Teri Francesco Winneberger 6th Grade Social Studies

Chapters 8-9: Ancient Greece and the Greek World

Marching Through Alexander the Greats Empire

NEW JERSEY CORE CURRICULUM STANDARDS:
6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies. 6.2.8.C.3.c Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities. 9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization. ISTE NETS T: 1a. Promote, support, and model creative and innovative thinking and inventiveness, 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity, 2b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, 2d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching, 3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations,

ESSENTIAL QUESTIONS:
1. 2. How was Alexander able to spread Greek culture and influence as he built his empire? How can a Google Map be created?

ANTICIPATORY SET:
1. 2. 3. What was the extent of Alexander the Greats empire? How was he able to conquer Egypt, Syria, and the Persian Empire? What is a Hellenistic city?

OBJECTIVES:
1. 2. 3. Students will able to create a customized Google Map using their student Google Accounts. Students will recall prior knowledge to include require information about the Persian Empire, Greco-Persian Wars, the Persians in Egypt. Students will understand that Alexander the Great spread Greek culture throughout Europe and Asia while conquering and building his empire.

ACTIVITIES:
Manipulating content relating to Chapters 8 & 9 Navigating Google Maps Background: This will be an ongoing activity while we cover and review Chapter 9 Section 3: Alexander the Great. This content will be covered in three class periods (total of 3 hours). We will use the first 40 minutes of the class period to cover the content, then the

Teri Francesco Winneberger 6th Grade Social Studies

Chapters 8-9: Ancient Greece and the Greek World

last 20 minutes to chart out what we have learned about Alexanders growing empire in a Google map. The following steps will describe introducing Google Maps to students as well as how they will be able to create their own map for Alexanders March. Hook: How many people have used Google Maps before? Mapquest? A GPS of some sort? Ever created their own? Discuss. Learning Google Maps: Introduce Google Maps. Using the Smartboard, show students example of what they will be creating. Then show students the following steps to help them familiarize with the tool: o o o o o o o Access Google Maps from their email accounts when signed in Create a new map Move the area, add a new location Add descriptions to locations Add pictures to locations Save and edit map Complete first steps together

Guided Practice: As a group, complete the process of creating and naming a new map. Save as YourNameAlexEmpire. Call on students to recall the steps and the information that needs to be included. What is the first step? Pinpoint a location. What location do we need? Call on students to walk through process as they complete the same steps on their individual laptops. Independent Practice: Give students remaining time to continue working on their maps, adding different locations where Alexander the Great stopped, had a major battle, etc. The students will be encouraged to use their textbook to help them create their maps. They are only to complete the places discussed that particular day. On the second and third day, quickly review the steps and the places that should be marked on their maps so far. Discuss any questions. Allow students to continue building their maps with allotted time. Wrap Up: Students will be finished their maps by the last day covering the section (Day 3). If students are not finished, it must be completed for homework or at Homework Club. Students will leave their maps open and will circulate the room to look at one anothers maps. They should be similar but unique. This map will also serve as a study guide to the unit test.

ASSESSMENTS:
Summative: Completed Google Map Formative: Group & Class Participation, Observation.

RESOURCES:
SmartBoard Laptop Cart 3 (Mine) Internet access Student Google accounts Online or actual Textbooks

DIFFERENTIATED STRATEGIES:
Employ visual aides and interactive SmartBoard strategies to reinforce understanding.

Teri Francesco Winneberger 6th Grade Social Studies

Chapters 8-9: Ancient Greece and the Greek World

Provide printed copies of handouts, notes/outlines, study guides, and completed notes when necessary. Modify assignments, packet material, directions, and assessments as needed. Use an FM system when necessary. Give extra time when needed. Give verbal descriptions when necessary. Implement multi/hypermedia to review concepts when appropriate. Give verbal and nonverbal cues when necessary.