading Zone READ ALOUD • Waiting for the Rain • Bolo will you be quiet?(Poetry) • • Bhopal Express ( Video) • Bhopal Gas Tradegy( Text) • • Kabuliwala ( Video) • Kabuliwala (Text from Katha Manjusha) Reading for Information • Aquaintance with Leaves (Bal Vigyanik 6) • Aquaintance with Flowers (Bal Vigyanik 7) • Heat in Action (Learning Science Part 2) • Water (Learning Science Part 3) 49


Shared and Guided Reading ← Stories: Under the Banyan Series • Hiss Don’t Bite (West Bengal) • Magic Vessels ( Tamil Nadu) • Mazoo Mazoo (Jammu and Kashmir) • • • ← ←

← ← ← ← ← ← ←

← ← ← ←

All Free (Gujarat) Wrestling Mania( Punjab) Sweet and Salty ( Andhra)

Informational Texts • Rivers of India Part II • Kaveri ( Tulika Press) Writing Workshop Mapping a river in words and pictures • Kaveri Compare and Contrast Essay in SCRATCH • Same species Different Habitats Digital Storytelling in SCRATCH • Story of Stuff World Café Conversations • Sharing river waters • Unity in Diversity ( our country) • Leaves and Flowers • Weather and Climate

Standards

50


� 1.Students read a wide range of print and non-print texts to build an understanding of texts, of themselves their culture, of India and the world, to acquire new information and to read for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works in prose and poetry. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a range of given strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., story structure, context with cues for vocabulary, graphics and text structure). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a given range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and 51


synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). ← ← Key concepts of English ← There are a number of key concepts that underpin the study of English. Learners need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. These essential concepts promote learners’ progress in speaking and listening, reading and writing. ← ← Competence ← Being clear, coherent and accurate in spoken and written communication. ← Reading and understanding a range of texts, and responding appropriately. ← Demonstrating a secure understanding of the conventions of written language, including grammar, spelling and punctuation. ← Being adaptable in a widening range of familiar and unfamiliar contexts within the classroom and beyond. ← Making informed choices about effective ways to communicate formally and informally. ← ← Creativity ← Making fresh connections between ideas, experiences, texts and words, drawing on a rich experience of language and literature. ← Using inventive approaches to making meaning, taking risks, playing with language and using it to create new effects.

52


← Using imagination to convey themes, ideas and arguments, solve problems, and create settings, moods and characters. ← Using creative approaches to answering questions, solving problems and developing ideas. ← ← Cultural understanding ← Gaining a sense of the literary heritage and engaging with important texts in it. ← Exploring how ideas, experiences and values are portrayed differently in texts from a range of cultures and traditions. ← Understanding how language varies locally and globally, and how these variations relate to identity and cultural diversity. ← ← Critical understanding ← Engaging with ideas and texts, understanding and responding to the main issues. ← Assessing the validity and significance of information and ideas from different sources. ← Exploring others’ ideas and developing their own. ← Analysing and evaluating spoken and written language to appreciate how meaning is shaped. ← ← Key processes of English ← These are the essential skills and processes in English that pupils need to learn to make progress. ← ← Speaking and listening ← Present information and points of view clearly and appropriately in different contexts, adapting talk for a range of purposes and audiences, including the more formal ← Use a range of ways to structure and organise their speech to support their purposes and guide the listener ← Vary vocabulary, structures and grammar to convey meaning, including speaking standard English fluently ← Engage an audience, using a range of techniques to explore, enrich and explain their ideas ← Listen and respond constructively to others, taking different views into account and modifying their own views in the light of what others say 53


← Understand explicit and implicit meanings ← Make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions ← Take different roles in organising, planning and sustaining talk in groups ← Sift, summarise and use the most important points ← Use different dramatic approaches to explore ideas, texts and issues ← Use different dramatic techniques to convey action, character, atmosphere and tension ← Explore the ways that words, actions, sound and staging combine to create dramatic moments. ← ← Reading ← Reading for meaning ← Extract and interpret information, events, main points and ideas from texts ← Infer and deduce meanings, recognising the writers’ intentions ← Understand how meaning is constructed within sentences and across texts as a whole ← Select and compare information from different texts ← Assess the usefulness of texts, sift the relevant from the irrelevant and distinguish between fact and opinion ← Recognise and discuss different interpretations of texts, justifying their own views on what they read and see, and supporting them with evidence ← Understand how audiences and readers choose and respond to texts ← Understand how the nature and purpose of texts influences the selection of content and its meanings ← Understand how meaning is created through the combination of words, images and sounds in multimodal texts. ← ← The author’s craft ← How texts are crafted to shape meaning and produce particular effects ← How writers structure and organise different texts, including nonlinear and multimodal ← How writers’ uses of language and rhetorical, grammatical and literary features influence the reader 54


← How writers present ideas and issues to have an impact on the reader ← How form, layout and presentation contribute to effect ← How themes are explored in different texts ← How texts relate to the social, historical and cultural context in which they were written. ← ← Writing ← Composition ← Write clearly and coherently, including an appropriate level of detail ← Write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader ← Generate and harness new ideas and develop them in their writing ← Adapt style and language appropriately for a range of forms, purposes and readers ← Maintain consistent points of view in fiction and non-fiction writing ← Use imaginative vocabulary and varied linguistic and literary techniques to achieve particular effects ← Structure their writing to support the purpose of the task and guide the reader ← Use clearly demarcated paragraphs to organise meaning ← Use complex sentences to extend, link and develop ideas ← Vary sentence structure for interest, effect and subtleties of meaning ← Consider what the reader needs to know and include relevant details ← Use formal and impersonal language and concise expression ← Develop logical arguments and cite evidence ← Use persuasive techniques and rhetorical devices ← Form their own view, taking into account a range of evidence and opinions ← Present material clearly, using appropriate layout, illustrations and organisation ← Use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect ← Summarise and take notes ← Write legibly, with fluency and, when required, speed. ← 55


← Technical accuracy ← Use the conventions of standard English effectively ← Use grammar accurately in a variety of sentence types, including subject–verb agreement and correct and consistent use of tense ← Signal sentence structure by the effective use of the full range of punctuation marks to clarify meaning ← Spell correctly, increasing their knowledge of regular patterns of spelling, word families, roots of words and derivations, including prefixes, suffixes and inflections. ← ←

56


Dharithri

14/05/2010 02:50:00

← Project or Problem or Place Based Learning ← ← This project –based learning programme introduces the vocabulary and the thinking associated with the Gaian Paradigm and integrates this thinking knowledge and understanding with disciplinary and content based knowledge and understanding from the Earth and Spaces Sciences, Physical Sciences and Life Sciences with Environmental Sciences and Mathematics. It always integrates knowledge and understanding drawn from the Humanities and Social Sciences, including History and Geography, Economics, Sociology, Anthropology and Political Science. ← ← Big Burning Question ← Is life, as we know it, at risk? Can you predict, based on scientific study, observation and inference, what the world be like in 2020? Is your forecast an inconvenient truth or “an impossible thing”? Justify your position with evidence and strategic argumentation. ← ← Thinking Phases of finding answers to the big burning question ← P1-Phase I: Everything has a history (Historical Thinking- causal, temporal, inductive thinking) ← P2-Phase II: 6Ps –Phenomena, Patterns, People, Properties, Principles, Processes, ( Scientific Thinking-predictive, logical, semantic, deductive; the disciplined mind) ← P3-Phase III: MIL /DIY in action (Experiential, Active and Participatory, the respectful and ethical mind, ) ← P4-Phase IV: Show Share Discuss Decide (Reflective, Synthesis and Communicative; the respectful and ethical mind, the synthesisial mind) ←

57


Contexts and Perspectives

Ways of Seeing Africa The Silk Route Traditions and Empires and Exchanges Modernity Conflicts and Hot-Spots Global Connections and Interdependence

58


← ← Review the Throughlines: ← ← Our Earth is JUST RIGHT for us ← ← Form, Shape and Substance define our environment and influence the way we live, think, feel and behave. ← ← Essential Questions:← ← Why is our planet called the Blue Planet? How does matter keep recycling itself through the hydrosphere, atmosphere and lithosphere in a systemic and predictable way? ← ← What is the Goldilock’s Principle and how does it help build a theory or understanding on the impact of climate change on our lives? ← ← What are the three critical factors that make the earth just right to support life in all its forms? Predict would happen if any of the conditions or parameters changed? ← ← Track #1 ← Unit One ← Why is our planet called the Blue Planet? • Phenomenon-blueness of water when seen from outer space • Patterns: 75% water, 25% land • Principle: Light and Life are interconnected; absence of light implies absence of life • Properties: Water reflects light, land does not; air or rather the atmosphere splits light and blue is the first or most visible part of the spectrum • Processes: splitting of light through a spectrum, reflection of light back to the eye • People: Newton ←

59


← Unit Two and Three ← How does purity or impurity of substances affect its behavior and hence the quality of life for living organisms dependent on this substance? ← Why is it important to maintain a balance between freshwater and salt water habitats? ← How is this balance important in preserving the quality of life for all living things? ← • Phenomenon: Melting of Glaciers or Icebergs; Disappearance of Fresh Water Habitats or Inland Lakes; • Patterns: Climate Change • Principle: • The nature of matter or its behaviour is linked to its structure or form. • Every substance in its pure state has both chemical and physical properties that help people identify the substance and predict its behaviour. • Properties: Physical and Chemical Properties of Water-melting point, freezing point, dissolver, polar, sticky • Processes: Change of State, Water Cycle ← ← Unit Four and Five ← What are the changes created by either conditions of global warming linked as it is to escalating urbanism and industrialization? ← How do these changes this affect balance and equilibrium of aquatic habitats? • Phenomenon: Abundance and Scarcity • Patterns: Migration, Nesting, Breeding Cycles; Food Webs and Chains • Principle: Powers of Ten; Demand and Supply • Properties: Interdependence, Density • Processes: Urbanism, Industrial Farming of Fish ← ← Track #2 ← Unit One ← What important role does an atmosphere play in sustaining life on a planet? ← What is the structure and composition of the atmosphere? 60


← • • • ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ← ←

Phenomenon: Global Warming Properties: Air is a mixture, It takes up space, has weight and exerts pressure Patterns: Composition of the gases has remained constant over a long period of time.

Integrated Social Science : Themes or Content Standards Culture Time, Continuity and Change People Places and Environments Individuals, Groups and Institutions Power, Authority and Governance Production, Distribution and Consumption Science, Technology and Society Global Connections and Interdependence Civic Ideals and Practices Integrated Sciences : Themes or Content Strands Unifying concepts and processes in science. Science as inquiry. Physical science. Life science. Earth and space science. Science and technology. Science in personal and social perspectives. History and nature of science. Content Themes for Grades 7

61


← UNIFYI ← SCIENCE ← PHYSICAL NG AS INQUIRY SCIENCE CONCEPTS AND PROCESSES

← LIFE SCIENCE

← System s, order, and organization

← Abilities necessary to do scientific inquiry

← Properties and changes of properties in matter

← ← Evidenc e, models, and explanation ← ← Change, constancy, and measurement ← ← Evolutio n and equilibrium ← ← Form and function

← ← Understa ndings about scientific inquiry ←

← ← Motions and forces

← Structu re and function in living systems ← ← Reprod uction and heredity

← ← Transfer of energy

← ← Regulat ion and behavior

← ← Populat ions and ecosystems ← ← Diversit y and adaptations of organisms ←

← EARTH AND SPACE SCIENCE

← SCIENCE ← SCIENCE IN AND PERSONAL AND TECHNOLOGY SOCIAL PERSPECTIVES

← Structur ← Abilities ← Personal e of the earth of technological health system design

62

← HISTO RY AND NATURE OF SCIENCE ← Science as a human endeavor


← ← Earth's history

← ← Earth in the solar system ← ←

← ← Understa ndings about science and technology ←

← ← Populations, resources, and environments

← ← Nature of science

← ← Natural hazards

← ← History of science

← Risks and benefits ← Science and technology in society

63


← ← ← Geography ← ← The World in Spatial Terms ← Maps, globes, aerial photographs and other geographical tools ← Mental maps and spatial contexts ← Spatial organization of the earth ← ← Places and Regions ← Physical and human characteristics of places ← Regions interpret Earth’s complexity ← Culture and experience influence perception of places and regions ← ← Physical Systems ← Physical processes shape patterns of Earth’s surface ← Characteristics and distribution of Earth’s ecosystem ← ← Human Systems ← Human populations ← The nature and complexity of Earth’s cultural mosaics ← Patterns and networks of economic interdependence ← Human settlements ← Forces of cooperation and conflict that shape the earth’s surfaces ← ← Environment and Society ← Human actions modify physical environment ← Physical systems affect human systems ← Meaning distribution and importance of resources ← ← The Uses of Geography ← How to use geography to interpret the past ← How to apply geography to interpret the present and plan for the future ← ← History ← ← Historical Understanding 64


← Understands and knows how to analyze chronological relationships and patterns ← ← World History ← ← Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE ← The classical civilizations of this age established institutions and defined values and styles that endured for many centuries and that continue to influence our lives today. ← Six of the world’s major faiths and ethical systems emerged in this period and set forth their fundamental teachings. ← Eurasia moved in the direction of forming a single world of human interchange in this era as a result of trade, migrations, empire-building, missionary activity, and the diffusion of skills and ideas. These interactions had profound consequences for all the major civilizations and all subsequent periods of world history, ← This was a formative era for many fundamental institutions and ideas in world history, such as religion, monotheism, the bureaucratic empire, the city-state, and the relation of technology to social change. ← ← Era 4:Expanding Zones of Exchange and Encounter, 300-1000 CE: ← In these seven centuries Buddhism, Christianity, Hinduism, and Islam spread far and wide beyond their lands of origin. These religions became established in regions where today they command the faith of millions. ← ← Era 5: Intensified Hemispheric Interactions, 1000-1500 CE ← The civilizations that flourished in this era--Chinese, Japanese, Indian, Islamic, European, and others--created a legacy of cultural and social achievements of continuing significance today. ← The modern world with all its unique complexities did not emerge suddenly in the past 500 years but had its roots in the developments of the 1000-1500 era, notably the maturing of long-distance trade and the economic and social institutions connected with it. ← ← ← 65


Siddhaanta-Term 1

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← Track One ← Generative Theme: Comparisons and Contrasts ← Unit: Parts and Wholes ← Focus: ← Fractions, Decimals and Percents ← ← Unit: Quality of Life ← Focus: ← Interpreting Water Graphics ( urban and rural karnataka) ← Water Literacy (Nepal and the UK) ← ← Resources ← Fraction Times ( EBI) ← More or Less ← Comparing Quantities ← Fractions Decimals And Percents ( Heylings) ← ← Application ← Water Literacy ← ← Mathematical Conversations ← Mathematicians are problem solvers who invented their own tools, language and ways of representation ← ← ← Track Two ← Generative Theme: Contexts and Perspectives ← ← Unit 1:Rates and Relationships ← Focus ← Signed Numbers ← Symbols and Signs ← ← Resources ← Wet and Dry Numbers ( EBI) ← Operations ← Negative Numbers and Graphs ( Heylings) ← 66


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Track 3 Generative Theme: Context and Perspective Unit 1: Form and Space I Focus • Points Lines and Planes • Properties of Lines • Rotation and Angles • Classification of Lines and Angles • Closed and Open Shapes, • Resemblances Attributes and Properties of Polygons Unit 2: Form and Culture-Geometry of Africa Resources Triangles and Beyond( EBI) Discovering Geometry ( Key Curriculum Press) Geometry and Trignometry ( Heylings) String Straightedge and Shadow Chp: The Ionian Greeks The Story of Science:( Aristotle Leads the Way) Ionia? What’s Ionia? Chp: Measuring with the Mind Chp:Geometry and Thought Application and ICT Paper Folding Geometry Constructions Geometer’s Sketchpad Mathematical Conversations Mathematicians discover patterns and relationships Writing in Mathematics • Composing with keywords • Metacognition • Defining Frameworks Reading Skills: 67


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Concept Maps Word Sorts Timelines

← ← Mathematics ← ← Number and Operations ← Understand numbers, ways of representing numbers, relationships among numbers, and number systems ← Work flexibly with fractions, decimals, and percents to solve problems; ← Compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line; ← Develop meaning for percents greater than 100 and less than 1; ← Understand and use ratios and proportions to represent quantitative relationships; ← Develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation; ← Use factors, multiples, prime factorization, and relatively prime numbers to solve problems; ← Develop meaning for integers and represent and compare quantities with them ← Understand meanings of operations and how they relate to one another ← Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers ← Use the associative and commutative properties of addition and multiplication and the distributive property of multiplication over addition to simplify computations with integers, fractions, and decimals ← Understand and use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and solve problems. ← Compute fluently and make reasonable estimates ← Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods;

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← Develop and analyze algorithms for computing with fractions, decimals, and integers and develop fluency in their use; ← Develop and use strategies to estimate the results of rationalnumber computations and judge the reasonableness of the results; ← Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios. ← ← Algebra ← Understand patterns, relations, and functions ← Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules ← Relate and compare different forms of representation for a relationship; ← Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. ← Represent and analyze mathematical situations and structures using algebraic symbols ← Develop an initial conceptual understanding of different uses of variables; ← Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope; ← Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships ← Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations ← ← Geometry ← Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships ← Precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties ← Understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects ← Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. 69


← Specify locations and describe spatial relationships using coordinate geometry and other representational systems ← Use coordinate geometry to represent and examine the properties of geometric shapes; ← Use coordinate geometry to examine special geometric shapes, such as regular polygons or those with pairs of parallel or perpendicular sides ← Apply transformations and use symmetry to analyze mathematical situations ← Describe sizes, positions, and orientations of shapes under informal transformations such as flips, turns, slides, and scaling; ← Examine the congruence, similarity, and line or rotational symmetry of objects using transformations. ← Use visualization, spatial reasoning, and geometric modeling to solve problems ← Draw geometric objects with specified properties, such as side lengths or angle measures; ← Use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume; ← Use visual tools such as networks to represent and solve problems; ← Use geometric models to represent and explain numerical and algebraic relationships; ← Recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life. ← Understand measurable attributes of objects and the units, systems, and processes of measurement ← Understand both metric and customary systems of measurement ← Understand relationships among units and convert from one unit to another within the same system ← Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. ← Apply appropriate techniques, tools, and formulas to determine measurements ← Use common benchmarks to select appropriate methods for estimating measurements; ← Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision; 70


← Develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes ← Develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes ← Solve problems involving scale factors, using ratio and proportion ← Solve simple problems involving rates and derived measurements for such attributes as velocity and density. ← ← Data Analysis and Probability ← Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them ← Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population ← Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots. ← Select and use appropriate statistical methods to analyze data ← Find, use, and interpret measures of center and spread, including mean and interquartile range; ← Discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatterplots. ← Develop and evaluate inferences and predictions that are based on data ← Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken ← Make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit ← Use conjectures to formulate new questions and plan new studies to answer them ← Understand and apply basic concepts of probability ← Understand and use appropriate terminology to describe complementary and mutually exclusive events

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← Use proportionality and a basic understanding of probability to make and test conjectures about the results of experiments and simulations ← compute probabilities for simple compound events, using such methods as organized lists, tree diagrams, and area models ← ← Problem-solving ← Build new mathematical knowledge through problem solving; ← Solve problems that arise in mathematics and in other contexts; ← Apply and adapt a variety of appropriate strategies to solve problems; ← Monitor and reflect on the process of mathematical problem solving ← ← Reasoning and Proof ← Recognize reasoning and proof as fundamental aspects of mathematics; ← Make and investigate mathematical conjectures; ← Develop and evaluate mathematical arguments and proofs; ← Select and use various types of reasoning and methods of proof ← ← Communication ← Organize and consolidate their mathematical thinking through communication; ← Communicate their mathematical thinking coherently and clearly to peers, teachers, and others; ← Analyze and evaluate the mathematical thinking and strategies of others; ← Use the language of mathematics to express mathematical ideas precisely. ← ← Connections ← Recognize and use connections among mathematical ideas; ← Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; ← Recognize and apply mathematics in contexts outside of mathematics. ← ← Representation

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← Create and use representations to organize, record, and communicate mathematical ideas; ← Select, apply, and translate among mathematical representations to solve problems; ← Use representations to model and interpret physical, social, and mathematical phenomena ← ← Mathematics ← There are a number of key concepts that underpin the study of mathematics. Learners need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. ← ← Competence ← Applying suitable mathematics accurately within the classroom and beyond. ← Communicating mathematics effectively. ← Selecting appropriate mathematical tools and methods, including ICT. ← ← Creativity ← Combining understanding, experiences, imagination and reasoningto construct new knowledge. ← Using existing mathematical knowledge to create solutions to unfamiliar problems. ← Posing questions and developing convincing arguments. ← ← Applications and implications of mathematics ← Knowing that mathematics is a rigorous, coherent discipline. ← Understanding that mathematics is used as a tool in a wide range of contexts. ← Recognising the rich historical and cultural roots of mathematics. ← Engaging in mathematics as an interesting and worthwhile activity. ← ← Critical understanding ← Knowing that mathematics is essentially abstract and can be used to ← model, interpret or represent situations. ← Recognising the limitations and scope of a model or representation. 73


← ← ← Key processes of Mathematics ← These are the essential skills and processes in mathematics that pupils need to learn to make progress. ← ← Representing ← Identify the mathematical aspects of a situation or problem ← Choose between representations ← Simplify the situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models ← Select mathematical information, methods and tools to use. ← ← Analysing ← Use mathematical reasoning to ← Make connections within mathematics ← Use knowledge of related problems ← Visualise and work with dynamic images ← Identify and classify patterns ← Make and begin to justify conjectures and generalisations, considering special cases and counter-examples ← ← Explore the effects of varying values and look for invariance and covariance ← Take account of feedback and learn from mistakes ← Work logically towards results and solutions, recognising the impact of constraints and assumptions ← Appreciate that there are a number of different techniques that can be used to analyse a situation ← Reason inductively and deduce. ← ← Use appropriate mathematical procedures ← Make accurate mathematical diagrams, graphs and constructions on paper and on screen ← Calculate accurately, selecting mental methods or calculating devices as appropriate

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← Manipulate numbers, algebraic expressions and equations and apply routine algorithms ← Use accurate notation, including correct syntax when using ICT ← Record methods, solutions and conclusions ← Estimate, approximate and check working. ← ← Interpreting and evaluating ← Form convincing arguments based on findings and make general statements ← Consider the assumptions made and the appropriateness and accuracy of results and conclusions ← Be aware of the strength of empirical evidence and appreciate the difference between evidence and proof ← Look at data to find patterns and exceptions ← Relate findings to the original context, identifying whether they support or refute conjectures ← Engage with someone else’s mathematical reasoning in the context of a problem or particular situation ← Consider the effectiveness of alternative strategies. ← ← Communicating and reflecting ← Communicate findings effectively ← Engage in mathematical discussion of results ← Consider the elegance and efficiency of alternative solutions ← Look for equivalence in relation to both the different approaches to the problem and different problems with similar structures ← Make connections between the current situation and outcomes, and situations and outcomes they have already encountered. ← ← Attainment Targets for Mathematics ← ← Mathematics ← There are a number of key concepts that underpin the study of mathematics. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. ← ← Competence

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← Applying suitable mathematics accurately within the classroom and beyond. ← Communicating mathematics effectively. ← Selecting appropriate mathematical tools and methods, including ICT. ← ← Creativity ← Combining understanding, experiences, imagination and reasoning to construct new knowledge. ← Using existing mathematical knowledge to create solutions to unfamiliar problems. ← Posing questions and developing convincing arguments. ← ← Applications and implications of mathematics ← Knowing that mathematics is a rigorous, coherent discipline. ← Understanding that mathematics is used as a tool in a wide range of contexts. ← Recognising the rich historical and cultural roots of mathematics. ← Engaging in mathematics as an interesting and worthwhile activity. ← ← Critical understanding ← Knowing that mathematics is essentially abstract and can be used to ← model, interpret or represent situations. ← Recognising the limitations and scope of a model or representation. ← ← ← Key processes of Mathematics ← These are the essential skills and processes in mathematics that pupils need to learn to make progress. ← ← Representing ← Identify the mathematical aspects of a situation or problem ← Choose between representations ← Simplify the situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models ← Select mathematical information, methods and tools to use. 76


← ← Analysing ← Use mathematical reasoning to ← Make connections within mathematics ← Use knowledge of related problems ← Visualise and work with dynamic images ← Identify and classify patterns ← Make and begin to justify conjectures and generalisations, considering special cases and counter-examples ← Explore the effects of varying values and look for invariance and covariance ← Take account of feedback and learn from mistakes ← Work logically towards results and solutions, recognising the impact of constraints and assumptions ← Appreciate that there are a number of different techniques that can be used to analyse a situation ← Reason inductively and deduce. ← ← Use appropriate mathematical procedures ← Make accurate mathematical diagrams, graphs and constructions on paper and on screen ← Calculate accurately, selecting mental methods or calculating devices as appropriate ← Manipulate numbers, algebraic expressions and equations and apply routine algorithms ← Use accurate notation, including correct syntax when using ICT ← Record methods, solutions and conclusions ← Estimate, approximate and check working. ← ← Interpreting and evaluating ← Form convincing arguments based on findings and make general statements ← Consider the assumptions made and the appropriateness and accuracy of results and conclusions ← Be aware of the strength of empirical evidence and appreciate the difference between evidence and proof ← Look at data to find patterns and exceptions

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← Relate findings to the original context, identifying whether they support or refute conjectures ← Engage with someone else’s mathematical reasoning in the context of a problem or particular situation ← Consider the effectiveness of alternative strategies. ← ← Communicating and reflecting ← Communicate findings effectively ← Engage in mathematical discussion of results ← Consider the elegance and efficiency of alternative solutions ← Look for equivalence in relation to both the different approaches to the problem and different problems with similar structures ← Make connections between the current situation and outcomes, and situations and outcomes they have already encountered. ←

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Ways of Seeing Africa ← ← ←

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Generative Topic: Contexts and Perspectives What does a ways of seeing mean? It means • To search for and to ask the right and critical questions • Apply historical and scientific perspective to locate and evaluate deprivations and vulnerabilities • Differentiate between stereotypical ( prejudices, bigotry, chauvinism) and archetypal ( universal, incarnation, quintessence, big picture) thinking • Identify, assess and evaluate the cause - effect relationship between the historical, natural and political deprivation on the quality of life of the people

← ← There are indeed many Ways of SEEING a large continent such as Africa. ← This term the programme of study looks at Africa within the contexts and perspectives within the frameworks of • Tradition and Modernity • Conflicts and Hot-Spots ( Place) • Global Connections and Interdependence ← ← Throughline: ← ← Laws of life are the rules, ideals, and principles by which one chooses to live. ← Ways of Seeing Africa will help me understand differences in the way people interpret and live their lives. ← It will also help me develop my own laws of life. ← ← ← Resources • Literature: Mountains of the Moon, Things Fall Apart, Musa Musa • History: Kingdoms of Mali, Ghana and Songhay • Social Science: Blood Diamond (DVD) • Mathematics: Geometry of Africa; Sona Geometry • Music: World Music Drumming, Water Voices • Language First: Point of View Debate :Boiling Point VCD ( Conflicts about Water in Africa) 83


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Science: Climate Graphics of Africa

Possible Performances of Understanding • Video/Skype Conferencing with children from Ethiopia, Kenya, Senegal and South Africa • Profiles or Personas ( Leaders – Ancestral Leaders or Tribal Heads, Leaders of Movements for Freedom, Colonial Leaders or Rulers, Tyrants or Dictators) • An Ancient West African Newspaper • An Interactive Radio Programme • A Conversation with Drums

← ← ← ← Historical Understanding ← ← Understands and knows how to analyze chronological relationships and patterns ← Knows how to diagram the temporal structure of events in autobiographies, biographies, literary narratives, and historical narratives, and understands the differences between them ← Knows how to construct and interpret multiple tier time lines ← Understands patterns of change and continuity in the historical succession of related events ← Knows how to impose temporal structure on their historical narratives (e.g., working backward from some issue, problem, or event to explain its causes that arose from some beginning and developed through subsequent transformations over time) ← Knows how to periodize events of the nation into broadly defined eras ← ← ← World History -Africa ← ← ← Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE

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← Understands the development of agricultural societies and new states in tropical Africa ← Understands influences on state-building in West Africa (e.g., how the natural environments of West Africa defined agricultural production ← Understands the importance of the Niger River in promoting agriculture, commerce, and state-building; the growth of the Ghana empire ← Understands how Islam, labor specialization, regional commerce and the trans-Saharan camel trade promoted urbanization in West Africa ← Understands the governing system of the royal court in Ghana, and how the effectiveness of imperial efforts was aided by a belief in the king's divinity ← ← Era 5: Intensified Hemispheric Interactions 1000-1500 CE ← Understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries ← Understands influences on the economic development of SubSaharan empires (e.g., the importance of agriculture, gold production, and the trans-Saharan caravan trade to the growth of the Mali and Songhay Empires; the importance of trade within the major city-states and populations of Sub-Saharan Africa) ← Understands social and religious features of West Africa ← ← ← ← ← Understanding Goals: ← ←

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