Teacher: John Gargaro School: MRHS Date: Oct.

6-10, 2013 Content Area: Social Studies Lesson #: 4 of 6 Content Standards: 1.1 Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence 1.2 The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. 2.1 Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. 2.2 Explain and interpret geographic variables that influence the interactions of people, places, and environments

Inquiry Questions: Was Alexander the Great truly great or merely a product of his time? How does culture spread?

Concepts and skills students master: Alexander the Greats empire expanded across a vast area surrounding the Mediterranean, and contained a diverse array of civilizations. Alexanders tolerance for the cultures of those he conquered, allowed for the diffusion of Greek culture, commonly known as Hellenism. His greatness can also be seen as timeliness.

Evidence Outcomes: SWBAT: o Understand Alexander of Macedons accomplishments and contributions to world civilization through use of multiple sources. o Evaluate the reign of Alexander of Macedon by constructing a response paragraph using sufficient evidence to prove their argument.

Assessment of Evidence Outcomes:

Through an in-class essay, students will be assessed on their ability to form an opinion backed by logical evidence from secondary sources with insightful analysis.

Planned Lesson Activities: Activity Name: Alexander the Great: Great man or product of his time? o Time: Three class periods (Two 55 min. periods and one 90 min. block) Anticipatory Set: o I will provide students with a map of Eurasia with only Alexanders empire shaded. I will then ask students to use atlases, Google Maps, or the textbook to identify what modern countries Alexanders empire spanned over. This will take approximately 10-15 minutes, and students will write the countries on the board as they are identified. Teaching/Presentation: Inquiry o Input: A brief lecture over Alexander the Great will be given, emphasizing his accomplishments. Next, I will show a Discovery Education video on the famous ruler, and students will be required to take Cornell Notes on military tactics, leadership qualities, and accomplishments. I will conduct a class discussion over questioning the greatness of Alexander, by focusing on the context of his conquests. Emphasis will be placed on, his upbringing and fathers accomplishments, combined with the weakened state of Persia, setting him up for success. o Modeling: Once this is done, I will post an outline of the MEAL writing plan, with three pieces of evidence and analysis, on the board. I will go over strategies for: forming an argument, how to utilize sources for evidence, and guidelines for writing a thesis. Next, I will hand out the three sources students will use for writing a DBQ answering: was Alexander the Great was truly great or a product of his time? o Checking for Understanding: Throughout the lecture, video and discussion, I will use verbal and visual (thumbs up) checks for understanding to make sure students are grasping the content and concepts. Also, I will have students model their thinking strategies by asking them to think-pair-share their opinion on Alexander the Great both after the lecture and video emphasizing his accomplishments, and after the class discussion. o Questioning Strategies:

Can you locate the modern-day countries Alexander s empire spanned across? Predict why his empire grew so large Can you provide an example of another historical figure with a similar legacy? Identify how Alexander was set up for success. What would happen if the Peloponnesian War had not happened prior to Alexanders conquest of Greece? Can you defend your position on whether or not Alexander the Great was truly great? Teaching Strategy: Guided Practice & Differentiation I will mainly guide the students through the video, lecture, and discussion with questions. I will ask students to summarize info, state their opinion, and to repeat what myself or another student said. Independent Practice: Students will complete the DBQ independently, but I will check in with each student, as they are working, to make sure they understand what is expected. Closure: We will discuss how students perceptions have changed on the historical figures we hold in high esteem. Here the emphasis will not be to kill all idols, but to know the context and dissenting arguments/viewpoints before agreeing or disagreeing with the figures achieved status. Materials: Computer w/Projector Discover Education video on Alexander the Great Class set of secondary sources on Alexander the Great Atlases, textbooks, and Google Maps Whiteboard with markers Accommodations & Modifications: SSN students will be taken to the library, and will take an openbook quiz, modified for their reading level, which will be read to them by the PARA. SPED students will be given a MEAL outline, which explains what they need to write for the Main Idea, Evidence, Analysis, and Link. Assessment: Students will complete the DBQ on Alexander the Great, which is an in-class assessment, and their understanding will be based on the following Grading Referenced Criteria (GRC): Content Knowledge, Conceptual Understanding, Source Analysis, and Presentation and Communication.

I will also assess students content knowledge over a formative multiple-choice assessment on Greece.

Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement) At the beginning of the lesson, students held Alexander the Great in high regardeven though, they did not know much about him. By the end, about half of the students had become much more skeptical. My objective wasnt to defame him, but for students to consider ALL the facts, and to form an opinion they could back with evidence. Regardless of their opinion, a majority of the students were able to do just this, as approximately more than half were able to meet the standard of the Content Knowledge and Source Analysis GRCs. However, a majority ended up approaching the standard for the other two GRCs: Conceptual Understanding and Presentation and Communication. In other words, students were able to find evidence to back their argument, but struggled adding analysis and linking it all together. 2. What changes, omissions, or additions to the lesson would you make if you were to teach again? Many rushed through writing the DBQ during one block period; therefore, I would spread the assessment over three class periods, where they would research evidence one day, add analysis during the next class, and finally, put it altogether.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) We will take the Greece multiple-choice assessment and begin the next section of the unit by moving across the Mediterranean to Rome. To study for the quiz, students will be told to share and discuss their notes with others.