Muskingum University Teacher Education Programs

Lesson Plan Format revised 6/20/14

Teacher: Katrena Grantham Subject: Social Studies

School Building: Caldwell Elementary Grade: 7th

I. Learning Goals
Identify the new Ohio Learning Standard(s) OR Common Core Standard(s)
addressed in this lesson:

Topic: Early Civilizations

Content Statement: The civilizations that developed in Greece and
Rome had an enduring impact on later civilizations. This legacy
includes governance and law, engineering and technology, art and
architecture, as well as literature and history. The Roman Empire
also played an instrumental role in the spread of Christianity.

Describe the interconnections among the components of the content within the
discipline and the relationship of the content to at least two other content areas.
Specifically describe how the content taught in your lesson relates to at least two other
content areas.

English: Students will be taking written notes and will be responsible for
correct spelling and grammar
Math: Students will be reminded about the structure of timelines and how to
read a timeline. A timelines will be compared to a number line for the
understanding that anything before 0 C.E. should be viewed as a negative
number and that the numbers increase as you get further in the past rather than
decreased
What will your students know and be able to do at the end of this lesson?
(Include the student learning target I can/am able to )
Students will be able to describe the effects of the Persian War on
Greece (Athens in particular)
I can describe the effects of the Persian War on Greece
Students will be able to list and elaborate on the three goals that
Pericles had for Athens when he came into power
I am able to list and explain the three goals that Pericles had for
Athens
Students will be able to explain how Pericles strengthened the
already existing democracy in Athens
I can explain how Pericles strengthened the democracy in
Athens
Students will be able to understand why Pericles took money from
the Delian League and why that upset the other city-states
 I can explain why Pericles taking money from the Delian League
upset the other Greek city-states

II. Student Background Knowledge and Experience

What prior knowledge and skills do students need

in order to be successful in reaching the goals of this lesson?
Students will need to have an understanding of the social, political, and
historical settings of ancient Greece
Students will need to know that Greece was split into city-states that
were their own independent government entities
Students will have to have a basic understanding of the different forms
of government (ex/ monarchy, tyranny, democracy, oligarchy, and
autocracy)

What are preconceptions, common errors, and

misunderstandings related to the content of this lesson?
Students have struggled with remembering the different forms of
government and some have mixed the types when tested on
assessments
Students who are unfamiliar with the geography of the areas being
discussed might struggle with placing locations in relation to others

How do you know if students have the

knowledge and skills they need in order to be successful?
Students have been tested previously on this material by Mrs. Miller
for understanding.
I will also be constantly restating and formatively assessing students
to monitor for comprehension and for retainment of the information
needed on the forms of government and the history of ancient
Greece.
How will you use or accommodate the diverse experiences
that your students bring to class (gender, race/ethnicity, English language
proficiency, economic status, exceptionalities, skill level, learning styles)?
The three main learning styles (VAK) will be accommodated through notes
on the SmartBoard that have pictures to accompany them for visual, I will
verbally read each note and will go into more detail about the topics to add
depth to the material for auditory, and students will be doing an activity
involving using the SmartBoard to write their thoughts down and
participating in the Delian League activity for kinesthetic learners.

All students are given chromebooks in the junior high and, to accommodate
for students who do not have internet or a computer at home, homework is
rarely given and is not assigned through an internet-based method.

All students are treated equally in my classroom and will be given the same
treatment and discipline for their behavior. Studies show that girls and
 minorities are treated more harshly by teachers and have stronger
expectations placed on them in society and so I will be conscious of this truth
and judge my behaviors constantly to monitor for unfair treatment.

III. Instructional Procedures

Content summary, including concepts and essential
understandings:
Students will be learning about the Golden Age of Greece and will be focusing
on the thirty after the Persian War had ended. The PowerPoint will focus on
Pericles role in reconstructing Athens and in strengthening its power. This will
be built off of in the next lesson when discussing the Peloponnesian War

Teaching methods:
Students will be taking notes (either on chromebook or on paper) off of the
PowerPoint prepared by myself which is structured off of their textbook.
When discussing the differences between Athenian and U.S. democracy,
students will have the opportunity to come up to the SmartBoard and write
where they think different topics would be placed.
Students will also be conducting an activity that will model what occurred at
the Delian League after Athens took the money and used it on their own
reconstruction and beautification.

Academic Language (content vocabulary AND

general academic vocabulary used across the discipline e.g. Blooms
Taxonomy, key words, phrases, and symbols: Note: address each of these
specifically listing the academic language students are expected to learn and
use.)
The Persian War: a war between the Persian Empire and the Greek city-
states that lasted from 490 B.C.E. until 479 B.C.E.
Pericles: the ruler of Athens, following the Persian War, who led Athens
into and through its Golden Age
Direct democracy: a form of government where all citizens participate in
running the government directly
Delian League: created by all of the Greek city-states to protect themselves
and their trading in the future after the Persian War
Acropolis: a high point of a city where important temples, monuments, and
buildings are found
Golden Age: a period of great achievement and growth in a city and culture

IV. Classroom Environment

Identify the components of the classroom environment (room arrangement,
grouping patterns, learning resources, and materials) needed for teaching the entire
planned lesson. Provide a strong rationale for each of the environmental decisions
made.

Room arrangement (with rationale provided):

 Students are arranged in even rows and columns in alphabetical order facing
towards the SmartBoard. This allows students to view the SmartBoard easily
and discourages distractions.

Grouping patterns (with rationale provided):

Grouping patterns will not be needed for this lesson plan and students will
remain in their seats unless instructed otherwise for the Venn Diagram and
Delian League activity

Learning resources, including technology (with rationale

provided):
Students will be using either there chromebooks or paper to write their notes
(some students use paper in order to study at home because of lack of internet)
A SmartBoard will be used both to project notes and to allow students to write
down their thoughts for a Venn Diagram that will be completed
For the Delian League activity: my desk will be used as Delos Island, a box
will serve as the treasury, students will be handed notecards with the name of
their city-state, and candy will be passed out to simulate money

V. Instructional Activities
Lesson sequence (include important questions to ask students). Time Allotted Provide a
thorough description of each:
Opening:
The teacher will greet students as they are coming in and instruct them to get out their chromebooks
or a piece of paper in order to take notes, time will then be provided for them to get ready (2 minutes)
The teacher will then remind students that we are discussing the Golden Age of Greece and that this
occurs after the Persian War against the Greek city-states (~1 minute)
Main Activities:
Students will continue where they left off on Friday and will finish their notes on how Pericles
strengthened democracy in Athens (5 minutes)
After students finish the notes for the slide, the teacher will discuss what is written and elaborate on
the material (2 minutes)
The teacher will formatively assess students by asking them to list the five other types of government
that have been learned and describe what each type looks like (~3 minutes)
The next slide will show a Venn Diagram that compares and contrasts Athenian democracy to our
democracy
Students will be allowed to go up to the SmartBoard and I will give them a prompt (ex/ Which
government uses up to 500 jurors?). They will then determine where they believe each prompt
belongs and will write it on the SmartBoard (7 minutes)
After all prompts have been asked, the
students will judge their choices based off of the correct answers in the
textbook and we will discuss any incorrect answers (5 minutes)
The next slide discusses the Delian League that was created by the
Greek city-states following the Persian War
The students will be given time to write down the notes
on the page (5 minutes)
 After they are done, the teacher will talk
about how the Delian League was created in order to protect the Greek
city-states from any future attacks (2 minutes)
The teacher will then pass out pre-made note cards that have a Greek
city state on them and welcome to the Delian League along with two pieces of candy
(note: the Athens card will go to a predetermined student and has instructions on
the back) (2 minutes)
Students will then be instructed to turn their candy into
the box set on Delos Island (my desk which will be labelled) to act as a
treasury (2 minutes)
When signalled with a thumbs up the student with the
Athens card will come up to my desk, grab the candy, and return to their seat
(1 minute)
Instructions are given to the student to
not return the candy under any circumstances and are provide with
reasons as to why they shouldnt have to return the candy
ex/ well my city was the
one destroyed, I can make a stronger navy to protect us, etc.
Hopefully, the other students will become upset and will
try to argue with the student to get their candy back (5 minutes)
The teacher is not to say anything other
then you handle it if students want them to fix the problem
After the students have argued for a little bit, the teacher will redirect
their attention back to the SmartBoard
The next slide discusses how Pericles took the money
from the Delian Leagues treasury and used it on Athens without permission
The teacher will discuss how the game relates to the
history of the Delian League and, depending on the remaining time, students
will write down the notes (7 minutes)
If there is limited time remaining, the
teacher will only discuss the material and will move along to the exit
slip question
The notes will then be
picked up and continued on Tuesday
Closing:
Students will be asked to write down what they believe is going to
happen between the Greek city-states based off of what occurred during the Delian
League activity as an exit slip question (5 minutes)

VI. Assessment/Evaluation
How will you know if each student has met the learning goals? Attach
assessments and assessment criteria.

There will be no summative assessment as students are just beginning the material;
however, at the end of the unit, students will be given a comprehensive test that will
be based around the topics covered in the lessons

Formative assessment will take place through general monitoring for understanding
through questions and asking students for understanding, students will also be
 monitored through the Venn Diagram and Delian League activity for understanding
and to avoid any confusions

VII. Adaptations (e.g. IEP, 504 plans, WEP)

Modifications: If lesson objective and/or significant content learning goals need to be
changed to alter the expectations for a student (e.g. reduced number of problems, or lower
level Blooms or for gifted student(s) extensions to advance progress).
Accommodations: If other components such as method, activity or materials of lesson are
changed to help students meet the learning goal (e.g. extended time, scribe, reader, spell
checker, electronic device, or guided notes).

Student Name e.g. Gifted e.g. Special e.g. Special e.g. Special e.g. Other
(samples e.g.) Needs Needs Needs Needs
(physical) (intellectual) (attention (vision,
issues) hearing)
What needs are Students struggle Student
you addressing with reading and struggles with
for this student writing and are behavior and
in this lesson? identified with with remaining
learning on task
disabilities
Learning Learning goals
Goals will be simplified
(modification to the basic
as to what material
student will be
expected to
know or do)
Teaching Students are The students
Methods given more time behavior will be
and support to approached
build their calmly and
understanding reminded to
behave as
necessary
Teaching
Materials
Academic Academic
Language language will be
(identify simplified to the
variation based various
upon student appropriate levels
needs)
Student Student is given
Activities opportunities to
be out of their
seat and move to
keep invested
Student Students with
Materials severe learning
disabilities are
given guided
 notes to follow
the notes
prepared by the
teacher
Assessment/ Their summative
Evaluation assessments are
(allows for differentiated to a
student simpler level
demonstration
of learning)

VIII. Reflection (if lesson is taught):

Overall I think that the lesson went really well and that students truly grasped the
concept of how the other Greek city-states felt after Athens took the money from the
Delian League.
Obviously I forgot to formatively assess the students on their memory of the five
types of government and so I think I might have that become a question in their test
as a bonus question to reward those who remember it.
I wish the SmartBoard had been working properly for the Venn Diagram activity but
I think I will take that activity and turn it into a worksheet for students to complete
tomorrow.
The actual Delian League activity went as well as I expected it too and I was excited
to see students becoming upset over the Athens student stealing the candy. I had to
lead the conversation a little more than I had planned because I did not feel that the
students were going to be responsive and become upset enough to be vocal about it.
With slight guidance from me, the students were able to hold a discussion which led
seamlessly into the next slide.
Unfortunately, during the activity, I discussed with students about what they thought
would happen next in Greece (the Peloponnesian War) and while we were able to
have a non-structured formative discussion, I was then unable to give them an exit-
slip formative assessment at the end of the period.