Why Islam Spread so Quickly
NAME _________________________ DATE _____________________ PERIOD _________
Mini-Qs in World History
Volume 2, Unit 3
Why was the Jewish state of
Israel created in 1948?
MINI-Q LESSON PLAN
Day 1 – 45 Minutes
Step One: Hook - Refer to the Step One teacher notes in the Mini-Q. Read the directions aloud. The purpose is to get students engaged, talking, and wanting to do the Mini-Q.
Step Two: Background Essay - Refer to the Step Two teacher notes in the Mini-Q. Students can write out answers to the BGE questions or the questions can simply be discussed.
Step Three: Understanding the Question and Pre-Bucketing - The task of recognizing and defining key words in the question is a crucial habit of mind. The second task of pre-bucketing based on clues in the question and in document titles is a huge categorization skill.
Step Four: Document Analysis - Do Document A with the whole class, modeling the kind of detail you might expect in student answers to the Document Analysis questions.
Homework: Analyze the remaining documents and answer the questions that follow.
Day 2 – 45 Minutes
Step Four (continued): Discussion of Documents
Option One: Working in pairs or threesomes, have students discuss the answers to the first set of Document Analysis questions they did for homework. Using a different-colored pen than they used for homework, they may add to their answers. After five minutes, open the discussion of that document to the full class. Then proceed to the next document and repeat.
Option Two: Proceed as above, but have a volunteer group lead each of the three or four different document discussions. Students at their desks may add to their notes, again in a different color ink.
Step Five: Bucketing and Chicken Foot - Have students complete the bucketing and chicken foot work page. This step will help students clarify their thesis and road map.
Step Six: From Thesis to Essay Writing – (For homework) Have students fill out the Outline Guide Sheet or
Mini-Qs in World History
Volume 2, Unit 3
Why was the Jewish state of
Israel created in 1948?
MINI-Q LESSON PLAN
Day 1 – 45 Minutes
Step One: Hook - Refer to the Step One teacher notes in the Mini-Q. Read the directions aloud. The purpose is to get students engaged, talking, and wanting to do the Mini-Q.
Step Two: Background Essay - Refer to the Step Two teacher notes in the Mini-Q. Students can write out answers to the BGE questions or the questions can simply be discussed.
Step Three: Understanding the Question and Pre-Bucketing - The task of recognizing and defining key words in the question is a crucial habit of mind. The second task of pre-bucketing based on clues in the question and in document titles is a huge categorization skill.
Step Four: Document Analysis - Do Document A with the whole class, modeling the kind of detail you might expect in student answers to the Document Analysis questions.
Homework: Analyze the remaining documents and answer the questions that follow.
Day 2 – 45 Minutes
Step Four (continued): Discussion of Documents
Option One: Working in pairs or threesomes, have students discuss the answers to the first set of Document Analysis questions they did for homework. Using a different-colored pen than they used for homework, they may add to their answers. After five minutes, open the discussion of that document to the full class. Then proceed to the next document and repeat.
Option Two: Proceed as above, but have a volunteer group lead each of the three or four different document discussions. Students at their desks may add to their notes, again in a different color ink.
Step Five: Bucketing and Chicken Foot - Have students complete the bucketing and chicken foot work page. This step will help students clarify their thesis and road map.
Step Six: From Thesis to Essay Writing – (For homework) Have students fill out the Outline Guide Sheet or