BACKWARD DESIGN INSTRUCTIONAL PLANNING TEMPLATE

BACKWARD DESIGN INSTRUCTIONAL PLANNING TEMPLATE PRELIMINARY PLANNING FORMAT Unit Title: It’s all Greek and Roman to Me Subject(s)/Topic Area(s): Ancient Greece and Rome Designed By: Herb Lawrence, Mildred Franks, Valerie Lambert, Sharon Metz, Mikel Carter, Lucia Raz, Erin Hesser, Mari Dresner Grade Level(s): 3rd STAGE 1 – IDENTIFY DESIRED RESULTS Established Goals (Standards Correlations): How is world history impacting who we are becoming as a global society? Understandings: Students will understand that… 1. Ancient Greek and Roman government is the basis for American democracy (e.g. Senate, electoral system of government). 2. Ancient Greek and Roman culture (architecture, art, language, mythology, Olympics, theater) influences modern arts, languages, and sciences 3. Ancient Greeks and Romans spread their socialU system (slaves, plebeians, patricians, etc) and economy of agriculture and trade across their empire. 4. Ancient Greek and Roman civilizations used the land and sea for exploration, food sources, and militarism. Essential Questions: Strand 1: American History EQ 3 - How are early civilizations the basis of our developing nation? Strand 2: World History EQ 3 - Identify individuals or groups that laid the foundation for modern age through innovation, exploration, colonization and discovery? Strand 3: Civics/Government EQ 1 - How do symbols, people and documents represent a government? Strand 4: Geography EQ 1 - How can physical environment affect the growth of societies? Strand 5: Economics EQ 3 - How does the local, national, and global economies affect our standard of living? Q G Students will know… K timelines, events, people, government civilization, leaders, monuments, democracy principles, goals, customs, traditions, branches of government, legislative, laws, citizenship, agriculture, mythology Students will be able to… S Identify the Greek and Roman time period, Locate on a map the Greek and Roman empire, Describe Greek and Roman art and language, Interpret how Greek and Roman systems of government affect the American system of government. STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks: T The following assessments explore students’ knowledge of each of the four key understandings. The primary assessment tool that is used consistently throughout the trimester is the journal. In addition, students’ knowledge of key vocabulary will be checked throughout the trimester by brief vocabulary quizzes and four-square exercises Adapted from Understanding by Design Professional Development Workbook ASCD 2004 1 (in journal). Task 1: Compare and contrast in a flow chart and timeline the hierarchy of Ancient Greek and Roman forms of government and our current American system of government. Students can complete this activity in small groups and individually in a journal. Students will keep journals throughout the trimester, a written record of their responses to articles and childrens’ literature. Students take a short quiz to check for understanding. Task 2: After reading a series of Greek myths, students will create their own myth comic book, complete with a story and illustrations of their own creation. Students can choose to focus on the following topics: Olympics, art, architecture, theater or language. Students will read their myth comic books to other classrooms. While working on their myth comic books, students will use their journals to brainstorm their ideas. Students take a short quiz to check for understanding. Task 3: Students will discuss as a class the kinds of trade goods that came into Rome from throughout the empire. Students will participate in a role-playing game where they make strategic decisions about trade goods. After playing, students will reflect on the game and write an explanation of their role in the game and one of the other roles in the game in their journal. Students take a short quiz to check for understanding. Task 4: After exploring the archaeology of ship-building and exploration and reading sections of Homer’s The Odyssey, students will create their own maps in their journals of the Greek and Roman empire, focusing on land, population and exploration as themes. Students create a story map of Ulysses’ journey in The Odyssey in their journal as they read the story. Students take a short quiz to check for understanding. ***Resources*** http://www.metmuseum.org/toah/splash.htm http://www.smithsonian.org/ Adapted from Understanding by Design Professional Development Workbook ASCD 2004 2 Key Criteria: OE Task 1: The flow chart will show names of different branches of government in Greek, Roman and current American government. The flow chart should feature similarities and differences between Ancient Greek/Roman government and American government. The timeline will show the time frame of Ancient Greece and the Ancient Roman empires. The journal rubric will measure the content response to prompts (see activity) and also language arts POs, such as grammar, spelling and punctuation. Task 2: The myth comic book will show awareness of ‘myth,’ language arts POs, sequencing of story and plot. Students will create at least four illustrations to support their myth and a minimum of one paragraph. Students will show proof of brainstorming in their journals. If teacher chooses, teacher can use arts standards (create, interpret and evaluate). Task 3: Students will participate in the class discussion and game. Students will describe in two paragraphs their role in the game, how they accomplished their task, and how they interacted with other players. Students will show proficient use of language arts POs. Task 4: The maps will show a legend, compass rose, and a scale (i.e. 1 inch=100 feet). Each map should have title and dates. The land relief map will show location of mountains and bodies of water in and around the Greek and Roman empires. The population map will show the population distribution in and around the Greek and Roman empires. The exploration map will show paths of Greek and Roman exploration throughout the Mediterranean Sea and European continent. The story map will show at least four illustrations that directly relate to the story, and will show correct matching of illustrations and labels. Other Evidence: SA STAGE 3 – LEARNING PLAN Strand 1: American History - Concept 1: Research Skills for History PO 1 - Use timelines to identify the time sequence of historical data PO2 - Recognize how archaeological research adds to our understanding of the past. PO3 - Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past PO4 - Retell stories to describe past events, people and places  L Strand 2: World History - Concept 1: Research Skills for History PO 1 - Use timelines to identify the time sequence of historical data. PO 3 - Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past. PO 4 - Retell stories to describe past events, people and places Strand 2: World History – Concept 2: Early Civilizations PO1 – Recognize how government “beginnings of democracy”, mythology, art, architecture and the Olympics in Ancient Greece contributed to the development of their own and later civilizations PO 2 – Discuss the contributions of ancient Greek teacher/philosophers (e.g. Socrates, Plato, & Aristotle) whose thinking contributed to the development of their own and later civilizations PO 3 – Recognize how representative government, mythology, architecture (e.g., aqueducts) and language (e.g., Latin) in ancient Rome contributed to the development of their own and later civilizations Adapted from Understanding by Design Professional Development Workbook ASCD 2004 3 PO 4 – Discuss contributions of political and military leaders of ancient Rome (e.g., Julius Caesar, Augustus, Constantine) whose actions influenced their own and later civilizations  Strand 3: Civics/Government - Concept 1: Foundations of Government PO 2 - . Recognize that people in the United States have varied backgrounds but may share principles, goals, customs and traditions PO 3 - Describe how people in the community and state work together to achieve common goals Strand 3: Civics/Government, Concept 2: Structure of Government PO 1 - Discuss the three branches of state and national government: 1. Executive 2. Legislative 3. Judicial PO 2 - Recognize that there are different levels of government (e.g., local, tribal, county, state, national). Strand 3: Civics/Government - Concept 3: Functions of Government PO 1 - Identify the basic concept of how laws are made (e.g., law proposed, discussed, amended, voted on). Strand 3: Civics/Government - Concept 4: Rights, Responsibilities, and Roles of Citizenship PO 1. Describe the rights and responsibilities of citizenship: 1. good sportsmanship 2. participation and cooperation 3. rules and consequences 4. voting PO 2. Describe the importance of students contributing to a community (e.g., service projects, cooperating, volunteering). PO 3. Identify traits of character (e.g., honesty, courage, cooperation, respect, trustworthiness, responsibility, citizenship) that are important to the preservation and improvement of democracy.  Strand 4: Geography - Concept 1: The World in Spatial Terms PO 1 - Discuss that different types of maps (e.g., political, physical, thematic) serve various purposes. PO 2 - Interpret political and physical maps using the following elements: 1. alpha-numeric grids 2. title 3. compass rose -cardinal and intermediate directions 4. symbols 5. legend 6. scale PO 4 - Construct maps using symbols to represent human and physical features. PO 5 - Construct charts and graphs to display geographic information. PO 6 - Recognize characteristics of human and physical features: a. physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, plain, valley, volcano, peninsula) b. human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city) PO 7 - Locate physical and human features using maps, illustrations, images, or globes: a. physical (i.e., seven continents, four oceans, river, lake, mountain range, coast, sea, desert, gulf, bay, strait, peninsula) b. human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads) Strand 4: Geography - Concept 2: Places and Regions PO 1 - Locate major physical and human features from content studied (e.g., Greece, Canada, Spain, United States) on maps and globes. Adapted from Understanding by Design Professional Development Workbook ASCD 2004 4 PO 2 - Describe how physical and human characteristics of places change from past to present. Strand 4: Geography - Concept 4: Human Systems PO 1 - Describe changes over time in transportation (e.g., animal, boat, train, motorized vehicle, aircraft). PO 3 - Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent). PO 4 - Describe elements of culture of a community or nation (e.g., food, clothing, housing, sports, customs, beliefs) in areas studied. PO 5 - Discuss that Ancient Civilizations have changed from past to present. PO 6 - Discuss the major economic activities and land use (e.g., harvesting natural resources, agricultural, industrial, residential, commercial, recreational) of areas studied. Strand 4: Geography Science Strand 3 Concept 1 Describe major factors that impact human populations and the environment.  Strand 5: Economics - Concept 1: Foundations of Economics PO 1 - Identify how scarcity requires people to make choices due to their unlimited wants and needs. PO 2 - Identify opportunity costs in personal decision-making situations. PO 3 - Identify goods and services (e.g., fire and police protection, immunizations, library) provided by local government. PO 4 - Give examples of trade in the local community (e.g., farmers supply the grocer). PO 5 - Discuss reasons (e.g., labor, raw materials, energy resources) why some goods are made locally and some are made in other parts of the United States and world. PO 6 - Discuss how producers use natural, human, and capital resources to create goods and services. Strand 5: Economics - Concept 2: Microeconomics PO 1 - Discuss different ways individuals can earn money Strand 5: Economics - Concept 5: Personal Finance PO 1 – Discuss costs and benefits of personal spending and saving choices Adapted from Understanding by Design Professional Development Workbook ASCD 2004 5