TPA+practice+for+S.A.M.


 * Ancient Greece Government Timeline**
 * Grade: 6**
 * Subject: History**


 * California Standards: 6.4.2**

>The student will be able to define the different types of government in Ancient Greece, identify key factors of each type of government, and note key difference between the different types of government. >The student will be able to create a timeline mapping the governmental changes of Ancient Greece
 * Objectives:**

>compare and contrast chart of governments in Ancient Greece >construction paper >markers, crayons >tape >scissors
 * Materials:**


 * Introduction:**
 * Remind students that they have been learning about Ancient Greece. Discuss the major topics about Ancient Greece already covered and discuss how today the class will be learning about the different governments that Ancient Greece experienced. Discussing previous lesson on Ancient Greece will get the students on track for this history lesson and they will be refreshed on topics previously covered, which may help them in the lesson.
 * Tell the students:
 * All countries have a form of government (if needed, define "government").
 * This affects those living there. Explain how government has laws and these laws affect our daily lives.
 * Use the US as an example: ask questions regarding the type of government that is in place. Using the US as an example, students will have a more relate-able example of what government is and the affect is has on people.

__Instructional Strategies__: reminding students about previous lessons, stating objective of new lesson, asking questions to promote discussion, explaining basic information about the new topic

__Student Activities__: answering question during discussion


 * Direct Instruction:**
 * Review with the class the different forms of government seen in Ancient Greece and write them on the board, so that the visual learners can see. Reviewing the types of governments will provide the students with a word bank for the following exercise. Students now have a reference of the names of governments that the teacher is looking for.
 * Make a chart on the board to compare and contrast the different governments and elements of each. Creating a chart will provide a visual aid for the class that learns through seeing. The chart will also provide as a reference chart during independent practice.
 * Governments: monarchies, oligarchy, tyrants, democracy and dictatorship
 * For each include: who ruled, the years it was practiced, what were the rights of the people under each
 * This chart can be left up for the independent learning section so that the students remember

__Instructional Strategies__: asking questions to promote discussion of previously-learned knowledge, making a chart on the board as a visual aid and an example, scaffolding in order to help students come up with the right answers

__Student Activities__: participating in the discussion, answering questions of what to write in the chart on the board


 * Guided Practice:**
 * Chart the first two governments of Ancient Greece on an example timeline up in front of the class. This sample timeline will provide an example to the class of how a timeline is made and what is expected out of their timelines.
 * Ask the students what was the first form of government in Ancient Greece discussed in the textbook. Once the correct answer has been given, chart that government on the timeline. Make sure to explain that you start a timeline from left to right, so that they know the basics. Explain that dates are most important in a timeline and make sure to emphasize your date on the example timeline followed by brief explanation of that form of government. This sample timeline should remain on the board for future reference during independent learning so that they understand the concept visually.

__Instructional Strategies__: making an example timeline on the board, asking students questions so they contribute to the example, explaining the basics of a timeline

__Student Activities__: answering questions to contribute to the discussion and example


 * Independent Learning:**
 * Divide the class into 5 small groups. These small groups will be working together to create their own timelines of the government changes in Ancient Greece. Small groups will allow students to work with each other and help each other out, which is good because the class enjoys group work.
 * Each person in the group will be given a different color marker and be told that is the only color that students can write with on their timeline. This will allow the teacher to quickly assess group participation by seeing the amount of color on each timeline.
 * Instruct students to create a timeline out of construction paper by taping them together creating a long row of papers.
 * The timelines will include:
 * All elements of the chart they just made as a class in chronological order
 * The different types of government, when they were in effect, and the rights of the people for each
 * Everything must be in chronological order

__Instructional Strategies__: divide the class into groups, distribute markers and paper

__Student Activities__: tape paper together, research, write on timeline in different colored markers to show individual work

The teacher will remind students about previous lessons on Ancient Greece, The teacher will then state the objective of new lesson, which will be regarding the different forms of government that were present in Ancient Greece. To get the students thinking about government ask questions to promote discussion, and explain the basic information about the new topic. Use the United States as an example and starting point for information on government. This will help the information become more relevant as they have a connection to their own lives. The teacher will review with the class the different forms of government seen in Ancient Greece and write them on the board. Students now have a reference of the names of governments that the teacher will be looking for in the following exercise. Th teacher will create a chart on the board in front of the class, comparing and contrasting the different forms of government found in Ancient Greece. This will provide a visual aid and example for the students to work with and follow for the following activity. **Guided Practice**: The teacher will draw an example of a timeline up on the board (using only the first two forms of government). This will provide an example for the students and models what is expected of them when they create their own. When creating the timeline be sure the students are providing the information regarding the governments. Provide the basic format and elements of a timeline (that a timeline goes left to right, highlighting the date, chronological order) Make sure that the students understand what is expected and required of the work they do. Divide the class into 5 small groups. These small groups will be working together to create their own timelines of the government changes in Ancient Greece. Small groups will allow students to work with each other and help each other, which is good because the class enjoys group work. Each person in the group will be given a different color marker and be told is the only color that student can write with on the timeline. This will allow the teacher to quickly assess group participation by seeing the amount of color on each timeline. Instruct students to create a timeline out of construction paper by taping them together creating a long row of papers. || ** Introduction ** Students will listen intently and will engage in the class discussion. This will help get them thinking about the new topic while also tapping into prior knowledge.
 * Instructional Strategies || Student Responses ||
 * ** Introduction **
 * Direct Instruction: **
 * Independent Learning: **

Students will answer the teachers questions about the different forms of government in Ancient Greece to be written on the board by the teacher. This will help the students scaffold upon previous lessons. Students will use their book as a reference allowing all students to participate in the lesson.
 * Direct Instruction: **

Students will provide the information that is to be included in the compare and contrast chart created by the teacher on the board in front of the class. This gives the students responsibility for what is being created.

**Guided Practice**: Students will provide the information for the example timeline created on the board by the teacher. They will also pay attention give back cues that they understand what is expected of them, and ask any remaining questions to clarify the lesson.

Students will work together in small groups to create their own timelines of Ancient Greece’s governments. While in their groups they will research in their textbooks the dates the governments discussed in class were in power, so they can put the governments in chronological order for their timeline. They will also be looking for basic descriptions of that type of government and an example of one of the leaders. Students will use their designated color to contribute to the creation of the timeline. Each student will write at least one part of the timeline. By working in groups students will help each other in understanding and encourage each other to participate. In a small group it is easier for each individual to be heard and contribute to the creation of the timeline. ||
 * Independent Learning: **


 * Differentiated Instruction:**
 * ELL students - pictures/symbols may be used in the timelines to explain a form of government. ELL students will be split evenly among groups so they will have the help of other students. All the types of governments and their explanations will be left on the board during group activity as a reference. Teacher will be walking around during group activity and can provide extra assistance if/where needed
 * GATE students - may be assigned as proof-readers of their group timeline. They can make sure all elements of the timeline are included and in the correct order. This does not mean they do all the work; make sure to emphasis communication and teamwork between the students. This is where the colored markers will come into play in assessing participation in group work
 * at-risk students - try to split evenly among the groups so other students may help out. Creating all the references at the beginning of class should be helpful during group activity. Teacher will be walking around to help if/where needed.
 * IEPs - Can be given a worksheet with all the reference charts that were created on the board so they may have easier access to reading and comprehending the information.


 * Assessment:**
 * The finished timelines will be collected and graded by the teacher in order to find out how much they know about the government systems in Ancient Greece, as well as to see how they participated in their group.


 * Appropriate for this class**: This lesson is very appropriate for this class. It can be differentiated to fit the special needs of the class. It has plenty of visual aids, which is helpful to a class of mostly visual learners. There is a group activity which is great for a class that values group work and needs motivation. By allowing group work, they may now be more motivated to participate in the lesson. The timeline activity allows for some hands-on creation of a visual aid, which again is great for this class of mostly visual and kinesthetic learners. The group work allows the teacher to move around and help/motivate those who need it, but it also allows the students to try and help each other. The work is all done in class, meaning that they will not have to take it home to finish (with parents that will be working, they will probably not be able to go to each others houses to finish the project).


 * Address the developmental needs of these students:** The lesson was differentiated for the unique development of the individuals in the class, such as ELL students, GATE students, at-risk students, and those with IEPs. It was also geared to the strengths of the class as a whole.


 * Help students make progress toward achieving the state-adopted academic content standards for students in this content area** - This lesson helps students make progress toward achieving grade six content standards in that it was based and built around those standards. The class learned to analyze the social structure of Ancient Greece by learning and discussing the different governments Ancient Greece experienced and the changes government went through over time. In making timelines, the class worked on their chronological thinking.