Abbreviated Lesson Descriptions

Unit: Europe
Lesson
Topic

NCSS/CCC/MSDE
Objectives/standa
rds

(2-3) Daily
Objectives/Expecta
tions
(Include In
abbreviated plan)

Assessment for
Objectives

Activities

Materials

Accommodatio
ns
(ELL/SPED/GT)

Day 1:
Achieveme
nts of
Ancient
Greece.

Indicator: For
every lesson
of the unit.

SWBAT recognize
the impact of
physical
characteristics on
the development
of civilizations in
the land of Ancient
Greece.

-Have students
use information
from the text to
answer the
following
questions in their
Ancient
Civilizations
notebook.
(Formative
Assessment)
Q1. How did the
physical
characteristics of
Ancient Greece
contribute to the
development of
the civilization?
Q2. When did the
civilization of
Ancient Greece
Begin?
-Students will
compile their
independent
research into

-Pass out student

notebooks. Have them
Label it Ancient
Civilizations
-2 Minute Drill &
discussion.
(completed in student
notebooks)
-Students will
independently read
pages 28-29 of The
Nystrom Atlas of
World History.
-After reading,
students will answer
the assessment
questions in their
notebooks.
-Once everyone has
finished the
assessment, students
will collaborate with
members of their
group to refine their
answers.
-Following the group

-Unit 3:
Ancient
Greece and
Rome, on
page 28-29
of The
Nystrom
Atlas of
World
History.
-Student
Notebooks.
-Mobile
Devices

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.

AIM 15, Students

will analyze
early European
societies in
order to
evaluate their
impact on the
modern world.
MSDE Standards:
7.3.B.1. Analyze
interrelationshi
ps among
physical and
human
characteristics
that shape the
identity of
places and
regions around

SWBAT explain
how Ancient
Greeces variety of
social classes
created
specialization in a
variety of
occupations which
led to mass
production and
long distance
trading.

the world
6.4.A.4. Examine
how
specialization,
interdependenc
e and trade
affected the
production of
goods and
services in
early world
history

Day 2:
Developme
nt of
Ancient
Rome: from
republic to
empire.

MSDE Standards:
6.5.B.3. Analyze
the emergence,
expansion and
decline of the
Roman Empire
6.3.B.1. Examine
how physical
and human
characteristics
shape the
identity of
places and

SWBAT evaluate
the achievements
of Ancient Rome
and their lasting
effect on the
modern world.
SWBAT examine
maps to form a
generalization that
describes the
success of Ancient
Rome as a
civilization.

cause/effect
summary. This
should be
completed in the
form of a short
essay and
submitted on the
student drive.

discussions, the
students will use the
mobile devices to
conduct independent
research on Ancient
Greeces social class
structure,
specialization
methods, production,
and trade.

- Students will
independently
answer the
following
questions in their
Ancient
Civilizations
notebook based
on the text.
Q1. How would
you describe the
development of
Ancient Rome?
Q2. Which city
was central to

-2 Minute Drill
(completed in
notebook) &
discussion.
-Students will
independently read
page 34 of The
Nystrom Atlas of
World History titled,
From Roman Republic
to Roman Empire.
-Following the
reading, the students
will answer the
assessment questions

SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.
-The
Nystrom
Atlas of
World
History, pg.
34 titled,
From
Roman
Republic to
Roman
Empire.
-Student
Notebooks

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED

regions and
influence the
development of
civilizations in
world history

Day 3:
Governmen
t and law of
Ancient

MSDE Standards:
6.1.A.1. Examine
the necessity

SWBAT summarize
their interpretation
of the primary
source document.

both the Roman

Republic and the
Roman Empire?
Q3. What is the
primary difference
between the
Roman Republic
and the Roman
Empire?
- In the same
partnership,
students will work
together to use
information from
both maps to form
a generalization
that describes the
success of Ancient
Rome as a
civilization.
-Student
partnerships will
share their
responses in a
short
presentation.

in their notebooks.
-Students will partner
with the person next
to them to discuss
their answers.
-In the same
partnership, students
will work together to
use information from
both maps to form a
generalization that
describes the success
of Ancient Rome as a
civilization.
-Student partnerships
will share their
responses in a short
presentation.
-As every partnership
presents, every
individual student will
be expected to record
information they may
have missed in their
notebooks.

- Have groups
briefly collaborate
to write a short
summary of their

-2 Minute Drill
(Completed in
notebook) &
discussion.

students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.
- Resource
Sheet EU03, Ancient
Rome:

-ELL Students
can receive
additional
supports from

Rome. The
lasting
effects on
the modern
world.

and purpose of
government in
early world
history
6.1.B.2. Analyze
the importance
of civic
participation as
a citizen of
early world
history
6.1.C.1. Analyze
the individual
rights and
responsibilities
in an ancient
world
civilization
CCSS.ELALITERACY.RH.6-8.1

Cite specific
textual evidence to
support analysis of
primary and
secondary sources.

SWBAT explain the

impact that
Ancient Rome had
on the modern
world.
SWBAT describe
how citizenship
and democracy
contributed to the
success of the
Ancient Roman
Civilization.

interpretation of
the primary
source.
-Have students
refer to their
interpretation of
the assigned
primary source to
answer the
following
questions:
Q1. Did the
Ancient Romans
consider
themselves to be
a successful
civilization?
Q2. Did the
Romans ever
imagine their
civilization would
have a lasting
impact on modern
civilization today?
-Students will
conduct
independent
research to
determine how
citizenship and

- Students will work

with a partner to read
and take notes on the
primary source
document, Ancient
Rome: Government
and Law. (Notes
should be recorded in
student notebooks)
-Partnerships will
collaborate to write a
short summary of
their interpretation of
the primary source in
their notebooks.
-Students will answer
the assessment
questions
independently.
-Independent research
to determine how
citizenship and
democracy
contributed to the
success of the Ancient
Roman Civilization. A
paragraph summary
will be submitted to
the student drive.

Government
and Law
-Student
notebooks
-Mobile
Devices

teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given

democracy
contributed to the
success of the
Ancient Roman
Civilization. A
paragraph
summary will be
submitted to the
student drive.
Day 4:
Introductio
n to the
play.
Setting the
stage for
days 5-7.

College Board
Standards for
College Success:
R1.3-4.1.
Recognizes
themes, key
ideas, main
ideas, and
supporting
ideas in texts.
R1.3-3.2.
Interprets a
variety of
graphical
representations
(e.g.,
photographs,
captions, maps,
tables,
timelines) and
connects them

SWBAT rehearse
the script and
create a setting for
the play in order to
embellish themes
and key ideas of
the script.
SWBAT create
props and a
backdrop in
connection to the
script.

-Students will be
assessed at the
end of the unit
based on their
interest,
enthusiasm,
understanding of
the concepts, and
ability to work
independently or
in groups. (See the
rubric on the
lesson overview
attachment).
-The grading of
props will be done
on the same
rubric.

additional
assignments/
modified
assignments
that are more
challenging.

-Engagement video:
The Best Acting of All
Time-Compilation Part
1
-Actors will work with
the director to
rehearse lines,
practice stage
movement, and learn
dramatic acting
techniques.
Depending on
student attendance
- 2-5 students will
make actor nametags
-2-3 students will
create the Roman
water clock.
-The remaining
students and I will
create the backdrop.

-32 Copies
of the
Readers
Theater
Script.
-At least 12
copies of
the Artists
Information
-At least 12
copies of
the Artists
Mosaic
-One Copy
of every
Information
Sheet
-Poster
board
-Markers
-String 20
pieces
(including
extras),

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the

to information
in the text.

Day 5: Play
Performanc
e,
discussion,
&
preparation
for day 6.

NCSS Standards:
D2.His.4.6-8.
Analyze multiple
factors that
influenced the
perspectives of
people during
different historical
eras.
D2.His.6.6-8.
Analyze how
peoples

SWBAT show that

different scholars
may describe the
same event from
widely differing
viewpoints.
SWBAT
demonstrate
Ancient Romes
transition from
republic to empire
and they will gain

- Student actors
and artists will be
assessed at the
end of the unit
based on their
interest,
enthusiasm,
understanding of
the concepts, and
ability to work
independently or
in groups. (See the
rubric on the

-Hanging the
backdrop, handing out
nametags to the
actors, and getting
the rest of the setting
in place.
-Play performance and
student audience
follows along.
-Discussion
- Actors will study
their information
sheets together and

each 18
inches long.
-Scissors
-10
Styrofoam
cups
(including
extras)
-At least 10
craft sticks.
-Tape
-Glue
-Water
-White
Paper
Computer/Pr
ojection
Screen

knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.

-32 Copies
of the
Readers
Theater
Script.
-At least 12
copies of
the Artists
Information
-At least 12
copies of
the Artists
Mosaic

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language

Day 6:
Organizing

perspectives
influenced what
information is
available in the
historical sources
they created.

an overview of the
personalities that
made this possible.

lesson overview
attachment).
-Everyone will be
graded on their
professional
behavior while
following along
with the play.
-I will have a
formative
assessment in the
form of a class
discussion
following the
performance. (See
lesson plan
attachment for
sample
questioning)

the rest of the class

will be constructing
the Artists Mosaic in
order to appreciate
the Roman influences
on art.

-One Copy
of every
Information
Sheet
-Backdrop
-Ancient
Roman
water clock
-Nametags
-Water
-White
Paper
-Computer
and
projection
screen.

department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.

NCSS Standards:

SWBAT
demonstrate

-Voting ballots
based on student

-Collect actors
Information sheets

-30 or more
copies of

-ELL Students
can receive

D2.His.16.6-8.

information
and
showing
the
democratic
structure of
Ancient
Rome.
(Voting on
the killer)

Organize
applicable
evidence into a
coherent
argument about
the past.

D2.His.1.6-8.
Analyze
connections
among events
and
developments in
broader historical
contexts.
D2.His.3.6-8. Use
questions
generated about
individuals and
groups to analyze
why they, and the
developments
they shaped, are
seen as
historically
significant.

Ancient Romes
transition from
republic to empire
and they will gain
an overview of the
personalities that
made this possible.
SWBAT identify
positive/negative
factors that
contributed
transition from
republic to empire.

questioning will be
graded as a
formative
assessment.
-The Rome Quiz
will be graded for
accuracy.
(Formative
homework
assessment).

and Artists Mosaic

squares. (Make sure to
instruct students to
put their square
number and name on
the back.)
-Pass out and preview
Who Really Killed
Marc Anthony? Sheet.
Students can organize
the information from
the performance on
this handout.
-Character will come
to the front of the
room one at a time to
answer 3 questions
based on their
information sheets.
Keep track of time per
character with the
Roman water clock.
-After all actors have
been questioned, the
students have the rest
of the activity time to
finish the sheet and
vote on the killer
using their ballot at
the bottom of the
sheet.
-When students finish,
tally the votes on the
board.
-Give students a copy

Who Really
Killed Marc
Anthony
-30 ore
more copies
of Rome
Quiz

additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,

of the Rome Quiz to

complete for
homework.

Day 7:
Habits of
mind
discussion
and
assessment
.

NCSS Standards:
D2.His.3.6-8. Use
questions
generated about
individuals and
groups to analyze
why they, and the
developments
they shaped, are
seen as
historically
significant.
D2.His.3.6-8. Use
questions
generated about
individuals and
groups to analyze
why they, and the
developments
they shaped, are
seen as
historically
significant.

SWBAT
differentiate which
historical figures
made up the first
and second
Triumvirate of
Ancient Rome.
SWBAT identify
positive/negative
factors that
contributed
transition from
republic to empire.
SWBAT
demonstrate
Ancient Romes
transition from
republic to empire
and they will gain
an overview of the
personalities that
made this possible.
SWBAT show that

-Who Really Killed

Marc Anthony
Quiz (Formal
Summative
Assessment for
the end of the
sub-unit)
-Closure
Discussion, Habits
of Mind
Discussion.
(Informal
Formative
assessment)

-Students will
complete the Who
Really Killed Marc
Anthony Quiz.
-The teacher should
project the Habits of
Mind Discussion to a
large screen and
conduct a final class
discussion on the subunit.
-Reconnection to
objectives. Check
student
understanding.

they will be
given
additional
assignments/
modified
assignments
that are more
challenging.
-30 or more
copies of
Who Really
Killed Marc
Anthony
quiz. (
- Copy of
Habits of
Mind
Discussion.
-Combine
and hang
the finished
enlarged
Mosaic.

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.

different scholars
may describe the
same event from
widely differing
viewpoints.

Day 8:
Interpretati
ons of the
collapse of
the Ancient
Roman
Empire.

MSDE Standards:
6.5.C.1. Analyze
the effect of
interactions
between
civilizations in
early world
history
6.5.B.3.c.
Summarize the
factors that led
to the decline

SWBAT distinguish
similarities and
differences of the
authors
perspectives in
their reading.
SWBAT explain
how interactions
between
civilizations led to
the rise/fall of the
Roman Empire.

SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.
-TPS to assess
student
background
knowledge
-Formative
assessment of
reading questions
to be answered in
student
notebooks.
Q1. In what ways
are the authors
perspectives of
the collapse of the
Roman Empire

-Think Pair share

engagement on Why
do you think the
Roman Empire
eventually collapsed.
-Have students read
The Decline of the
Empire Pages 237239 of World Studies:
The Ancient World and
A Brief History of
Rome The final two
paragraphs.
-Divide students into
groups and have them

-The
Decline of
the
Empire,
from World
Studies:
The Ancient
World,
pages 237239
-A Brief
History of
Rome, final
two

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED

of the Roman
Empire
R1.1.2.
Uses
context to
determine the
meaning of
words.

similar?
Q2. In what ways
are the authors
perspectives of
the collapse of the
Roman Empire
different?

write answers to the

questions in their
notebooks.
Q1. In what ways are
the authors
perspectives of the
collapse of the Roman
Empire similar?

Q3. Which factors

by themselves
could have caused
the collapse of the
Roman Empire?

Q2. In what ways are

the authors
perspectives of the
collapse of the Roman
Empire different?

Lesson summative
Assessment:
Q. Which three
factors
contributed most
to the collapse of
the Roman
Empire? Cite
specific examples
in your response.
(This is to be
completed in the
student notebook
and must be
shown to the
teacher before
leaving class. All
exit tickets will be
graded with the
overall notebook).

Q3. Which factors by

themselves could
have caused the
collapse of the Roman
Empire?
-Summative
Assessment (Exit
ticket)

paragraphs,
http://www.r
omanempire.net/
children/hist
ory.html
-Student
notebooks.

students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.

Day 9: Life
during the
middle
ages.

MSDE Standards:
6.5.C.4. Analyze
the changes in
the European
society during
the Middle Ages
6.1.A.1. Examine
the necessity
and purpose of
government in
early world
history
R1.1.2.
Uses
context to
determine the
meaning of
words.
R1.3.2. Uses
understanding
of textual
features to
guide the
comprehension
of texts.
CCSS.ELALITERACY.RH.6-8.4

Determine the
meaning of words
and phrases as
they are used in a

SWBAT examine
life in during the
Middle Ages.
SWBAT study
quotes of
Charlemagne to
examine the
purpose and
necessity of
government during
the Middle Ages.

-Drill: ongoing
assessment of
student
background
knowledge.
-Informal class
discussion about
the drill
-Life During the
Middle Ages
formative
assessment that
will be collected.
-Exit ticket:
determine how
Charlemagnes
government was
similar to
government of the
United States.
Write responses
down on exit
ticket. (This is to
be completed in
the student
notebook and
must be shown to
the teacher before
leaving class. All
exit tickets will be
graded with the
overall notebook).

-Engagement: Quick
write 2 minute drill on
How did the collapse
of the Roman Empire
affect the modern
world today? (Think
about the destruction
of knowledge,
inventions, and killing
of great thinkers!)
(done in student
notebooks)
-Brief Class discussion
about student
responses to the quick
write.
-Handout Life in the
Early Middle Ages.
Have students
complete Part I.
-Have students go
over part I in their
groups.
-Have students
complete Part II of the
worksheet.
-Display the document
Capitulary of
Charlemagne on the
projector. Have the
class read the quotes
and determine how
Charlemagnes
government was
similar to government

-Resource
Sheet EU07, Life in
the Early
Middle
Ages.
-Capitulary
of
Charlemagn
e, at
http://www.
milestonedo
cuments.co
m/documen
ts/quotes/ca
pitulary-ofcharlemagn
e/,
- Student
Notebooks

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the
knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with

of the United States.

Write responses down
on exit ticket.

text, including
vocabulary specific
to domains related
to history/social
studies.

Day 10:
The impact
of
institutions
on life
during the
middle
ages.

MSDE Standards:
6.1.A.3. Analyze
the roles of
institutions and
governments in
early world
history
regarding
public policy
and issues
6.1.C.2. Evaluate
how ancient
governments
around the
world protected
or failed to
protect the
rights of
individuals and
groups

SWBAT evaluate
the impact of
institutions on life
during the Middle
Ages.
SWBAT examine
why governments
place institutions
into their
civilizations
framework.

-KEEPERS: used to
evaluate student
learning up to this
point.

-Engagement:
KEEPERS! We will go
around the room and
every student will list
one important thing
-Jigsaw (Informal
that they have
learned from the unit.
Assessment
Students are not
completed in
allowed to repeat
student
other student
notebooks) Have
responses!
students work in
-After the
groups of up to
engagement, students
four. Assign each
will pair up with the
group member
person next to them
one of the
to come up with the
following
definition to the word
institutions:
institution.
-Partnerships will write
-the feudal system
this definition on a
-the manor system piece of construction
paper and briefly
-the Church
explain why they
-guilds
chose this meaning.

underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.
Constructio
n paper
-Student
notebooks

-ELL Students
can receive
additional
supports from
teacher
assistants if
the school
permits. In
addition, they
can receive
translated
texts from the
language
department.
-SPED
students will
be grouped
with high
achieving
students to
close the gaps
and
accommodate
for the

Have groups
create a graphic
organizer that can
be used to identify
and describe the
three institutions.
Graphic organizers
should include:
-Significant
characteristics
-The role the
institution fulfilled
during the Middle
Ages
-The impact of the
institution on life
during the Middle
Ages
-A statement of
the degree to
which the
institution
contributed to
political stability
-Summative
Assessment:
Ancient
Civilization
student Notebooks
will be completed
and turned in for

-Jigsaw to determine
the characteristics of
institutions during the
Middle Ages.
-Students will hand in
the Summative
Assessment: Student
Ancient Civilization
notebooks.

knowledge
discrepancy.
SPED students
can also
receive
additional help
from teacher
aides.
-GT Students
will often be
grouped with
underachievin
g students. Or,
they will be
given
additional
assignments/
modified
assignments
that are more
challenging.

grading by the
end of the class
period. This will
take the place of a
standard unit test.