L1+Herrell,+Ethan

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * UNIVERSITY OF MAINE AT FARMINGTON

** LESSON PLAN FORMAT ** ** Teacher’s Name: ** Mr. Herrell
 * Lesson #: ** 1
 * Facet: ** Self-Knowledge
 * Grade Level: ** 6-8
 * Numbers of Days: ** 3
 * Topic: ** Life in the Ancient and Medieval World


 * PART I: **


 * Objectives **
 * Student will understand ** that there was significant continuity across eras and political boundaries.
 * Student will know ** tribes, monarchy, farming, migration.
 * Student will be able to ** understand how much slower change came in the ancient and medieval world
 * Product ** : Google Earth map.

MLR-Social Studies Standard Label: E.History Standard E1. Historical knowledge, concepts, themes and patterns. Grade Level Span: 6-8. Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world. Expansion and Interaction of Civilizations 600 A.D.-1450 A.D. Performance Indicators: A and B.
 * Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment: **


 * Rationale ** : Students, by looking at the activities, struggles, and elements of life in the ancient and medieval world, will empathize with the people in the era and thus will understand the era in a way that simply focusing on rulers, battles and wars cannot do.


 * Assessments **


 * Pre-Assessment: (Lesson 1 only): ** Ungraded quiz on terms and asking the students to explain the decision of an ancient/medieval person the best that they can

Section I – checking for understanding during instruction- I will have a familiar question with a familiar answer, ex. "You're a person living in ancient Rome and someone from the government comes by. Who is pretty much every time?" "The taxman."After every new concept being brought in they will be asked to give a fist to five to express understanding.
 * Formative (Assessment for Learning) **


 * Section II – timely feedback for products (self, peer, teacher): ** Self-assessment and teacher assessment by rubric on Google Earth map. The Self-assessment is assigned as a reflection on the work: its quality, what they got out of it


 * Summative (Assessment of Learning): ** Glogster (digital poster) that acts as a scrapbook of daily life in the ancient and medieval world and compares it to life in the modern world. Focus will be on weddings, funerals, waking up, eating, working and festivals.


 * Integration **
 * Technology: ** Google Earth map of a location as it has changed across time and what those changes mean for the people have lived there and do live there.

Science: Students will learn about natural disasters, crops, fauna and climate and how they effect people's lives. Developing a feeling, a sense of the world people live in is key to empathy.


 * Groupings **
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Students will use a venn diagram as to organize elements of daily life and find where they overlap. Students will create a jigsaw made up of images of elements in daily life.


 * Section II – Groups and Roles for Product: ** Students will work in teams of two. One member will choose a location's map from the past, and another as it looks now. Students will choose their own partners.


 * Differentiated Instruction **


 * MI Strategies **


 * Logical: ** Brief explanation of the dating system
 * Verbal: ** Presentation that acts as explanation of a video (History Channel Special) that the students are shown.
 * Visual: ** Video that is a History Channel special
 * Musical: **** An instrument dating from the time period **
 * Intrapersonal: ** Students are asked to answer in a short right-up, "Do you think it's better that towns and places change so much, or would you like it better if they stayed the same?"
 * Interpersonal: ** Students get in groups and discuss this situation from medieval Europe: A local man has been arrested for theft. He is definitely guilty. There is not jail to put him in. Is it better to brand him or to let him off with a warning?
 * Kinesthetic: ** I would like to show the students a tool used in the era.
 * Naturalist: ** A very brief talk about the crops people grew and the animals they raised.


 * Modifications/Accommodations **
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** The video, images and graphic organizers will sent by email to the student. If the student does not have internet at home, they can use homework hotline.


 * Extensions **


 * Type II technology: ** Google Earth map of a location as it has changed across time and what those changes mean for the people have lived there and do live there. This technology fits into the Type II category because it connects the students to the real world, and gives access to a means of comparison that would be difficult or impossible to get otherwise.


 * Gifted Students: ** In the interpersonal section, gifted students have an option to compare this situation as it would have also played out in another era and/or region.

// List all the items you need for the lesson. // // -1-to-1 technology // // -Internet access // // -Venn diagrams // // -Google Earth downloaded // // - DVD copy of “Rome: Power and Glory” // // -Images of homes, people and tools. // // -Copy or replica of a farm tool. //
 * Materials, Resources and Technology **

// List all URL and describe. // // -Europe: A History by Norman Davies (for short historical narratives that dramatize a fact of daily life). For facts of the way ancient and medieval people perceived time and space, and how life in a village felt. // // -Egypt, Greece and Rome: Empires of the Mediterranean by Charles Freeman (for short historical narratives that dramatize a fact of daily life). Stories, such as the execution of slaves and captive that demonstrate that people in the ancient world did not have a concept of human rights. // // - // [], a site that provides a broad overview of the different civilizations in ancient times that I will reference from time to time for basic facts. - [], a dvd series on the Barbarians of Europe, as a hook to go into their system or warrior values.
 * Source for Lesson Plan and Research **


 * PART II: **


 * Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Agenda: Day 1: 80 Minutes: Room Arrangement: Two's (10 minutes): The Hook: Students are shown a map of Boston as it has changed over a 50 year people. (30 minutes): Students are given an ungraded quiz as pre-assessment where they are asked how they would describe a tribe, farming, monarchy, and migration, and then given an example of person in the ancient or medieval world making a fateful decision and asked, to the best of their ability, try to explain the reasoning of that decision. (40 minutes): Students will be shown a portions of DVD series on Rome: The Rise and Fall of an Empire, which the teacher will occasionally stop to explain certain elements. Students will use a Five W’s chart to organize the event they see in the video.
 * Section One: **

Day 2: Students will be in clusters. (30 Minutes): Students go on Google Earth, download it if they haven't already, and explore it. (20 Minutes) Students find a location and use Google Earth to compare it's appearance and changes across time. (10 minutes): Teacher presents clips from History Channel series "Barbarians" and explains artifacts, people and locations seen in the series. (20 minutes): Recap of: main ideas, give out syllabus for Google Earth work.

Day 3: Students will be in clusters. (30 minutes): Students will finish their work on Google Earth. (30 minutes): Students will present what they have done on Google Earth. (20 Minutes): Students get in groups and work on a venn diagram together based on shared and non-shared facts of the modern world and ancient world.

Students will understand that there was significant continuity even across eras and political boundaries. Students will appreciate the rapidity of change in their modern age. //Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world//. I will show them a map that demonstrates the dramatic changes that have happened in one city over several decades, and ask them about the novels they have recently read. I ask them to imagine if they read the same stories that their forefathers 1000 years before had read or heard.
 * Where, Why, What, Hook Tailors: ** Verbal, visual, logical, Intrapersonal.

Students will use a Five W’s chart for what they see in the DVD series, and a venn diagram to compare the modern world with the ancient world. I will step in to explain the more complicated or important elements of the DVD series. After the DVD series, I will ask them to ask questions on socrative for any questions they have and then answer them. (**See Content Notes)**
 * Second Section: **
 * Equip, Explore, Rethink, Revise, Tailors: ** Visual, verbal, logical, intrapersonal

Students will look at maps of both modern world and the ancient world, and compare the rapidity of change over time. Through self-knowledge, students will be able to describe the rapidity of change in their western, modern world. With the maps they can compare, each student must find one fact or manner of change to describe in the presentation. The feature or manner of change the choose must make note or a key cultural difference between the modern world and the ancient world. Before the presentation, students must have written out their reasoning for how their chosen feature or change speaks to the strong differences between now and then. I will check these reasonings before the presentation.
 * Third Section: **
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, verbal, logical, interpersonal, kinesthetic

I and the other students will evaluate their presentation and how they explain their maps.
 * Fourth Section: **
 * Evaluate, Tailors: ** verbal, interpersonal, visual

Students will know vocabulary:
 * Content Notes **
 * Tribes: ** groups of people centered on the idea of kinship. Tribes precede nations and empires in the development of politics.
 * Monarchy: ** A political system whereby there is a royalty at the head of the government, who may or may not wield any actual power.
 * Farming: ** The chief means of living of most people before modern times. The act of producing domesticated crops.
 * Migration: ** The movement of a group of people from one place to another, usually for economic, ecological or political reasons.
 * Human Rights: ** The people of the ancient and medieval world did not have a concept of human rights; that is, they did not think that people had a rights to certain kinds of treatment regardless of circumstance. Instead, they lived by a code of ethics that was centered not on what individuals were entitled to, but what individuals owed to the community: their families, clans, tribes, villages and governments. The goal of these ideologies was to create dignity for themselves in a world where individual couldn't survive on their own, and so service to others became central. Thus, there is a direct link between ecology and culture.

People in the ancient and medieval saw very little of their central governments. There was no means of fast communication, so the events of war or disputes in the royal court might take months to get to the villages, or might never come at all. There was often no way to verify what was truth or lie.

The governance of Rome was headed by an emperor. By the time of the fall of the Western Roman Empire, there were two emperors: one in the west, and another in the east. The west, in reality, had fractured into new kingdoms headed by barbarian kings, their tribes and roman collaborators, (One author called it a "far more complex mixture of semi-barbarized ex-romans and semi-romanized ex-barbarians"). Like, the peasants under the middle eastern Muslim empires saw little of the central government outside of the tax collectors. They usually took care of their own local affairs, and had little to do or say on matters that had to do with the whole empire. The feudal system that evolved in Rome's wake was fractured into manors, regions and city-states, with everyone having a very complex set of allegiances to different lords and families that often had very little to do with the king and queen. Most peasants probably didn't even know what their king and queen looked like.

People in ancient and medieval times lived in a time where the rate of change came very slowly. Today, fashions and music evolve every year and greatly every decade. But back then, the same designs for clothes, sculpture, blacksmithing and crafts lasted centuries.


 * // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //**

Students will self-evaluate with a rubric for their Google Earth map. They will do an ungraded quiz at the beginning, and will do it again at the end of the unit and then have both to compare their growth. I will also fill out a rubric for their product, and will gauge their understanding through informal questioning. There is no "homework" for this lesson.

// List the items that need to be printed out for the lesson. // -Jigsaw printout -Venn Diagram printout - "Europe: A History" photocopies of readings.
 * Handouts **


 * Maine Standards for Initial Teacher Certification and Rationale **


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development //**


 * // Learning Styles //**


 * // Clipboard: //** On their Google Earth project, students have a list of features they can look for: residences, architectural styles, stories and farms.


 * // Microscope: //** For their ungraded quiz, students are asked to think deeply on the actions of an individual, and study them in depth. This depth and focus of study will appeal to microscopes.


 * // Puppy: //** My Google Earth assignment is a group project that students work together on, which appeals to social individuals, and the focus on the mindset and social customs will also garner their interest.


 * // Beach Ball: //** The students can look at artifacts they can hold and touch, and manipulate.


 * // Rationale: //** I believe that I have shown a variety of instructional strategies that will appeal to the widest swath of learning styles possible, and because of this, it can be adapted easily should I find a group of students more focused on one approach than the others.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //** My lesson plan is centered on the ecological realities of life in the world, with knowledge of the tools they used, food they ate, and ideologies their adhered to, and thus

MLR-Social Studies Standard Label: E.History Standard E1. Historical knowledge, concepts, themes and patterns. Grade Level Span: 6-8. Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world. Expansion and Interaction of Civilizations 600 A.D.-1450 A.D. Performance Indicators: A and B
 * // MLR or CCSS: //**


 * // Facet: Self-Knowledge. //**


 * // Rationale: //** I believe this lesson plan is meets the standard because I am taking the students into an in-depth study of the historical realities and thought processes of ancient and medieval people, with the clear goal of understanding difference between our times and theirs.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal: ** Ungraded quiz,
 * Visual: ** Google Earth map, video
 * Kinesthetic: ** Artifacts to hold and manipulate
 * Interpersonal: ** Group work on all activities
 * Intrapersonal ** : Students are invited to think deeply on the pace of change in their own lives and towns.
 * Musical: ** Students hear one Persian song that is much like the one the ancient Persians listened to.


 * // Type II Technology: //** Google Earth maps and comparison across time.


 * // Rationale: //** Visual, verbal, interpersonal, intrapersonal and musical elements are the most prominent in the lesson, with some kinesthetic parts as well.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** Informal questioning, fist-to-five strategies are used throughout.


 * // Summative: //** The Google Earth map can be a visual they used to summarize what they know about rates of change in modern time and ancient times.

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 * // Rationale: //** Through a goal-minded product to be produced and checking for understanding whilst presenting, I have addressed the need for frequent and careful assessment. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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