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"Fighting Monks": Regents Global 9 CRQ + Video Lessons

"Fighting Monks": Regents Global 9 CRQ + Video Lessons preview
"Fighting Monks": Regents Global 9 CRQ + Video Lessons preview
"Fighting Monks": Regents Global 9 CRQ + Video Lessons preview 2

Look Inside · 10 pages

Assessment cover introducing two CRQ sets: Feudalism Compared and Fighting Monks from Europe and China
Cover introducing the two document sets
Set 1, Document 1: Fulbert's account of mutual duties of vassals and lords, with a historical context prompt
Set 1 opening source and context question
Set 1, Document 2: Hagakure excerpts on a samurai retainer's loyalty to his master and advice on armor
Set 1 second source: excerpts from Hagakure
Set 1 questions ask students to identify Hagakure's purpose and evaluate its reliability for Japanese feudalism
Set 1 purpose and source reliability questions
Set 1 comparison questions ask for a similarity or difference in feudal duties, using evidence from both sources
Set 1 paired sources and comparison questions
Set 2, Document 1: an anonymous pilgrim describes Knights Templar combat, discipline, and religious rules
Set 2 opening source: the Knights Templar
Set 2 historical context question asks students to explain the circumstances that led to the Crusades
Set 2 historical context question on the Crusades
Set 2, Document 2: Cheng Zongyou recounts learning staff fighting from masters at the Shaolin Monastery
Set 2 second source: Shaolin martial training
Set 2 questions ask for the Shaolin account's purpose and its reliability on Zen Buddhist monks' training
Set 2 purpose and source reliability questions
Set 2 comparison questions ask for a similarity or difference in ideas about warrior monks, citing both sources
Set 2 paired sources and comparison questions
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About This Product

Regents Global 9 CRQ "Fighting Monks" + Video Lessons

This product is a constructed-response question (“CRQ”) in the format of the new New York State Regents examination in Global History and Geography. 

The CRQ calls upon the student to examine historical sources (I use exclusively primary sources) by providing historical or geographic context, identifying the point of view, intended audience, or purpose of a document and then using the two documents in either compare-contrast, cause-effect analysis, or turning point identification. I advocate a strategy of assigning one CRQ in each unit of study in grades nine and ten without access to notes. I used this as one of the tests at the end of a unit of study. I would tell students about what kinds of documents would appear and what historical context they should be able to recall in advance. It is a challenging task for them. 

The first challenge for novices is to understand what it means to provide context. Faced with the question “What is the historical context of this document?”, beginners will retell what the document says. The reason for this mistake is that, since they were little kids, teachers have asked them to relate what a text means to prove they understood it.  [Read more at the Innovation blog]

Product includes:

1. Student version

2. Teacher version with suggested answers

3. Passcode to video lessons students can use to prepare the task.


Documents:

  1. Mutual Duties of Vassals & Lords

  2. Guide for the Samurai Warrior

  3. Knights Templar

  4. Shaolin Monastery

Passcode Lessons:

  • Heirs to Rome Part 1 of 5,

  • Heirs to Rome part 2 ,

  • Heirs to Rome part 3

  • Heirs to Rome part 4,

  • Heirs to Rome part 5,

  • Knights Templar (no questions),

  • Early China and the Qin Dynasty,

  • Han Dynasty,


About Innovation Passcodes

Passcodes let your students access selected lessons in my own virtual classroom at InnovationAssessments.com. No registration is required. Use the codes at InnovationAssessments.com/TestDrive.

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