SOCIAL STUDIES LESSON PLAN OUTLINE

The following information should be included in the header of the lesson plan:
 Taylor Kellenberger
 Mrs. Susan Fox, Fulks Run Elementary School
 3rd Grade
 Date Implemented: April 15, 2019
 Submitted to CT April 8, 2019

A. TITLE OF LESSON: Ancient Civilizations Review

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning preferences? Why is this an appropriate
activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know
about child development? Cite theorists whose work supports your understanding of these aspects of the lesson where appropriate. How does
this lesson elevate voices and/or contributions, experiences, etc. of marginalized groups?

My CT let me know that the students previously learned about the ancient civilizations Rome, Egypt, Mali, Greece, China. She wanted me to
do a review with them to brush up on their knowledge for the upcoming SOL tests. My CT told me that they focused on the geography,
government, and the contributions of these civilizations The students are going to start preparing for the SOLs so knowing what they remember
about ancient civilizations will be helpful for my CT to know what she needs to focus on reviewing. This lesson shares the contributions and
experiences of marginalized groups because it focuses on their lives and how they shaped present day. Theorists such as John Dewey believed
that students should demonstrate their knowledge through creativity and collaboration with their peers, and this lesson allows them to do so by
working with their peers to come to the answer. They are also able to think for themselves and articulate their thoughts without focusing on rote
memorization which John Dewey rejected. Vygotsky also believed that students learn by doing and this activity is something engaging and they
are not just listening to a lecture on the different ancient civilizations (Glassman, M. (2001). Dewey and Vygotsky: Society, Experience, and
Inquiry in Educational Practice. Educational Researcher, 30(4), 3–14. https://doi.org/10.3102/0013189X030004003

C. RELATED VIRGINIA STANDARDS OF LEARNING and C3 FRAMEWORK indicator(s) (write out, don’t just list numbers)

 3.2 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of
architecture, inventions, the calendar, and written language.
 3.3 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of
architecture, government (direct and representative democracy), and sports.
 3.4 The student will describe the oral tradition (storytelling), government (kings), and economic development (trade) of the early West
African empire of Mali.
 C3 Framework: D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the distribution and movement of people,
goods, and ideas.

A. LEARNING OBJECTIVES
Understand – what are the broad
generalizations the students should
begin to develop? (These can be
difficult to assess in one lesson.)
Know – what are the facts, rules,
specific data the students will gain
through this lesson? (These “knows”
must be assessed in your lesson.)
Do – what are the specific thinking
behaviors students will be able to do
or practice as a result of this lesson?
(These will also be assessed in your
lesson.)

The contributions of ancient
civilizations still affect our world
today
The contributions that each
ancient civilization made.
The geography of the civilizations
as well as the different forms of
government.
Students will be able to compare
and contrast civilizations and
connect civilizations to today.

B. ASSESSING LEARNING:
What will your students do or say, specifically, that indicate every student has achieved your objectives? Remember—every objective must be
assessed for every student!
Task: Diagnostic features: Support:
What learning tasks have you organized    What  What resources can you draw upon
that can be used for assessment? Describe  features will you  (or adaptations can you make) to 
the task(s) – don’t just restate objectives. look for in  be certain you are actually 
student responses assessing the objectives you’ve set 
By responding with correct answers to the  or products from  for this lesson?  Some children may
game it will show me that they have  the task(s)? still be developing the basic skills 
reached the objective.   What criteria  needed to complete your 
By also being able to compare and contrast  will you use for  assessment, but it does not mean 
the different civilizations and connecting  assessment? they have not learned the 
them to today in our post­game discussion. objectives for your lesson. How 
I will look for correct will you support these students?
 answers, for example,
Greece was the  If the students are getting answers 
birthplace of  confused with contributions from 
democracy,  and tally other civilizations they are still 
the number of  achieving the objective they are just
questions correct  mixing up which ancient 
civilization it belongs to. If students
are struggling with matching the 
answers to the correct ancient 
civilization we can do a review and 
create a chart of things we 
remember from each civilization to 
help them.

C. MATERIALS NEEDED

Jeopardy Review Game (I will email my CT the website link to the game)

D. PROCEDURE
(Use this graphic organizer if it is helpful for you. If you create your own format you must include each aspect listed below, in the column
headings). NOTE: You are not required to include x learning events if your lesson will not include this many! The extra events are only
included for the sake of demonstration.

Activity Element Procedures and Management Academic, physical, social & linguistic 

& Time (in minutes) Step­by step procedures including questions and main points –  differentiation, resources, and support
visualize what you are going to say to the students. It might be  How will you support ALL students by 
helpful to script out what you are going to say, although during  differentiating aspects of your lesson 
the lesson you do not need to use this language verbatim. What  based on readiness and interest, and 
will students be doing and how? according to content, process, and 
 product?  It isn’t always necessary to 
include differentiation in logistical 
aspects of the lesson such as transitions. 
Introduction   I will introduce the lesson by saying, “I know you guys   If the students have a hard time 
5 minutes learned about some of the different ancient civilizations,  recalling the civilizations I can put
who can tell me what they are?”  them on the board to refer back to 
later on.

Event 1  We will first do some review because they haven’t   Depending on what the students 

10 minutes studied these civilizations in awhile and see what they  remember or don’t remember I 
remember from each civilization. We will go through each  can do a quick lesson that 
civilization and students will raise their hands and share  addresses some of the questions in
facts that they remember from each civilization.  our game later.

Transition  I will let them know that we will be playing a review  
game. I will remind them that in order to play we have to 
follow directions and not be sore winners or losers. I will 
say that there are no prizes we are just playing to jog our 
memory on ancient civilizations in order to find out what 
you need to brush up on when preparing for SOLs. 
 My teacher will split them up into two teams because 
there are some kids that need to be separated. To ensure that 
all students are participating each student will get to pick the
category and they will have the chance to answer the 
question by themselves or consult with their teammates.
Event 2  We will then play the game alternating giving questions   If the students are struggling 
30 minutes to each team.  with getting the questions right 
 I will explain that if it is not your teams’ turn you have  my CT and I can help provide 
to remain silent and let the other time answer. If a team gets  them clues to jog their memory.
the answer wrong that same question will be given to the 
other team for a chance to steal the points. If a team falls 
significantly behind I will keep them engaged by reminding 
them that in final jeopardy they have a chance to risk all 
their points and take the lead.
Transition  

Event 3  

Conclusion  Once we reach the end of the game we will determine  
10 minutes   our winner, give a round of applause to them.
 We will also have a post game discussion and make 
connections to our civilizations today and compare and 
contrast the different civilizations we reviewed.
 I will conclude my saying, “I hope you enjoyed the 
game and hopefully that jogged your memory a little on the 
different ancient civilizations. Hopefully you now know 
what you need to review more in order to prepare for the 
SOLs.

E. DIFFERENTIATION:
Write a narrative explanation of two to three paragraphs describing how you have planned to meet the needs of all students in your classroom
with varied learning styles and abilities, English language proficiency, health, physical ability, etc. How will you support the learning of
children struggling with your objectives or those who find the content only minimally challenging? Draw from the examples you described in
the final column of the chart in the procedures section of your lesson plan.

I will meet all of the needs by giving some questions that are easier than others. There are always different learning styles in the classroom so
hopefully with auditory learners the quick review first will be helpful. If there are students that are struggling with answering questions I can
give them hints and clues to help them find the answer. By providing them with clues on things to jog their memory I can help lead them to the
answer without giving it to them. The students will be able to consult with their team members which will prevent students from being on the
spot answering questions by themselves. If there are students who find the content minimally challenging, I can ask them to make connections
to how these contributions have affected our lives today.
Since they are able to brainstorm they can help each other and work together to find the answer. Collaboration is very important and being able
to work together is important in this lesson because they haven’t learned about these civilizations in a while. They can help each other to jog
their memories and build off of each others thoughts. We can also create cheat sheets on the board for them to refer back to if students are really
struggling with coming up with the answers.

F. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. Look over the choices you’ve made for teaching this lesson. What
extenuating circumstances (based on what you know if your students, their schedules, and the context in which you teach) could potentially
derail your otherwise excellent plan? Identify at least 4 potential problems and thoughtfully describe your plan for addressing them when they
arise? IN other words, what are your “contingency plans?’

There are a lot of behavioral issues in my class so an issue could be that the students will be very disruptive and there will be more time
disciplining them rather than learning. If this issue arises I will talk with my CT about how we should handle the situation and if it gets too out
of control we will have to stop the game and do a different activity that will not be fun like this one. Another issue could be that the students
could get too competitive and be sore winners or learning. If this happens I will have to reiterate that it doesn’t matter who wins or loses
because there are no prizes. I will also say that this is just a fun way of seeing how much you guys remember from learning about these ancient
civilizations so you have an idea of what things you need to brush up on when preparing for the SOLs. Students could also have a hard time
remembering the answers so I can along with my CT help to give them clues to lead them to the answer. Another issue can be the time factor, if
students are having a hard time answering the questions it could take longer than anticipated. If this happens we will just have to get through
what we can and not finish the whole game because I know my CT has other lessons she has to get done.