Social Studies Lesson Plan Template

Group Members/Group Name: _Brittany Jarvis, Adam Brady, Shayna Griffin, Hannah Hardy, Gabrielle Ivey _______________
Thematic Unit Theme/Title/Grade Level: ___Ancient Rome/Hannibal Barca/6th _____________
Group Weebly space address: ___figuresofancientrome.weebly.com____________________________________________________
Daily Lesson Plan Day/Title: __ Tuesday/ Who was Hannibal Barca?___________
Lesson Length (ie. 30 minutes): __________________

Rationale for Instruction Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools – Elementary students
A rationale is an essential part of should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
thoughtful planning of classroom assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
instruction. This is a brief written both their rights and responsibilities.]
statement of the purpose for instruction Hannibal Barca was one of the greatest military leaders in history for fighting the Second Punic War against Ancient Rome.
and the connection of the purpose to Students should be able to develop and understanding of the events that took place during Hannibal Barca’s period of impact
instruction that has come before and will
of Ancient Rome. The students will understand what caused the Punic Wars and how it impacted the development of Ancient
follow.
Rome.

NCSS Theme/Next Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
Generation Sunshine State technology) do you address in this lesson?
Standards/Common Core SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome.
Standards (LAFS/MAFS) SS.6.W.3.9 Explain the impact of Punic Wars on the development of the Roman Empire.
List each standard that will be addressed SS.6.W.3.14 Describe the key achievements and contributions of Roman civilization.
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,
represent multiple content areas identified through examples or anecdotes).
in this portion of the lesson plan. LAFS.5.L.3.6 – Acquire and use accurately general academic and domain-specific words and phrases as found in grade
These can be downloaded from the level appropriate texts, including those that signal contrast, addition, and other logical relationships.
Florida Dept of Education SC.6.N.1- A. Scientific Inquiry is a multifaceted activity; The processes of science include the formulation of scientifically
www.cpalms.org/homepage/index.aspx.
investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation
of the meaning of those data, and the communication of this evaluation.
B- The process of science frequently do not correspond to the traditional portrayal of “the scientific method”.
C- Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and
validation of scientific knowledge.
D- Scientific knowledge is based on observation and inference; it is important to recognize that these are very different
things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Modified 2/18 – Van De Mark from document created by L. Spaulding

 Social Studies Lesson Plan Template
Learning Objectives Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember – a
What will students know and be able to learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
do at the end of this lesson? Be sure to set as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
significant (related to NGSS Themes, should begin with: The student will…
CCSS, and NGSSS), challenging, When given a 5WHow diagram (GO) the student will be able to determine and list the impact of Hannibal Barca on ancient
measurable and appropriate learning Rome.
goals!

The student will be able to construct a replica of a catapult that would be used in the Punic Wars when given the tools such
as popsicle sticks, rubber bands, and plastic spoons.

Student Activities & This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
Procedures and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
Design for Instruction Before students walk in the classroom, label white board “What we already know about the military in the U.S.” and
What best practice strategies will be
“What we want to know about ancient Rome’s military”. Divide desks down the middle of the room in debate setting
implemented?
How will you communicate student
classroom setup.
expectation?
What products will be developed and Morning meeting: As students come into the room, hand each student 2 sticky notes, one orange and one pink. After
created by students? everyone has the 2 sticky notes , complete the following steps: (say to class)
Consider Contextual Factors (learning On the orange sticky notes, write one thing you know about the military in the U. S.
differences/learning environment) that On the pink sticky note, write one thing you would like to learn about ancient Rome’s military.
may be in place in your classroom.
When students are finished writing their responses, have each one, go up to the board to read what they wrote then have
them place the sticky note up to the board. This will allow the students to compare some of their ideas of the military here
in the U.S. to ancient Rome’s military. (Place replica of Roman helmet on head)

Begin the discussion of Hannibal Barca. “Hannibal Barca was one of the greatest military leaders in history for fighting
the Second Punic War against ancient Rome. Think of something that you really dislike in life. Maybe it’s a type of food
or even when someone talks with their mouths full. Hannibal Barca, was known to be the most hated enemy of ancient
Rome. Hannibal’s feelings were mutual towards Rome. Hannibal’s father, Hamilcar Barca, had been a leader of the
Carthaginian army during the first Punic War. This war consisted of conflict where the Romans defeated Carthage. Both
empires wanted control of the island of Sicily, as well as many other regions in the Mediterranean Sea. Hamilicar, made
Hannibal take an oath (promise), to hate Roman forever. This led to the official start of the Second Punic War. Rome sent
its armies to Sicily, expecting an attack there, but Hannibal decided instead to take his army across the Alps Hannibal
began capturing places in the northern part of Spain that belonged to Rome. He nearly conquered the Romans during the
Second Punic War.”
Play the video:
https://youtu.be/hfIe9P13X8s

Discuss the types of weapons and armor the Romans might have used during the wars (swords, shields, helmets, daggers,
catapults, etc.)
Explain to the students that they will be completing a STEM activity. The students will break up into groups of two. The
students will use the materials provided (popsicle sticks, rubber bands, plastic spoons, tooth picks, and marshmallows) to
Modified 2/18 – Van De Mark from document created by L. Spaulding
 Social Studies Lesson Plan Template
make a catapult. The students will each have their own individual paper to complete the activity. Explain to the students
that they must first draw their design, then make a prediction (hypothesis) on if their design will work. The students will
then construct their design. After everyone has tested their models and made modifications, have students face each other
and launch their marshmallows to the other side of the classroom. The students will then write their (procedure) steps of
how to construct their design. Following their list of procedures, students will then write their results of their design.
Teacher will use gestures, repetition, pointing, and simplified language to make verbal instructions and readings more
accessible for ESOL students.
Teacher will provide students with level- appropriate reading excerpts for use in collaborative and independent practice.
Teacher will ensure that ESOL students are paired with an appropriate partner (either another ESOL student with the
same L1, or a helpful native speaker).

Assessment Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative assessment for
How will student learning be assessed? individual, daily lesson plans!
Authentic/Alternative assessments? Unit Pre-Assessment: Kahoot
Does your assessment align with your
objectives, standards and procedures? Unit Post-Assessment: Jeopardy
Informal assessment (multiple modes):
participation rubrics, journal entries, Daily Lesson Plan Assessment: 5W-How (GO)
collaborative planning/presentation
notes
***Materials that will be used for assessment and examples of completed tasks and projects must be included with the lesson
plan.
Resources/Materials ALL resources including but not limited too; internet sites, professional resources- books, journals (titles and authors),
children’s literature, etc. should be noted here. Citations should be in APA format.
H. (2016, June 06). Retrieved April 07, 2018, from https://www.youtube.com/watch?v=hfIe9P13X8s

Brooks, P. (n.d.). Hannibal: Rome's Worst Nightmare(A Wicked History). Scholastic.

Exceptionalities ESOL; Students with Learning Differences:

What accommodations or modifications Teacher will use gestures, repetition, pointing, and simplified language to make verbal instructions and readings more
do you make for ESOL, Gifted/Talented accessible for ESOL students.
students, Learning/Reading disabilities, Teacher will provide students with level- appropriate reading excerpts for use in collaborative and independent practice.
etc. Teacher will ensure that ESOL students are paired with an appropriate partner (either another ESOL student with the same
L1, or a helpful native speaker).
These accommodations and/or
Gifted/Talented:
modifications should be listed within the
procedures section of the lesson plan as Have students write a story of what it would be like to be in a war alongside Hannibal Barca.
well as in this section of the document.
Additional Comments and Make comments here related to ideas for homework, parent involvement, extension to the lesson plan, etc.
Send home a letter to the parents explaining we will be learning about ancient Rome’s military. Explain in the letter there will be
Notes discussions about daggers, catapults, shields, and swords. Explain there will be a video that displays violence in it.

Modified 2/18 – Van De Mark from document created by L. Spaulding