Teacher: John Gargaro School: MRHS Date: September 26-28, 2013 Content Area: Social Studies Lesson #: 2 of 8 Content

Standards: 1.2 The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. 1.3 The significance of ideas as powerful forces throughout history. 2.3 The interconnected nature of the world, its people and places

Inquiry Questions: Why does conflict occur? o Do these reasons apply to the conflicts of the world today? How do we unite in times of conflict?

Concepts and skills students master: Even though greatly outnumbered, the Greeks united and were able to use territory and military tactics to their advantage to prove victorious over the Persians. Key Terms, Battles, & Concepts: o Hoplite o Phalanx o Ionian Revolt o Battle of Marathon o Battle of Thermopylae o Battle of Salamis o Battle of Platea o Territorial Advantage In addition to power, civilizations fought for resources, territory, ideals, and pride.

Assessment of Evidence Outcomes: Create a visual representation (one-pager) of one of the major battles of the Greco-Persian Wars by analyzing a secondary source. Summarize the conflict between the Greeks and Persians by completing a note-catcher, given information by fellow students.

Planned Lesson Activities: Activity Name: Development of Democracy o Time: Two class periods (one 55 minute period & one 90 minute block period) Anticipatory Set: o Students will think-pair-share answering: why does conflict occur? Then, we will discuss as a class, why creating a visual representation helps us to better understand what is learned. This should take approximately 10-15 minutes. Teaching/Presentation: Presentation Model o Input: A lecture on the Greco-Persian Wars will be presented giving students a general idea of the key battles, places, and people; and students will be asked to take Cornell Notes in their notebooks. This should take 15-20 minutes. o Modeling: After the lecture, I will handout the instructions for the onepager and we will read through this as a class. I will draw a blueprint of what the one-pager could look like on the board, and will post examples of past one-pagers to give students a better idea of what is expected of them. Next, each student will get a blank piece of paper and one of five handouts on the Greco-Persian Wars: Background of the Persian Empire, The Ionian Revolt, The Battle of Marathon, The Battle of Thermopylae, The Battle of Salamis; for-which they will complete the one-pager. o Checking for Understanding: As students are reading the text and completing the one-pager, I will check with each student to make sure they understand the text they have been given and what is expected of them for the assignment. It will be important to praise-prompt-leave, but also to showcase examples of students creativity and understanding while students work, which will help to give students who are struggling a better idea of what to do. o Questioning Strategies: Can you tell me who won your assigned battle? What differences existed between the Greeks and Persians in your battle? From the information given, illustrate a symbolic border around your one-pager. What were some of the motives behind the Greeks and Persians?

What would happen if this had happened on Persian soil instead? Is there a better solution rather than going to war? o Teaching Strategy: Guided Practice & Differentiation: As students are working, in order to check for understanding, I will pull the class back in to have students share examples of questions they came up with, quotes they found to be interesting, personal statements, visual representations, and symbolic borders as they work. Independent Practice: o Students will gather into groups with those who completed a one-pager on the same topic. They then will present their one-pagers together to the rest of the class. o This is an activity we will do frequently throughout the semester, and they will do one per unit. Closure: After all groups have presented, we will revisit the question from the anticipatory set (why its important to create a visual representation) and debrief how students feel about how their knowledge of the content has changed. Materials: Computer w/projector Class set of handouts for the Greco-Persian Wars Blank white paper Colored pencils and markers Accommodations & Modifications For the SSN students, they will have to draw a symbol representing the war and a personal statement. For the SPED students, they will be required to only draw the visual, write a brief summary, pull one quote, write 2 personal statements, and ask one question. Assessment: I will assess students understanding of the content when we take the Greece multiple-choice quiz and the summative assessment at Units end. Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

Students were able to grasp the content from their assigned texts and were able to ask questions and summarize each event in a sufficient way, but they struggled with relating the content to their own experiences with putting personal statementsmany just pulled single words from the text instead.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again? I would place students in groups to begin-with and assign them to work on a poster as a group, instead of individual single one-pagers. This would allow for the presentations to have gone more smoothly, as the students tended to only present the one-pagers with the most artistic quality.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) Students will already be familiar with Athens and Sparta and reasons for conflict when we move to the debate on who they would align with when we get to the Peloponnesian War.