J.+Assessment+Plan

**__Assessment Plan__:**
Formative Assessments will be used throughout the unit to track a students progress and determine what adjustments may be needed to assure a students complete understanding of the lesson content. Using a formative lesson plan will inable the students to successfully complete of the unit objectives and meet the California Content Standards.


 * Birth of Democracy:**
 * Day 1**- The purpose of this lesson is to activate students geography skills pertaining to Greece. The lesson will include the location of Greece including surrounding oceans, and will also discuss Greece's vegetation and climate.
 * Sub-Strand 6.4**: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
 * Strandard 1**: Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
 * The assessments that will be used for this day will be observation, classroom paraticipation, two maps, and the ability to read and label a map.

**Standard 6.4:** Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. **Sub-Strand 4**: Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Illiad and Odyssey, and from Aesop's Fables. *The cartoon strip would show the depths of the understanding of the God's, creativity, writing, and presentation would show their ability to present in front of the class.
 * History/Religion**
 * Day 3**-Students will learn about the different Gods by researching in the computer lab. They will create a cartoon strip and write a presentation on why they believe their God is better then the other student's God. The next day the students will need to be prepared to present their findings to the class.

**Standard 6.4:** Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. **Sub-Strand 1**: Discuss the connections between geopgraphy and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region. *The students will be taking Cornell notes on internet and classroom discussion. They will create a Vinn diagram on Agora vs. Modern Mall. The assessment will be based on how organized and informative their notes are and their participation in the classroom discussion.
 * Geography **
 * Day 4- **The students will learn what factors determined the location of major settlements. They will also learn how these factors influenced the daily life of Greek citizens.


 * Democracy in Action:**
 * Day 5-** This lesson is to explain the birth of democracy and to compare and contrast Athens and Sparta.
 * Standard 2.4**: Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
 * Sub-Strand 6.4**: Students analyze the geopgraphic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
 * Standard 6**: Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
 * The students will be assessed on their ability to follow directions as they prepare a Venn Diagram independently. They will complete a Democracy worksheet as they are working independently. This will allow the teacher to walk around and observe the students work.


 * Greek Art:**
 * Day 7-** The lesson will cover the following: Have an appreciation of the works of art that the Greeks created and recreate a work of art of Ancient Greece.
 * Sub-Strand 6.4**: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
 * Standard 8**: Describe the enduring contributions of important Greek figures in the arts and sciences.
 * Sub-Strand 3.0**: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
 * Standard 3.1**: Research and discuss the role of the visual arts in solected periods of history, using a variety of resources.
 * Standard 3.2**: View selected works of art from a culture and describe how they have changed or not changed in theme and content over a period of time.
 * The assessment will be based on their completion, creativity, and design of the Greek art work.


 * Geography/History:**
 * Day 11-** The purpose of the lesson is to teach students about Philip of Macedon and what he established. Students will also be learning about Alexander the Great, be able to recreate his route of conquest, and understand the significance that this had on Europe.
 * Sub-Strand 6.4**: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
 * Strandard 7**: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
 * The assessement will be based on the accuracy of their map and the clarity of their Cornell notes.

__**Additional Assessment**:__
Graphic Organizer Journal Writing Quizzes Worksheets Homework Review Games Internet Activities Oral Exam Group Work

__Summative Assessment:__
The students will get their summative assessment at the end of the unit. The assessment will be a cumulative test that will contain multiple choice, true/false, vocabulary, and written response. Summative assessment will be a good teaching tool to see if the students understand the unit and if they have mastered State Standards. The following is an example of the types of questions that could be used to test the students on this unit. Name: Date: Which group established the first Greek civilization? A. Peloponnesians master to buy their freedom. B. Mycenaeans C. Phoenicians population to a plague. D. Anatolians
 * **Chapter Test 11 and 12**
 * Multiple Choice:**

Among the Greeks, sports competitions were a typical part of A. Religious Festivals B. military training C. cultural celebrations D. trading ship stops

Most Greek city-states were limited in size by A. fortified walls around the city B. government order C. large and numerous lakes D. mountains and other features

T/F. The government of Sparta allowed slaves to work with their masters to buy their freedom. T/F. During the Peloponnesian War, Sparta lost one third of its population a plague. T/F. The thinker who wrote an influential geometry text was Aristotle.
 * True/False:**

A plain near Athens. Land with water on three sides. A narrow strip of land.
 * Vocabulary:** A. Peninisula. B. Isthums. C. Marathon

How were Greek myths and religion connected? || Additional information about a student's progress and comprehension of the material presented can be gained by viewing chapters test, unit test, Benchmark testing, and finally State Testing.
 * Response Question:**

__Remediation__:
Some students may not do well on their formative and summative assessments for the unit. They will need to review the lesson with some assistance from their teacher, parent, or aide. The EL students may need to have words pronounced to them again, more visual aids to help them understand the content, or relating the lesson to their everyday life. Remediation for the resource student could be giving them more time to complete the lesson, getting assistance from their resource teacher, or giving them a quiet place to work. Every student learns in a different way, recognizing that there are different ways of learning the material and being able to recall the material, could mean that the assessment may need to be changed to give the students a chance to display their knowledge. For future lessons trying different teaching strategies to help the struggling students such as, have the class work in groups, have the students write, draw, and say the information, or having an open discussion, are just a few assessment tools.