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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 1 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- 3 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 4 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. 5 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. 6 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) 7 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 8 9