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Teacher: Alex PrittieRoom #: W 224Lesson # in unit: Lesson 1 Unit 12 Period (s): 7Topic: Byzantine EmpireSocial Studies Lesson Objective and Assessment:By the end of class the student will be able to: Understand the transition from the Roman Empire into the Byzantine EmpireUnderstand the role Justinian played in building up the Byzantine EmpireKnow why the Schism of 1054 happened and the resulting differences between the Eastern Orthodox and Roman Catholic churchesUnderstand why the Byzantine empire collapsed and who conquered itUnderstand the basics of Byzantine cultureIdentify where Constantinople is on a current mapNCSS Thematic Standards FORMCHECKBOX Culture and Cultural Diversity FORMCHECKBOX Power, Authority, and Governance FORMCHECKBOX Time, Continuity, and Change FORMCHECKBOX Production, Distribution, and Consumption FORMCHECKBOX People, Places, and Environments FORMCHECKBOX Science, Technology, and Society FORMCHECKBOX Individual Development and Identity FORMCHECKBOX Global Connections FORMCHECKBOX Individuals, Groups, and Institutions FORMCHECKBOX Civic Ideals and PracticesSupporting Diverse Learners FORMTEXT ?????I support diverse learners within the lesson by using differentiation of instructional practices. There is independent bell work, A video that is supported by teacher led instruction, small group work, and finally class discussion. The use of visual aids will also be greatly helpful to all types of learners. By using these different teaching strategies, I hope that every student gets the opportunity to learn the concepts of this lesson through the learning strategy that they are best at!Strategies/Activities Selected:Bell work – Students asked to locate Istanbul on the world mapYoutube Video – I will use a youtube video about the Byzantine Empire that I will pause periodically and go more into depth on the topicsStation Work – Students will get into three groups and go to different stations and work on separate activities. They will then rotate to the next station after 7-10 minutes.Class discussion – After the station work, we will review what we learned as a classMethods for Instruction FORMCHECKBOX Class/Group Discussion – Review of the station work FORMCHECKBOX Cooperative Learning FORMCHECKBOX Small Group – within the station work FORMCHECKBOX Guided Practice FORMCHECKBOX Lecture or Direction – Teaching on and off throughout the youtube video FORMCHECKBOX Bookwork (Reading) FORMCHECKBOX Question/Answer FORMCHECKBOX Learning Stations FORMCHECKBOX Teacher Modeling/Demo. FORMCHECKBOX Journal writing FORMCHECKBOX Role Play FORMCHECKBOX Hands-on FORMCHECKBOX Inquiry Learning FORMCHECKBOX Game FORMCHECKBOX Simulation/Role Playing FORMCHECKBOX Independent Learning – Bell work FORMCHECKBOX Other FORMTEXT ?????Use of Materials FORMCHECKBOX Teacher Manual pg # FORMCHECKBOX Student Text pg # FORMTEXT ????? FORMCHECKBOX Picture Books FORMTEXT ????? FORMCHECKBOX More Activities That Teach FORMCHECKBOX Handouts: FORMCHECKBOX Manipulative FORMCHECKBOX Maps FORMCHECKBOX Artifacts FORMCHECKBOX Related Equipment: FORMCHECKBOX Other: FORMTEXT ????? FORMCHECKBOX Adapted materials Use of Technology FORMCHECKBOX Cell Phone FORMCHECKBOX FORMCHECKBOX CPS Clickers FORMCHECKBOX Elmo Document Camera FORMCHECKBOX Software FORMTEXT ????? FORMCHECKBOX Student Computers FORMCHECKBOX Teacher Computer w/LCD FORMCHECKBOX Video Clips/DVD FORMTEXT ????? FORMCHECKBOX Website FORMCHECKBOX Other FORMTEXT ?????Lesson Agenda Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections? As soon as the students enter the classroom, they will be expected to turn to a world map and try to find Istanbul. This is helpful because Constantinople was central to the Byzantine Empire and after it was conquered by the Ottoman Turks was renamed Istanbul. It gets students to see where Constantinople is located relative to other familiar countries. Transitioning and Stating Objectives: Transition to Instruction: What support strategies will you use to scaffold students learning so they meet or exceed targeted? I will briefly describe the fall of the Roman Empire which should be relatively familiar to them because they learned about its fall about three weeks ago. This will help me 1) capture their attention and 2) will help set the context of the formation of the Byzantine Empire. Transition Guided Practice: From my brief explanation of how the Roman Empire transitioned into the Byzantine Empire, I will begin the youtube video. I chose to use the Crash Course series video on the Byzantine Empire presented By John Green because I feel that it offers the most entertaining presentation of the information. I will show 7 minutes of the video and pause throughout these seven minutes to give further information and spark discussion. Finally, once the video is over I will spend 3-5 minutes further discussing the Schism of 1054 followed by how the Byzantine Empire ultimately fell. I hope that by using this entertaining video it will help captivate the students and get them to consider some of the accomplishments of the Byzantine Empire. By pausing the video every so often and unpacking what he is saying as well as adding new information, I ensure that students don’t get bored watching the same thing. Transition to Independent Practice and Conferencing: Following my teacher led instruction, I will then break the students into three groups. There will be three separate stations that all of the groups will get the chance to work in for roughly 7-10 minutes. Station #1 – Look at the differences between the Eastern orthodox Church and the Roman Catholic church presented in the table.Pick three of the differences between the Eastern Orthodox and Roman Catholic Church that you feel are the biggest. Why do you think these differences are important to the nature of the two religions? Discuss within your group and answer in 3-4 sentences.This is valuable because it gets students to consider how the growing differences between the Catholic Church in the Eastern and Western Roman Empires ultimately led to their split. This also asks students to consider which differences between the two churches seem the biggest to them. It allows them to give their input into a historical event as well as consider the input of their classmates.Station #2 – Turn to page 354-355 and answer the following questions in 1-2 sentencesHow do you think the geographical location of Constantinople helped the city flourish for so long?What are some of the aspects of the city that stand out to you the most?Does the City of Constantinople remind you of any of the other cities we have talked about (Tenochtitlan or Alexandria) or any US cities? Why?This activity is a great way for students to consider how geography played a role in Constantinople’s success. I want students to ultimately come to the conclusion that Constantinople was able to flourish for 1100 years due to the fact that it was in the perfect location that not only promoted trade along via water, but also prevented invasion. Station #3 – Turn to page 349 and Read the reading like a historian section at the top of the page. Answer the following questions about Justinian’s Code.What did Justinian hope to achieve by reorganizing and simplifying Roman Law?Why might it be important to a ruler to have a well-organized law code?What reasons does Justinian give for wanting to revise Rome’s law code? Which of these do you think was most important to him? Explain your answer.This exercise is useful because it gets students to look at and analyze a primary source document. The Justinian Code is crucial because it outlined and applied traditional Roman laws to the Byzantine Empire and represented one of Justinian’s greatest accomplishments. This exercise gets students to look closely at why it was in the best interest of Justinian to implement this policy in the Byzantine Empire. Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concept?Finally, I will wrap up class by exploring the findings that the class arrived to while participating in station work. I will summarize the responses that I hear and try to explain why the Byzantine Empire’s legacy is important even in modern times. Daily Assessment How do you know your students met your lesson objective(s) and to what degree?Bloom’s Taxonomy FORMCHECKBOX knowledge FORMCHECKBOX comprehension FORMCHECKBOX application FORMCHECKBOX analysis FORMCHECKBOX synthesis FORMCHECKBOX evaluationFormative: FORMCHECKBOX Class discussion FORMCHECKBOX CPS clickers FORMCHECKBOX Email teacher FORMCHECKBOX Entrance/Exit slip FORMCHECKBOX Teacher Observe FORMCHECKBOX Listened to conversations FORMCHECKBOX Quiz FORMCHECKBOX Thumbs up, neutral, or down FORMCHECKBOX Homework check FORMCHECKBOX Video quiz FORMCHECKBOX Voting FORMCHECKBOX Whiteboard Check FORMCHECKBOX Other FORMTEXT ?????Summative: FORMCHECKBOX Test FORMCHECKBOX Project FORMCHECKBOX Report FORMCHECKBOX Presentation FORMCHECKBOX Final Exam FORMCHECKBOX Other FORMTEXT ????? Additional Teacher Preparation: Copy: Print off questions and have them sitting in the stations before students come to class. Write Bell work and schedule on the board. Locate: FORMTEXT ?????Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the steps for students and how will you get them there? What worked well? In all, I believe that this lesson ran pretty smoothly. Students responded well to the bell work and transitioned really nicely into the Crash Course video that I showed. The students seemed very engaged during the video and once again transitioned nicely into the station work. I thought that the level of discussion and writing that I saw during the station work was excellent. Students showed interest and achieved a deeper understanding of some of the aspects of the Byzantine Empire. I was really impressed with the level of analysis and discussion that I saw particularly in station #2. Students were able to not only determine why Constantinople’s geography helped it succeed, but they were also able to make connections to cities that they were familiar with. In all, students were extremely engaged during the station activity and showed great interest in what they were learning. With this being said, there were two of aspects that could have been better. The first aspect of the lesson that could be improved was station #3 in which they were asked to analyze Justinian’s code. I used the excerpt of the code that the book offered and because of this, I feel like students got distracted by the other pictures and text on the page. Many of them were unwilling to take the time to read the code in the first place, which made it impossible to answer the questions. I take full responsibility for this because had I taken the time to put the code on an individual page for each of the students, this problem most likely would have never happened. The other aspect of the lesson that could have been improved was my time management. I like to use station work because the time spent at each station is relatively flexible. Unfortunately, these stations took a little longer that I had anticipated when I planned it. Students spent about 17-18 minutes completing the activities which meant that 1) we were unable get to the class discussion at the end and 2) students didn’t get to go to every station. In the future, I will cut down on the amount of work at each station or make the station activities extend to two days. ................
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