1. Teaching Interdisciplinary Teaming:
Pre-Service Teachers Designing a
Middle Grades Interdisciplinary Unit
Dr. Rebecca Page Johnson
Erin Filupeit
Sara Lovell
Karli Pochkar
Tyler Tarnowicz
Presentation for the
Association for Middle Level Education
Annual Conference October 2015

2. The question is never, “What works?” – all
manner of barbarity works, if the end is
orderliness alone. The question is, what works to
assure the sorts of civility and dignity that is
essential in the short term for effective learning,
and vital in the long run for democratic life?
(Butchart & McEwan, 1998).

3. Goals for the Middle School Methods
Course at Elmira College
1. Unique coursework
2. Closely-aligned with
best practice for middle
grades
3. Interactive, role-playing
and problem-based

4. Characteristics of Successful Schools
for Middle Grades Students
• Active Learning
• Challenging Curriculum
• Multiple Learning Approaches
• Shared Vision
• Organizational Structure (Interdisciplinary
teams and common planning time)
• Community Partnerships
6/16

5. Underlying Theory: Constructivist
"it does not follow that the
student will know new
facts simply because he
has been informed.
Knowing requires
something more than the
receipt and acceptance of
true information."
-Israel Scheffler

6. Task
Operate as an Interdisciplinary
Teaching Team for an entire
semester.
– Create a Common Core
aligned Interdisciplinary Unit
around a community
destination
– Respond to weekly tasks as a
team
• Student profiles
• Parent –Teacher Conferences
• Classroom Management
• Field Trip Logistics
• Teach a mock lesson at the
community destination

7. INTRODUCTION TO THE UNIT:
ANCIENT CIVILIZATIONS
Greece
Rome
China

8. Social Studies
Component

9. The Curriculum
• NYS SS LS 6.5a: Geographic factors influence the development of classical
civilizations and their political structures
– Students will locate the classical civilizations on a map and identify geographic factors
that influenced the extent of their boundaries, locate their cities on a map, and identify
their political structures
– Students will compare and contrast the similarities and differences of the Chinese (Qin
and Han) and Greco-Roman classical civilizations by examining religion, job
specialization, cities, government, language/record keeping system, technology, and
social hierarchy
• NYS SS LS 6.5b: Political structures developed to establish order, to
create and enforce laws, and to enable decision-making
– Students will examine the similarities and differences in the political systems of Chinese
(Qin, Han) and Greco-Roman (Athens, Sparta, Roman Republic, Roman Empire) classical
civilizations
• NYS SS LS 6.5c: A period of peace, prosperity, and cultural achievements
may be indicative of a golden age
– Students will examine evidence related to the Qin, Han, and Greco-Roman (Athens and
Roman Empire) civilizations and determine if these civilizations have experienced a time
period that should be designated as a golden age

10. Essential Questions
1. How do political structures establish order?
2. How have ancient civilizations influenced
different fields of study?
3. Are modern civilizations more “civilized” than
ancient ones?
4. How does geography affect civilizations?
5. How does the past connect to the present?

11. Social Studies 6: Ancient Civilizations Unit
Day 1 Day 2 Day 3 Day 4 Day 5
Geography of Rome
Romulus & Remus and
the Founding of Rome
Daily Life in Rome
Political Systems in
Rome
What the Romans
Gave to the World:
Inventions
Day 6 Day 7 Day 8 Day 9 Day 10
Roman Gods,
Goddesses, and
Myths
Roman Entertainment
Movie: Engineering an
Empire (Rome)
Roman Art and
Architecture
Quiz
Day 11 Day 12 Day 13 Day 14 Day 15
Geography of Greece Daily Life in Greece
Greek Art and
Architecture
Greek Gods,
Goddesses, and
Myths
Athens & Sparta
Day 16 Day 17 Day 18 Day 19 Day 20
What the Greeks
Gave to the World:
Inventions
Democracy Quiz and Activity Field Trip
Reflection on Field
Trip
Day 21 Day 22 Day 23 Day 24 Day 25
Geography of Ancient
China
Daily Life in China Confucius
What the Chinese
Gave to the World:
Inventions
Trade and Transport:
The Silk Road
Day 26 Day 27 Day 28 Day 29 Day 30
Political Systems in
China
Chinese Art and
Architecture
Quiz Project Presentations Project Presentations

12. Assessment
Formative
• Focus Activity
– KWL
– Whip Activities
• Questioning
• Exit Passes
• Think-Pair-Share
• Jigsaw
Summative
• In-Class Writing
Assignments
• Unit Project
• Field Trip Activity

13. Exit Pass from Lesson #2
• “Roman entertainment was a major
component of life in the Roman Empire. Just
as we entertain ourselves in our free time,
Romans did as well. If you were a citizen of
Rome, what would you most likely have done
with your free time? Why?”

14. Social Studies 6
Ancient Civilizations Project
We have now discussed the ancient civilizations of China, Rome, and Greece. For your final unit
project, I will expect you to take one of these three civilizations and discuss one significant
political, social, economic, or architectural contribution that the chosen civilization made to
society. When choosing your topic, be certain to connect and explain its relevance – why is it
important today? The research project can be completed in multiple ways: an oral report with
notecards (10 minutes in length), a written essay (4-5 pages in length), a diorama, or a
PowerPoint presentation (10 minutes in length) just to name a few. Regardless of what you
choose, you will have to present it to the class. Presentations will be shown to the class during the
last two days of the unit. You will have designated time to work on the project in class, but also at
home as well. You can choose to do this project on your own, or to work with a partner. Be sure
to let me know what your plan of approach is no later than two weeks before the project is due.
Attached you will find a rubric by which this project will be scored. The best projects display
creativity, accuracy in information, and an insight into why the topic your chose has changed
the world. The more you effectively use information to back up your topic, the better off you will
be. When choosing a topic, think: “would the world be any different if this wasn’t around?” Don’t
limit yourself to material items. You can discuss concepts, people, and/or events as well, such as
Greek democracy or Julius Caesar, for example. Most importantly, have fun and be creative!

15. Category 5 4 3 2
Creativity
Design is unique, and displays
elements that are totally their own.
Evidence of detail, pattern or
unique applications
Design is expressive; has
some unique features. Has
“branched out” to some
degree.
Design lacks individuality. Has few
details or is not appropriate for
the form being expressed.
Evidence of copying ideas.
Lacks many design elements or
interest. Has minimal additional
features or copies the ideas of others.
Not much attempt to show
individuality.
Production/Effort
Uses time to the maximum. Always
on task. Time and effort are evident
in the finished piece.
Uses most of their time for
work, but is sometimes
distracted by others.
Has difficulty focusing on the
project much of the time. Effort is
not very evident in the finished
piece.
Hardly evidences caring about quality
of the work. No effort put into the
piece.
Work Habits/
Attitude
Respectful and open to positive
suggestions. Has a good attitude
and respects classmates’
presentations and/or partners at all
times.
Is respectful and accepts
suggestions. Respects
classmates’ presentations
and/or partners most of the
time.
Lacks openness of suggestions for
improvement. Has difficulty
respecting others around them.
Leaves much of the work to others,
has poor attitude, and/or does not
respect fellow classmates’
presentations.
Fluency/
Grammar
No errors in grammar or spelling
that distracts audience from the
overall project.
A few errors in grammar or
spelling that distracts
audience from the overall
project.
More than a few errors in
grammar or spelling that distracts
the audience from the overall
project.
Many errors in grammar or spelling
that distracts the audience from the
overall project.
Analysis of
Topic
Includes multiple pieces of
evidence that insightfully support
why their topic of choice was
significant.
Includes multiple pieces of
evidence that support why
their topic of choice was
significant.
Includes a couple pieces of
evidence that support why their
topic of choice was significant.
Includes only one or fewer pieces of
evidence that support why their topic
of choice was significant.
Score: _____/ 25__Total Possible Points: 25

16. Math Component

17. Essential Questions
• How is geometry used in the real world?
• How can you use your knowledge of areas of
triangles and rectangles to calculate the area of
other polygons?
• How are area, volume, and surface area related?
• How might Ancient Civilizations have used
mathematics in their daily lives?
• How might Ancient Civilizations have used the
concept of volume in their daily lives?

18. Grade 6 Math: Geometry Unit
Day 15 Day 2 Day 3 Day 4 Day 5
No School Classification
Polygons
Lesson Plan
Perimeter and
Circumference
Lesson Plan
Area of a
Rectangle
Lesson Plan
Area of a
Triangle
Lesson Plan
Day 6 Day 7 Day 8 Day 9 Day 10
Area of
Polygons &
Special
Quadrilaterals
Area of a Circle Review Game Quiz Conference Day
Day 11 Day 12 Day 13 Day 14 Day 15
Polygons on
Coordinate
Plane
Polygons on
Coordinate
Plane
Volume of
Rectangular
Prisms
Lesson Plan
Volume of
Cylinders
Lesson Plan
Surface Area
using Nets
Lesson Plan
Day 16 Day 17 Day 18 Day 19 Day 20
Surface Area
Lesson Plan
Review for Test Unit Test Field Trip
Lesson Plan
Lesson Plan
Closing Activity
*Erin & Karli

19. Lesson Highlights
• Volume Focus Activities
• Perimeter GRASPS Task
• Hands-On Activities
• Constructivist Approach
• Formative Assessment

20. Johnson Museum of Art Activity
• Standards Addressed
• Introduction
• Brief Review
• Activity Directions
• Closing Remarks
• Reflection

21. Chinese Counting Rods
• Standards Addressed
• Introduction
• Instruction/Delivery of Content
• Independent Practice
• Reflection

22. ELA Component

23. Essential Questions
1. How does the past connect to the present?
2. What makes up a civilization?
3. What is a leader?
4. What is friendship?
*5. How have ancient civilizations influenced different fields of study, such as math,
history, and literature?
6. How does studying nonfiction help create an overall understanding of fiction?
7. What elements create the mystery genre?
8. What similar elements can be found in different forms of art (music, writing,
sculpture, painting, etc.) from the same time period?

24. Reasoning
• Align material to social studies curriculum as
best as possible
• Introduce and work with a unique genre
• Connect literature to other art forms
• Discuss leadership and friendship in-depth

25. Thieves of Ostia by Caroline Lawrence
Strengths
• First in Roman Mystery
series
• Set in Ancient Rome (rare)
– Many locations
• Dynamic characters
• Interactive reading methods
• Language
Weaknesses
• Language
• Crimes committed
– sensitivity
• Advanced topics
– Slavery, religion, race
Why?
Appropriate reading level, less common setting, new genre in
curriculum plan

26. Lesson Highlights
• Daily: “Bell Ringer & Exit Ticket” journals
• Unit Hook: Scooby Doo episode
• Dictionary hunters- working?
• Mapping Rome
• Summative Assessment: Mini-Mystery

27. Fieldtrip Plan
Morning Lesson
• Art analysis
– Introduce a new culture and
help students find similarities
between familiar and
unfamiliar civilizations and art
forms
• Free Write
– Unique writing experience
– Practice creative writing skills
Afternoon Activity
• Scavenger Hunt (handout)
– Keep students thinking about
the novel
– Notice similarities in different
art forms from the same time
period
– Notice similarities between
different cultures of the same
time period

28. The Field Trip
• Philosophy
• Freedom to Create
• Planning/Implementation of the Trip

29. Ex. Letter Home to Parents
Our team, The Eagles, has begun an exciting unit on Ancient Civilizations! The unit was
planned and will be implemented by our social studies teacher, Mr. Tarnowicz,
mathematics teachers, Miss Filupeit and Miss Pochkar, and English teacher, Miss Lovell.
We are excited to teach your child about the aspects of Greek, Roman, and Chinese
civilizations over the coming weeks. By the end of the unit, your child will know the
significant contributions that each civilization made to our current world.
Each teacher has made their own significant contribution to this unit, putting your child’s
education at the forefront. In social studies, historical, social, and political aspects of
empire and civilization are topics of discussion. In math class, area, volume, and surface
area will be addressed. Through reading the novel Thieves of Ostia by Caroline Lawrence,
students in English will focus on language, mythology, art, and different forms of writing.
Each class unit will be designed to prepare students for a final field trip to the Johnson
Museum of Art at Cornell University. Information about this trip will be shared with you
in the coming weeks.
Units like this provide an excellent opportunity for parents to become involved in their
child’s learning. There are many ways that you can contribute to our Ancient Civilizations
project. You are also welcome and encouraged to visit our classrooms and share any
expertise you may have concerning ancient civilizations. This could involve sharing
factual knowledge or helping the children with any projects that may be done in or out
of school. Again, we look forward to beginning this unit and hope you are, too!

30. Reflection
• Challenges:
– Location
– Timing of the Unit
• Strengths:
– Cooperation
– Work Ethic

31. Questions?

32. "Don't let your teaching life
make a mockery of your teaching
values.
Let your teaching values guide
your teaching life."
-Bill Ayers