History Teacher 9th Grade Ancient World History
HIGH SCHOOL SOCIAL STUDIES SAMPLE LESSON PLANP
Standard 1a - Knowledge of content and pedagogy
Guiding Questions: A.
A. Knowledge of content and National Standards for History - Era 3: Classical Traditions, Major Religions, and
structure of disc Giant Empires (1000 BCE-300 CE
What standards will
you address during this
Standard 2A: Assess the importance of Greek ideas about democracy and
lesson? citizenship for the development of Western political thought and institutions.
Where does this lesson
fit in the context of the Common Core State Standards for Literacy in History/Social Studies
learning progression Reading
for this unit? RH.9-10.2 – Determine the central ideas or information of a primary or
B. Prerequisite relationships secondary source; provide an accurate summary of how key events or ideas
What will the students develop over the course of the text.
need to know in order
to be successful during B.
this lesson? How will Students will need to understand basic types of government (democracy,
you activate their
dictatorship, republic, monarchy)
knowledge)? Students learned these concepts in the previous unit and demonstrated
knowledge through a group project in which they developed their own
C. Content related pedagogy
strategies will you
The Do-Now will be used to activate students’ prior knowledge
employ during this
lesson? How do these C.
strategies relate to the The workshop model will be used to help students construct their own knowledge
content? about democracy in Athens (see standard 1c, instructional activities)
Standard 1b – Knowledge of Student
Guiding Questions: Demographic Overview
There are 27 students in this 9th grade World History course. 24 of the students are
Provide a brief first-time 9th graders, while 2 are repeat 9th graders. There is one senior who never
took this course and needs it to graduate. Two of the students are English Language
of the class being
observed. Learners, and four students have IEPs. One student in the class has recently returned
from a placement at the Bridge school. A couple of students were added to this class
A. Knowledge of child / adolescent
mid-way through the first quarter.
How is this activity
appropriate to your Athenian democracy is one of the topics 9th grade students in Providence must learn
students’ grade-level? as part of the guaranteed and viable curriculum. Because this concept can be abstract
for many high school students, the activity I have planned will make the content
B. Knowledge of child / adolescent easier for them to understand.
How is this activity B.
appropriate to your I try to universally design all of my lesson activities so that students who struggle as
students’ grade-level? well as students who do not can access the material and not become frustrated. Using
C. Learning process the workshop model gives students the guidance they need initially but then allows
them to practice on their own and collaborate with their classmates. The graphic
What student learning
factors went into your organizer I designed will help them organize the material.
decision to use the
instructional strategies C.
that you chose? Because my students have already completed a unit on different types of government,
D. Knowledge of students’ they have the prerequisite knowledge to be able to learn the content of this lesson.
skills…language proficiency The major skill used in this particular lesson is analyzing a primary document, which
How did you use the is a new concept for my students. This is why I have included a graphic organizer.
knowledge, and D.
language proficiency in My students are generally interested in the topic of types of governments. I didn’t
crafting your lesson?
realize this until I taught the previous unit. In fact, I didn’t anticipate how
E. Students’ interest enthusiastically they would participate in lesson activities. They especially liked the
F. Special needs end of unit assessment which required them, in groups, to develop their own
How did you use the government for a society they were part of. Because of this previous experience, I
students’ interests, believe that they will be interested in Athenian democracy, because it takes their prior
cultural heritage, or knowledge and experience with types of governments and deepens it.
special needs in
crafting your lesson? E.
Because political ideologies are abstract topics, I knew I needed to create a lesson
activity and structure that would help make this topic relevant to them. In addition,
because of the students with language and learning needs, I created a graphic
organizer to further scaffold the content for them.
Standard 1c – Establishing Instructional Outcomes
Guiding Questions: A and B.
Lesson Objective: Students will be able use primary documents to determine to what
A. Value, sequence & alignment degree Athens was democratic. Student learning will be assessed through an exit slip,
What are your which includes an opinion survey and reflection.
expectations? Learning Objective #3 in unit: Compare and contrast the principal features of the
How will you daily life and government of Sparta and Athens in the 5th century BCE, highlighting
incorporate other aspects of authoritarian monarchy, republican institutions, democracy, slavery, and
disciplines and citizenship.
B. Clarity C.
How will you See Standard 1e “Learning Activities”. The content addressed is part of the history
assess whether curriculum, while the activity planned (analyzing a primary document) helps develop
your outcomes content literacy skills.
have been met?
C. Balance D.
How will you Students are grouped intentionally to support different types of learners. In addition,
provide a variety the do-now helps them activate their prior knowledge. Reading the primary document
of learning can be challenging, so it is printed in large font, and key concepts are in bold. A
activities? graphic organizer will help students organize the information they read. Finally, the
exit slip/formative assessment is formatted in a way that will help students reflect on
D. Suitability for diverse learners what they learned.
How will you
different types of
Standard 1d – Knowledge of Resources
Guiding Questions: A and C.
The Pearson textbooks that were purchased last year align well with our curriculum.
A) Resources for classroom In addition to textbooks, Pearson offers many resources to support student learning.
How will you make use Many supplemental resources are available in Spanish, which helps support Spanish-
of resources in your speaking students. In addition, there are section summaries and graphic organizers
classroom? that are already partially complete as well as extension activities to differentiate
learning for students who struggle.
B) Resources to extend knowledge
/ pedagogy B.
How will those As a History teacher in Providence, I have attended professional development
resources help you as a sessions not only on the content of the new curriculum but also on how to incorporate
teacher extend content inquiry and use of the workshop model into my classroom. The workshops, given by
knowledge and Tim Kiern of the University of California at Santa Barbara, have been helpful in
pedagogy? designing activities that help students construct their own knowledge. I also plan
frequently with other world history teachers in my building and within the district, so
we can discuss what has worked well and what we can improve in the future.
C) Resources for students
How will those
resources help your
Standard 1e – Designing Coherent Instruction
Guiding Questions: A. and D.
A. Learning activities Workshop Model
What will be the Component 1: Anticipatory Set/Do now (5 min)
progression of your Question: Read this question: “What is the difference between being a slave and
learning activities? being a free man? The biggest difference is that a slave is punished with death for his
B. Instructional materials / wrongs, whereas free men are not.
resources Do you think this is fair? Why or why not?
What materials and Turn to the person next to you and discuss
resources will you use?
C. Instructional groups Component 2: Essential Question
How will you group How democratic was Athens?
your students for
success? Component 3: Teacher Input (15 min)
D. Lesson / unit structure Lecture about early democracy, slavery and daily life in Athens
How will the lesson be Set context: time, place, key words
step) Component 4: Student Activity (individually and in pairs) (20 min)
Individually, students will read one of two primary documents, underlining
important details about democracy and freedom
In pairs, students will complete a graphic organizer
Component 5: Bringing it back together (8 min)
Component 6: Assessment and reflection (6 min)
Exit slip: Athens was/was not democratic. I know this because…
After reading, I was surprised by…
I feel that pairing students will help them be most successful. Pairing them in groups
of four for this activity might cause them to rely too much on the other three people in
their group. They have to work individually and then share with their partner. The
work they do individually does not require as much higher-order thinking skills. For
the more challenging activity, they get to work with someone else.
Standard 1f – Designing Student Assessment
Guiding Questions: A.
A. Congruence with Instructional Students will hand in primary documents they have underlined. I will be able
to determine whether or not they understood the main points about democracy
How will you
formatively and by seeing what they underlined.
summatively assess Exit slips
B. Criteria and Standards Summative Assessment:
How will you ensure From the Ancient World History curriculum framework:
that your assessments “Address the Essential Question ‘what was similar and what was different about the
will measure student character and form of the state in 5th century BCE Athens and the Roman and Han
empires?’ Have students write a five-paragraph essay that compares and contrasts the
attainment of content
standards? origins and political characteristics of the Roman and Han empires. Use the Rubric
C. Design of Formative for Assessing Writing* to provide a common means for scoring the essays.
Assessment * I will use Hope’s school-wide writing rubrics to score this writing
How will you ensure assignment
that your formative
assessments uncover B.
student Formative Assessment
misconceptions? What students underline while reading their primary documents on Athenian
D. Use of Formative Assessment
democracy will indicate to me whether or not they understand the concept of
How will you use democracy and whether or not they understand how it can be seen through a primary
multiple measures of document in Athens. Their final judgments on whether or not Athens was a
student growth to democracy will indicate their learning of the content for this lesson.
guide your instruction?
E. Analysis of Data…show growth Summative Assessment
over time A school-wide writing rubric will be used to determine students’ learning of overall
How will these content standards for the entire unit in which this particular lesson is situated.
assessments fit into
Examining the primary documents that the students underlined will help me
determine whether or not they understood the content. In addition, the exit slips will
help me determine the degree to which students achieved the lesson objective.
The formative assessments will help me plan future instruction in a few ways. First,
if students do not underline appropriate content in the primary documents, it will
indicate that I need to scaffold analyzing primary documents. I may need to change
some of the words used to make it more relevant to them.
The summative assessment (5 paragraph essay) will guide my future writing
instruction. Because this is a history class, I tend to spend less time explicitly
teaching writing skills, and I will use the summative assessment results to determine
which skills I need to focus on.
My overall goal is for 80% of my students to achieve at least 65% proficiency on
common tasks in Ancient World History. In addition, I would like the remaining 20%
to show partial proficiency. The summative assessment is a common task, and I plan
on using it as well as future summative assessments to show student growth and
demonstration of proficiency.