Download Robert Burner ED 520 Final Project World History and Geography I

Robert Burner
ED 520 Final Project
World History and Geography I
9th Grade
Textbook: Holt World History: The Human Journey
Other Related Material: Virginia Department of Education Website
Part 1: Goals, Standards, Instructional Activities and Learning Targets
Goals and Academic Standards
There are two chapters devoted to Greece (Chapters 5 and 6) in the textbook, and all material in
this unit deals directly with Chapter 5. Standards that will be covered are a-d, standards e-g will
be covered the following week in Chapter 6.
Standards of Learning for Chapters 5: Ancient Greece
Standard(s) WHI.5a-5g
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western
civilization by
a) assessing the influence of geography on Greek economic, social, and political
development, including the impact of Greek commerce and colonies;
b) describing Greek mythology and religion;
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;
d) evaluating the significance of the Persian and Peloponnesian wars;
Essential Knowledge
Locations and places
• Aegean Sea
• Balkan and Peloponnesus peninsula, Europe, Asia Minor
• Mediterranean Sea
• Black Sea, Dardanelles
• Athens, Sparta, Troy
• Macedonia
Economic and social development
• Agriculture (limited arable land)
• Commerce and the spread of Hellenic culture
• Shift from barter to money economy (coins)
Political development
• Mountainous terrain both helped and hindered the development of city-states.
• Greek cities were designed to promote civic and commercial life.
• Colonization was prompted by overpopulation and the search for arable land.
Greek mythology
• Based on polytheistic religion
• Offered explanations of natural phenomena, human qualities, and life events
Greek gods and goddesses
• Zeus, Hera, Apollo, Artemis, Athena, Aphrodite
• Symbols and images in Western literature, art, and architecture
Social structure and citizenship in the Greek polis
• Citizens (free adult males) had political rights and the responsibility of civic participation in
government.
• Women and foreigners had no political rights.
• Slaves had no political rights.
Athens
• Stages in the evolution of Athenian government: Monarchy, aristocracy, tyranny, democracy
• Tyrants who worked for reform: Draco, Solon
• Origin of democratic principles: Direct democracy, public debate, duties of the citizen
Sparta
• Oligarchy (rule by a small group)
• Rigid social structure
• Militaristic and aggressive society
Importance of Persian Wars (499–449 B.C. [B.C.E.])
• Persian wars united Athens and Sparta against the Persian Empire.
• Athenian victories over the Persians at Marathon and Salamis left Greeks in control of the
Aegean Sea.
• Athens preserved its independence and continued innovations in government and culture.
Importance of Peloponnesian War (431–404 B.C. [B.C.E.])
• Caused in part by competition for control of the Greek world: Athens and the Delian League
versus Sparta and the Peloponnesian League
• Resulted in slowing of cultural advance and the weakening of political power
Golden Age of Pericles (mostly occurring between the Persian and the Peloponnesian
Wars)
• Pericles extended democracy; most adult males had an equal voice.
• Pericles had Athens rebuilt after destruction in the Persian Wars; the Parthenon is an example
of this reconstruction.
Contributions of Greek culture to Western civilization
• Drama: Aeschylus, Sophocles
• Poetry: Homer (Iliad and Odyssey)
• History: Herodotus, Thucydides
• Sculpture: Phidias
• Architecture: Types of columns, including the Doric (Parthenon), Ionic, and Corinthian.
• Science: Archimedes, Hippocrates
• Mathematics: Euclid, Pythagoras
• Philosophy: Socrates, Plato, Aristotle
Philip II, King of Macedon
• Conquered most of Greece
Alexander the Great
• Established an empire from Greece to Egypt and the margins of India
• Extended Greek cultural influences
Hellenistic Age
• Blend of Greek and oriental elements
• Spread of Hellenistic culture through trade
Major Instructional Activities
Day 1 – Students will use laptops to complete the geography of Greece PowerPoint that is
located at the following webpage:
https://docs.google.com/presentation/d/1sey56ZeuiLqaWZTuCRF9czm7vgiBsbjU7TiWAyy9ass
/present?ueb=true#slide=id.p16
Students will use the information from the PowerPoint to create a map that includes: labeling
major city-states (example Sparta and Athens) with a key identifying their colonies and types of
government. This project will be due by the end of the period and is worth 50 points. The
project will be graded using the Geography Mapping Project rubric.
Day 2 – Read through the web quest on Sparta and Athens that is located at the following link:
https://docs.google.com/presentation/pub?id=1p1kwMNhl21ZRf0_wMP48fvSWFQKUjNtWV8wW_b2t10&start=false&loop=false&delayms=3000
Using your laptop follow the web quest and gather information on the city-states of Sparta and
Athens. Discuss what items you have learned, use a Venn diagram to compare information on
the two city states. Students will complete both of the extended response essays after completing
the web-quest activity. Students will have 30 minutes to complete the web quest and Venn
diagram. Students will be given 40 minutes (20 points for each) to write extended response
essays. More time will be given to students for differentiation if needed.
Day 2 – Extended Response Essay
Write an extended response essay that will demonstrate your decision making/problem solving
ability using the following two prompts on Ancient Greece. Essay will be graded using the essay
rubric and will be worth 100 points each. You will have 20 minutes to answer each of the two
prompts (40 minutes total).
1. Explain why you agree or disagree with the following statement: Due to the fact that
Sparta was a military society, they were better prepared for longevity than Athens, whose
focus was not completely on the military. Use at least three well developed rationales
from our classroom readings and/or discussions to fully support your position.
2. List and describe the main characteristics of Athenian life, taking into consideration
things such as education, women’s rights, sporting events, and the military including the
roles of the Persian and Peloponnesian Wars on their societies. Be sure your descriptions
accurately depict the characteristics you list.
Days 3 and 4 – PowerPoint notes that covers the major information from the chapter. Notes will
be differentiated by using picture worksheet note page or fill-in the blank notes depending on
types of learner. Notes pages are attached. Teacher observation will determine if the student is
adequately making progress with work on notes.
Days 3 and 4 – With a partner take your project folder. In the folder you will find that you have
been assigned a Greek god and a list of five modern words derived from Greek mythology. Each
person in the group must choose one activity from the table below. Use the following links to
help you introduce the project and research your project:
https://docs.google.com/presentation/pub?id=1nSvZd6i6G7nRtSFJl8YS9hLsLFf0-CVVM8297eGrmk&start=false&loop=false&delayms=3000
http://assignments.discoveryeducation.com/?cdPasscode=T5191-4519
The Greek god Campaign will be due by the end of day four and will be graded by using the
Greek god project rubric. It is worth 80 points.
Day 5 – When students have completed all projects, they are to complete a constructed-response
tests that will also include restrictive response essays. The test is worth 100 points.
Day 5 – Take self-evaluation questionnaire to make judgments about their own performance.
The Greek god project is differentiated by learning style (see table below) and all other projects
will be differentiated through adaptive grading.
Learning Targets
Knowledge and Simple Understanding – Students will demonstrate their understanding of
Greece by correctly answering a constructed response test at the end of chapter 5 once all
activities are complete.
Deep Understanding and Reasoning – Students will compare and contrast the city-states of
Sparta and Athens, including the role of slavery, social structure, citizenship, types of
government in both city-states and the effects on both societies by the Persian and Peloponnesian
Wars by writing an extended-response essay. The essay will be graded holistically using the
essay rubric.
Skills – Students will be assessing the influence of geography on Greece’s economy and social
and political development. Students will also assess the impact that Greece’s geography played
on their commerce and colonies. Students will demonstrate this by creating and labeling major
city-states with a key identifying their colonies and types of government.
Products – Students will describe the impact of Greek mythology and religion on modern stories
and language by developing three items from the Greek god tic-tac-toe board. This project will
be completed with partners and will be graded using project rubric.
Affect – Students will fill out our self-assessment evaluation rubric to evaluate their personal
level of understanding with regards to the chapter on Ancient Greece.
Part 2: Assessment Plan
Assessment Timeline
Day 1 – Geography PowerPoint and mapping activity.
Day 2 – Sparta and Athens web quest and Venn diagram (30 minutes). Extended response essays
(30 minutes).
Day 3 – 10 minute PowerPoint notes presentation (differentiation included). Greek god project
with partner.
Day 4 – 10 minute PowerPoint notes presentation (differentiation included). Greek god project
with partner.
Day 5 – Selective response test and self-evaluation for performance assessment.
Self and Peer Assessments
1. Rank the projects from 1 to 5 to what you learned the most compared to the least. Put a 5
beside the one you feel you learned the most and a 1 beside the one you learned the least.
________Geography and mapping project
________Athens/Sparta web quest and essay
________Greek god project
________Notes on Greece
________Selected response test
2. How do you feel your partner worked with you on the project? Circle one of the
appropriate responses.
1 – Not at all
2 – Some
3 –a good amount
4 – a lot
3. Write one suggestion for how you would change the work in this unit (Example: We
focused too much on the Greek gods and not enough on the Greek wars).
4. Give yourself a grade for your effort during this unit. A is the highest and F the lowest.
A
B
C
D
F
5. Compared to the beginning of this unit, how do you feel about your knowledge of
Ancient Greece? Circle one answer.
I know about the same
I know a little more
I know a lot more
Part 3: Develop the Assessments and Rubrics
Rubrics
Greek god project and rubric
Bodily-Kinesthetic
Intrapersonal
Interpersonal
Your group will create and act
out a commercial describing
why your Greek god is the
best. The commercial script
should include at least one
myth and 2 words derived
from Greek mythology. Use
Movie Maker or an teacher
approved program to create
your movie.
You are a Greek citizen.
Using Word your group will
create a diary about your
dedication to your Greek god.
The diary must include at least
3 entries and include at least
one myth and 2 words derived
from Greek mythology.
Using Publisher your group
will create a campaign poster
for your Greek god. The poster
should include at least one
symbol for your god and at
least one myth and 2 words
derived from Greek mythology.
Logical-Mathematical
Existential
Musical
Using Word you are writing a
letter to a friend telling them
why you think your Greek god
is the best. You are writing to
tell him how you feel about
his not choosing your God to
worship. Your letter should
include at least one myth and
2 words derived from Greek
mythology.
Using Garage Band or
Audacity you will create a song
or rap about your Greek god. It
must include at least one myth
and 2 words derived from
Greek mythology.
Naturalist
Verbal-Linguistic
Visual-Spatial
Using Paint or another teacher
approved graphics program
your group must create a
bumper sticker describing one
symbol of your Greek god.
The background of the bumper
sticker should reflect the
environment of what your
Greek God is the God of. (ex.
Zeus is the god of the sky.)
Using Audacity your group
will create a podcast of a
campaign speech to be given
as your Greek god. The speech
should include at least one
myth and 2 words derived
from Greek mythology.
Using the cube template in
Paint or Word your group will
create a cube for your Greek
god. The cube should include
at least one symbol for your
god and at least one myth and 2
words derived from Greek
mythology.
Create a 10 question survey
using Google Docs to
determine which Greek god
traits and powers are most
important to your classmate.
The survey questions should
include at least at least one
myth and 2 words derived
from Greek mythology.
The following rubric will be used on the Greek God Campaign:
Qualities and
Criteria
Research Effort
10 points
Layout and
Design
20 points
(items listed on
Tic-Tac- Toe
chart)
Greek God and
key information
40 points
Spelling and
Grammar
10 points
Total
80 points
A
B
C
D
Stays on task 90100% of time.
Student has all of
requested
information.
Stays on task 8089% of time.
Student has most
of requested
information.
Stays on task 7079% of time.
Student has little
of requested
information
Stays on task 6069% of time.
Student has almost
none of requested
information.
The product has
the required
number of items
and materials. It is
appealing, school
appropriate and
reader friendly.
The product has
the required
number of items
and materials but
does not meet
some of the other
design
requirements.
The product does
not have the
required number of
items and
materials or does
not follow the
design
requirements.
The product has no
items and
materials and does
not follow the
design
requirements.
Shows 90-100%
learning of topic.
The product has all
the necessary
information about
Greek God, the
mythology, and
words derived
from the myths.
Shows 80-89%
learning of topic.
The product is
missing one of the
required pieces of
information about
Greek God, the
mythology, and
words derived
from the myths.
Shows 70-79%
learning of topic.
The product is
missing two of the
required pieces of
information about
Greek God, the
mythology, and
words derived
from the myths.
Shows 60-69%
learning of topic.
The product is
missing two of the
required pieces of
information about
Greek God, the
mythology, and
words derived
from the myths.
There is one or
less grammatical
error.
There are 2 or 3
grammatical
errors.
There are 4 or 5
grammatical
errors.
There are more
than 5 grammatical
errors.
80-74
73-68
67-62
61-55
Any grade below
55 will be redone
Rubric for Essay
Qualities & Criteria
The use of a thesis
statement
20 points
A
B
The essay has a
clearly stated
rubric that
connects with
body of the essay
The essay has a
clear thesis that is
somewhat
supports the body
of the essay.
18-20 points
16-17 points
C
The thesis
statement is not
very clear and is
not supported
throughout the
essay
D
The thesis
statement is not
evident.
12-13 points
14-15 points
Content and
Information
40 points
Grammar and
Spelling
20 points
The essay has
listed at least five
correct pieces of
information from
the unit that
supports the
thesis statement.
The essay has
three to four
correct pieces of
information from
the unit that
supports the
thesis statement.
The essay has two
correct pieces of
information from
the unit that
supports the
thesis statement.
36-40 points
32-35 points
The essay has
three or fewer
spelling and/or
grammar mistakes
The essay has
four to six
spelling and/or
grammar mistakes
The essay has
seven to eight
spelling and/or
grammar mistakes
18-20 points
16-17 points
14-15 points
The essay has
one or fewer
pieces of
information from
the unit.
24-27 points
28-31 points
The essay has
more than eight
spelling and/or
grammar
mistakes
12-13 points
Use of APA style and
list of references
20 points
Total
Value 100 points
There are 0-2
APA and/or
reference
mistakes
There are 3 or 4
APA and/or
reference
mistakes
There are 5 or 6
APA and/or
reference
mistakes.
There are more
than 6 APA
and/or reference
mistakes
18-20 points
16-17 points
14-15 points
12-13 points
100-90 A
89-80 B
79-70 C
69-60 D
Any grade
below 60 will be
redone
Rubric for Geography Mapping Project
A
B
C
D
The map is laid
out following
the directions
with 1 or 2
mistakes. Most
items are easy to
read.
The map is
mostly laid out
following the
directions with 3
or 4 mistakes.
Items are
difficult to read.
The map has
more than 4
mistake and/or
not readable.
16-17 points
14-15 points
The map has all
of the needed
material and the
key is complete
with 1 mistake.
The map has
nearly all of the
needed material
and the key has
2 mistakes.
The map has
some of the
needed material
and the key has
3 mistakes.
27-30 points
24-26 points
21-23 points
Qualities &
Criteria
Format and
readability
20 points
The map is laid
out following
the directions on
the PowerPoint.
All of the items
are easy to read.
18-20 points
Content listed on
map
30 points
12-13 points
The map has
very little of the
needed material
and the key has
more than 3
mistakes.
18-20 points
Total
Value 50 points
45-50 A
40-44 B
35-39 C
30-34 D
Any grade
below 30 will
be redone
End of Unit Test: World History and Geography Chapter 5 Test (Grade 9)
Test worth 100 points (each question is worth 4 points each. The essays are worth 10 points
each for a total of 20 points.
Name _____________________________
Class __________
Date __________
Multiple Choice
Directions: Circle the letter of the statement that best answers the question.
1. Which of the following is the earliest known Greek civilization?
a. Mycenaean
b. Minoans
c. Trojans
d. Spartans
2. What story does the Iliad tell?
a. The fall of the Mycenaean civilization
b. Odysseus’ struggle to return home
c. The history of the Greek gods
d. The Trojan War
3. What was the original purpose of the Olympic Games?
a. To honor Zeus
b. Establish the strength of a city-state
c. Prepare for war
d. Choose a king
4. Which is a government run by the people?
a. Oligarchy
b. Monarchy
c. Democracy
d. Aristocracy
5. Which was a major crop of Greece?
a. Pears
b. Corn
c. Apples
d. Olives
6. Which of the following best describes Athenian women?
a. Had no rights
b. Could own property
c. Were allowed to divorce
d. Received an education
7. In which war did Athens fight against Sparta?
a. Persian
b. Trojan
c. Peloponnesian
d. Thermopylae
8. In what way did Pericles anger other members of the Delian League?
a. By joining forces with Persia
b. By showing favoritism toward Athens
c. In excluding other city-states
d. In forcing others to adopt the Athenian language
True or False
Directions: For each question, if the statement is true, circle T and if the statement is false, circle
F.
9. T
10. T
11. T
12. T
F
F
F
F
The Parthenon has Corinthian columns.
Greece’s geography led its city-states to become isolated.
The helots were Spartan slaves.
Spartans’ lives were based around religion.
Matching
Directions: Write the letter of the vocabulary word from column B next to the appropriate
definition in column A. Each response may be used only once, but all responses will not be used.
Column A
Column B
_______ 13. Public speaking
A. acropolis
_______ 14. Fortified hill top in the center of the city
B. agora
_______ 15. Greek foot soldier
C. citizens
_______ 16. All adult males
D. democracy
_______ 17. Open-air marketplace
E. hoplite
F. pedagogue
G. rhetoric
Completion
Directions: Complete the phrase by filling in the blank with the correct term.
18. The leader of Athens during the Golden Age was ______________.
19. Odysseus was cursed by the Greek god ______________.
20. An instructor for young Athenian boys was called ______________.
Essay – Restricted Response (20 points total)
1. Describe a present-day situation that illustrates the democratic principle of government.
Be sure to show a clear connection between the situation you present and a democratic
government (10 points).
2. Describe the similarities and differences between the Spartan and Athenian societies. Be
sure to present a clear picture of each society with material we have discussed in class,
and analyze them both together (10 points).
World History and Geography Chapter 5 Test: Answer Key
1. b. Minoans
2. d. The Trojan War
3. a. To honor Zeus
4. c. Democracy
5. d. Olives
6. a. Had no rights
7. c. Peloponnesian
8. b. By showing favoritism toward Athens
9. False
10. True
11. True
12. False
13. G – rhetoric
14. A – acropolis
15. E – hoplite
16. C – citizens
17. B – agora
18. Pericles
19. Poseidon
20. Pedagogue
References
Textbook: Holt, Rinehart, and Winston, Inc. (2003). Holt world history: The human journey.
Austin: Holt, Rinehart and Winston.
Virginia Department of Education. (2008). History and Social Science Standards of Learning for
Virginia Public Schools (World History & Geography to 1500). Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml.
McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective instruction
(5th ed.). Boston: Pearson Education, Inc.