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Lesson one- Day One- 45 minutes

Daily Topic: History of Pompeii
History Standards:
Standard 3: G-1C-E1 Physical and Human Systems
GLE: Identify physical processes that change Earth’s surface and create physical features
suddenly or over time
Standard 4: Environment and Society G-1D-E3
GLE: Identify Natural disasters, their causes, areas prone to them, and how those disasters affect
people and the environment
Objectives:


The learner will study the history of Pompeii and its destruction
To learner will gain insight into the past through archaeological interpretation
To learner will synthesize historical information through imaginative writing

Procedures: Students will listen to a presentation from the teacher on the history of Pompeii.
The presentation will be presented on the SmartBoard and will include information about the
people, the culture, and the events leading up to the eruption that occurred 2000 years ago.
Students will then create a travel brochure of the history of Pompeii. The teacher will make a
short demonstration on the SmartBoard teaching them how to navigate Microsoft Publisher.



Brochure Directions:
The brochure will be made on Microsoft Publisher
The brochure should include a Title page, information on the culture, the city, the people,
the eruption, and the aftermath of the destruction.
The brochure must include pictures and graphics on every page
Students will then print out their brochure and

Materials: SmartBoard, Computer, and Printer
Accommodations:
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Students with special needs will be given extra support from a second teacher and will
not have to be as thorough on the information. They will also be given extra time if they
do not complete it in the time given.
Non-native students will receive extra help from a translator who will translate the
presentation to them. The student will type the brochure in their native language and the
translator will help the teacher grade the activity.

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Gifted students will be asked to include more on their brochure such as interesting facts
on the history of the city. They will need to go further in depth and include more factual
information.

Evaluation: Students will be given a rubric that they must follow. They will be graded on their
accuracy in historical information, attractiveness and organization, organization of the writing,
their use of graphics/pictures, and the knowledge of the History of Pompeii that they gained.

Making A Brochure : History of Pompeii
Teacher Name: Ms. Walker

Student Name:

________________________________________

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Accuracy in
Historical Facts

All facts in the brochure 99-90% of the facts in
are accurate.
the brochure are
accurate.

89-80% of the facts in
the brochure are
accurate.

Fewer than 80% of the
facts in the brochure
are accurate.

Attractiveness &
Organization

The brochure has
exceptionally attractive
formatting and wellorganized information.

The brochure has
attractive formatting
and well-organized
information.

The brochure has well- The brochure\'s
organized information. formatting and
organization of material
are confusing to the
reader.

Writing Organization

Each section in the
brochure has a clear
beginning, middle, and
end.

Almost all sections of
the brochure have a
clear beginning, middle
and end.

Most sections of the
brochure have a clear
beginning, middle and
end.

Less than half of the
sections of the
brochure have a clear
beginning, middle and
end.

Graphics/Pictures

Graphics go well with
the text and there is a
good mix of text and
graphics.

Graphics go well with
the text, but there are
so many that they
distract from the text.

Graphics go well with
the text, but there are
too few and the
brochure seems \"textheavy\".

Graphics do not go with
the accompanying text
or appear to be
randomly chosen.

All students in the
group can accurately
answer most questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.

Most students in the
group can accurately
answer most questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.

Several students in the
group appear to have
little knowledge about
the facts or technical
processes used in the
brochure.

CATEGORY

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Knowledge Gained All students in the

group can accurately
answer all questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.

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