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Lesson Plan

Class: Social Studies Date: December 4th-5th, 2018

Title: Athenian Government Scenarios
Lesson Number: 7
Objective(s) of Lesson: By the end of the lesson students will have an understanding of the 3
pillars of Ancient Athenian democracy, and how their social roles play out in the political system.

Learner Outcomes (PoS) Plan for Differentiation

● 6.2.1 - appreciate the relationship - Opportunity for students to move around
between the values of a society and the and experience different learning activities
model of government adopted within a (mix of both written and verbal responses)
society - Balanced groupings (teacher may select)
● 6.2.2 - value the role of participation by - Teacher may wish to modify each station
citizens in diverse democratic societies according to students’ individual needs
● 6.2.3 - analyze the structure and (perhaps changing roles if needed)
functions of the democratic system in
ancient Athens by exploring and
reflecting upon the following questions
and issues:
○ How did the structure of the
government in ancient Athens
provide opportunities for citizens
to participate in decision making?
○ To what extent were democratic
ideals of equity and fairness part
of the structure of government
and society in ancient Athens?
● 6.S.4 - develop skills of decision making
and problem solving
○ propose and apply new ideas,
strategies and options, supported
with facts and reasons, to
contribute to decision making and
problem solving
○ consider multiple perspectives
when dealing with issues,
decision making and problem
● 6.S.8 - demonstrate skills of oral, written
and visual literacy
○ express opinions and present
perspectives and information in a
variety of forms such as oral or
written presentations, speeches
or debates
○ express reasons for their ideas
and opinions, in oral or written
○ use skills of informal debate to
persuasively express differing
viewpoints regarding an issue

Prerequisite Knowledge, Skills, Strategies, Materials/Preliminary Matters

and Attitudes ● Scenario role cards
● Understanding of Ancient Athenian ● Scenario descriptions at each station - and
Social Roles materials for each response/activity
● Understanding of the physical layout of ● Overview PowerPoint
Ancient Athens
● Some understanding of the 3 pillars of
Athenian Democracy - to be expanded
on in this lesson

Activity Time Teaching Activity Student Activity Assessment


Intro to 10 *Students should have Students will follow

Simulation minutes some knowledge of along, and have an
Activity what the activity opportunity to ask any
entails from the questions to clarify
previous lesson. before starting activity.

Teacher will quickly Students will get into

review expectations groups of 4-5 (table
and go over the slides groups?)
to let students know
where each station will
be and briefly what will
be happening at each.

Go over any questions

as they come up.

Political 1 hour Teachers will Students will move Formatively assess

Structure (15 supervise each of the around in groups of 4-5, students’ understanding
Simulation minutes 4 station and facilitate spending 15-20 minutes of each pillar and make
Activity per each activity, ensuring at each station. note of any
station) that students misconceptions to go
understand At each station, over before check-in.
instructions and fill out students will draw roles
each response. and read the prompts
which explain to them
what their role will be in
the Athenian
Democracy at that
Debrief 10 Go through each of Students will share their Informal formative
minutes the 4 stations with experiences and assessment of
students – what was understanding in whole- students’ understanding
the activity and what group discussion. following activity.
did you learn?

Write on the board

some of their ideas for
more visual learners
and to allow some to
take notes if they

Teacher may need to

clarify any
that arise.

For next day 10 Have students pair up Students will check

(December minutes with another group to these over to solidify
5) compare their posters their understanding
and see if they have before the check-in.
Review of any different answers.

Check-in 20 Hand out check-in and Students will work Summative assessment
minutes go over briefly before independently. of the political system of
students begin. Ancient Athens.


 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing
understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did
you accommodate for diverse learners and those requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and
interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently
next time?
These activities went way better than I could have even imagined. Though I was only
observing one station, almost every student participated in discussion and took the task
seriously – which I feel like made a huge difference in their understanding of the
content. With the students being fully immersed in the experiences, they were able to
reflect based on their own experiences – and make connections to their previous
knowledge of Athens social roles and system of government.

One thing I would have done differently was have us teachers rotate stations so we
were able to experience more than just our own. However, in debriefing as a team, we
all only had positive things to say about each of the stations.

Debrief of the activity had to wait until the following day, because of time, and this alone
demonstrated to me their understanding of each of the 3 pillars. Students were keen to
share their experiences, and this discussion went much longer than I had anticipated,
but I felt like it was more important to have them lead the discussion further as needed.
This prepared them for the check-in, which was a final confirmation of their
understanding and for the most part students did very well. There were only a couple
which were developing and those were some of my more challenging students – I will
need to spend a bit more time clarifying to them.