Alexander the Great (Hellenistic Culture)



Alexander the Great (Hellenistic Culture)

|Name: |Katherine Yaksich |Section Time: |ADO 594 | #: 5 | |

| | | |Wed. 12:30 | | |

|Educational Task: The students will explore and learn about the conquests of Alexander the Great |

|and how his influence allowed for the creation of a Hellenistic Culture. |

|Grade Level, approximate number of students, types of students: |

|* 9th grade Global Studies classes |

|* Approximately 17-20 students |

|Materials and Sources: World History text, Elmo Projector, handouts, Power Point Presentation |

|NYS Performance Indicator(s): |

| |

|Key Ideas: SS2.1, SS2.2, SS2.3, ELA2. LR1 |

|Performance Objectives: |

|1. Students will be able to define key vocabulary terms by putting them in a three-column journal. |

|2. Students will be able to understand how Alexander the Great had an impact on Greek cultural diffusion by filling out handout with PowerPoint presentation. |

|3. Students will be able to improve their writing skills by completing a journal entry with a critical thinking question. |

|4. Students will be able to explain why Alexander the Great’s conquests had great importance and connections to modern day times by participating in a class |

|debate/discussion. |

|Safety Precautions: N/A |

|Part of Lesson |Teacher and Student Actions |Questions. These can repeat for different parts of the |

| | |lesson if appropriate. Include both lower order and higher |

| | |order questions for each lesson. Include questions that |

| | |indicate you have checked for understanding for both |

| | |procedures and content. |

|Launch/Anticipatory Set/Before |Teacher Actions: |1. Can anyone tell me what we are going to |

| |* Go over key review questions from |be doing today? |

| |previous lessons. | |

| |* Teacher will go over what the lesson |2. What are some of the topics or themes |

| |activities will include. |that we have discussed in this unit so |

| |* Hand out 3-Coulumn Journal |far? |

| |* Make sure students understand the | |

| |key vocabulary terms. |3. Does anyone remember how to use the 3-Column Journal? |

| | | |

| |Student Actions: |4. What is cultural diffusion? |

| |* Students will respond to prompts given by teacher. | |

| |* Students will repeat what we are going to be doing that | |

| |day. | |

|Explore/During |Teacher Actions: |1. Am I going to fast? |

| |* Teacher will give students the Power | |

| |Point presentation with room for them |2. Why was Alexander so successful in Battle? |

| |to write notes. | |

| |* Begin Power Point and direct the class |3. Did the people Alexander conquered accept him with open |

| |in a meaningful discussion. |arms? |

| | | |

| |Student Actions: | |

| |* Students will take notes in whatever way is most | |

| |comfortable to them on the power point sheets | |

| |* Students will participate in class lecture and discussion | |

| |when prompted by questions from the teachers or comments by | |

| |the other students. | |

|Summary/Closure/After |Teacher Actions: |1. How did Alexander the Great assist in cultural diffusion? |

| |* Bring the class together and review the | |

| |key points about Alexander the Great. |2. What do you think was Alexander the Great’s most important|

| |* The teacher will ask the students to |conquest or idea? |

| |write in their journal’s about which | |

| |conquest or event during Alexander |3. What is the Hellenistic Culture? |

| |the Great’s lifetime do you believe was | |

| |the most important. And also if this |4. Why did so many cities name themselves after Alexander? |

| |event has relevance to a modern | |

| |example. |5. What contributions did Alexander have besides military |

| | |contributions. |

| |Student Actions: | |

| |* Students will make sure they have the key points of | |

| |Alexander’s life written down. | |

| |* Students will write a journal entry? | |

|Assessment | * The students will receive a certain amount of points for each of the worksheets that |

| |they receive. These worksheets will be directly related to the learning objectives |

| |stated at the beginning of the lesson. Homework will be weighted more heavily than |

| |class work because it requires more creativity/higher level thinking questions and |

| |concepts. |

| |* Students will receive participation and class discussion grades. |

| |* The student’s journal articles will also be handed in at the end of this class period to |

| |check for understanding of content and themes. |

|Modification for Advanced Learners |These students could have the option to make the journal entry into an essay. They could do this and receive a free |

| |homework or some other incentive so that they would try to push themselves further. |

|Modifications for two types of |* Sight impaired |

|disabilities-state the name of the |- These students will receive the information in audio form so that they can listen to the |

|disability here. You may include a |material and be able to orally prove that they comprehend the content and the main |

|modification for ELL. |ideas. |

| |* ADD/ADHD |

| |- These students will be given partially filled out Power Point notes so that they have |

| |more direction and focus to where the class discussion is being directed. |

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