Download athens vs. sparta

Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude 9/06; Dr. Stern 9/07
Teacher’s name: Daniela Goldstein
Subject: World History 1
Date: December 2, 2007
Grade Level: 9
ID: 103220222
Topic: Athens vs. Sparta
Essential Questions/Big Ideas:
Why is it important to study ancient civilizations?
What are the differences between the ancient Greek city-states of Athens and Sparta?
General Objective[s]:
Students will learn the differences between the ancient Greek city-states of Athens and Sparta
and their importance to learning about the ancient Greek civilization.
NCSS VI: Power, Authority, and Governance
a. examine the rights and responsibilities of the individual in relations to his or her
social group, such as family, peer group, and school class
b. explain the purpose of government
VA SOL WHI 5c: The student will demonstrate knowledge of ancient Greece in terms of its
impact on Western civilization by:
c. identifying the social structure, and role of slavery, explaining the significance of
citizenship and the development of democracy, and comparing the city-states of
Athens and Sparta.
Learning Outcomes:
Understand that: classical Athens developed the most democratic system of government the
world had ever seen at that point in time and it became a foundation for modern democracies and
ancient Greek city-states of Athens and Sparta differed in many ways (type of government, role
of the people, education, and way of life).
Know: social structure, types of governments in ancient Greece, Athenian reformers, daily life of
both Athenians and Spartans.
Be able to: compare and contrast two ancient Greek city-states (Athens and Sparta), research and
write on their findings, and value the creation of a democracy (our democracy is based on the
Athenian democracy).
Assessment: Methods of Evaluating Student Progress/Performance:
Formative: Post Card – students will create a postcard on either Athens or Sparta. Each student
will choose the role of either an Athenian or Spartan and write a postcard on their daily life. This
assignment will either be completed by the end of class or will be finished for homework. By
asking students to become a role in history, they are able to learn in depth about ancient Greek
life from the point of view of a particular city-state in ancient Greece. In this assignment,
students get to make their own choices in what they would like to research, write about, and use
their creativity skills to write and draw a postcard. This assignment will let students showcase
their knowledge in a fun and exciting way. Attached on page 6 is the instructions for this
assignment. This assignment will not be graded for content, creativity, or spelling/grammar, but
only on completing the assignment and following directions. This assignment will not be graded
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because this assessment is to see if students understand how daily life of Athenians and Spartans
differ and their ability to research and present information in a creative way.
Summative: Essay Questions – students will have an essay question on their unit test that relates
to this lesson. The essay question is “Compare and contrast the city-states of Athens and Sparta.
Make sure you include at least information on government, social structure, and daily life.” The
rubric for the essay question is attached on page 7.
Content Outline:
Prior to this lesson students will have learned about the geography of Greece as well the social,
economic and political development of the ancient Greece civilization.
The content outline can be found in the attached PowerPoint presentation.
Term/Concept Define
Attributes
Example
Non-example
Aristocracy
A
Ruling class Landowning group of
United States
government
by a few
people in England who
government
by privileged who have
ruled from 1688 to 1832
minority,
advantages
usually of
in wealth
inherited
wealth
Democracy
A type of
Government United States government Government of Cuba
government
for the
in which
people, by
citizens hold the people
political
power either
directly or
though
elected
representatio
n
Hoplite
Heavily
Men in
Spartan male
Athenian male
armed
ancient
infantry
Sparta that
soldiers in
had lots of
ancient
weapons
Sparta
Militaristic
Society in
A
Ancient Greek city-state
Ancient Greek citySociety
which the
community of Sparta
state of Athens
people
of people
prepare for
that have a
aggressive
main focal
military
point of the
military
Monarchy
Government
One ruler
Old kings and queens of
President Bush
or state
that is in
England (Henry VIII and
headed by a
charge of
Elizabeth I)
2
supreme ruler
Oligarchy
Government
in which
power
belongs to a
few people
Phalanx
Close-ranked
infantry
formation
Reformer
One who
seeks to bring
about
political or
social change
Tyranny
A type of
government
in which a
cruel,
oppressive
ruler runs the
government
the entire
government
Small
number ob
people that
have all the
power in a
government
Spartan
formation
of an army
in battle
A person
who wants
to make a
big change
in one’s
society
A mean
person who
rules the
government
South African
government in most of
the 20th century (until
1994 when it became a
democratic country)
United States
government
Martin Luther King, Jr.
Bart Simpson
Adolf Hitler
President Bush
Student and Teacher Activities with Estimated Time Blocks: 90 minute block
Activity
Teacher is doing
Students are doing
Time
Anticipatory
The teacher will hand out
The students will locate
10 minutes
Hook – Map
maps of ancient Greece and
important places and
Review
students will need to locate
geographic landforms on the
important places and
map. They are doing this
geographic landforms.
activity to reinforce what
Students have in the previous they learned yesterday about
lesson learned the geography
the geography of Greece and
of Greece and the importance how the ancient Greek
of the geographic landforms in civilization developed due
the creation of the ancient
to its geography. The map
Greek civilization. By doing
review worksheet can be
this review the teacher will
found on page 8.
reinforce what they have
already learned and then go
into detail about two specific
places on the map, the city-
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PowerPoint
Presentation
Postcard
Assignment (they
will work on this
activity the rest of
the lesson)
states of Athens and Sparta.
The teacher will present the
PowerPoint to students and
explain the information on the
slides.
The teacher will be the
facilitator and walk around the
room and help students who
are in need while they are
doing the research and
creating their postcards.
Students will take notes in
20 minutes
their Interactive Notebooks
on the information presented
to them in the PowerPoint.
Students will spend the hour 60 minutes
researching, writing, and
either drawing or finding a
picture in order to create
their postcard. The
instructions for the postcard
assignment can be found on
page 6.
Materials Needed for the Lesson:
 Maps of ancient Greece for each student (anticipatory hook – map review), page 8
 PowerPoint Presentation (projector, computer, screen)
 Interactive Notebooks (take notes in from the PowerPoint Presentation)
 Computers (research)
 Books on Athens and Sparta (research)
 Instructions for postcard assignment, page 6
 4x6 index card for each student
Differentiation:
The map review activity will help reinforce what the students previously learned and put into
perspective the two city-states that they will learn about in today’s lesson. By brining in a map to
locate the two key places, students are able to visualize the two city-states and how the
geography impacted the people. The PowerPoint presentation has many images that will help
students connect the terms to their meaning. For example, it might be difficult for a student to
understand what a phalanx is without seeing a picture of what one looks like, so the PowerPoint
helps students connect meaning to what they are learning. The last activity, the postcard
assignment, gives students the opportunity to be creative in what they want to research and write
about, as well as make the postcard fun to read and look at. Students have many opportunities
during this lesson to see visuals to help them with their meaning. Visuals are especially
important to ELL students who are not fluent in the English language. Having visuals in this
lesson will help ELL students connect complex terms to what they already know in order to form
meaning.
Subject Matter Integration/Extension:
This lesson is part of a unit on ancient Greece. Students in World History learn about the major
ancient civilizations (including ancient Greece) and how they have shaped our world today.
Learning about ancient Greece is important because of the numerous contributions the Greeks
provided for the modern world. Some of the Greek contributions include: democracy, drama
(tragedies), and columns designs. Although students will have not learned about these
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contributions before this lesson or until future lessons, learning about ancient Greece and other
ancient civilizations is important for all students to learn in order to understand world history.
Reflections on Lesson Plan:
I created part of this lesson last year with my practicum partner Jillian Zuber. We worked
together on the PowerPoint, but we did other activities, such as Jeopardy and a Venn diagram.
After we taught this lesson we realized that the PowerPoint was too long (I have shortened it for
this lesson) and we were unable to do many of the activities we wanted to. Since teaching that
lesson I have realized that I can only lecture for a limited amount of time before students become
bored and fall asleep, so I decided to lecture for 20 minutes and have them do their own research
for the rest of class. By having students do research themselves, they do their own learning and
hopefully find what they learn more interesting because it is personalized. I added the research
aspect to the postcard assignment from the lesson that Jillian and I did last year.
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Postcard Activity Instructions
You are going to create a postcard explaining the daily life of a person in Athens or
Sparta. You will take the role of either an Athenian or Spartan and write from
their viewpoint on their daily life. You are to use the next hour to use resources in
the room (computers and books) to research the daily life of your character and
write a postcard to someone from another city-state that has does not know about
daily life of other city-states. Topics that you can write about include: social
structure (men, women, children, and slaves), education, recreation, food, religion,
government, etc. You must fit all your information on a 4x6 index card. The side
with the lines is for the writing and the blank side is for you to either draw a
picture or find one online. The picture needs to represent daily life of your citystate.
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Rubric for Essay
Question: Compare and contrast the city-states of Athens and Sparta. Make sure you include at
least information on government, social structure, and daily life
Criteria
Poor (1 point)
Adequate (2 points)
Excellent (3 points)
Content Accuracy
Some of the
Most of the
All of the
information in the information in the
information in the
essay was
essay was correct
essay was correct
incorrect
Components
Missing one
Adequately explained Did an excellent job
 Thesis
component (thesis, the thesis, purposes,
on the thesis,
 Purposes
purposes, or
and used evidence
purposes, and giving
 Evidence
evidence)
evidence to back up
their thesis and
purposes
Spelling/Grammar
The essay had
The essay had some
The essay had few to
many spelling and spelling and grammar no spelling and
grammar mistakes mistakes
grammar mistakes
Total Score (out of 9 points)
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Map of Greece
Name: __________________
Key
Region =
Water =
City =
Locate the following list
of terms:









Aegean Sea
Athens
Attica
Delphi
Ionia
Macedonia
Mediterranean Sea
Peloponnesus
Sparta
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