Download Station Teaching Professional Learning Follow Up Activity

Station Teaching Professional Learning Follow Up Activity
TKES Standards: 2, 3, 4, 5, 8, 9
Goals: Reduce Student-Teacher Ratio and Increase Student Engagement.
Date: January 29, 2015
Standard: SSWHSSWH3 The student will examine the political,
philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
Station #1 – Teacher Led. Content: Socratic Questioning to Deepen Student Higher Ordered Thinking/
Understanding of Ch. 5, Sec. 3: Teacher will use Socratic questioning strategy by reviewing student homework. Questions
that will occur are as followed: .1) Which of Pericles’ goals do you think had the greatest impact on the modern world? 2)
What steps did Pericles take to strengthen democracy in Athens? 3) What were the battle strategies of Athens and Sparta in
the Peloponnesian War? 4) Why do you think some Athenians found the ideas of Socrates so disturbing? 5) Was the rule of
Pericles a “golden age” for Athens? Explain. 6) Do you agree with Socrates that there are absolute standards for truth and
justice? Why or why not? Student HW grade will be recorded through their completed note-taking from the night before and
participation points will be given accordingly for engagement.
Station #2 – Independent) Content: A Day in the Life (Formative Assessment): Write a narrative (an original story
you created) of the daily life of one of the following: an Athenian, property owning male, or a female in Sparta. The
narrative must include aspects of their political, social and cultural life (for example: their role in various forms of
government, their social class, role in art, occupation and what their daily life consists of). The story must include
at least 2 specific pieces of evidence per topic. Students will utilize their notes and textbook associated in order to
fulfill the evidence requirement. Students narrative must include a citation (ex. Textbook, Crash Course World
History) within their narrative to receive full credit. Student’s narratives must be between one to two paragraphs.
Station #3 – Independent. Content: Political Cartoon Analysis: Students will answer the four questions of the two
political cartoons on their own sheet of paper utilizing their notes and textbook. Students must answer each question
between one to two sentences.
Station #4 – Independent. Content: SSWH3 Vocabulary Extended Learning: Students will either create hand signals
which they will explain on their own sheet of paper or write a sentence that utilizes the content from Ch. 5, Sec. 3. The
vocabulary words that they will use are as follows: Direct Democracy, Tragedy, and Comedy.
Station #5 – Independent. Content: Ancient Greece (Sparta v. Athens – Peloponnesian War) Mapping Activity:
Students will interpret their map on page 137 of their textbook and they will label both city-states, Athens and Sparta, as well
as the two city-states allies during the Peloponnesian War. Students will color each city-states allies a particular color and
will respond to the questions on their own created map. Students will also have to provide a key denoting each color’s
equivalent allies. Each student will turn in their map with the rest of their self-created work.
STATION 3
1) How does this political cartoon relate to the age of Pericles in Athens (p. 134,
135)?
2) What advancements in particular does this cartoon suggest were made (p.
134, 135)?
STATION 3
1)
How does this political cartoon address the achievements made during the “Golden” age of
Pericles (134, 135, 136, 138)?
2) Do you think this political cartoon has a negative image of what follows in Athenian life after the
Peloponnesian War? (Look at your notes pertaining to the outcome for the Athenians following
their defeat of the Peloponnesian War, p. 138)
STATION 2
A Day in the Life (Formative Assessment): Write a
narrative (an original story you created) of the daily
life of one of the following: an Athenian, property
owning male, or a female in Sparta. The narrative
must include aspects of their political, social and
cultural life (for example: their role in various forms of
government, their social class, role in art, occupation
and what their daily life consists of). The narrative or
story must include at least 2 specific pieces of
evidence per topic. Students will utilize their notes
and textbook associated in order to fulfill the
evidence requirement. Students’ narratives must
include a citation (ex. Textbook, Crash Course World
History) within their narrative to receive full credit.
Students’ Narratives must be between one to two
paragraphs.
STATION 4
Students will either create hand signals
which they will explain on their own sheet
of paper or write a sentence that utilizes
the content from Ch. 5, Sec. 3. The
vocabulary words that they will use are
as follows: Direct Democracy, Tragedy,
and Comedy.
STATION 5
Students will interpret their map on page
137 of their textbook and they will label
both city-states, Athens and Sparta, as
well as the two city-states allies during
the Peloponnesian War. Students will
color each city-states’ allies a particular
color and will respond to the questions
on their own created map. Students will
also have to provide a key denoting each
color’s equivalent allies. Each student
will turn in their map with the rest of their
self-created work.