Elementary Social Studies Lesson

ETE 335
Elementary Social Studies Lesson

deBonos Thinking Hats
ETE 335

Rachel Bauer
Sociology/Social Systems
6th
Ancient Greece Societies
ETE 335

Goals:
Students will gain more information on what sociology is and how it pertains to
the Ancient Greece society.
Students will understand how the Greeks interacted with one another.
Objectives:
Content/Knowledge:
Students will be able to identify the different societies of Ancient Greece.
Students will be able to summarize what aspects of sociology are found in the
Ancient Greece society.
Students will be able to explain the aspects of sociology.
Process/Skills:
Students will be able to illustrate how sociology aspects are found in Ancient
Greek society.
Students will be able to explain how the Greek society affects todays society
and sociology aspects of the world.
Values/Dispositions:
Students will be able to describe the different societies of Ancient Greece.
Students will be able to defend how the study of sociology is found in Ancient
Greek society.
ETE 335

Rationale:
In this lesson, the students will learn about the study of sociology and how it pertains
to Ancient Greek societies. They will learn about these societies and then make
connections of how one can study these societies through sociology.
Standards:
State Illinois Common Core or Learning Standards
SS.IS.1.6-8: Create essential questions to help guide inquiry about a topic.
SS.IS.8.6-8.MdC: Assess individual and collective capacities to take action to address
problems and identify potential outcomes.
SS.H.2.6-8.MdC: Analyze multiple factors that influenced the perspectives of people
during different historical eras
SS.CV.3.6-8.LC; MdC; MC: Compare the means by which individuals and groups
change societies, promote the common good, and protect rights.
National NCSS Themes
Culture
People, Places, and Environments
Individual Development and Identity
Individuals, Groups, and Institutions
Science, Technology, and Society
Objective
Objective
In this section, the students will
learn about the two different

societies of the Greek society. They
will have a short lecture on the
Spartan and the Athenian societies.
After this, students will split into
groups of 3. The groups will each
choose one society and create a
brochure about the society. In this
brochure, they will mention how the
societies were set up politically,
socially, and financially.
Resources:
Lecture notes
Paper
Writing and coloring utensils
Rubric for grading (on next slide)
Student Name: ________________________________________

CATEGORY
Graphics/Pictures
4
Graphics go well with the text and
there is a good mix of text and
graphics.
3
2
Graphics go well with the text, but Graphics go well with the text, but
there are so many that they
there are too few and the
distract from the text.
brochure seems \"text-heavy\".
Knowledge Gained
All students in the group can

All students in the group can
Most students in the group can
Several students in the group
accurately answer all questions
accurately answer most questions accurately answer most questions appear to have little knowledge
related to facts in the brochure
about the facts or technical
and to technical processes used to and to technical processes used to and to technical processes used to processes used in the brochure.
create the brochure.
Content - Accuracy
All facts in the brochure are

accurate.
Spelling & Proofreading
No spelling errors remain after one No more than 1 spelling error

person other than the typist reads remains after one person other
and corrects the brochure.
than the typist reads and corrects
the brochure.
No more than 3 spelling errors

Several spelling errors in the
remain after one person other
brochure.
than the typist reads and corrects
the brochure.
Attractiveness & Organization
The brochure has exceptionally

attractive formatting and wellorganized information.
The brochure has well-organized

information.
Writing - Organization
Each section in the brochure has a Almost all sections of the brochure Most sections of the brochure
clear beginning, middle, and end. have a clear beginning, middle
have a clear beginning, middle
and end.
and end.
99-90% of the facts in the

brochure are accurate.
The brochure has attractive

formatting and well-organized
information.
89-80% of the facts in the

1
Graphics do not go with the
accompanying text or appear to
be randomly chosen.
Fewer than 80% of the facts in the

The brochure\'s formatting and

organization of material are
confusing to the reader.
Less than half of the sections of

the brochure have a clear
beginning, middle and end.
Intuitive
Intuitive
In this section, the students will write down what they
believe would make a great city-state in Ancient Greek
society. After they write these down, the class will discuss
these ideals. The students will then create a mind map
organizer to serve as the outline for how the Greek society
interacted with others.
Resources:
Paper
Writing utensils
Smartboard or white board
Posterboard
Positive/Strength
s
Positive/Strength
s
After the lesson about the Athenian and

Spartan society, the students will write
down the strengths of both societies.
The students will then create an
organizer of the strengths of both
societies. After they create their
organizers, the students will create a
poster that highlights one societys
strengths.
Resources:
Poster board
Coloring utensils
Paper for personal organizer or
organizer sheets
Writing utensils
Notes on the different societies
Rubric for poster (found on next
slide)
Student Name: ________________________________________

CATEGORY
Use of Class Time
4
Used time well during each class period.
Focused on getting the project done.
Never distracted others.
3
Usually focused on getting the project
done and never distracted others.
2
Used some of the time well during each
class period. There was some focus on
getting the project done but occasionally
distracted others.
1
Did not use class time to focus on the
project OR often distracted others.
Graphics - Relevance
All graphics are related to the topic and

All graphics relate to the topic. Most
Graphics do not relate to the topic OR
make it easier to understand. All borrowed most make it easier to understand. All
borrowed graphics have a source citation. several borrowed graphics do not have a
graphics have a source citation.
borrowed graphics have a source citation.
source citation.
Graphics -Clarity
Graphics are all in focus and the content

easily viewed and identified from 6 ft.
away.
Most graphics are in focus and the content Most graphics are in focus and the content Many graphics are not clear or are too
is easily viewed and identified from 4 ft.
small.
away.
away.
Knowledge Gained
Student can accurately answer all

questions related to facts in the poster
and processes used to create the poster.
Student can accurately answer most

Content - Accuracy
At least 7 accurate facts are displayed on 5-6 accurate facts are displayed on the
the poster.
poster.
Attractiveness
The poster is exceptionally attractive in

terms of design, layout, and neatness.
The poster is attractive in terms of design, The poster is acceptably attractive though The poster is distractingly messy or very
layout and neatness.
it may be a bit messy.
poorly designed. It is not attractive.
Title
Title can be read from 6 ft. away and is

quite creative.
Title can be read from 6 ft. away and

describes content well.
Student can accurately answer about 75% Student appears to have insufficient
of questions related to facts in the poster knowledge about the facts or processes
and processes used to create the poster. used in the poster.
3-4 accurate facts are displayed on the

poster.

describes the content well.
Less than 3 accurate facts are displayed

on the poster.
The title is too small and/or does not

describe the content of the poster well.
Negatives/Weaknes
ses
Negatives/Weaknes
ses
In this section, the students will look
at the different societies of Greece.
They will then create their own
personal organizer on the
weaknesses of the societies. After
this, they will create a poster on the
weaknesses of either the Athenian or
the Spartan society.
Resources:
Posterboard
Writing utensils
Coloring utensils
Paper
Rubric for grading poster (found on
next slide)
Student Name: ________________________________________

CATEGORY
Use of Class Time
4
Focused on getting the project done.
Never distracted others.
3
Usually focused on getting the project
done and never distracted others.
2
Used some of the time well during each
class period. There was some focus on
getting the project done but occasionally
distracted others.
1
Did not use class time to focus on the
project OR often distracted others.
Graphics - Relevance

All graphics relate to the topic. Most
Graphics do not relate to the topic OR
make it easier to understand. All borrowed most make it easier to understand. All
borrowed graphics have a source citation. several borrowed graphics do not have a
graphics have a source citation.
borrowed graphics have a source citation.
source citation.
Graphics -Clarity
Graphics are all in focus and the content

away.
Most graphics are in focus and the content Most graphics are in focus and the content Many graphics are not clear or are too
is easily viewed and identified from 4 ft.
small.
away.
away.
Knowledge Gained
Student can accurately answer all

Student can accurately answer most

Content - Accuracy
At least 7 accurate facts are displayed on 5-6 accurate facts are displayed on the
the poster.
poster.
Attractiveness
The poster is exceptionally attractive in

terms of design, layout, and neatness.
The poster is attractive in terms of design, The poster is acceptably attractive though The poster is distractingly messy or very
layout and neatness.
it may be a bit messy.
poorly designed. It is not attractive.
Title
Title can be read from 6 ft. away and is

quite creative.

describes content well.
Student can accurately answer about 75% Student appears to have insufficient
of questions related to facts in the poster knowledge about the facts or processes
and processes used to create the poster. used in the poster.
3-4 accurate facts are displayed on the

poster.

describes the content well.
Less than 3 accurate facts are displayed

on the poster.
The title is too small and/or does not

describe the content of the poster well.
Creative
Creative
In this section, the student will look at the aspects of
sociology. These aspects include culture, social
groups, organization, social change, social
institutions, social inequality, etc. The students will
create a collage that illustrates some of these aspects
in the Athenian and Spartan societies. They will
present these collage to the class and will turn in a
short response that summarize their collage.
Resources:
Posterboard
Coloring utensils
Paper
Writing utensils
Rubrics for grading the collage and response
Scissors
Pictures from Ancient Greece
Glue
Notes on the aspects of Sociology
Rubric for Collage
Student Name: ________________________________________

CATEGORY
Quality of Construction
4
The collage shows considerable attention to
construction. The items are neatly trimmed. All
items are carefully and securely attached to the
backing. There are no stray marks, smudges or glue
stains. Nothing is hanging over the edges.
3
2
The collage shows attention to construction. The
The collage shows some attention to construction.
items are neatly trimmed. All items are carefully and Most items are neatly trimmed. All items are
securely attached to the backing. A few barely
securely attached to the backing. A few barely
noticeable stray marks, smudges or glue stains are noticeable stray marks, smudges or glue stains are
present. Nothing is hanging over the edges.
present. Nothing is hanging over the edges.
1
The collage was put together sloppily. Items appear
to be just \"slapped on\". Pieces may be loose or
hanging over the edges. Smudges, stains, rips,
uneven edges, and/or stray marks are evident.
Creativity
Several of the graphics or objects used in the

collage reflect an exceptional degree of student
creativity in their creation and/or display
One or two of the graphics or objects used in the

collage reflect student creativity in their creation
and/or display.
One or two graphics or objects were made or

The student did not make or customize any of the
customized by the student, but the ideas were
items on the collage.
typical rather than creative (.e.g, apply the emboss
filter to a drawing in Photoshop).
Attention to Theme
The student gives a reasonable explanation of how

every item in the collage is related to the assigned
theme. For most items, the relationship is clear
without explanation.
The student gives a reasonable explanation of how

most items in the collage are related to the
assigned theme. For many of the items, the
relationship is clear without explanation.
The student gives a fairly reasonable explanation of The student\'s explanations are weak and illustrate
how most items in the collage are related to the
difficulty understanding how to relate items to the
assigned theme.
assigned theme.
Number of Items
The collage includes 10 or more items, each

different.
The collage includes 6-9 different items.
The collage includes 5 different items.
Time and Effort
Class time was used wisely. Much time and effort

went into the planning and design of the collage. It
is clear the student worked at home as well as at
school.
Class time was used wisely. Student could have put Class time was not always used wisely, but student Class time was not used wisely and the student put
in more time and effort at home.
did do some additional work at home.
in no additional effort.
Titles and Text
Titles and text were written clearly and were easy to Titles and text were written clearly and were easy to Titles and text were written clearly and were easy to Titles and/or text are hard to read, even when the
read from a distance. Text varied in color, size
read close-up. Text varied in color, size and/or style read close-up. There was little variation in the
reader is close.
and/or style for different text elements.
for different text elements.
appearance of text.
The collage contains fewer than 5 different items.
Rubric for Response

Student Name: ________________________________________
CATEGORY
Quality of Information
4
3
2
1
Information clearly
Information clearly
Information clearly
Information has little or
relates to the main topic. relates to the main topic. relates to the main topic. nothing to do with the
It includes several
It provides 1-2
No details and/or
main topic.
supporting details and/or supporting details and/or examples are given.
examples.
examples.
Paragraph Construction
All paragraphs include

introductory sentence,
explanations or details,
and concluding
sentence.
Mechanics
No grammatical, spelling Almost no grammatical, A few grammatical

Many grammatical,
or punctuation errors.
spelling or punctuation spelling, or punctuation spelling, or punctuation
errors
errors.
errors.
Organization
Information is very
Information is organized Information is organized, The information appears
organized with wellwith well-constructed
but paragraphs are not to be disorganized.
constructed paragraphs paragraphs.
well-constructed.
and subheadings.
Most paragraphs include

introductory sentence,
explanations or details,
and concluding
sentence.
Paragraphs included
related information but
were typically not
constructed well.
Paragraphing structure
was not clear and
sentences were not
typically related within
the paragraphs.
Thinking About
Thinking
Thinking About
In this
section, the students will
Thinking
reflect on how aspects of the Greek
society might still be present into

todays society and how it affects our
sociology. They will reflect on this
through a written response.
Resources:
Paper
Writing utensils
Rubric for grading (found on next slide)
Student Name: ________________________________________
CATEGORY
Focus or Thesis Statement
4-AboveStandards
The thesis statement names the
topic of the essay and outlines the
main points to be discussed.
3-MeetsStandards
The thesis statement names the
topic of the essay.
2-ApproachingStandards
The thesis statement outlines some
or all of the main points to be
discussed but does not name the
topic.
Evidence and Examples
All of the evidence and examples

are specific, relevant and
explanations are given that show
how each piece of evidence
supports the author\'s position.
Most of the evidence and examples

are specific, relevant and
explanations are given that show
how each piece of evidence
supports the author\'s position.
At least one of the pieces of

Evidence and examples are NOT
evidence and examples is relevant relevant AND/OR are not explained.

and has an explanation that shows
how that piece of evidence supports
the author\'s position.
Closing paragraph
The conclusion is strong and leaves

the reader solidly understanding the
writer\'s position. Effective
restatement of the position
statement begins the closing
paragraph.
The conclusion is recognizable. The The author\'s position is restated

author\'s position is restated within within the closing paragraph, but
the first two sentences of the closing not near the beginning.
paragraph.
There is no conclusion - the paper

just ends.
Sentence Structure
All sentences are well-constructed

with varied structure.
Most sentences are well-constructed Most sentences are well

and there is some varied sentence constructed, but there is no
structure in the essay.
variation is structure.
Most sentences are not wellconstructed or varied.
Grammar & Spelling
Author makes no errors in grammar Author makes 1-2 errors in grammar Author makes 3-4 errors in grammar Author makes more than 4 errors in
or spelling that distract the reader or spelling that distract the reader or spelling that distract the reader grammar or spelling that distract
from the content.
from the content.
from the content.
the reader from the content.
Capitalization & Punctuation
Author makes no errors in

Author makes 1-2 errors in
capitalization or punctuation, so the capitalization or punctuation, but
essay is exceptionally easy to read. the essay is still easy to read.
Author makes a few errors in

capitalization and/or punctuation
that catch the reader\'s attention
and interrupt the flow.
1-BelowStandards
Score
The thesis statement does not name
the topic AND does not preview
what will be discussed.
Author makes several errors in

capitalization and/or punctuation
that catch the reader\'s attention
and interrupt the flow.
ETE 335
Elementary
SocialAssessment,
Studies Lesson
Visual Learning,
and Online
Resources:
Visual Learning:
There are visuals (video or print) on
each section slide.
Assessment:
The students will be assessed based on the
rubrics provided after the given slides.
Additionally, the students will be informally
assessed based on their cooperation and
participation in the lessons.
Online Resources:
http://
del.icio.us/rbauer3235/Behavioral%20Science
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Elementary Social Studies Lesson

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ETE 335