Lesson Plan 4

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher George Ahiome

Date
Subject/ Topic/ Theme World History: Where and why did the first cities appear?
Grade 9&10
I. Objectives
How does this lesson connect to the unit plan?
With the rise of farming, communities started having a surplus of food, which led to an increase in population. The bigger
communities got the more complex they got. This lesson will uncover how the increase in complexity and other factors gave rise to
the beginnings of early agrarian civilizations.
cognitiveR U Ap An E C*
Learners will be able to:
Identify early civilizations and explain the factors that led to the rise of cities and states
Describe the characteristics as well as the differences and similarities between early agrarian civilizations
Identify the origins of government and social hierarchy in cities
physical
development
socioemotional
R, U
R, U, An
R, U,
Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan Common Core State Standards:
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Assess the extent to which the reasoning and evidence in a text support the author's claims.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Students will need to know the factors that led early humans to adopt farming and the way human
behavior changed as a result of agriculture.
Pre-assessment (for learning): The teacher will ask the students to discuss the warm-up question What
role does geography play in the formation of a civilization. As the students discuss and take notes the
teacher will walk around class and listen in on their conversations, giving input when necessary.
Formative (for learning): the students will share their ideas with the class and as they do so the teacher
Outline assessment
activities
(applicable to this lesson)
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
9-15-14
will ask focused questions expand on their ideas where necessary.

Formative (as learning): As a closing activity the teacher will ask the students to summarize the factors
that led to the rise of civilizations in a creative way. This will reinforce learning as well as give the
students the opportunity to apply prior knowledge as well as what they learned in the days lesson.
This activity will also show students comprehension of the key ideas of the unit so far. They will also
be able to reflect on their own learning and identify areas of strength and need.
Summative (of learning): N/A
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Class discussions, video lecture

and the summary activity will
present key information.
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will work together in
groups to complete the biography
activity. They will also have the
opportunity to present in front of
the whole class.
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats.
Group discussions and activities
will maintain student interest and
engagement
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
emotionally, etc., for your

students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom

be set up for this lesson?
Provide options for comprehensionactivate, apply & highlight
The summary activity will

highlight student
comprehension of the days
lesson as well as previous
lessons.
Provide options for expression and

communication- increase medium
of expression
The summary activity will give

students the chance to express
themselves in creative ways.
Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Group tasks foster collaboration

and as well as solicits individual
effort.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Video Where and why did the first cities develop?

Video worksheet
Projector
The classroom will be divided into 8 pods with 4 students in each pod.
III. The Plan

Time
5
mins
25
mins
9-15-14
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher will ask the students to discuss the
warm-up question What role does geography
play in the formation of a civilization?
As the students discuss and take notes the
teacher will walk around class and listen in on
their conversations, giving input when necessary.
The teacher will ask the spokesman of a few
pods to share their ideas with the class.
The teacher will expand on responses and refer
back to the previous days lesson highlighting
some similarities early civilizations had in
common (ex. They all formed along river
valleys).
The students will take a few minutes to discuss

the warm up question in their pods.
The teacher will introduce the where and why

did the first cities appear video and hand out the
video worksheet which the students will use to
keep track of important ideas.
The video is broken up into 3 parts. At the
conclusion of each part, the teacher will pause
the video and give the students time to discuss
the answers to the worksheet after which the
teacher will go over the answers with the class
and expand on key ideas.
For question 1 of the worksheet probe deeper.
Ask, What exactly about there being more
people leads to complexity?
The students will watch the video and fill out the
video worksheet as they go along.
After each part of the video the students will
discuss the questions in their pods and share their
ideas when called on by the teacher.
For question 4 ask/discuss what are some clues

as to why these societies developed?
For question 6 ask/discuss what would your
society look like without a coordinating
mechanism?
Draw students attention to the fact that
civilizations are built on the back of peasant
farmers yet they dont hold prestigious social
status. Ask students why they think that is and if
this system is just. (Guide them to thinking about
social justice)
15
mins
Closure
(conclusion,
culmination,
wrap-up)
Explain summary exercise

First, tell students to imagine that each pod is a
group of foragers. Second, ask them to draw on
what they have learned in todays and previous
lessons and summarize the events that would
lead them to grow into a complex civilization.
Encourage them to use multiple means of
conveying their ideas. They can be as creative as
they want. (skits, drawings, textbook chapters
etc.)
Students will (hopefully) employ creative ways of

summarizing the evolution of a foraging
community to a complex civilization and present
to the class.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
In this lesson students learned how agriculture changed human behavior and led to the rise of more populated and complex cities.
For part of this lesson they watched a video and I could tell that they were engaged because they were filling out their video
worksheet as it played. The conversations/discussion after each part of the video were engaging and gave many opportunities for me
to expand on key ideas. We were also able to briefly discuss some deeper application questions like the change in the role of women
in cities and social justice issues of farmers being the supporters of civilization but also the least prestigious. An area of improvement
for next time would be to spend more time talking about these deeper questions because we just skirted over them in this lesson.
Another improvement for next time would be to communicate a detailed expectation of the summary activity. Some pods got carried
away and though they were creative they did not have a realistic summary of events that would lead them to grow into a complex
civilization.
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher George Ahiome

Learners will be able to:

II. Before you start

What barriers might this

will ask focused questions expand on their ideas where necessary.

Class discussions, video lecture

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

emotionally, etc., for your

How will your classroom

Provide options for comprehensionactivate, apply & highlight

The summary activity will

Provide options for expression and

The summary activity will give

Provide options for sustaining effort

Provide options for executive

Group tasks foster collaboration

Video Where and why did the first cities develop?

III. The Plan

Describe teacher activities

The students will take a few minutes to discuss

The teacher will introduce the where and why

For question 4 ask/discuss what are some clues

Explain summary exercise

Students will (hopefully) employ creative ways of

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