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Ubd-Unit-Plan Hussey Roman Republic
Ubd-Unit-Plan Hussey Roman Republic
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2612051&
Contextual Information
1. Knowledge of characteristics of students
Age-Range, Gender, Total number of students- I am currently observing four of Mr.
Smith's seventh grade World History classes and his only eighth grade United States
History class. The students range between the ages of 12 and 15. The girl to boy
ratio is close to even in all of his classes, but girls always seem to have the slight
majority. During my hours observing, I observe anywhere from 125-150 students.
This number largely depends on how many are absent from class each day.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent) - According to the New Albany Middle School
website, the school is regarded as being advanced/accelerated. Students do not seem
to have a strong foundation of knowledge when it comes to social studies. My
clinical instructor and I have largely attributed this to the fact that most school-wide
events, such as fire drills, pep rallies, and school pictures, are done while students
are in history class. There are several students in the classes that I observe who
have to have accommodations in reading because English is their second language.
Socio-Economic Description-According to ArcGIS map, the median household income
in New Albany is $25, 241. I see several students that seem to come from households
that make slightly more than that, which is evident from looking at the ArcGIS map.
The ArcGIS map shows that 27% of the population makes between $25,000 and
$50,000. The vast majority of the students I observe fall within the median
household income or lower. The ArcGIS map shows that 50% of households within
the district make $0-24,999 a year. http://arcg.is/1PnlsdL
Typical Demeanor of Students-Students are typically engaged; sometimes they get off
track, but they are willing to engage normally. They often complain about
homework but appear to enjoy the lessons.
Typical Interest and Involvement of Students-There are several football players in the
classes I observe as well as tennis players. Those that are not active participants in
sports still enjoy discussing the games with the other students. So, sports are
definitely interests of these students. Also, some of the students are interested in
using the laptops for everything they do, inside and outside of Mr. Smith's classes.
2. Knowledge of students varied approaches to learning (Include information from learning
styles inventory)-Students tend to be very auditory/visual in both classes. I have found,
during my times observing them, that they enjoy discussing topics and seeing them through
pictures or visual representations on the projector. I think the students might feel more
comfortable speaking in a smaller environment, though.
3. Knowledge of students skills and prior learning-These students do not seem to have a
general understanding of social studies. All of the material taught seems to be new to them.
I believe this is their first real introduction to historical events of the past, but they seem to
be gaining understanding by using tools like their laptops and textbooks.
4. Knowledge of community and school district (Include a description of the community and
school district)-The majority of children in my classroom seem to come from middle class to
poverty level backgrounds; a quarter of them appear to be above the middle class level.
After taking some time to get to know some of these students, it is inspiring to see children,
who have such different home lives, relate to one another because of their love for sports.
Sports are one of the only things in the classroom that I hear all backgrounds show emotion
and voice their opinions about. One thing I found very interesting at New Albany Middle
school is the ethnicity of its students. The ethnic population of the school is broken down as
follows: 38% White, 46% Black, 14% Hispanic, and 2% Mixed/Other. The populations of
these different ethnic groups are distributed much differently in New Albany compared to
any other place I have visited. http://arcg.is/1PnlsdL
18) Identify the correct answers to all the quizzes over chapter
twelve (DOK1).
Monday
Day 1)TSW
Tuesday
Day 2)TSW
1) Investigate
the structure of
the Roman
government and
how they
divided power in
the Roman
republic (DOK3).
1) Connect
ideas or
influences of
the Roman
republic on later
governments
such as the
United States
(DOK4).
2) Recall main
ideas and
details about
the government
of the Roman
republic (DOK1).
3) Assess basic
knowledge of
chapter twelve
section one by
completing a
quiz (DOK3).
Chapter
twelve section
one quiz
worksheet
(120 copies)
2) Compare and
contrast the
effects of
different
governmental
structures
(DOK3).
1) Assess the
role of religion in
Roman society
and government
(DOK3).
2) Assess the
role of religion
in Roman
society and
government
(DOK3).
2) Recognize the
entirety of a text
including key
characters,
events, conflict
and...etc (DOK1).
3) Make
observations
about the lives
of different
groups in
Roman society
(DOK2).
4) Draw
conclusions
about the daily
lives of different
groups in Rome
(DOK3).
Friday
Day 5)TSW
1) Assess
knowledge of
chapter twelve
sections two
and three by
completing
quizzes over
each section
(DOK3).
120 copies of
chapter
twelve section
two quiz
120 copies of
chapter
twelve section
three quiz
Day 6)TSW
Day 7)TSW
Day 8)TSW
Day 9)TSW
Day 10)TSW
1) Recognize
the role of war
in the expansion
and later
collapse of the
Roman republic
(DOK1).
1) Summarize
the growth and
decline of the
Roman republic
(DOK2).
1) Apply
concepts about
the story of
Hannibal and
answer the
questions
collectively in a
group, as well
as create a map
of the battle
described in the
story (DOK4).
1) Recognize the
entirety of a text
including key
characters,
events, conflict
and...etc (DOK1).
1) Assess their
knowledge from
the lesson by
taking a test on
the Roman
republic
material (DOK
3).
2) Identify
patterns about
problems wealth
caused for
Roman society
and government
(DOK2).
120 copies of
chapter
twelve section
four quiz
120 copies of
Collaborative
Work Skills:
Roman
Republic
Group
Worksheets
Rubric
2) Critique
views of Julius
Caesar's value
as a permanent
dictator (DOK4).
2) Analyze a
chart of the
Roman gods,
and answer the
questions
collectively in a
group, as well
as draw a
picture that
shows the areas
of influence of
one god or
goddess from
the table
(DOK4).
120 copies of
Enrichment:
Roman Gods
worksheet
120 copies of
Enrichment:
Hannibal
worksheet
2) Identify the
correct answers
to all the quizzes
over chapter
twelve (DOK1)
120 copies of
the Roman
republic test
principles of government, its constitution, how it separated its powers among several
individuals, its three branches of government, and we examined the
picture on page 372.
2) In closing, what are checks and balances (informal check)?
3) Tomorrow, we will further examine Rome's government and how it operated.
Differentiated Instruction:
Enrichment: If any extra time is remaining, ask the students this critical thinking
question: What were the
three separate branches of the Roman republic, and what were
their jobs/powers?
Intervention (students struggling or in the tier process/response to intervention):
The teacher will give one on one help to these students who struggle to recall
information during today's lesson. The teacher may need to help these students
answer the question in the closure portion of the period.
Accommodation (Students in Special Education with IEP): The teacher will print out
a copy of his PowerPoint presentations to give to the student(s) who has/have any reading,
learning, visual disability, or
impairments.
3) Read AR books, take tests on computer over books read, and check out new books.
Closure:
1) In today's lesson, we have answered any questions from the previous three days of
lecture and made a trip to the library to read and check out AR books.
2) In closing, does anybody have any questions about where they stand in AR points,
and what they need to
have done by the end of the nine weeks in order to receive a
100 for their AR grade?
3) Tomorrow, we will take two quizzes. The first will be over section one, and the
other will be over
section two. You will be allowed to use your online textbook, but it will
be much easier for you if you
study over your notes before tomorrow.
Differentiated Instruction:
Enrichment: If any extra time is remaining, ask the students to continue reading in
their AR books until the bell rings. (AR points are a major test grade added to history grade
at the end of the nine weeks, and it
is very important they receive credit for these
points).
Intervention (students struggling or in the tier process/response to intervention):
The teacher will give one on one help to these students who struggle to understand
the meaning of words in their library books.
Accommodation (Students in Special Education with IEP): The teacher will
pronounce or read aloud the
portion of the library book which the student is
struggling to understand.
Hello! Today, we will take two quizzes over section two and section three. Everybody
needs to take out their laptops, and turn to page 370 in your online textbooks. The quiz
directions are pretty straight-forward, and each quiz will count as a daily grade. Good luck.
Please raise your hand if you have any questions.
Learning Tasks (Procedures): (Notes and Discussion) Lecture
1) The teacher will pass out the quizzes.
2) The students will take the quizzes while the teacher walks around monitoring the
students.
Closure:
1) The students will turn in their work in the basket at the front of the classroom and
pack their laptops and
notes into their backpacks.
2) The teacher will answer any questions that the students have about the quizzes.
3) Monday, we will start section four on the republic growth and crisis. Have a great
weekend everybody.
Differentiated Instruction:
Enrichment: If any extra time is remaining, ask the students to take out their AR
books and read them
quietly.
Intervention (students struggling or in the tier process/response to intervention):
The teacher will give one on one help to these students who struggle to recall
information during previous lectures. The teacher may need to help these students
answer the questions or help them locate the answers in the online textbook.
Accommodation (Students in Special Education with IEP): A teacher will read the
questions and answer
choices to the student who has problems with reading.
1) Karpiel, Frank, Kathleen Krull, and Grant P. Wiggins. My World History. Boston, MA:
Pearson, 2012.
Print.
2) Laptops (Take Notes)
3) Paper
4) Writing utensil
Opening (Set):
Hello! Today, we will continue the unit on the Roman Republic. Everybody needs to
open your online textbooks to chapter twelve section three on page 380. Does anybody
have any questions about the first three sections of the chapter? (Answer questions
accordingly.) Also, was anybody not here Friday that needs to make up the two quizzes? I
have copies at the front, so please take a copy of each quiz home tonight, complete it, and
turn it in tomorrow. Next, take out your pen/pencil and paper, and prepare to continue your
notes on section two.
Learning Tasks (Procedures): (Notes and Discussion) Lecture
1) PowerPoint slide twenty-six (government failure, Struggle with Carthage)
2) PowerPoint slide twenty-seven (The Punic Wars)
3) PowerPoint slide twenty-eight (The First Punic War)
4) PowerPoint slide twenty-nine (The Second Punic War)
5) PowerPoint slide thirty (Image of Hannibal's army of war elephants)
6) PowerPoint slide thirty-one (The Third Punic War)
7) PowerPoint slide thirty-two (conquering lands east, provinces)
8) PowerPoint slide thirty-three (Growing Pains, Breaking the Rules)
9) PowerPoint slide thirty-four (The Urban Poor)
10) PowerPoint slide thirty-five (The Power of the Army)
Closure:
1) In today's lesson, we have discussed several different topics in chapter twelve
section four, including:
government failure, struggles with Carthage, the Punic Wars,
the First Punic War, the Second Punic War, the Third Punic War, conquest east, growing
pains, magistrates breaking rules, the poor people rising up,
and the growing power of
leaders of armies.
2) In closing, who was Hannibal? (Informal check)
3) Tomorrow, we will finish up discussing the republic's growth and crisis in chapter
twelve section four and take a short quiz over section four.
Differentiated Instruction:
Enrichment: If any extra time is remaining, ask the students the critical thinking
question: What were the
three wars the Romans fought against Carthage referred to as,
and what happened in each war?
Intervention (students struggling or in the tier process/response to intervention):
The teacher will give one on one help to these students who struggle to recall
information during today's lesson. The teacher may need to help these students
answer the question in the closure portion of the period.
Accommodation (Students in Special Education with IEP): The teacher will print out
a copy of his PowerPoint presentations to give to the student(s) who has/have any reading,
learning, visual disability, or
impairments.
Day: (Day 7)
Objectives:
1) Summarize the growth and decline of the Roman republic (DOK2).
2) Critique views of Julius Caesar's value as a permanent dictator (DOK4).
Materials:
1) Karpiel, Frank, Kathleen Krull, and Grant P. Wiggins. My World History. Boston, MA:
Pearson, 2012.
Print.
2) Laptops (Take Notes)
3) Paper
4) Writing utensil
5) 120 copies of section four quiz
6)120 copies of Collaborative Work Skills: Roman Republic Group Worksheets Rubric
Opening (Set):
Hello! Today, we will continue the unit on the Roman Republic. Everybody needs to
open your online textbooks to chapter twelve section three on page 382. Does anybody
have any questions about the first portion of this section? (Answer questions accordingly).
Alright, everybody needs a copy of this quiz to do during the first portion of class today.
Today, we will finish chapter twelve section four notes. Pass out the quiz and monitor the
students.
Learning Tasks (Procedures): (Notes and Discussion) Lecture
1) PowerPoint slide thirty-six (From Republic to Empire, Marius and Sulla)
2) PowerPoint slide thirty-seven (Pompey and Caesar)
3) PowerPoint slide thirty-eight (Images of Pompey, Caesar, and Octavian)
4) PowerPoint slide thirty-nine (The End of the Republic)
5) PowerPoint slide forty (Image of Roman Empire under Augustus)
Closure:
1) In today's lesson, we have discussed several different topics in chapter twelve
section four, including:
fall of the Roman republic, Marius and Sulla civil war, Pompey
and Caesar civil war, the start of the
Roman empire, and the rise of the first emperor.
2) In closing, how did Caesar die, and why? (Informal check)
3) Tomorrow, we will have a fun activity day for everybody. We will get in groups of
three or four and
work together to complete two worksheets, which count as a major
grade. Here is the rubric by which each
person in the group will be graded (Pass out
rubric). Go over the rubric with the students.
Differentiated Instruction:
Enrichment: If any extra time is remaining, ask the students the critical thinking
question: Ultimately, what happened to the Roman government?
Intervention (students struggling or in the tier process/response to intervention):
The teacher will give one on one help to these students who struggle to recall
information during yesterday and today's lesson. The teacher may need to help
these students answer the question on the quiz.
Accommodation (Students in Special Education with IEP): The teacher will print out
a copy of his PowerPoint presentations to give to the student(s) who has/have any reading,
learning, visual disability, or
impairments. Also, the teacher may need to read the
questions and answer choices to the student.