Loras College InTASC Portfolio Reflections… · Web viewAncient Greece Unit Plan Day I – Introduction to Unit & Geography 9/ 20 /2018 Student goals/objectives The students will

D i r k s P a g e | 1

Hannah Dirks

Mrs. Lundh

World History 4th & 7th hour

September & October 2018

Ancient Greece Unit Plan

Day I – Introduction to Unit & Geography 9/20/2018

Student goals/objectives The students will be introduced to our unit on ancient Greece and the geography of this

area. During this day’s lesson I will work to activate their prior knowledge on the subject while aiming to get them excited about the unit to come.

Bell Ringer (20 minutes)

10 minutes - The first ten minutes the students will go over their religion test with Mrs. Lundh.

5 minutes - The students will be handed the below worksheet. This worksheet will be used to gauge what they already know about this subject matter and how they gained this knowledge.

5 minutes - After the students have finished this they will hand this worksheet to the front of their row and I will gather them. Then we will talk through this worksheet within the large group setting, to show the students that they are all hopefully on the same learning level.

Class (20 minutes)

Pre-Quiz – 5 minutes o The students will be asked to take the following pre-quiz which can be found at

the below link. This quiz is twelve questions long and covers things like democracy, religion, Alexander the Great, gender roles, and ancient cities like Athens and Sparta. At the end of this quiz the students will receive the answers to this quiz.

http://www.softschools.com/quizzes/social_studies/greece/quiz317.html As the students are taking the quiz I will quietly hand out atlases as they

will need this in one of the steps to come. Pre-Quiz Discussion – 5 minutes

o After the students have finished the quiz we will come back to the large group to see how they did on this pre-quiz. During this time, I will compile a list of the topics that they are worried about or things that they found especially concerning. This list will be helpful to me as it will allow me to know what we need to focus on as well as what they are interested in knowing more about.

Ancient Greek Landscape – 10 minutes o During this time the students will be asked to work independently on labeling the

below map. (see page 99 within atlas for modern rendering) This map features the

http://www.softschools.com/quizzes/social_studies/greece/quiz317.html


central features of our study. For a copy of this map and answer key please see below.

Cumulation (5 minutes)

5 minutes – After the students have finished their maps we will go over them, to ensure that they have the right locations. I will stress the importance of this step as the students will need to know the locations of these places. Remind them that they will need their textbooks tomorrow.


Name: ___________________ Period: _______________

Ancient Greece InquiresToday is the start of our unit on ancient Greece. As we advance I am curious to see what you already know about this time. Please fill out the questions below to the best of your ability. Note, this worksheet will not be graded.

1. What do you know about the ancient Greek’s way of life? Culture? (think art, literature, architecture, etc.) Government? Religion?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How did you gain this knowledge about this time? Teachers? Books? Movies?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What do you hope to learn from our unit on ancient Greece?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. At the end of the unit would you rather have a test or be assigned a project? The test would be multiple choice and short answer whereas the project would be something you would create like a piece of creative writing or a piece of art work with a correlating description.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


A. CreteB. GreeceC. Mediterranean SeaD. AthensE. Aegean SeaF. Peloponnesus G. Mt. OlympusH. Turkey I. Asia Minor

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Day II – Ancient Greece during the Dark Age 9/21/2018

Student goals/objectives The students will examine Greece during the Dark Ages. We will focus on how Greece

not only survived during this period, but the advancements they made as a result. During this day’s lesson, I am aiming to get them introduced to this period in history.

Bell Ringer – 10 minutes (5 minutes for the video & 5 minutes for discussion)

After the students have entered the classroom we will watch the following video which offers a brief overview of our unit on ancient Greece. This video can be found at the below link. As the students watch the video they will be asked to write down three things they learned in the form of a hashtag. Their hashtags can be about something they learned, something they already knew, or about a question they may have. After the conclusion of the video we will then have a brief discussion about the video and their hashtags.

o https://www.youtube.com/watch?v=zQ5kPpn8blg

Class – 25 minutes

The students will be tasked with completing five learning stations, they will have five minutes for each learning station. The students will be placed in small groups of three to five, depending on the class size. For a copy of what the learning stations will cover, see the handout below. The resources they will use for these stations are their book and the following website https://www.ancient.eu/Greek_Dark_Age/

o The first learning station will focus on defining the Grecian Dark Age. Within this station the students will come up with their own definition of the Dark Age and an image which captures their understanding of this time.

o The second learning station will focus on how the Grecian Dark Age influenced agricultural production. Within this station the students will come up a with bulleted list showing their knowledge.

o The third learning station will focus on how this period influenced weapon production. For this station the students will draw a weapon before and after the Dark Age, then they will label this images differences.

o The fourth learning station will be about how this time influenced culture, mainly the alphabet and pottery. The students will be tasked with creating two billboard headings, and then explaining their catchy statements in a few sentences.

o At the fifth station the students will have the chance to explore the debate surrounding using the terminology Dark Age. They will be asked to write a paragraph which reflects this debate.

Groups for 4th hour are: o Station 1: Megan, Ayden, and Jestino Station 2: Johnathon, Reed, and Juliyana o Station 3: Jacob, Will, Braedyn, and Hilbyo Station 4 Wizdom, Sam, Brianna, and Declano Station 5: Charlie, Rylie, Cross, and Cole

Groups for 7th hour are: o Station 1: Ethan, Kai, Brianna, Paige, and Sharon

https://www.ancient.eu/Greek_Dark_Age/

https://www.youtube.com/watch?v=zQ5kPpn8blg


o Station 2: Malakhi, Trevor, Ben, and Cadeo Station 3: Elizabeth, Sarah, Owen, Isabella, and Fatmao Station 4: Payton, Gabe, Michael, Wyatt, and Maxo Station 5: Amanda, Kathryn, Connor, Ava, and Kyle

Cumulation – 10 minutes

The students will write down one thing that they learned from today’s lesson in the form of a newspaper headline. Ex. Extra! Extra! The Dark Age is Coming! After the students have come up with their headline, they will then crumple their answers into a ball. At my signal they will then toss their snowballs, each student will then pick up a nearby response. Then we will go around the classroom and the students will share.


Learning Station 1

As a group work to make your own definition of what the Grecian Dark Age was. This definition should be in your own words and should include an image which you think will help you remember this period. While you can work on this collectively make sure that each of you is including your work in your notebooks, so you can refer to this information later. The resources you can use are your textbook (see page 112) and the website which is posted to classroom.

Learning Station 2

Examine how the Grecian Dark Age influenced agricultural production. You write down your thoughts in the form of a bulleted list. While you can work on this collectively make sure that each of you is including your work in your notebooks, so you can refer to this information later. The resource you can use is your textbook (see page 112).

Learning Station 3

Explore how the Grecian Dark Age influenced weapon production. To successfully complete this station, draw one weapon before the Dark Age and then draw a weapon after this time. Label the differences that occurred to this weapon. While you can work on this collectively make sure that each of you is including your work in your notebooks, so you can refer to this information later. The resource you can use is your textbook (see page 112).

Learning Station 4

Research how the Grecian Dark Age influenced culture mainly their pottery and alphabet. To finish this station, create two billboard headings which explain the change to the Grecian alphabet and pottery, then in a few sentences explain what these catchy statements mean. While you can work on this collectively make sure that each of you is including your work in your notebooks, so you can refer to this information later. The resources you can use are your textbook (see page 112) and the website which is posted to classroom.

Learning Station 5

Examine why some scholars have a hard time using the terminology Dark Age. In a paragraph write down a summary of this debate. While you can work on this collectively make sure that each of you is including your work in your notebooks, so you can refer to this information later. The resource you can use is the website which is posted to classroom.


Day III – Homer & The Iliad / The Odyssey 9/24/2018

Student goals/objectives The students will define and examine epic poetry from ancient Greece, by exploring

Homer’s The Iliad and The Odyssey. During today’s lesson, I am hoping to get my students thinking about the cultural components of this period.

Bell Ringer (15 minutes)

Through a brief lecture, the students will be introduced to epic poetry. This lecture will feature elements of epic poetry, an introduction to Homer, and examples of epic poetry like The Iliad and The Odyssey. As I discuss these features, the students will be asked to keep detailed notes within their notebooks. For a copy of the PowerPoint I will use see below.

Class (25 minutes)

10 minutes - We will watch a video clip which gives a summary of The Odysseus. The link for this video can be found below. As the students listen to this link they will be asked to write down how this story reflects elements of epic poetry. At the end of this video we will have a brief discussion about how this clip displayed elements of epic poetry.

o https://www.youtube.com/watch?v=2paSWX2hdNI 15 minutes – I will ask the students to think for a few minutes about an example of epics

today. (think movies, books, etc.) We will then have a brief discussion over what they came up with. After we have discussed this question, I will read them a modern epic based off the first Star Wars movie. A link to this poem can be found below. I will then ask them again if they can think of any examples of epics.

o https://httpinneryuugen.wordpress.com/2017/07/05/star-wars-an-epic/

Cumulation (5 minutes)

The students will come up with an epic hashtag which details what they learned for the day. Ex. #EpicPoetryfromHomertoStarWars. After they have come up with their hashtag they will have the chance to share this with the class.

https://httpinneryuugen.wordpress.com/2017/07/05/star-wars-an-epic/

https://www.youtube.com/watch?v=2paSWX2hdNI



Day IV – Athenian Government 9/25/2018

Student goals/objectives The students will be introduced to the form of government utilized within the Athenian

world. During today’s lesson I aim to get my students thinking critically about Athenian government.

Bell Ringer – 10 minutes

For the first portion of class I will introduce the students to the central features of Athens government. This presentation will inform the students about direct democracy, democracy, and who was and wasn’t eligible to vote during this period. During this time the students will write down notes within their notebooks. For a copy of the PowerPoint I will use see below.


20 minutes – The students will get in their small groups from the previous days lesson (these groups should consist of 3 to five students). After the students have settled into their groups, I will introduce the assignment. They will be tasked with defining the following terms in their own words; polis, acropolis, ayora, hoplites, phalanx, direct democracy, democracy, and ostracism. (see the worksheet below) After the students have


defined the terms I will hand out flashcards. On one side of the flashcard they will draw an image representing that term and then on the other they will write down the term.

10 minutes – The students will then pass around the cards they came up with to test their knowledge on these new vocab words. After the students have passed these around I will collect them to give the students a participation grade on them.


I will inform the students that I will not be there tomorrow, so I will debrief them on what I am expecting them to do during my absence. They will start by watching a brief video then examining a few websites, coming up with a topic they think is central to Athenian life, then they will create a poster, which they will ultimately end up presenting to the class. If there is extra time the students will create a tweet featuring a hashtag which summarizes what they learned for the day then they will be able to share their entries.

Name: ________________________

World History

Ancient Athens Vocabulary

For the words listed below, define or explain each IN YOUR OWN WORDS.

Polis

Acropolis

Ayora

Hoplites


Phalanx

Direct democracy

Democracy

Ostracism

Day V – Athenian Life (Gender Roles & Economy) 9/26/2018

Student goals/objectives The students will be allowed to explore Athenian life, through their studies they will

examine the gender roles and the economy of this region. While I won’t be here for todays lesson, (I will be going to the American Players Theater for a production of As You Like It) by the end of the lesson the students should start thinking about how the Athenians were living.

Bell Ringer

The students will watch a video about the lives of people living in Athens. (for the link to this video see below) This video focuses on gender roles/expectations, political life, and the running of Athens. As the students watch this video they will be instructed to write down three things they learned, two things they found interesting, and one question they still have. (see handout below)

o https://www.youtube.com/watch?v=ar8S6virCwM

Class

The students will be instructed to get into their small groups which will remain the same. The students will then be asked to view the below websites. They will then be tasked

https://www.youtube.com/watch?v=ar8S6virCwM


with finding a topic that they think is central to the Athenian way of life. One example is gender roles, what was expected of children, Greek fashion, Grecian diet, or even what and how they were trading. After the students have crafted an idea and turned in a draft (one per group) of what they want their poster to look like, they will be given a piece of poster paper and be allowed to construct their poster. (see handout for student instructions below) At the end of class make sure to collect their handouts.

Groups for 4th hour are: o Group 1: Megan, Ayden, and Jestino Group 2: Johnathon, Reed, and Juliyana o Group 3: Jacob, Will, Braedyn, and Hilbyo Group 4 Wizdom, Sam, Brianna, and Declano Group 5: Charlie, Rylie, Cross, and Cole

Groups for 7th hour are: o Group 1: Ethan, Kai, Brianna, Paige, and Sharono Group 2: Malakhi, Trevor, Ben, and Cadeo Group 3: Elizabeth, Sarah, Owen, Isabella, and Fatmao Group 4: Payton, Gabe, Michael, Wyatt, and Maxo Group 5: Amanda, Kathryn, Connor, Ava, and Kyle

https://www.bbc.com/bitesize/articles/zc8yb9q https://www.ancient.eu/article/115/trade-in-ancient-greece/

Cumulation

While it should take the whole class period for the students to complete their posters, if they complete this task early instruct them to the following website; http://freerice.com/#/world-landmarks/1346463

Name: ________________________

3-2-1 Activity

As you watch the video write down three things you learned, two things you found interesting, and one question you still have. Turn this in at the end of the period. (5 points)

3 things you learned

2 things you found interesting

http://freerice.com/#/world-landmarks/1346463

https://www.ancient.eu/article/115/trade-in-ancient-greece/

https://www.bbc.com/bitesize/articles/zc8yb9q


1 question you still have

Poster Instructions

Examine the two websites on classroom. Then within your small groups decide on what you think was the most important component of the Athenian life. Some examples are; gender roles, what was expected of children, Greek fashion, Grecian diet, or even what and how they were trading. After you have decided on a theme, draft what you want your poster to look like below. You only need one draft per group. After you have finished your draft, get it approved by the sub, who will then give you a piece of paper for your poster. Then create your poster, make sure to make it visually appealing and make it easy for everyone to read. This is an important step as you will be displaying these posters. If you have any questions, feel free to email me or ask the sub.


Sub plans for 9/26/2018

4th hour – World History – Initially the students will watch a video posted to Google Classroom (online) if they need headphones they know where they are. As they watch the video they will fill out the 3-2-1 activity worksheet and then turn this into Google Classroom. See the print out version on the desk. After the completion of this step, instruct them to go to their small groups (they should know who they are working with, but please find their assigned groupings below). They will then look at the two websites on Google classroom. The links for these websites are; https://www.bbc.com/bitesize/articles/zc8yb9q / https://www.ancient.eu/article/115/trade-in-ancient-greece/ If at any point there are computer issues, just copy the handouts I left on the desk or have them use their phones (whatever you feel comfortable with). After they have looked at both links they will come up with a concept they think is central to Athenian life. Then they’ll draft a poster based on this concept. In their instructions I asked them to get this draft approved by you. Please make sure that their drafts are logical and visually appealing. Then you can give them poster paper and they know where the craft supplies are. Make sure at the end of the period that they give you their posters with their names on the back. If they finish the above steps instruct them to the following website; http://freerice.com/#/world-landmarks/1346463

Groups for 4th hour are: o Group 1: Megan, Ayden, and Jestin




https://www.bbc.com/bitesize/articles/zc8yb9q%20/


o Group 2: Johnathon, Reed, and Juliyana o Group 3: Jacob, Will, Braedyn, and Hilbyo Group 4 Wizdom, Sam, Brianna, and Declano Group 5: Charlie, Rylie, Cross, and Cole

7th hour – World History – Same as 4th hour


Day VI - Athenian Life (Gender Roles & Economy) II 9/27/2018

Student goals/objectives The students will be instructed to complete their posters from the day before and or

complete any missing work primary yesterday’s 3-2-1 activity, in addition they will be asked to reflect on their group dynamics.

Bell Ringer -25 minutes

The students will be given the first twenty-five minutes of class in which to complete their posters. Most of the students already had their poster designs approved by the sub, but I need to talk to the following groups about their posters.

4th hour o Jestin, Ayden, and Megan – I want them to add that the main export was; wine,

olives, and pottery – as this will be on the test Same goes for Reed, Jonathan, and Juliyana Same goes for Will, Jacob, Hilby, and Braedyn

o Rylie, Charlie, Cross, and Cole – I want them to add that a woman was also in charge of; spinning and weaving / taking care of the home – this will also be on the test


7th hour the only group who didn’t have their poster looked over was; Payton, Gabe, Michael, Wyatt, and Max

o Make sure you look over everyone else’s posters to make sure that they are including what they need to about main exports (wine, olives, and pottery / women in Athenian culture were tasked with caring for their homes and children in addition to spinning.


The students will be asked to write a paragraph reflecting on how they think they are working as a group. I want this reflection to include a letter grade for their participation in group work, tell me way you think you deserve this grade, one component of what you think is working well, and then one thing that you believe your group needs to improve on. – This will not be graded I am just curios to see how they think their group dynamics are going.

o Ex. Within my small group I think I deserve an B. I think I deserve this grade, because while I have been putting in a lot of effort I at times find myself getting off track. One thing that my group is doing well is that we are evenly splitting up the work. Although we work well together most of the time, we need to work on communication as at times we often get frustrated with each other.


The students will participate in a SparkNotes it. Ex. Today I learned about the gender norms in ancient Athens. Women during this period had little to no rights and were tasked with taking care of their homes, their children, weaving and spinning. After the students have come up with summary, they will then crumple their answers into a ball. At my signal they will then toss their snowballs, each student will then pick up a nearby response. Then we will go around the classroom and the students will share.

World History Instructions for 9/27

3-2-1 Activityo Watch the video posted on Google Classroom and complete the correlating 3-2-1

activity. Make sure to submit this as it’s worth a total of 12 points. Poster

o Examine the two websites posted to Google Classroom then decide on what you think was the most important component of Athenian life. After you have decided on a theme create your poster. After you have completed your visually appealing poster give me an explanation on the back as to what you decided was central to Athenian life and why you thought this was the most important theme.

Paragraph Reflecting on Group Dynamics o Reflect on your time working with Trevor, Ben, and Cade. Within this paragraph give

yourself a grade as to how you think you have been doing in this group, tell me why you think you deserve this grade, one component of what you think is working well, and then one thing that you believe your group needs to improve on. –


This will not be graded I am just curious to see how you think your group dynamics are going.

*** Instructions for student who had an in school suspension / one who was out sick

Day VII – Spartan Government (Military Service) 9/28/2018

Student goals/objectives The students will be introduced to the Spartan military and the form of government

utilized within the Spartan world. During today’s lesson I aim to get my students thinking critically about Sparta’s military and government.


For the first portion of class I will introduce the students to the central features of Sparta’s government and military. This presentation will inform the students about oligarchy, ephors, council of elders, men’s role in the military, and women’s role in the military. During this time the students will write down notes within their notebooks. For a copy of the PowerPoint I will use see below.


Simulation Overview - The students will participate in a simulation. During this time, they will be assigned to be either king (2 people), ephors (5-6), council of elders (7-8), warriors (3-5), foreigners (4 only within seventh hour due to class size). After the


students have been placed within their groups I will introduce the simulation which echoes how the Spartan government functioned. During this timeframe they will vote on the following issues; if we should build a new school, if we should go to war with Athens, if foreigners should be allowed to vote, if we should build new plumbing system, and if we should cut off trade with Athens. For a copy of the handouts that the students will receive explaining their roles and the point system please see below.

Steps correlating with the simulation o 1st step (Explain) – Before the students move I will inform them that they will be

participating in a simulation which parallels how the Spartans government was functioning. They will be tasked with taking on the role of either king, warrior, ephor, council of elder, or foreigner. Then they will get into their groups.

o 2nd step (Compile) – the students will work within their small groups to compile two lists. One which works to explain their reasoning behind why they think the above laws should be passed and another which explains some reasoning behind why these laws should not be passed. This step is crucial for the warriors, ephors, and foreigners as they will then present their reasoning in front of the council of elders.

Example of reasoning behind why you would want to see a law passed - If you are a warrior you would want to go to war with Athens, because it is your morale duty as a solider to defend your city.

Example of reasoning behind why you would not want to see a law passed – If you are a warrior / ephor you would not want to see foreigners being given the right to vote, because they traditionally did not hold any power within the Spartans government.

o 3rd step (Assembly time) – We will then have a meeting on the assembly floor. The first law we will present before the council of elders is if we should build a new school. The ephors will have the floor first, as they will present their reasoning behind why we should build a new school to the council. After their line of reasoning the council will decide on if this is an issue which should be further examined.

o 4th step (Counter Opinions) - If they say yes and the law goes on then we will open this up for other members to refute (should be either a warrior or foreigner for this example). After everyone has made their points the kings will make their final decision on whether or not this is something which should come to pass. Then we’ll move on to other law.

Breakdown of Groups o 4th hour –

2 kings – Will / Rylie 3 warriors – Jacob, Wizdom, Declan 5 ephors – Braedyn, Cross, Ayden, Megan, and Charlie 8 council of elders – Johnathon, Juliyana, Sam, Cole, Reed, Jestin, Hilby,

Brianna o 7th hour –

2 kings – Kyle / Elizabeth 4 foreigners – Malakhi, Gabe, Brianna, Kathryn


5 warriors – Connor, Sharon, Paige, Max, Payton 6 ephors – Ethan, Fatma, Sarah, Amanda, Wyatt, Cade 7 council of elders – Ava, Kai, Ben, Owen, Trevor, Michael, Isabella


I want you to write a paragraph reflecting on our simulation. I would like you to reflect on two things you think went well, two things you think did not go well, and then one suggestion you have on how you think this activity could’ve been more successful.


Kings

As the leaders of Sparta, you have the final decision on if a law should or shouldn’t be passed. While you also act as kings your primary role within the government is to lead the Spartan army on its campaigns. During our simulation it is essential that you pay attention to the laws being proposed within the assembly, as it will be your decision as to whether these things get passed or not. As your peers argue for the passage of their laws you will be tasked with writing down well crafted notes. After your peers have presented their findings you will be given time in which to communicate on whether you want to pass their law. Your decision must be unanimous. After you have decided, you will be tasked with explaining your reasoning to your peers. Laws that are coming up for a vote include; if we should build a new school, if we should go to war with Athens, if foreigners should be allowed to vote, if we should build new plumbing system, and if we should cut off trade with Athens.

Council of Elders

Made up of 28 male citizens over the age of 60, you make up the largest part of the assembly. Within the assembly you decide as to whether or not an issue could be presented in the first place. If at any time within our proceedings your peers get too rowdy or if your assembly turns into a place of debate, you can make the decision to reject our throw out a law. In sum, you are here to keep law in order within the assembly. While your peers present it is up to you to keep detailed notes to ensure that you are following their argument as you will be the one who decides on whether or not their law is decided on upon the kings. Laws that are coming up for a vote include; if we should build a new school, if we should go to war with Athens, if foreigners should be allowed to vote, if we should build new plumbing system, and if we should cut off trade with Athens.


Warriors

As the brave warriors of Sparta, it is up to you to protect your country. While you really play no role within the government, you can be used to influence our kings’ decisions. The things that you want to see passed include; building a new school (+1 point), going to war (+5 points), cutting off trade with Athens (+4 points). If one of these is passed, you will earn the above points. Things you don’t want to see pass include; foreigners being allowed to vote (-4 points), building a plumbing system (-2 points). If one of these is passed, you will loose the above points.

Ephors

Elected yearly the ephors were worried about educating the youth of Sparta and the general wellbeing of all the citizens of Sparta. During our simulation you will be tasked with arguing for the need to build a new school (+5 points) and new plumbing system (+5). If these laws come to pass you will gain the above points, but if the other laws which include going to war with Athens (-3 points), foreigners gaining the right to vote (-1), and trade being cut off with Athens (-2 points) you will loss the above points.

Foreigners

While foreigners were largely ignored within the assembly, they often brought in new ideas on how the government should be run. During our simulation you will be tasked with arguing for foreigners being given the right to vote (+7 points), building a new school (+2 points), and building a new plumbing system (+1 point). If the following laws pass you will loose the following points; go to war with Athens (-4 points) and cutting off trade with Athens (- 2 points).


Day VIII – Spartan Life (Gender Roles & Military State) 10/01/2018

Student goals/objectives The students will explore Spartan life, by examining gender roles and Spartans military

state. The main goal of today’s lesson is for the students to begin thinking about the way in which Spartans lived during this time.


The students will participate in a gallery walk. I will hang their Athenian posters around the room. As they walk around within their small groups I will give them sticky notes, which they will use to individually write down their reaction to their peer’s posters in the form of a hashtag. As they walk around they will leave at least one hashtag response on their peers’ poster. Once they have seen everyone’s work the groups will go back to their original posters and select one hashtag they think summarizes their work, then they’ll share the hashtag they selected, and why they think it best represents their poster.


The students will be instructed to get into their small groups which will remain the same. The students will then view the two below websites and find a topic that they think is central to the Spartan way of life. Some examples include gender roles, what was expected of people within the military, or how Athenians viewed Spartans. Once the students have their theme approved by me they will turn this theme into a popplet or a digital diagram. This website offers them a tutorial on how to use it. The website can be found below. When they have finished, they will be asked to take a screenshot or use the snipping tool to send an image of their popplet to me.

Groups for 4th hour are: o Group 1: Megan, Ayden, and Jestino Group 2: Johnathon, Reed, and Juliyana o Group 3: Jacob, Will, Braedyn, and Hilbyo Group 4 Wizdom, Sam, Brianna, and Declano Group 5: Charlie, Rylie, Cross, and Cole


https://www.history.com/topics/ancient-history/sparta https://www.nationalgeographic.com/archaeology-and-history/magazine/2016/11-12/

sparta-military-greek-civilization/ http://popplet.com/


The students will share their popplets with their peers. As their peers are presenting I will advise the audience to take notes on how they think life in Sparta and life in Athens compare / contrast.

http://popplet.com/

https://www.nationalgeographic.com/archaeology-and-history/magazine/2016/11-12/sparta-military-greek-civilization/

https://www.nationalgeographic.com/archaeology-and-history/magazine/2016/11-12/sparta-military-greek-civilization/

https://www.history.com/topics/ancient-history/sparta


Day IX – Spirituality of Ancient Greece 10/02/2018

Student goals/objectives The students will be introduced to Grecian culture through our studies of the twelve gods

and goddesses they worshipped. The main goal of today’s lesson is for the students to gain a deeper understanding of Grecian culture.


For the first portion of class I will introduce the students to some of the gods and goddesses within this religion and how they were worshipped. This presentation will inform the students about seven of the minor gods/goddesses within this religion. I will also cover that these gods were celebrated through rituals and festivals. During this presentation I will also define what an oracle is. During this time the students will write down notes within their notebooks. For a copy of the PowerPoint I will use see below.


The students will then get into their small groups and grab a laptop. After they are settled in I will introduce what they will be doing for the day. Today each group will be assigned one of the major gods. The students will be tasked with creating a two-minute PowerPoint Presentation using Google Slides which overviews how their god relates to other gods and then at least four things they thought were interesting about their god. Too see who is assigned which god see below. They can gain a better understanding of these gods by looking at the below website which I will post to classroom. Within their small groups the students will assign themselves with one of the following roles; host (makes sure everyone’s on task) passage finder (identifies key passages / for seventh hour there will be two people tasked with this job in some of the groups) time keeper / scribe (keeps everyone on time / writes down main points) presenter (while multiple people within the group can and should present it is this persons job to ensure that the group knows what needs to be said when they get in front of their peers) – give roles to students if done in larger groups

Groups for 4th hour are: o Poseidon: Cross and Braedyn o Ares: Charlie and Wizdomo Zeus: Sam and Willo Athena: Reed and Johnathono Hades: Declan and Ayden o Hera: Rylie and Jestin, o Aphrodite: Megan and Hilbyo Artemis: Brianna and Juliyana o Apollo: Jacob and Cole

Groups for 7th hour are: o Hades: Cade, Fatma, and Amandao Ares: Malakhi and Kyle o Athena: Brianna, Kate, and Oweno Zeus: Kai and Beno Poseidon: Ethan and Wyatt


o Hera: Paige and Elizabetho Aphrodite: Isabella and Ava o Artemis: Sharon, Sarah, Maxo Apollo: Trevor, Payton, and Connor o Dionysus: Gabe and Michael

https://greekgodsandgoddesses.net/olympians/


The students will be asked to share their presentations with the class. As their peers are presenting I want the students to fill out their graphic organizers. At the end of the period I will collect this to gage how the students understood their peer’s presentations. In case everyone doesn’t have time to present I will inform the other presenters that they will be going tomorrow. REMIND STUDENTS TO BRING THEIR TEXTBOOKS FOR TOMORROW, EVERYONE NEEDS ONE!

https://greekgodsandgoddesses.net/olympians/


Day X – Grecian Art (philosophers, architecture, art, Olympic Games) 10/03/2018

Student goals/objectives The students will be introduced to Grecian culture through our studies of their art,

architecture, philosophers, and the foundation of the Olympic Games. The main goal of today’s lesson is for the students to gain an in-depth understanding of Grecian culture.


The students who didn’t have the chance to share their presentations the day before will be asked to share their PowerPoint with the class.


The students will be given the below worksheet and asked to complete it within their small groups. While they can work in their groups I will tell them that they all need to be on the same section rather than splitting up the work. I will emphasis this point, because some of the questions on the worksheet will be questions that will be on their test.


The students will write down one thing that they learned from today’s lesson in the form of a newspaper headline. Ex. Extra! Extra! Grecian Culture is in! After the students have come up with their headline, they will then crumple their answers into a ball. At my signal they will then toss their snowballs, each student will then pick up a nearby response. Then we will go around the classroom and the students will share.


Name: ______________ Role: _______________ Period: ________

Grecian Culture Worksheet (20 points)

Greek Drama (page 129)

1. What was the first Greek drama?

2. Define tragedy in your own words.

3. Who was Sophocles and what is he famous for writing? Give a summary of the play he wrote.

4. What themes did Greek tragedies focus on?

5. What were the themes of Greek comedy?

6. Why was Greek drama an important cultural element of Grecian society?

Greek Philosophy page (pages 130-132)

1. Define the term philosophy in your own words.


2. What did sophists believe in?

3. Who was Socrates?

4. Who was Plato?

5. Who was Aristotle?

6. Why was philosophy an important cultural element of Grecian society?

Olympics (pages 130-131)

1. Why did the Greek’s begin the first Olympic games?

2. What were some of the events held during the Grecian Olympics?

3. How do these events contrast to the modern events we hold today?

4. What led to the end of the Grecian Olympics?

5. When were the first contemporary Olympic games held?

6. Why were the Olympics an important cultural element of Grecian society?

Greek Art / Architecture (pages 132-133)

1. What was classical Greek Art concerned with expressing?

2. What was the most important form in architecture? How did this influence their designs?


3. Why is the Parthenon regarded as one of the most famous buildings? Who is this temple dedicated to?

4. How would you describe the style of classical Greek sculptures?

5. What did Greek sculptors wish to achieve?

6. Why was art / architecture an important cultural element of Grecian society?

Day XI – Alexander the Great 10/04/2018

Student goals/objectives The students will be introduced to Alexander the Great and then be tasked with

remembering the main concepts from the unit. Bell Ringer – 10 minutes

The students will be introduced to Alexander the Great through a brief lecture. For a copy of my lecture slides see below.


The students will test their knowledge of what they have learned over the course of our studies on ancient Greece. We will do this by going through multiple rotations on the site quizlet.

o https://quizlet.com/319551963/ancient-greece-unit-flash-cards/


I will remind the students that they should study both their notes and quizlet to ensure that they are prepared for tomorrow’s test. I will also let them know that they will be given the class period in which to take this test.

https://quizlet.com/319551963/ancient-greece-unit-flash-cards/


Day XII –Final test 10/05/2018

Student goals/objectives The students will test their knowledge on Ancient Greece. The students decided that they

would rather take a test, 30 of the students wanted to take a test whereas only 8 wanted our unit to end with a project. The students will get the period to take the below test.


After the students have cleared off their desks, I will pass out their tests. The test features multiple choice questions, map matching, Athens vs. Sparta matching, short answer questions, and even a chance for extra credit. After I have walked the students through the test I will ask them if they have any questions. After all questions have been asked, I will instruct them to start.


I will give the students the period to take the 50 point test. As they take it I will situate myself at the back of the classroom to watch them as they take the test.

Cumulation

If the students finish the test early, then I will ask them if they have any assignments they need to finish and or complete for the class, if they do not then I will have the below websites posted to Google classroom.


o http://freerice.com/#/world-landmarks/1346463 - identifying landmarks o http://freerice.com/#/identify-countries-map/870 - identifying countries o http://freerice.com/#/world-capitals/13625 - world capitals

Name: ________________________ Period: _____

Ancient Greece Unit Test

Multiple Choice (1 point each)

7. What occurred during the Grecian Dark Age? a. It marked the collapse of Mycenaean civilizationb. It led to an innovation in iron work c. Led to regional variations in pottery work d. All the above *

8. What is one characteristic of an epic hero? a. Weak b. Honorable *c. Defenseless d. None of the above

9. What is one characteristic of an epic poem? a. Vast settings b. Involves supernatural forces c. Short d. a & b *

http://freerice.com/#/world-capitals/13625

http://freerice.com/#/identify-countries-map/870



10. What is the best way to define Democracy? a. A government for and by the people *b. A government were only men can vote c. A government where a small group of people have control d. None of the above

11. What was a women’s primary role during this time? a. To care for her homeb. To spin and weave c. To care for her children d. All the above *

12. What was the primary export out of Athens? a. Wine b. Olives c. Pottery d. All the above *

13. Who were the ephors? a. Spartan men who oversaw educating youth & the conduct of all citizens *b. Warriors c. Kings of Sparta d. Foreigners living in Sparta

14. How many Gods/Goddesses did the Greeks worship? a. One b. Twelve *c. Fifty-fourd. Ninety-five

15. In what way did the Greeks worship their Gods/Goddesses? a. They held rituals b. They held festivals c. a and b *d. None of the above

16. What is the best definition for someone that was a sophist? a. A person who knew everything about the universe b. Someone who believed that individuals need to work to improve themselves *c. Someone who questioned authority d. Someone who questioned reality

17. Why did the Greek’s begin the first Olympic games?a. To kill people b. To honor Poseidon c. To honor Zeus the father of gods *d. To avenge their losses

18. Where did Alexander the Great invade? a. The Persian Empire * b. Sparta


c. Athens d. Crete

19. How did Alexander the Great die?a. On the battlefield b. Fever / Wounds c. Too much alcohold. b and c *

Map – Match the letter on the map to the correct place below. (1 point each)

1. ___A____Crete 2. ____B___Greece 3. ____C___Mediterranean Sea4. ____D___Athens 5. ____E___Aegean Sea6. _____F__Peloponnesus 7. _____I__Mt. Olympus 8. _____J__Turkey 9. _____K__ Asia Minor

Matching (1 point each)

a. Athens b. Sparta 1. ____A___Direct Democracy2. ____B___Oligarchy3. ____B___Known for giving women more freedom4. ____A___Every male citizen voted in the assembly 5. ____B___Council of Elders6. _____B__Known for their fighting skills

Short Answer (2 points each)

1. Choose 6 of the following terms and explain them. Epic Poetry: long poem which takes place over a vast setting has an epic hero and is

supernatural.

Direct Democracy: Athens, people in charge of the environment

Oligarchy: Sparta, ruler of a few

Polis: Athens, a city state

Philosophy: study of knowledge

Sophists: individuals work to improve themselves


Hellenistic Era: Saw the expansion of Greek language and ideas to non-Greek world

Oracle: priest/priestess who could tell the future

2. What was expected of men living in Sparta during this time? How does this contrast to men living within Athens?

They were expected to be in the military until the age of 60 and they lived in the barracks until they were 30. This contrasts to men in Athens as they were more politically involved and they also took greater care of their households.

3. What was expected of women living in Sparta during this time? How did this compare to women living in Athens?

They took care of their homes and children – women in Athens also took care of their homes although they were allowed less freedoms.

4. Name two of the Greeks Gods/Goddesses and tell me where they lived.

Apollo, Artemis, Hades, Ares, Athena, Zeus, Aphrodite, Poseidon, Dionysus, HeraMt. Olympus

5. Explain one cultural impact that the Greek’s are remembered for and explain why this was an important element to their society.

6. Why did Alexander the Great decide to become a conquer?

Glory & to avenge the Persians burning Athens

Extra Credit

1. Write down one example of an epic poem written within this period?

The Odysseus & The Iliad


2. Name one philosopher from this period?

Plato, Socrates, Aristotle

3. What goddess is the Parthenon dedicated to?

Athena

4. Who wrote The Odyssey?

Homer

5. Name one philosopher from this period?

Plato / Socrates / Aristotle

6. What goddess is the Parthenon dedicated to?

Athena

Documents

Loras College InTASC Portfolio Reflections… · Web viewAncient Greece Unit Plan Day I – Introduction to Unit & Geography 9/ 20 /2018 Student goals/objectives The students will