Teacher: Carolina Sandlin Date: March

31st, 2017

School: CECFC Middle School Grade Level: 6th

Content Area: Social Studies

Title: The Mongols Invade Japan

Content Standard(s) addressed by this lesson:

2. The historical eras, individuals, groups, ideas and themes within regions of the
Eastern Hemisphere and their relationships with one another

a. Explain how people interact and are interconnected over key periods or eras in
history in the Eastern Hemisphere (DOK 1- 2)

b. Determine and explain the historical context of key people, events, and ideas
over time and include the examination of different perspectives from people
involved (DOK 1-3)

e. Describe the history, interactions, and contributions of various peoples and

cultures that have lived in or migrated to the Eastern Hemisphere. Topics to include
but not limited to world religions, the Silk Road, East/West contact and settlement
patterns (DOK 1-2)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

1. What events led to the Mongol loss of the Japanese invasion?

2. How did this event affect Japan and the Mongol Empire afterwards?

3. What military tactics did each side use that is characteristic to their culture?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Comprehend and explain the series of events that
occurred during the Mongol invasions on Japan during the 13 th century

I can:

- Understand and define the eight basic terms that explain these events

- Understand how this outcome would affect Japan and the Mongol Empire
 - Create a comic book with colored illustrations and descriptions of these
events in a chronological order

List of Assessments: (Write the number of the learning target associated with
each assessment)

Formative, Informal- I will informally be assessing understanding throughout the

lecture by reviewing what the students already know about Mongol history, as well
as answering any remaining questions they may have.

I will also assess student knowledge by checking for understanding throughout the
lecture and assisting students as they work on their comic book individually.

Formative, formal- Students will complete a unit test the following week assessing
their knowledge obtained about the origination, history, advancements, and
development of Japan and the Mongol Empire. This formal assessment will include
information that is discussed in todays lesson and will gauge if students
comprehend the impactful event that connected the Mongols and Japan.

Formative, formal- This lesson will also have a formal assignment go along with it,
which the students will complete by the end of class or it is homework. This comic
book will be worth 25 points and will be graded based off of neatness, accurate
information, and if it is colored.
 Planned Lesson Activities
Name and Purpose of Lesson The Mongols Invade Japan

Approx. Time and Materials One 47 minute class period

Anticipatory Set My hook for this lesson will be the first few slides in my PowerPoint
which will be review about our previous lessons. I will ask students to
read off these sentences to directly involve the students and access
their prior knowledge.
Teacher/Presentation Agenda:
Friday, March 31st, 2017
Learning Target- Students can explain the events of the Mongolian
invasion of Japan and its significance to both countrys histories.

For students:
-Students will begin with filling out their planners, as I walk through
it with them- 5 minutes

-I will bring up my PowerPoint on the board and begin the

presentation. I will call on random students to read the bulleted
points of review to the class. I will instruct students to get a blank
sheet of paper out to begin taking notes- 3 minutes

-I will then start the first half of my PowerPoint presentation.

Throughout I will look for student involvement and check for
understanding- 8 minutes

-Halfway through the presentation, I will play a parody news report

video that covers the Mongolian and Japanese battle. I will explain
that this is a parody and sets up the Mongols invading Japan and
their reactions. I will start the video at 1:40 minutes and end it at
9:10 minutes- 8 minutes

-I will complete the rest of the presentation and then give

instructions for their comic book assignment. I will pass out the
 instruction sheet, walk them through making their comic book, and
answer any questions students may have- 8 minutes

-I will instruct the class that the remainder of class will be work time
for their comic books. I will assist them in getting any materials that
they need and will walk around helping students with their
assignment and questions they may have- 20 minutes
Closure I will pull the class back together by counting down from 5 to grab their
attention and focus on me. I will then ask some review questions and
will call on students willing to answer, and remind them that their unit
test on Japan and Mongolia is next Tuesday, with a review on Monday. I
will also remind them that their comic book is homework and due
Monday if not finished by the end of class.

Differentiation Modification: If this activity is too difficult or too much information to

handle in one lesson, I will print out the PowerPoint presentation so
they can refer to these. I can also help students one-on-one during
work time if they are confused about the material.

To extend: If this activity is too easy for a child, I will notify them of an
optional extension assignment that asks them to expand on the comic
book and include more squares and illustrations, totaling 16-20 instead
of 8.

Assessment Formative, Informal- I will informally be assessing understanding

How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
throughout the lecture by reviewing what the students already know
about Mongol history, as well as answering any remaining questions
they may have.
I will also assess student knowledge by checking for understanding
throughout the lecture and assisting students as they work on their
comic book individually.

Formative, formal- Students will complete a unit test the following week
assessing their knowledge obtained about the origination, history,
advancements, and development of Japan and the Mongol Empire. This
 formal assessment will include information that is discussed in todays
lesson and will gauge if students comprehend the impactful event that
connected the Mongols and Japan.

Formative, formal- This lesson will also have a formal assignment go

along with it, which the students will complete by the end of class or it
is homework. This comic book will be worth 25 points and will be
graded based off of neatness, accurate information, and if it is colored.

Materials -Computer
-SMART Board
-PowerPoint
-Blank sheets of paper for note-taking
-Pen/pencil
-Instruction sheets
-White computer paper
-Planner sheets