DifferentiatedUnitof

Instruction

Emiliano Rodriguez Z3292749.

Based on Blooms Taxonomy.• Based on blooms Taxonomy an education al theory created in 1956, by Benjamin Bloom. The teaching objectives are designed

to aid the teacher in having a better delivery of information with the student. Classifying each student on their abilities of their Cognitive, Affective and Psychomotor domains. A revised version of Blooms taxonomy was released in 2000. In which Bloom himself when referring to the handbook claimed it to be, "One of the most widely cited yet least read books in American education”(1).

• (1)B.Benjamin,1994, Reflections on the development and use of the taxonomy in Anderson, Lorin W. & Lauren A. Sosniak editors, United States, pg 56.

Objective 1: describes and explains the nature of history, the main features of past societies and periods and their legacy.

Layer C. After studying Vikings utilizing a close passage, which the class has to fill out relating to main aspects of Viking culture.

Layer B. After doing research, utilize a close passage, in which the class has to fill out relating to the main aspects of Viking culture. Explaining in detail the advantages and disadvantages of being a male or female Viking.

Layer AAfter doing research, utilize a close passage, in which the class has to fill out relating to the main aspects of Viking culture. Explaining in detail the advantages and disadvantages of being a male or female Viking, explaining which one you would prefer to be and why.

Vikings for those who lived in the _____ during medieval times. For hundreds of years after their bloody appearance at the end of the ____ century A.D., these ruthless raiders would periodically sweep in from the ___to kill, plunder and destroy, essentially at will. "From the fury of the Northmen, deliver us, O Lord" was a prayer uttered frequently and fervently at the close of the first millennium. Small wonder that the ancient Anglo-Saxons — and their cultural descendants in England, the U.S. and Canada — think of these seafaring ______as little more than violent brutes.

• http://www.time.com/time/magazine/article/0,9171,996836,00.html#ixzz1aiYglPaD

Objective 2: identifies the meaning, purpose and context of historical sources.

Layer C.

Dictate a primary source of the time – Maybe utilizing the writings of the anonymous monk who witnessed the first attack on English land in the year 835-. Later on creating a class discussion on what the source is describing, why he made the source, the context of the source.Layer B. Dictate a primary source of the time – Maybe utilizing the writings of the anonymous monk who witnessed the first Viking attack on English land in the year 835-. Later on creating a class discussion on what the source is describing, why he made the source, the context of the source. After analysing the source create a class discussion over why the Vikings possibly did not respect other villages or religious symbols. Layer A.After listening to a cassette demonstrating the typical attire of a Common Viking and common professions within the society. Have the class fill out a sheet answering questions of what kind of clothes they were and utilized what jobs they had, researching later on if the same attire and life style was utilized when Vikings conquered and resided in more southern parts of Europe, also defining which different uses of clothing, weaponry and building materials would have been best for what areas they conquered.

never before has such a terror appeared in Britain as we have now suffered from a pagan race, nor was it thought that such an inroad from the sea could be made....

English Monk Alcuin, writing in 835 on the Viking attack on the monastery of St Cuthbert

Objective 3: Locates, selects and organises relevant information from a number of sources, including

ICT, to conduct basic historical research.

Layer C.Create an imaginary Facebook account for a Viking, covering his possible name, interests, life experiences and hobbies.Layer B.Create and an imaginary Facebook account for a Viking, covering his possible name, interests, life experiences and hobbies. Later on comparing and contrasting the possible differences of interests and lifestyles between a normal Viking and a female Viking or one of a higher status than a common Viking such as royalty. Layer A.After reading on the subject have students go through an online quiz on Viking boats, and also how life was on a Viking ship. At the end composing a brief description of the boats and what materials were used to make the boats so efficient, and what techniques were used by Vikings to be so superior in navigation. Name: Erick Red Beard Born : In the Town of Bjorko, in Norway. Interests, Hobbies, Social status, Work, religious beleifs.

Objective 4: Selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

Layer CUsing a textbook for information draw 3 main Viking gods and explain exactly what aspect of nature or society they represented.Layer B.Using a textbook for information draw 3 main Viking gods comparing their rate of importance and what aspect of nature or society they represented.Layer A.Using a textbook for information draw 3 main Viking gods comparing their rate of importance and what aspect of nature or society they represented, later on giving a description on how they were worshipped and in what moments would they usually be called upon.

Odin: Also known as Tyr Odin is god of war as of other gods.Thor: Most popular god of thunder, Strength and determination. Freja: Goddess of love and War.

• Blooms Taxonomy is considered effective because of the students Cognitive, Affective and Psychomotor domains. Yet it will become even more effective if one considering the information in more than one way. Aiding any students with special needs, and adding effectiveness to your teaching. Not only dictating but also handing out the sheet, utilize pictures. Tapping into as many senses as possible. (1)

• 1) L, Wong. 2009, Essential Study Skills, Wadsworth Learning Publishers, United States, pg 56.