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Hannah Rapetti
7
th
Grade World History
Margaret Green Junior High
Delta State University
Student Teaching Internship
TIAI-TWS
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Philosophy of Education
My personal philosophy of education is of the firm belief that every student, regardless of
race, ethnicity, socio-economic status, religious background, and/ or any other classification,
deserves an equal opportunity at an academic education.
During my internship as a student teacher, I have come to the conclusion that all students
deserve to be accommodated in the classroom and therefore a teachers idea of education should
always be changing. Not one student in the classroom is like another. Students do not stay the
same every year therefore a teachers philosophy should not stay the same either. Teachers do
not stop learning once appointed to a classroom. The lesson plans and units should be forever
evolving to match the needs of the students. Everyday can be a learning experience, not only for
the student, but for the teacher as well. The learning experience in the classroom should be a
positive one. I believe students are looking for academic challenges in the classroom. It is the job
of the teacher to provide those challenges by having high expectations for students to meet.
However, a teacher must also be able to recognize when the expectations are too high for a
student. A teacher should not lower the expectations of the classroom but should guide remedial
students to reach the expectations while considering the students different learning styles and
accommodating those learning abilities by changing the plans to fit each style.
I believe that all students have the ability to learn and achieve if put in an open, creative,
and understanding academic atmosphere. By giving students a comfortable and modern
atmosphere in the classroom, the teacher gives each student an equal chance of success. This
atmosphere can allow the teacher to accommodate students on an individual level which will
allow both the student and the teacher to be more engaged throughout the year. I believe a
teacher should also make an effort to stay on top of the newest technology and innovations that
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can aid and facilitate the learning experience in the classroom. Each student in the classroom is
growing in generation dependent on technology. This technology should be used in the
classroom as much as possible in order to help relate the educational experience to the student.
My personal philosophy of education will greatly impact the way I decide to teach in my
classroom. The curriculum will promote progress throughout the entire year, leaving no student
behind. As a teacher, I never want my students to feel stuck in a lesson or unit. I want the
students to feel encouraged by their teacher, their classmates, and their school.
In a perfect academic world, I would like my students to feel comfortable enough to ask
any questions, determined enough to strive to meet my expectations, and comfortable enough to
know that I am their teacher inside and outside of the classroom. My job as a teacher does not
stop just because the bell rings at the end of the day.
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NCSS themes:
Culture: Traditions, beliefs, and values of their own groups andsociety, as well as those of others
Time, Continuity, and Change: The past, as well as stability andchange over time
People, Places, and Environments: Spatial concepts andrelationships
Individual Development and Identity: Personal identity andcultural contexts
Individuals, Groups, and Institutions: Types of groups andinstitutions and their relationships to individuals
Power, Authority, and Governance: Structure of specificgovernments and various types of government across time and
cultures
Production, Distribution, and Consumption: Decisions thatpeoples and governments make when limited resources exceed
wants
Science, Technology, and Society: Influence of science andtechnology over time on the lives of individuals and societies
Global Connections: The increasing links of peoples and societiesacross the world in terms of economy, communication, technology,
and other factors
Civic Ideals and Practices: Ideals, beliefs, values, and practicesassociated with informed citizenship
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ANCIENT GREECE
DAY ONE
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and Goals-Assess students prior knowledge on Ancient Greece by using a Pre-Test.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and howthey have impacted the development of those civilizations.
a. Identify and describe the following governmental forms: democracy,
aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchyand republic. (DOK 1) NCSS VI, X
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3) NCSS I, III, IV, IX3. Understand the political, social, and cultural consequences of population movements
and militarization in Eurasia in the second millennium BCE.a. Examine the significant events, actors, and trends among early Egyptian,
Mycenaean, and Aryan cultures. (DOK 1) NCSS I, II5. Understand the civil and human development of various civilizations of Asia, Europe,
and Africa from rise to fall.
a. Cite evidence of human social relations as to the cause of the fall ofcivilizations of Asia, Europe, and Africa. (DOK 1) NCSS I, IVb. Describe the relationship among various groups of people and how it may have
characterized the societies in various regions in of Europe, Asia, and Africa fromthe fall of the Roman Empire through the Middle Ages. (DOK 2) NCSS I, III, IV,
VI, IXc. Analyze the evolution of human rights throughout the history of various
civilizations. (DOK 3) NCSS III, V, VI, IX, X6. Understand the economic processes that contributed to the emergence of early
civilizations of Asia, Europe, and Africa.a. Analyze how local conditions affect agricultural, settlement, exchange and
migration patterns in various regions of the world. (DOK 3) NCSS III, VII, VIIIb. Cite archaeological evidence of the social and cultural conditions of early
civilizations in regions around the world and how they were influenced by theeconomic development of those regions. (DOK 2) NCSS VII
8. Understand how information concerning prehistoric and historic groups contributes tothe study of a civilizations cultural development
a. Analyze the significance of various archaeological and anthropological findingsand historical sites (DOK 3) NCSS IX
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d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa(explorations, trade, communication, technology, etc) (DOK 2) NCSS VIII
Procedures
A. Introduction/Motivation:As an introduction there are daily current events for the students to write down
from the classroom dry erase board. After about five minutes, I will review thecurrent events and give explanations. We will discuss these as a class. This is a
daily activity.
B. Study/Learning:Students will be given a Pre-Test on Ancient Greece to complete. The Pre-Testwill contain information that students will learn throughout the unit. The results of
this test will be used for comparison to the final test results. These research resultswill show me, the teacher, if the students learned according to my lesson plans.
The Pre-Test will also be used a tool to plan further instruction for the class.
C. CulminationShould time permit, I will read a story from the book on Greek gods, goddesses,
and myths.
D. Follow-UpNo homework.
Materials and ResourcesPencil
PaperPre-Test
Book on Ancient Greek topic
Evaluation related to objectivesThe Pre-Tests will be graded and recorded for the TWS and TIAI unit book. The scores
will be used to assess the students prior knowledge on Ancient Greece.
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Ancient Greece Unit Pre-TestName_____________________________ ID#___________________________
Choose the correct word to complete each sentence.
A. Monarchy H. DemocracyB. Hellenistic I. Odyssey
C. Phalanx J. LabyrinthD. Drama K. Oligarchy
E. Polis L. HelotF. Barbarians M. Philosophy
G. Epic N. Tyranny
1. Another name for a Greek city-state. __________
2. The Greeks viewed all non Greek people as this. __________
3. A serious play or theatrical event. __________
4. Means rule by kings and queens. __________
5. Means rules by many or the common people. __________
6. Means rule by a few. __________
7. The period between Alexanders conquest and the rise of the Roman Empire. __________
8. A one-man rule; when one man seizes power by appealing to the people. __________
9. A great work written by Homer. __________
10. Greek battle formation where soldiers formed rows close together. __________
11. A complicated structure in which it is easy to get lost in; a maze. __________
12. The study of meaning and knowledge of life. __________
13. A Spartan slave. __________
14. A long poem that tells the story of a hero. __________
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Multiple Choice: Circle the best answer.
1. In Sparta, which was not a physical skill?a. running b. jumping c. ice skating d. wrestling
2. What was the only occupation a man could have in Sparta?
a. trader b. blacksmith c. fitness instructor d. soldier
3. Who could be a citizen of Athens?a. a slave b. a woman c. a male d. anyone
4. The type of Greek play where a man was brought down by a flaw in his character.
a. comedy b. mystery c. tragedy d. horror
5. A battle where the Persians were defeated and the name of a 26 mile race.
a. Marathon b. Salamis c. Plataea d. Thermopylae
6. The Minoans built elaborate palaces that contained what?a. running water b. indoor plumbing c. elaborate mazes d. all of the above
7. According to Greek mythology, the home of the gods was?
a. Marathon b. Troy c. Mount Olympus d. Thrace
8. Those in Sparta who did not belong to the ruling class were called?a. oligarchs b. tyrants c. Helots d. Aristocrats
9. What is the name of the ruler of the Ancient Greek Gods?a. Cronos b. Zeus c. Hera d. Poseidon
10. In Greece, a prediction or the name of a place where a prediction was told is calleda. Athens b. Olympus c. Eleusis d. Oracle
11. The ancient civilization that lived on the island of Crete was known as
a. The Trojans b. The Minoans c. The Mycenaeans d. The Lakers
12. The greatest thing we gained from the Athenians wasa. a monarchy b. a democracy c. Olive Trees d. The Parthenon
Label the following areas on the map located on the next page.MACEDONIA TROY MARATHON OLYMPIA
THRACE AEGEAN SEA ATHENS CRETETHERMOPYLAE SALAMIS MYCENAE SPARTA
IONIAN SEA MEDITERRANEAN SEA
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On the first day of the unit, I introduced the Ancient Greece bulletin board to the students. The
bulletin board is an interactive timeline. As the students learn about major events in this unit theycan relate their knowledge to the bulletin board by moving the timeline pieces around.
The pink sheets are different print outs of Aesops Fables. The students learned about Aesop, anAncient Greek who wrote stories with underlying morals. The students really enjoyed reading
the stories and trying to figure out the morals.
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I also introduced the Black History Month bulletin board. February is Black History Month and I
really wanted to teach the students about that as well. My bulletin board is an interactive bulletinboard where one student can stand up and read a biography excerpt about a prominent Black
History month figure. Then, as a class, the students try to guess who that person is. This bulletinboard was very effective. In order to motivate the students, I let the first students who finished
writing down their bell ringer assignment be the one to read aloud to the class. The studentsbecame competitive in their bell ringer assignments so that they could have the privilege of
reading the Who Am I? board.
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ANCIENT GREECE
DAY TWO
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will learn the geography of Ancient Greece, focusing on the geographicalfeatures and how those features were a factor during Ancient Greece. The students will
learn about Greece being a peninsula, being close to Rome, and being surrounded bymountains.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and howthey have impacted the development of those civilizations.
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3) NCSS I6. Understand the economic processes that contributed to the emergence of early
civilizations of Asia, Europe, and Africa.a. Analyze how local conditions affect agricultural, settlement, exchange and
migration patterns in various regions of the world. (DOK 3) NCSS VIIb. Cite archaeological evidence of the social and cultural conditions of early
civilizations in regions around the world and how they were influenced by theeconomic development of those regions. (DOK 2) NCSS II
*Enrichment Objectives: Students in need of enrichment will label the map of AncientGreece without the teachers help while discussing how geographical features of
Greece are different from modern Greece
**Remedial Objectives: Students in need of remedial objectives will use the book to
label the map of Ancient Greece
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events and give explanations. We will discuss these as a class. This is adaily activity.
B. Study/Learning:After discussing the current events, I will read a fable written by Aesop. Then thestudents will correctly label a map of Greece using the textbook, the teachers
key, and Google Earth. We will also read the introduction to Greece geographyfrom their textbook on page 169.
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C. CulminationTo get the students motivated to learn about Ancient Greece, I will read a story
from Heroes, Gods, and Monsters of the Greek Myths. The story will be about thebirth of the Greek God Zeus. I will ask questions about the short story pertaining
to vocabulary and reading comprehension.
D. Follow-UpFor homework, students will study their map of Greece and the characteristics we
listed on the back of the worksheet. Students will be given a pop quiz on the mapthe next day.
Materials and Resources-LCD projector-Teachers laptop
-Map of Ancient Greece for students to copy
-Map worksheets for the students to label-Textbook pg. 169
-Teachers resource of Heroes, Gods, and Monsters of Greek Myths -Google Earth
Evaluation related to objectivesThe students will have a pop quiz on the map the next day at school. Students will berequired to label certain areas of the map and then give a few characteristics about
Ancient Greece that were discussed in class.
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MAP STUDENTS
WILL LABEL.
MAP STUDENTS WILL COPY AND BE
QUIZZED ON.
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ANCIENT GREECE
DAY THREE
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will be given their research projects on Ancient Greece topics.Students will use either the library computers or the library books to research their topic
as much as they can.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.c. Apply the five themed of geography (location, place, human/environmental
interaction, movement, and region) to describe various civilizations in Asia,Europe, and Africa (DOK 3) NCSS I, III, IV
3. Understand the political, social, and cultural consequences of population movementsand militarization in Eurasia in the second millennium BCE.
a. Examine the significant events, actors, and trends among early Egyptian,Mycenaean, and Aryan cultures. (DOK 1) NCSS V, VIII
**Enrichment Objectives: Students seeking enrichment will search their topic on theirown with little to no help from the teacher.
**Remedial Objectives: Students in need of remedial help will be given help andguidance whenever needed to promote the research of their topic.
Procedures
A. Introduction/Motivation:As an introduction there are daily current events for the students to write down
from the classroom dry erase board. After about five minutes, I will review thecurrent events and give explanations. We will discuss these as a class. This is a
daily activity.
After current events, students will complete a quick pop quiz on the map ofAncient Greece that they labeled yesterday.
B. Study/Learning:I will hand out the list of projects the students can choose from in order to
complete their research project. The students will be given a rubric so they know
exactly what I am grading for and what should be included on their project.
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After the project is explained in detail, the students will be assigned an AncientGreece topic or character. These topics include Greek Gods, Goddesses, Figures
from the Battle of Troy, etc. Each student has a different person or figure.
To make sure each student has an equal chance at gathering research, each classwill utilize the library resources. I have spoken to the librarian and she will either
let each class use the computers if they are available or she will bring in books toour classroom for students to use during the class period. This is the only time
students will have to research their topic in class. Any other work will behomework and every project is due on March 2, 2012.
C. CulminationThe students will utilize the whole period to research their topic. Students areencouraged to ask the teacher questions and brainstorm with other students.
D. Follow-UpThe follow up for this lesson plan will be the grading period after the students
turn in their project. Students will have a clear rubric and knowwhat is expected of their projects.
Materials and Resources-Library computers or books-Notebook paper, something to write with
-Project assignment sheet
Evaluation related to objectives
The students evaluation will occur when they turn their project in on the scheduled duedate. Their projects will be evaluated using a clear rubric that the students, parents, andthe teacher will have access to.
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ANCIENT GREECE MAP QUIZ
The following map will be displayed on the LCD projector.
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Ancient Greece Unit Project
Welcome to Ancient Greece!As we study this unit on Ancient Greece, each student will complete one of the following
projects based on an assigned Greek god, goddess, or other person. How the project will beassessed depends on the project selected by the student. General criteria to follow for most of the
project assessments are craftsmanship, accuracy, creativity, thoroughness, and neatness. Also, forevery project, I am looking for knowledge of the assigned Ancient Greek person. I want to know
who the person is, what they are known for, what symbols or inventions are credited to them, etc.Details and creativity is the key to a great grade!
The following is a list of projects from which students should choose and the requirements that
go along with that project.
POEM: Write a poem about your assigned person. The poem must be between 50-70 lines long.It must rhyme and have a creative title. The poem must be typed and have a creative look to it.
No notebook paper!
POP-UP BOOK: Create a pop-up book about your assigned person. The book must be at least10 pages long and must be colorful. There must be at least one pop up on the page and any
writing should either be printed or legible.
POSTER BOARD: Create a full sized poster board about your assigned person. The posterboard must be colorful, have pictures and descriptions, and must be completely covered. Use
your creativity!
CLAY FIGURINE: Use clay to make a replica of your assigned person. The figurine must bepainted and at least six inches tall with an eight inches maximum. A description of the figurine is
required. This is to let others know who your figurine is representing.
SONG/RAP: Write a song or rap about your assigned person. The song/rap must be at least oneminute long with a three minute maximum. The students who choose this project can either
perform the song/rap in class or video tape it or bring it to the teacher on a CD or a flash drive.The lyrics to the song/rap must be neatly written or typed and included in the project.
Appropriate language must be used.
POWERPOINT: Create a PowerPoint presentation on your assigned person. The presentationmust be at least 20 slides long with pictures and effects. The student can bring in the PowerPoint
presentation on a CD or a flash drive.
THE DUE DATE IS MARCH 2, 2012!
Students signature _______________________________________________________
Parents signature ________________________________________________________
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ANCIENT GREECE UNIT PROJECT
GRADING RUBRIC
NAME________________________________ ID#_________________________
POSSIBLE POINTS POINTS EARNED
NEATNESS 10 POINTS
CREATIVITY 15 PONTS
PRESENTATION 20 POINTS
ACCURACY 20 POINTS
SPELLING 10 POINTS
ON TIME 5 POINTS
COMPLETE 15 POINTS
PARENT SIGNATURE ANDPROJECT PARAGRAPH 5 POINTS
TOTAL 100 POINTS
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ANCIENT GREECE
DAY FOUR
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and Goals-Students will learn about the Minoans and the Mycenaeans and the role the two societies
play in Ancient Greece-Students will be able compare and contrast the Minoans and the Mycenaeans
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.c. Apply the five themes of geography to describe various civilizations in Asia,
Europe and Africa. NCSS I3. Understand the political, social, and cultural consequences of population movements
and militarization in Eurasia in the second millennium BCE.a. Examine the significant events, actors, and trends among early Egyptian,
Mycenaean, and Aryan cultures. NCSS III5. Understand the civil and human development of various civilizations of Asia, Europe,
and Africa from rise to fall.a. Cite evidence of human social relations as to the cause of the fall of
civilizations of Asia, Europe, and Africa.
*Enrichment Objectives: Students seeking enrichment will continue to read about theMinoans and the Mycenaeans in their textbook and cover topics like the Dark
Ages.
**Remedial Objectives: Students seeking remedial work will study their notes on the
Minoans and Mycenaeans and prepare for the unit test.
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
B. Study/Learning:In the Human Heritage book on pages 151-160 the pages cover the Minoans andMycenaeans in depth. The students will be divided into eight small groups (two or
three to a group) and will read small passages. Then they will pick a person fromtheir group to present the information to the class. The groups will be required to
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write all of their findings on one sheet of paper to turn into me at the end of class.These notes will be summarized and given back to the students the next day for
study usage.Group 1: The Minoans
Group 2: The PeopleGroup 3: Cities and Palaces (needs three people)
Group 4: Rulers and RegionsGroup 5: The Fall of the Minoans
Group 6: The Mycenaeans (needs three people)Group 7: Traders and Pirates
Group 8: The Trojan War (needs three people)
C. CulminationStudents will be asked to give feedback on one specific thing they learned about
during todays lesson.
D. Follow-UpFor homework, students will do workbook pages 75 & 76. At the beginning of the
school year, each student was given a workbook that goes along with theirtextbook so every student has this resource. Tomorrow the workbook pages will
be checked for completion. Students will also write a small paragraph on whatthey are doing for their Ancient Greece project and how they plan on doing it.
Materials and Resources-notebook paper and something to write with-textbook
-dry erase board and marker
-LCD screen-teachers laptop
Evaluation related to objectivesThe students will be graded on whether or not they have their Ancient Greece map and
whether or not it is labeled.The students will be graded on the pop quiz on the map of Ancient Greece.
The students will be graded on their homework workbook pages.
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ANCIENT GREECE
DAY FIVE
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and Goals-Students will know the difference between Ancient Greek democracy and United Statesof America democracy
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and howthey have impacted the development of those civilizations.
a. Identify and describe the following governmental forms: democracy,aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy
and republic. (DOK 1) NCSS IV, Vc. Apply the five themed of geography (location, place, human/environmental
interaction, movement, and region) to describe various civilizations in Asia,Europe, and Africa (DOK 3) NCSS I
5. Understand the civil and human development of various civilizations of Asia, Europe,and Africa from rise to fall
c. Analyze the evolution of human rights throughout the history of variouscivilizations. (DOK 3) NCSS II, III
**Enrichment objectives: Students seeking enrichment objectives can discuss other
forms of government and how they have changes throughout the decades.
**Remedial objectives: Students seeking remedial objectives will have a thorough
explanation of democracy and what that means to them.
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
Before the lesson begins I will check homework from last nights assignment and
hand back the notes on the Minoans and Mycenaeans.
Students will be asked to define democracy in their own terms. We will make acircle map to show our results. Students will not be required to write this down
considering our time limit.
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B. Study/Learning:After talking briefly about democracy the students will add to the circle map
labeled for democracy. The students will then be divided into twogroups. One group will consist of only males and it will be a group of five. The
rest of the class will be group two and sit on the other side of the room. The classwill be told that from now on, during the class period, the small group will make
all of the decisions.
Then I will turn to the small group and address them. They will be told to choosea homework assignment for themselves and for the other group. One homework
assignment will be worse than another. The hope is that the small group of maleschooses the easy homework so that the larger group feels it is unfair.
C. CulminationAfter the small group of males discusses and chooses their homework then the
class will discuss why this form of government is fair or unfair. And how thisancient democratic government differs from the government they described
earlier in class.
The students will then be placed back in their normal seats and we will run thesimulation again. The students, as a class, will choose their homework for the
night and we will discuss how this act of democracy is fair or unfair.
D. Follow-UpFor homework, students are to write a small paragraph about which democracy
they would rather live in (modern or ancient) and why.
Materials and Resources-Dry erase board for current events
-Student participation-notebook paper and pencil
Evaluation related to objectives-Students will be graded on their participation in the simulation as well as theirknowledge of the subject of democracy.
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Minoans
Came from Crete Grew wheat, barley, grapes, and olives Built large and fast ships to escape pirates Earned a living from trade, not farming Small people, bronzed skin, long dark hair, small waists Loved sports, built huge arena to seat 500 people Bull leaping: a form of bullfighting At the heart of each minoan city was a palace, not a temple. Cities did not have walls around them; they depended on the sea and the navy for
protection.
Largest city: Knossos- had a five story palace built of luxirious things and severalentrances.
Houses were built side by side around courtyards Many houses only had an entrance through the roof Rulers of Crete were called priest-kings. They made laws and represented the gods. Had many gods Main god was Mother Earth who made plants grow and brought children Sacred flower was the lily; double ax was also sacred; and the dove No one is certain how or why the Minoan civilization fell
Mycenaeans
Came from southern Russia Settled into Greece Built fortress-palaces on hilltops; in times of danger, the people in the villages took
shelter within the palace
Megaron: square room where the king held council meetings and entertained Relied on hunting to get meat; hunted deer, rabit, boar, wild bulls, game birds; women
hunted with the men
Met the Minoans shortly after they settled in Greece; Mycenaeans imitated the Minoansgold and bronze work, fashions, and language. Most of all, they imitated the Minoansships and navigation techniques.
Grew olives for food, oil, and fuel; made them very rich Very good fighters; used large sheilds; fought with spears and swords Famous for their attack on Troy; Remember the Trojan Horse and Helen of Troy
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ANCIENT GREECE
DAY SIX
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Delta State University
College of EducationTIAI Lesson Plan
Teacher Intern: Hannah Rapetti
Subject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and Goals-Students will compare and contrast Sparta and Athens lifestyles, focusing on the
lifestyles of children and what the Spartans and Athens did for work.-Students will review about democracy and learn about other forms of government in
Ancient Greece
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.a. Identify and describe the following governmental forms: democracy,
aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchyand republic. (DOK 1) NCSS VI, X
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3) NCSS III5. Understand the civil and human development of various civilizations of Asia, Europe,
and Africa from rise to fallb. Describe the relationship among various groups of people and how it may have
characterized the societies in various regions in of Europe, Asia, and Africa fromthe fall of the Roman Empire through the Middle Ages. (DOK 2) NCSS III
c. Analyze the evolution of human rights throughout the history of variouscivilizations. (DOK 3) NCSS II, IV
6. Understand the economic processes that contributed to the emergence of earlycivilizations of Asia, Europe, and Africa.
b. Cite archaeological evidence of the social and cultural conditions of earlycivilizations in regions around the world and how they were influenced by the
economic development of those regions. (DOK 2) NCSS I**Enrichment objectives: Students will discuss Sparta and Athens with more depth;
covering their lifestyle, their beliefs, their structure, etc**Remedial objectives: Students will focus on their chosen civilization from the
textbook only.
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
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current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
Before the lesson begins I will check homework from last nights assignment.
As a class we will review on democracy and I will explain what an oligarchy is
and how that matters to this lesson
B. Study/Learning:The class will be divided into two groups; Sparta and Athens. Each group will
discuss a section from the book and create a thinking map to go with theirinformation. Then, after the students are finished reading, we will put these
thinking maps on the board and discuss the information. Each student will begiven the opportunity to copy down each thinking map. This will promote
responsibility.
C. CulminationThe students will make sure they have the thinking maps copied into theirnotebooks in order to complete the homework assignment.
D. Follow-UpFor homework, students will complete the worksheet on Sparta and Athens.
Materials and Resources-Dry erase board and marker
-paper and pencil
-textbook-Sparta and Athens Worksheet
Evaluation related to objectives-The students will be graded on the completion and accuracy of the Sparta VS Athens
worksheet.-Students will be graded on the completion of their thinking maps on Sparta and Athens.
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Name
ID #
Athens Sparta
Which had the largest population?
Which had a limited democracy?
Which was a military oligarchy?
Which had two kings?
Which had an assembly?
Which had citizens as the upper class?
Which had foreigners as a working class?
Which had slaves?
Which had the strongest navy?
Which had the strongest army on land?
Which limited women's role in politics?
Which gave the most freedom to women?
Which valued choral dance and music?
Which valued athletics?
Which gave more education to girls?
Which gave more education to boys?
On the back, write a small paragraph on which society you would have liked to live in. Would it be
Sparta? Or Athens? What role in society would you play?
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ANCIENT GREECE
DAY SEVEN
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and Goals-Students will learn about Alexander the Great. Key points will be Alexander the Greats
life goals, his war conquests, and how he affected the spread of Greek culture.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.
a. Identify and describe the following governmental forms: democracy,aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy
and republic. (DOK 1) NCSS II, III, Xc. Apply the five themed of geography (location, place, human/environmental
interaction, movement, and region) to describe various civilizations in Asia,Europe, and Africa (DOK 3) NCSS I
6. Understand the economic processes that contributed to the emergence of earlycivilizations of Asia, Europe, and Africa.
b. Cite archaeological evidence of the social and cultural conditions of earlycivilizations in regions around the world and how they were influenced by the
economic development of those regions. (DOK 2) NCSS III, V
8. Understand how information concerning prehistoric and historic groups contributes tothe study of a civilizations cultural developmentd. Evaluate the effects of contact among cultures of Europe, Asia, and Africa
(explorations, trade, communication, technology, etc) NCSS 9
**Enrichment objectives: Students will complete the worksheet on Alexander the Great
and add knowledgeable information from watching the video.
**Remedial objectives: Students will complete the worksheet during the video and as
homework if needed. Students may use their book to complete the worksheet
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
Before the lesson begins I will check homework from last nights assignment.
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B. Study/Learning:After completing the current events discussion and checking last nights
homework assignment, students will get in their desks around the TV and watch avideo on Alexander the Great. This video is from Netflix and is NR-Not Rated. It
is a historical and educational film and has been approved for viewing. The videocontains information about Alexander the Greats life, his conquests, and his
spread of power over Ancient Greece.
C. CulminationThe students will complete a worksheet on the video of Alexander the Great while
watching the video. This worksheet will be turned in before the end of class.
D. Follow-UpFor homework, students are just to review their notes on Alexander the Great and
prepare for tomorrows lesson on philosophy, science, and the arts of Ancient
Greece.
Materials and Resources-Dry erase board and marker
-paper and pencil-Video on Alexander the Great
-TV and DVD player
Evaluation related to objectives-The students will turn in their Alexander the Great worksheet and the worksheet will be
graded for completion and accuracy.
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ALEXANDER THE GREAT VIDEO QUIZ
NAME ____________________________ ID# __________________
1. At what age did Alexander the Great die? __________________________________________
2. Where was Alexander the Great born? ____________________________________________
3. Who was Alexander the Greats mother? __________________________________________
4. Who was his teacher? __________________________________________________________
5. How old was he when he was made king? _________________________________________
6. Where did Alexander conquer first? ______________________________________________
7. Name some characteristics of Alexanders army. ____________________________________
______________________________________________________________________________
______________________________________________________________________________
8. What was Calistines job? ______________________________________________________
______________________________________________________________________________
9. True or False. Egypt welcomes Alexander and his army into the land with open arms. _______
10. What is the war tactic that involves many tightly placed soldiers armed with spears?
_____________________________________________________________________________
11. Name some areas Alexander the Great conquered. __________________________________
______________________________________________________________________________
______________________________________________________________________________
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12. True or False. Alexander had his army find Persian wives to spread the culture of Macedonia.
_______________________________________
13. How did Alexander the Great die? ______________________________________________
14. Where is Alexanders body? __________________________________________________
15. What is the name of the city that is named after Alexander?
___________________________________________________________
16. How does his legacy still live? __________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
17. Name others who were inspired by Alexander the Great and his conquests. ____________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
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ANCIENT GREECE
DAY EIGHT
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will learn about Greek theater by reading a Greek play, focusing on how theplays were written, how the plays were performed, and what types of topics were covered
with Greek theater.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.c. Apply the five themed of geography (location, place, human/environmental
interaction, movement, and region) to describe various civilizations in Asia,Europe, and Africa (DOK 3) NCSS I, IV
8. Understand how information concerning prehistoric and historic groups contributes tothe study of a civilizations cultural development
a. Analyze the significance of various archaeological and anthropological findingsand historical sites (DOK 3)
d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa(explorations, trade, communication, technology, etc) NCSS III, V
**Enrichment objectives: Students will have longer speaking parts and be asked todiscuss parts of the play.
**Remedial objectives: Students will follow along and only receive a part in the play ifthey choose.
Procedures
A. Introduction/Motivation:As an introduction there are daily current events for the students to write down
from the classroom dry erase board. After about five minutes, I will review thecurrent events with the class and give explanations for each one. We will discuss
these as a class. This is a daily activity.
B. Study/Learning:Students will receive a brief description about Greek theater and the arts. They
will learn about the difference between different types of Greek plays (tragedy,
comedy, etc). Then we will read a play about Ancient Greece and have the
students analyze the type of language and how the play was written.
C. CulminationStudents will understand why Ancient Greek plays are different from theater we
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have today.
D. Follow-UpThis is a Friday lesson plan so there is no homework.
Materials and ResourcesTeachers laptop with Oedipus Rex on itPaper and pencil
Marker and dry erase boardLCD projector
Evaluation related to objectives-Students will be graded on participation during the reading of the Greek play.
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ANCIENT GREECE
DAY NINE
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will learn about how the Greeks worshipped the Gods and Goddess of GreekMythology.
Students will learn about key figures of Ancient Greek science including Socrates, Plato,etc.
Students will learn about Greek visual and dramatic arts like architecture and art.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.c. Apply the five themed of geography (location, place, human/environmental
interaction, movement, and region) to describe various civilizations in Asia,Europe, and Africa (DOK 3) NCSS I, II
6. Understand the economic processes that contributed to the emergence of earlycivilizations of Asia, Europe, and Africa.
a. Analyze how local conditions affect agricultural, settlement, exchange andmigration patterns in various regions of the world. (DOK 3) NCSS VIII
b. Cite archaeological evidence of the social and cultural conditions of earlycivilizations in regions around the world and how they were influenced by the
economic development of those regions. (DOK 2)8. Understand how information concerning prehistoric and historic groups contributes to
the study of a civilizations cultural developmenta. Analyze the significance of various archaeological and anthropological findings
and historical sites (DOK 3)d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa
(explorations, trade, communication, technology, etc) NCSS I, II
**Enrichment objectives: Students will complete the worksheet on philosophy and
science with little to no help.**Remedial objectives: Students will use the Human Heritage book to check and cross
check answers on the worksheet.
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
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B. Study/Learning:After the morning routine the students will be shown a short slideshow on Greek
architecture. In this slideshow, the students will learn about the columns andbuildings of Ancient Greece.
Then the students will each receive a laptop from the school library to use for the
class period. The students will follow along with the teacher and learn how tocreate a thinking map chart on Microsoft Paint. After learning about how to use
the program on the computer, the students will use the internet to research a topicand fill in their thinking map. The thinking maps will be saved and the students
will continue this lesson tomorrow.
C. CulminationThe students will continue to work on their research thinking maps until the class
is completed. These thinking maps will be turned in for a grade and the grade will
be based on completeness, neatness and accuracy.
D. Follow-UpUsing their book students will complete a worksheet on philosophers and key
figures of Ancient Greece for homework.
Materials and Resources-Key figures worksheet
-pencil and paper-dry erase board and marker
-laptops
-PowerPoint presentation on Greek architecture
Evaluation related to objectives-Students will be evaluated on the completion of the worksheet on key figures-Students will also be graded on their thinking map for completion, neatness, and
accuracy.
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ANCIENT GREECE
DAY TEN
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will learn about how the Greeks worshipped the Gods and Goddess of GreekMythology.
Students will learn about key figures of Ancient Greek science including Socrates, Plato,etc.
Students will learn about Greek visual and dramatic arts like architecture and art.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.c. Apply the five themed of geography (location, place, human/environmental
interaction, movement, and region) to describe various civilizations in Asia,Europe, and Africa (DOK 3) NCSS I
6. Understand the economic processes that contributed to the emergence of earlycivilizations of Asia, Europe, and Africa.
a. Analyze how local conditions affect agricultural, settlement, exchange andmigration patterns in various regions of the world. (DOK 3) NCSS II, VIII
b. Cite archaeological evidence of the social and cultural conditions of earlycivilizations in regions around the world and how they were influenced by the
economic development of those regions. (DOK 2) NCSS II8. Understand how information concerning prehistoric and historic groups contributes to
the study of a civilizations cultural developmenta. Analyze the significance of various archaeological and anthropological findings
and historical sites (DOK 3)d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa
(explorations, trade, communication, technology, etc) NCSS III
**Enrichment objectives: Students will complete the worksheet on philosophy and
science with little to no help.**Remedial objectives: Students will use the Human Heritage book to check and cross
check answers on the worksheet.
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
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B. Study/Learning:After the morning routine, the students will check out the laptop they used the daybefore to continue their thinking map on their topic. We will work through this
lesson until the end of the class period.
C. CulminationThe students will continue to work on their research thinking maps until the class
is completed. These thinking maps will be turned in for a grade and the grade willbe based on completeness, neatness and accuracy.
D. Follow-UpThe students will use their thinking maps to study for their unit exam.
Materials and Resources
-pencil and paper-dry erase board and marker
-LCD projector-laptop
-Worksheet on topic-library laptops (one for each student)
Evaluation related to objectives-Students will be evaluated on the completion of the worksheet on key figures-Students will also be graded on their thinking map for completion, neatness, and
accuracy.
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ANCIENT GREECE
DAY ELEVEN
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Delta State UniversityCollege of Education
TIAI Lesson PlanTeacher Intern: Hannah Rapetti
Subject/Topic: World History Ancient GreeceGrade Level: 7
thGrade
Main Ideas and GoalsStudents will learn about how the Greeks worshipped the Gods and Goddess of Greek
Mythology.Students will learn about key figures of Ancient Greek science including Socrates, Plato,
etc.Students will learn about Greek visual and dramatic arts like architecture and art.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3) NCSS I6. Understand the economic processes that contributed to the emergence of early
civilizations of Asia, Europe, and Africa.a. Analyze how local conditions affect agricultural, settlement, exchange and
migration patterns in various regions of the world. (DOK 3) NCSS IIb. Cite archaeological evidence of the social and cultural conditions of early
civilizations in regions around the world and how they were influenced by theeconomic development of those regions. (DOK 2) NCSS III
8. Understand how information concerning prehistoric and historic groups contributes tothe study of a civilizations cultural development
a. Analyze the significance of various archaeological and anthropological findingsand historical sites (DOK 3) NCSS VIII
d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa(explorations, trade, communication, technology, etc) NCSS IV
**Enrichment objectives: Students will complete the worksheet on philosophy andscience with little to no help.
**Remedial objectives: Students will use the Human Heritage book to check and crosscheck answers on the worksheet.
Procedures
A. Introduction/Motivation:As an introduction there are daily current events for the students to write down
from the classroom dry erase board. After about five minutes, I will review thecurrent events with the class and give explanations for each one. We will discuss
these as a class. This is a daily activity.
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B. Study/Learning:After the morning routine, the students will check out the laptop they used the day
before to continue their thinking map on their topic. We will work through thislesson until the end of the class period.
C. CulminationThe students will continue to work on their research thinking maps until the classis completed. These thinking maps will be turned in for a grade and the grade will
be based on completeness, neatness and accuracy.
D. Follow-UpThe students will use their thinking maps to study for their unit exam.
Materials and Resources-pencil and paper
-dry erase board and marker-LCD projector
-laptop-Worksheet on topic
-library laptops (one for each student)
Evaluation related to objectives-Students will be evaluated on the completion of the worksheet on key figures
-Students will also be graded on their thinking map for completion, neatness, andaccuracy
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EXAMPLES OF THE STUDENTS THINKING MAPS
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STUDENTS WORKING ON THINKING MAPS WITH THE SCHOOL LAPTOPS
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ANCIENT GREECE
DAY TWELVE
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will present their projects on Ancient Greece, showing their knowledge of their
project and the unit information.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3) NCSS I6. Understand the economic processes that contributed to the emergence of early
civilizations of Asia, Europe, and Africa.a. Analyze how local conditions affect agricultural, settlement, exchange and
migration patterns in various regions of the world. (DOK 3) NCSS IIb. Cite archaeological evidence of the social and cultural conditions of early
civilizations in regions around the world and how they were influenced by theeconomic development of those regions. (DOK 2) NCSS III
8. Understand how information concerning prehistoric and historic groups contributes to
the study of a civilizations cultural developmenta. Analyze the significance of various archaeological and anthropological findingsand historical sites (DOK 3) NCSS VIII
d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa(explorations, trade, communication, technology, etc) NCSS IV
Procedures
A. Introduction/Motivation:As an introduction there are daily current events for the students to write down
from the classroom dry erase board. After about five minutes, I will review thecurrent events with the class and give explanations for each one. We will discuss
these as a class. This is a daily activity.
B. Study/Learning:The students will one by one stand in front of the class and present their projects
on Ancient Greece. Some students will sing, rap, share a poster, or anotherproject. The students will be graded according to their rubric that was handed out
to them when they were given the assignment. Other students who are not
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presenting will be graded on participation which will show respect for their fellowclassmates.
C. Culmination
As we finish the projects the students will then hear one of Aesops fables.
D. Follow-UpStudents will get ready for the exam on Ancient Greece that will take place
tomorrow.
Materials and Resources-Presentation day rubrics
-Aesops fable book
Evaluation related to objectives
-Students will be graded on the presentation by using the rubric for the G2 project.-Students will be graded on participation.
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ANCIENT GREECE
DAY THIRTEEN
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will complete a unit exam on Ancient Greece. This will also be the nine weeksexam. Directions will be explained to the students in order for them to complete the
exam.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and how
they have impacted the development of those civilizations.a. Identify and describe the following governmental forms: democracy,
aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchyand republic. (DOK 1) NCSS VI, X
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3) NCSS I, III, IV, IX3. Understand the political, social, and cultural consequences of population movements
and militarization in Eurasia in the second millennium BCE.a. Examine the significant events, actors, and trends among early Egyptian,
Mycenaean, and Aryan cultures. (DOK 1) NCSS I, II5. Understand the civil and human development of various civilizations of Asia, Europe,
and Africa from rise to fall.a. Cite evidence of human social relations as to the cause of the fall of
civilizations of Asia, Europe, and Africa. (DOK 1) NCSS I, IVb. Describe the relationship among various groups of people and how it may have
characterized the societies in various regions in of Europe, Asia, and Africa fromthe fall of the Roman Empire through the Middle Ages. (DOK 2) NCSS I, III, IV,
VI, IXc. Analyze the evolution of human rights throughout the history of various
civilizations. (DOK 3) NCSS III, V, VI, IX, X6. Understand the economic processes that contributed to the emergence of early
civilizations of Asia, Europe, and Africa.a. Analyze how local conditions affect agricultural, settlement, exchange and
migration patterns in various regions of the world. (DOK 3) NCSS III, VII, VIII
b. Cite archaeological evidence of the social and cultural conditions of early
civilizations in regions around the world and how they were influenced by theeconomic development of those regions. (DOK 2) NCSS VII
8. Understand how information concerning prehistoric and historic groups contributes to
the study of a civilizations cultural development
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a. Analyze the significance of various archaeological and anthropological findingsand historical sites (DOK 3) NCSS IX
d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa(explorations, trade, communication, technology, etc) (DOK 2) NCSS VIII
Procedures
A. Introduction/Motivation:As an introduction there are daily current events for the students to write down
from the classroom dry erase board. After about five minutes, I will review thecurrent events with the class and give explanations for each one. We will discuss
these as a class. This is a daily activity.
B. Study/Learning:Students will clear their desks and complete a unit exam on Ancient Greece. This
test will cover all information from throughout the unit. This test will take all
class period.
C. CulminationAs students finish their test, they will sit quietly and wait for other students to
finish.
D. Follow-UpFor homework the students will prepare for the Classroom Olympics that will take
place the next day.
Materials and Resources
-Unit Exam
Evaluation related to objectives-The students will be graded on their unit exam using a key made by the teacher
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ANCIENT GREECE
DAY FOURTEEN
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Delta State UniversityCollege of Education
TIAI Lesson Plan
Teacher Intern: Hannah RapettiSubject/Topic: World History Ancient Greece
Grade Level: 7th
Grade
Main Ideas and GoalsStudents will participate in the Classroom Olympics.Students will discuss how this Olympics and modern day Olympics are different and
similar.Students on the winning team will receive a special reward.
Specific Objectives2. Understand unique features of Asian, European, and African civilizations and howthey have impacted the development of those civilizations.
c. Apply the five themed of geography (location, place, human/environmentalinteraction, movement, and region) to describe various civilizations in Asia,
Europe, and Africa (DOK 3)
Enrichment and Remedial objectives to not necessarily apply for this lesson.
NCSS Themes1. Culture3. People, Places, and Environment
4. Individual development and Identity5. Individuals, Groups, and Institutions
10.Civic Ideals and Practices
ProceduresA. Introduction/Motivation:
As an introduction there are daily current events for the students to write downfrom the classroom dry erase board. After about five minutes, I will review the
current events with the class and give explanations for each one. We will discussthese as a class. This is a daily activity.
B. Study/Learning:After the morning routines students will set up for the Classroom Olympics.Students should be with their group members and be prepared and alert to begin
the games. Each student in each group will participate in at least one event. We
will participate in multiple events until the class period is over with. Each event
will be explained in the lesson plan paperwork. This is a fun activity for thestudents; a reward for working so hard during the unit.
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C. CulminationStudents in the winning group will receive medals made by the teacher and five
extra points on the final unit exam.
D. Follow-UpFor homework, students will look over their notes and prepare for tomorrows
review game for the unit on Ancient Greece.
Materials and Resources-materials needed for Classroom Olympics
-dry erase board and marker-grouping print out
Evaluation related to objectives-Students will be evaluated on behavior and participation.
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HOW IT WORKS
Students will be divided into groups and given 2 copies of paper Greek money. The Greekmoney signifies how many events a student can participate in. For example, if Johnny uses both
of his coins then he can no longer participate in the Olympics until the other members of hisgroup have use their coins as well. This ensures that the entire team will participate.
The events are as follows:
Breakfast Scramble- One person from each group will come to the floor and reassemblea cereal box that has been cut up into pieces. First place wins two points; Second place
wins one point.
Face the Cookie- One person from each group will come to the floor and, using onlytheir face muscles, will move three cookies from the forehead to the mouth. The cookies
have to get to the mouth but the students do not have to eat them if they do not want to.
First person to complete the task wins three points; second place gets two points.
Javelin Throw- One student from each group will throw their javelin straw in hopes ofmaking theirs go the farthest. The student who shoots their javelin the farthest will win
one point.
Tennis- With two paper plates, two students from each group will play tennis with apaper ball and see who can keep the ball in the air the longest. The winner will receive
two points for their group.
Movin On Up- One person from each group will hold a stack of blue cups with 1
colored cup at the bottom. Player must move cups one at a time until the red cup hastravelled all the way back to the bottom. First place gets two points; second place getsone point.
Stack Attack- One person from each group will come to the floor and stack 15 cups into
a triangle structure. Once that is complete, the player must get the cups back into a singlestack. First place gets two points; second place gets one point.
Suck It Up- One person from each group will come to the floor and participate. Using
empty toilet paper tubes, the person will suck up pieces of cardstock and transfer thepieces from the table to their desk. After all pieces are off the table players can run to
other groups desks and steal pieces of cardstock from there. The desk with the mostpieces at the end of the time gets three points; second place gets two points.
Memory Schmemory- One person from each group will look in a shoe box for 15
seconds and memorize everything they can. Then they will wait 15 seconds. Then theplayer has ten seconds to write down what they saw in the box. The person with the most
correct items on the list wins three points; second place gets two points.
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Mallowed Out- Two people from each group come to the floor. One teammate willthrow marshmallows into a cup that is placed on the top of another teammates head.
First team to successfully transfer 3 marshmallows wins three points; second place getstwo points.
Materials Needed:
6 cereal boxesOne pack of Oreos
Blue plastic cupsRed plastic cups
7 shoe boxes7 toilet paper rolls
Bag of marshmallowsStyrofoam plates
10 straws
To receive the materials, the students will volunteer to bring the materials in exchange for a
homework pass.
In between each event, students will answer questions about Greece, complete math puzzles, andbrain teasers. The trivia questions will be written out the night before the Olympics to ensure that
no students see the questions before hand or have an idea of what might be asked of them.
After each class goes through the events the top group will be award. If time permits, we willhold the awards ceremony. If not, then we will hold the award ceremony the next day before the
review game. The awards ceremony will consist of the winning group receiving handmade
Olympic gold medals as well as five bonus points for their final exam. The students who receivethe medals must wear their medals or bring their medals to class the day of the exam to receivetheir points.
BULLETIN BOARD TO KEEP SCORE OF CLASSROOM OLYMPICS
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HANDMADE GOLD MEDALS FOR EACH INDIVIDUAL WINNER
With this part of the lesson I really
wanted to incorporate my Artendorsement. Throughout thissemester, while completing the
internship, I took two Ceramics nightcourses with Professor Ky Johnston. I
came up with the idea to create thesegold medals for the winners f the
Classroom Olympics so that thestudents would be motivated to try
hard and win the prize. The studentsreally loved the gold medals. I felt like
I really accomplished my goal toincorporate my two subjects: History
and Art.
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END OF UNIT
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Teacher Work Sample
Delta State University
College of Education
Student Interns Name: Hannah Rapetti
School: Margaret Green Junior High
Grade: 7th
Subject: World History
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SECTION ONE
CONTEXTUAL FACTORS
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CLASS DESCRIPTION7th Grade World History
7th
period: 2:17pm- 3:10pm
1. Age range of class:The students age range is between 12 years of age to 14 years of age. There are nine 12 year old
females and four 12 year old males. There is one 13 year old female and four 13 year old males.
Then there are two 14 year old males.
2. Ability range:
The class is made up of students from an accelerated education program as well as students who
are not. Of the 22 students in seventh period, approximately 5 students are on an advanced level,
6 students are on a remedial level, and 11 students are on an average level.
3. Socioeconomic and diversity description:
There are twelve girls and ten boys in this class. The diversity in the classroom isnt very broad;with eleven Caucasian girls and one African American girl; as well as four African American
males and six Caucasian males. Most to all students are from average middle income families. It
seems that maybe one or two students are from a low income family but overall socioeconomic
status is not a factor in the classroom.
4. Typical demeanor of students:
The students attention span varies from day to day. If the task of the lesson is a hands-on
activity the students are generally attentive and actively involved. However, if the lesson
involves any type of reading or open discussion the teacher must go to extremes to get the
students involved. The reading level of almost all of the students is at about a third or fourthgrade level which stops the students from wanting to participate in anything that requires critical
thinking. When the students are doing a hands-on activity the behavior problems are more
frequent but the teacher has already spent an entire semester with the students so she knows how
to handle each one of them. Most of the students in the seventh period classroom try not to break
the rules and get into trouble. The consequences can consist of losing a break time before third
period or serving detention after school.
5. Typical interests and involvement of students:
Almost all of the students are involved in some sort of after school activity. Many of the students
are involved with the schools athletics, however most of those athletics are only offered the firsthalf of the year.
6. Prior relevant materials studied:
Prior to my unit on Ancient Greece, the students have just learned about Ancient China and a
few World Religions.
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ROOM ARRANGEMENT
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STAI UNIT TOPIC: ANCIENT GREECE
GENERAL GOALS:
*Students will learn the geography of Greece and its surrounding areas by applying the five
themes of geography (location, place, human/environmental interaction, movement, and region).
*Students will research Greek gods and goddesses and understand the religious beliefs of the
Greek people.
*Students will learn where Greece started and about the Minoan civilizations, the Mycenaeans,
and the Trojan War.
*Students will learn about the beginning of democracy and how Ancient Greek government
influenced democracy we see in our country today.
*Students will discover the differences between a Spartan and an Athenian including the lifestyle
differences and how each society was different.
*Students will participate in a Greek play as a class while understanding the basic definitions of
drama, comedy, and tragedy in the Greek arts.
*Students will learn about the empire of Alexander and how he spread the Greek culture.
*Students will learn about the origins of the Olympics and participate in the Classroom
Olympics.
*Students will learn about Ancient Greek philosophy, science, and the arts.
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CONTEXTUAL FACTORS
Knowledge of community, school, and classroom factors:
Margaret Green Junior High is located in Cleveland, Mississippi, in Bolivar County. The school
was named after a long time resident of Cleveland. Margaret Green went to school in Virginia
and Columbia University in New York. She was on the National Board of the Y.W.C.A. for a
long time and was a national leader of the Parent/Teacher Association activities. She was the first
woman elected to the Cleveland School Board and she started the Cleveland Chamber of
Commerce. She was chairman of the County Board ofSupervisors and was voted Woman of
the Year in Cleveland. Knowing the background on the name of the school certainly gives the
junior high a little character and history.
The staff at Margaret Green is very diverse. The school is principled by Robert Montesi with
help from assistant principals Randal Gurlen and Archie Mitchell. Margaret Green Junior High
serves grades 6-8. There are 498 students and 29 teachers. Approximately twelve teachers have
an A licensure certification. Sixteen teachers have an AA certification and one teacher has an
AAA certification respectively. The school is known for having National Board Certified
Teachers, being a part of the STAR Accelerated Learning program and other events like the
National Geography Bee. Athletics are very involved in Margaret Green Junior High. The school
offers football, basketball, cheerleading, soccer, and a dance team. Some students are even a part
of the Junior Varsity sports teams at Margaret Greens sister school Cleveland High School,
which is located next door. Extra sports like baseball, softball, and swimming are offered this
way. After school programs and organizations like Fellowship of Christian Athletes, Journalism,National Junior Honor Society, Science Bowl, and the Student Council are also offered.
Cleveland has a population of about 12,500 as of the 2010 census. The median household
income and the median household value are far below the average for the state, coupled along
with an unemployment percentage that is above average. However, the county has an above
average percentage of population with a bachelors degree or higher. This statistic can be
contributed to Delta State University which resides in Cleveland.
Knowledge of students varied approaches to learning:
The learning style for this class was mainly kinesthetic and visual. The students worked much
more diligently when given an activity or project to work on. When given lecture style lessons or
open discussion lessons the students seemed unmotivated and bored. When given a project
pertaining to the lesson the activity level of the room was higher as well as the test scores.
In order to better evaluate the learning styles of seventh period and confirm my initial
observation I gave the students a learning styles inventory quiz.
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Knowledge of students skills and prior learning:
Prior to this unit, the students just finished a unit on Ancient China. The students also reviewed a
short two to three day lesson on World Religions. Other than Ancient China being another
geographical area, the prior unit does not relate to the unit in this TWS. However, the instruction
of the previous unit will carry over to this unit in the sense that the students will know what to
expect. In the Ancient China unit, students covered the geographical aspects of China, the socialstructure of China, and how Ancient China has influenced our modern world today. The students
will essentially do the same for this unit.
Implications for instructional planning and assessment:
The contextual factors of the school and the county certainly affect the education of the students
at Margaret Green Junior High. The classrooms are small and crowded. The rooms only have
two electrical outlets making technology hard to access. The technological aspect of the school is
very low. Teachers are given one computer per room that is only for teacher use. The students
are given access to the computer lab which is located in the library but there is not enough to goaround the entire school. However, the school does offer the library which offers literacy
enrichment, writing enrichment, and tutoring. The students have access to a guidance counselor
who can help the students create a path after junior high and high school as well as offer the
students psychological counseling during troubled times.
In order to work with the resources, I had to constantly change my lesson plans and try to work
in technology whenever it was available. I had to have all worksheets and materials ready to be
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printed six days in advance. This made lesson planning quite difficult due to the fact that my
lesson plans were constantly changing for the need of the classroom. When the students needed
to use the computers, the library needed to be booked for the class periods in advance. Most of
the time, the computers were already scheduled for other classes. All in all, with a little planning,
the resources at the school were very useful.
School Population by Race
White
African American
Other
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SECTION TWO
LEARNING GOALS
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LEARNING GOALS
Learning Goal #1: The students will know where Greece is located on a world map and be able
to correctly identify surrounding areas and characteristics about Greece.
Learning Goal #2: Students will be able to give a general review on the history of Greece and
be able to identify who the Minoans and the Mycenaeans were.
Learning Goal #3: Students will be able to discuss the characteristics of Greek society and the
differences between a Spartan and an Athenian.
Learning Goal #4: Students will know how democracy began in Greece and how it influenced
the country we live in.
Learning Goal #5: Students will complete a project on the Greek gods and goddesses.
Learning Goal #6: Students will be able to give a general review on how the Olympics began
and how they have changed over time.
Learning Goal #7: Students will be able to identify Alexander the Great and what he did for
Greece.
Discuss why your learning goals are appropriate in terms of
developing perquisite knowledge, skills, and other students needs.
Learning Goal #1: The students will be able to label Greece on a world map andcoincidentally giving the students an idea of what is in that general area. The map will be
on drawn on the board leaving blanks for the students to fill in with the appropriate
answer while working with the teacher. For example, the teacher will label the coast on
the map and have the students do the same to their individual map. This learning goal
will be essential for students in order for them to understand Ancient Greek society as a
whole.
Learning Goal #2: By the end of the unit students will be able to give a general reviewon the history of Greece. Each student will know who the Minoans were and how they
play a part in Greek society. The students will also know who the Mycenaeans were andbe able to provide information on why these two groups of societies were important to
Greek culture. The students will compare and contrast the Greeks with each other group
of people by using a thinking map.
Learning Goal #3: Students will compare and contrast the Spartans and the Athenians.The students will draw a role in society from a box and that role will be the one they act
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on throughout the unit. For example, a student may draw Athenian male from the box
while another student may draw Spartan child. Each role in society will be discussed
and the students will write a paragraph on how life would be if they were truly the role
they received. It is important for students to know how many different cultures made up
Greek society and how many of those cultures were very different. It is also important
because we can see how Greek culture spread.
Learning Goal #4: By the end of the unit, students will understand where democracystarted in Greece and how it spread throughout Europe and across the oceans. This is very
important because the United States government is a democracy and it may be a little
from the Greek democracy. Students should be able to see that a government can be
interpreted several ways.
Learning Goal #5: One of the most exciting parts of the unit is learning about thereligious beliefs of Greece. Students will complete a project on the Greek gods andgoddesses of Greek culture. Students will be assigned a god or goddess and have to write
a report on this religious entity. The students will understand how vast the Greek religion
went and how devoted the Greek people were to their religion.
Learning Goal #6: The students will know the history of the Olympics and compare andcontrast the Olympics from Greek times to the Olympics today. The Olympics will be
happening in London in 2012 so the students will follow all current event news leading
up to this event.
Learning Goal #7: Students will be able to correctly identify Alexander the Great andhow he helped spread the Greek culture throughout his conquests of his empire. Thestudents need to understand that conquering land during this time could be very difficult
or it could be very easy. The students will look at an example of each. The students need
to understand how young Alexander the Great was when he was ruler. This part of the
lesson is important because the students will see how Greek culture spread and be able to
identify different parts of the world where Greek culture still lives today.
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Show how the goals are aligned with local, state, or national standards:
Seventh Grade World History