Title: “Alexander: A Man of His Time” Subject/Course: Humanities 7, ACST
Topic: Alexander the Great Grade: 7 Designers: Julie Bredy, Paul Welsh, Jason Roach
Stage 1: Desired results
Write arguments to support claims in an analysis of substantive topics of texts, using valid reasoning and relevant and sufficient evidence.
7.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Standard 1: Time, Continuity, and Change
Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships.
1.8.a Apply key concepts such as chronology, causality, and conflict to identify patterns of historical change.
Standard 2: Connections and Conflict
Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.
2.8.a Explain forces that result in world interaction (such as those related to the environment, belief systems, economics, geography/land, ethnicity/race/gender, culture, and balance of power).
Standard 3: Geography
Students will understand the interactions and relationship between human societies and their physical environment.
3.8.a Use appropriate data sources and tools to generate, manipulate, and interpret geographic information such as the location of, size of, and distances between places.
Standard 4: Culture
Students will understand cultural and intellectual developments and interactions among societies.
4.8.c Analyze ways that people have maintained their traditions and resisted external challenges (e.g. wars, generations gaps, migration patterns, or globalization).
Standard 1: Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
1.c Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
Standard 2: Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS.
2.a Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
Students will understand that
|Essential Questions:Can we judge the acts of people out of their time?
Can an empire be maintained?
What motivates people to follow leaders?
Students will know…
Students will be able to…
Stage 2: Assessment/Evidence
|Performance Tasks:Following watching the BBC film series: In the Footsteps of Alexander,each student will develop a thesis statement, taking a stance on an opinion about Alexander the Great’s conquests.
Students will use Power Search skills to research, through the library database and on the Internet, support details for their thesis statements.
Students will adapt models of infographics to relay comparative data
Students will use Google Earth to conduct research and to provide support details for their thesis statements.
Students will prepare 6-slide presentations, using Zen presentation methods.
Students will present in a professional manner, using notes or memory to elaborate on the image concept.
|Key Criteria Assessment rubric (see link)|
Stage 3: Learning Plan
Learning Plan (Activities and Resources):
- Classroom teacher shows students the BBC series, In the Footsteps of Alexander, supporting with instruction on note-taking.
- Students individually develop a thesis statement, taking a stance on an issue of Alexander the Great’s conquests.
- Librarian presents students with instruction on using the library database, employing Power Search terminology and thinking
- Students use the database to gather supporting details for their thesis statements.
- Tech Integration Specialist presents students with instruction on employing Power Search terminology and thinking to searches on the Internet.
- Students use Internet searches to gathering supporting details for their thesis statements.
- Tech Integration Specialist presents students with instruction on developing infographics
- Students build infographics to show comparative data, supporting their thesis statements.
- Tech Integration Specialist presents students with instruction on using Google Earth.
- Students practice using Google Earth.
- Each student uses Google Earth to create an animated route, with voice-over, to illustrate a supporting detail or details toward his/her thesis statement.
- Classroom teacher teaches students about Zen presentation methods.
- Students use Zen presentation methods to create 6-slide presentations, using Keynote or Powerpoint.
- Students revise and edit presentations, using transitions to connect the flow of ideas.
- Students practice to be able to deliver professional quality presentations.