Alexander The Great and the Macedonian Empire

Jared Strohschein
High School History (11th and 12th)

Common Core Standards:

Explain patterns of historical continuity and change by challenging arguments of

historical inevitability.

Use historical interpretations to explain current issues.

Lesson Summary:
This will be a group project. Throughout the lesson students will be required to read from
multiple sources including books and research articles. Each group will be assigned a section of
11 years thus spanning a 33 year period. (1= 356-345 BCE) (2= 346-335) (3=335-323). We
will be learning about Alexander and the events surrounding the creation and destruction of the
Macedonian Empire. The students will be asked to research specific battles, his achievements,
and his downfalls, thus enabling them to think critically about what happened and make real
world connections. Along with creating a group presentation, each student will be expected to
turn in a 500 word paper briefly summarizing what they learned. Technology usage will be
crucial to this lesson. We will learn how to research using an online database (Ebscohost) type a
paper using Microsoft word, create word clouds on Wordle, and create/present a group Prezi.
Estimated Duration:
This lesson will consist of a half day of instruction, 2 days of research in the library, and 3 days
working in class (45 min. class periods for a total of 250 min.). We will start on a Monday and
end on Friday. The following Monday will be dedicated to in class presentations.

Commentary:
This group project will be done like most other research projects are done. Since it will be done
in groups I foresee a degree of contention. However, these disagreements are all part of
teaching the students how to cooperate and unite to achieve a common objective. Some of them
will be graduating at the end of the year and the ability to successfully work in groups is crucial
in adult life. A half period of instruction will be given The Friday prior to the starting day of
research. We will go over the objectives for the project as well as learn how to create a Wordle

and Prezi. Other than that, time management and completion will be largely on the students.

Instructional Procedures: (This will be one of the most detailed sections of this
assignment).

Day 1: Friday Prior to Workweek

During the last 30 minutes of class I will instruct the students on how to access
Ebscohost online database (5 min), how to create a Wordle (5 min), and how to make a
Prezi (20 min).
Over the weekend I will encourage students to play around with these online tools to get
a feel for them as well as brainstorm some ideas for the upcoming project.

Day 2: (Monday) first day of research (5 minutes roll-call/ questions) (40 Minutes of time on
task)

When students come back from the weekend we will meet in the school library in our
groups. After roll is taken we will begin researching and continue until the end of the
class period.
Throughout the class time I will be available to assist students when questions or
disputes arise.
Students will have full access to library computer lab

Day 3: (Tuesday) second day of research (5 minutes roll-call/ questions) (40 minutes of time on
task)

The second day of research will start off much like day one. However at the beginning
of class I will be checking to make sure the groups are making progress. This constitutes
roughly another 40 minutes of class time.
As with the first day I will be available to assist students when questions or disputes
arise
Students will have full access to library computer lab.

Day 4: (Wednesday) First day of in class group work time (5 minutes roll-call/ questions) (40
minutes of time on task)

The fourth day will be the first time that students will have a chance to sit down and put
all their research together. By now I will have expected the groups to delegate tasks to
individuals. Much like Tuesday I will be checking to make sure progress is being made.
I will be visiting each group at least once to sit down and brainstorm with them. I will be
available to all groups if questions arise on how to work Prezi, Microsoft Word, or
Wordle

Day 5: (Thursday) Second day of in class group work time (5 minutes roll-call/ questions) (40
minutes on task)

Thursday will continue in the exact manner as Wednesday did.

I will continue to check for progress. By now I should be seeing light at the end of the
tunnel. I should expect to see students putting the finishing touches on all aspects of the
presentation and papers.

Day 6: (Friday) Last day to work together in class (5 minutes roll-call/ questions) (40 minutes
on task)

This is the final day that students will have time to work together in class.
I expect to see the students practicing their presentations.
I will also encourage students to get together outside of class if they feel they did not
accomplish what they wanted to in the time provided.

Day 7: (Monday) Presentation day/ paper due

Each group will present their Wordle and Prezi to the class
Every student is expected to play some part in the presentation
Papers will be due before the students leave class.

Pre-Assessment:

For a pre-assessment I will hand out a surprise short essay quiz before the project begins. This
quiz will not be worth any points and is for my eyes only (it will not be returned until after postassessment). It is important to keep this quiz a secret so that they will not have time to do any
quick research before its given. I want to be able to accurately gauge their knowledge by
essentially blindsiding them.
Scoring Guidelines:
Since this quiz will be short essay it will be judged on the responses given. It will not be for a
grade, but will be kept to compare to the post assessment (see below). There will not be any
multiple choices on the quiz because I dont want my assessment of student knowledge to be
skewed by guesses.
Post-Assessment:
For the post assessment I will blindside the students with another surprise quiz. It will be the
exact same questions as the pre-assessment and will also be short essay.
Scoring Guidelines:
The surprise post short essay quiz will not be for a grade. However, I will not inform them of
that. I want the students to be able to recall information, but not have it skewed by them being
complacent because its not for a grade. After I have graded them I will return them with
the pre-assessment to show them what they have learned. As far as the project goes, it will be a
group grade. In order to get credit each student must take part in the presentation. The
presentation itself must be of quality and contain accurate information with sources cited. No
citations= zero. As far as the Wordle goes it is a flat score. Complete and unique = full credit.
Not complete or looks like it was made right before class = zero. The 500 word papers will be
graded on quality and submitted to turnitin.com.

Differentiated Instructional Support

This is a group project. I believe that students are more capable of teaching themselves then I
am. It is up to the students to delegate tasks. They are on the verge of becoming adults and
thus must be treated as such. If they find someone who is better with computer programs like
Prezi, then it will be up to them to delegate that. I will merely be the guide on the side. Each
student will have a chance to be a leader in the group.

Extension
I will encourage my students to visit The Biography of Alexander The Great. It is a brief
biography with a lot of pictures/ maps that highlight his entire life span.

Homework Options and Home Connections

Although ample time will be given in class to complete the objectives, I will encourage my
students to work outside of class as well. Even if its not meeting up with the entire group, they
will be expected to work on their part of the project outside of class.

Interdisciplinary Connections
The story of Alexander can be related to morality (philosophy) and economics
- The students will be encouraged to think critically about Alexanders motives. Especially near
the end of his life. Was he entitled to the conquest he made? How did his actions affect his
soldiers? How did his actions affect the Persians/Indians?
- Students will learn about the economics of war. I will ask many questions to ignite interest in
the topic. Alexander set off on his conquest in debt and later became the richest man in the
known world. Only to be entirely in debt by the time of his debt. How did this happen? War
costs much more than just lives.

Materials and Resources:

For teachers

Teachers will be expected to have extensive knowledge on how to operate

Prezi, Wordle, Microsoft word, and Ebscohost.

For students

Students will only need access to a computer, library books, and the
Internet for this assignment. They will learn how to use the applications
Throughout the project.

Key Vocabulary
Key People

Alexander of Macedon
Phillip II
Olympias
Hephaestion
Darius III
Antipater
Aristotle
Callisthenes
Parmenion
Ptolemy
Spitamenes
Porus
Zeus Ammon

Key Places and Battles

Chaeronea
Gaugamela
Granicus
Issus
Babylon
Hydaspes River in Punjab
Egypt
The first Alexandria
Siwah

Key Terms

Asia Minor
City-State
Satrap
Great King
Hellenic League
Hegemon
Bullion
Deification

Additional Notes

I know this is different than a traditional lesson plan because it is a project. However, I dont
really believe in the usefulness of lecture. I know its necessary sometimes, but for the most part
I plan on being the guide who just ignites interest and asks all the right questions to lead them to
the answers. Group work is so important to learn in this age group and I will implement it to
the fullest extent.