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Warm Up Determine which class you would prefer to be in, and explain why in 3-5 sentences Class A: Ms. Foster believes that students should help to make the classroom rules. The class votes on such rules as whether they can chew gum in class, eat in class, leave their seats whenever they want, speak without raising their hands, and wear hats in class. Students also vote on the punishments for breaking any rules. Class B: Ms. Kobe sets the rules for the class. The rules are quite strict. Students may not chew gum or eat in class. They cannot leave their seats unless they raise their hangs and ask permission. No hats are allowed. Students may not talk when Ms. Kobe is giving a lesson. Ms. Kobe also has strict punishments. If a student breaks any rule, they must spend one hour after school cleaning the classroom. Athens V. Sparta Learning Target • I am learning about whether Sparta or Athens was a more desirable city-state to live in. • Success Criteria: – Describe Athenian and Spartan government, economy, education, and treatment of women/slaves – Compare and contrast life in Athens and Sparta – Determine which was a more desirable city-state to live in, and justify that decision Key Vocabulary • Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible – Example Hitler and Mussolini • Democracy: a form of government in which the ruling power is shared by all citizens You have explored the roots of two political systems: totalitarianism and democracy Both forms of government exist in the modern world, but the roots for each can be found in ancient Greece Which city state do you think was a better place to live in Ancient Greece? LIFE IN TWO CITY STATES- COMPARING TWO CITY- STATES READ 27.1 AND 27.2 A Sparta B Athens Reflection Determine which class you would prefer to be in, and explain why in 3-5 sentences Class A: Ms. Foster believes that students should help to make the classroom rules. The class votes on such rules as whether they can chew gum in class, eat in class, leave their seats whenever they want, speak without raising their hands, and wear hats in class. Students also vote on the punishments for breaking any rules. Athens Class B: Ms. Kobe sets the rules for the class. The rules are quite strict. Students may not chew gum or eat in class. They cannot leave their seats unless they raise their hangs and ask permission. No hats are allowed. Students may not talk when Ms. Kobe is giving a lesson. Ms. Kobe also has strict punishments. If a student breaks any rule, they must spend one hour after school cleaning the classroom. Sparta Warm Up 3-1-2016 • Which is more important to a civilization… brains or brawn (physical strength)? Explain Athens V. Sparta Learning Target • I am learning about whether Sparta or Athens was a more desirable city-state to live in. • Success Criteria: – Describe Athenian and Spartan government, economy, education, and treatment of women/slaves – Compare and contrast life in Athens and Sparta – Determine which was a more desirable city-state to live in, and justify that decision Key Vocabulary • Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible – Example Hitler and Mussolini • Democracy: a form of government in which the ruling power is shared by all citizens Athens vs Sparta Research Of more than 300 Greek city-states, Athens and Sparta were the most powerful. Yet these two city states were huge rivals and had very little in common. This exercise will allow you to research, organize and articulate specific arguments and evidence in a formal debate based on the question: Which was more desirable to live in, Athens or Sparta? Athens vs Sparta Recording Sheet Athens/Sparta Government (261/265) Economy (262/266) Education (263/267) Women/Slaves (264/268) Athens Pros/Cons Sparta Pros/Cons Pros Pros Cons Cons Pros Pros Cons Cons Pros Pros Cons Cons Pros Pros Cons Cons Athens vs Sparta Recording Sheet Athens (page 71) Positive Negative Positive Negative Government (page 261) Economy (page 262) Education (page 263) Women/Slaves (page 264) Sparta (page 72) Government (page 265) Economy (page 266) Education (page 267) Women/Slaves (page 268) Remember… • PRO – you will be reading about your citystate, and debating everything that was good about them • CON – you will be reading about the other city-state, and debating everything that was bad about them Warm Up • Which City State is the most desirable to live in? Explain. Sparta vs Athens Debate Prep Learning Target • I am learning about whether Sparta or Athens was a more desirable city-state to live in. • Success Criteria: – Describe Athenian and Spartan government, economy, education, and treatment of women/slaves – Compare and contrast life in Athens and Sparta – Determine which was a more desirable city-state to live in, and justify that decision Key Vocabulary • Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible – Example Hitler and Mussolini • Democracy: a form of government in which the ruling power is shared by all citizens Task • Once in debate groups, you will research your society according to selected topic. You are encouraged to investigate the strengths and weaknesses of your opponents’ society as well as the strengths and weaknesses of your own. – Please see additional resources that Mrs. Law has provided Task • With your group, you need to set up the Debate Topics. • Remember, groups should use the strongest arguments and evidence during debates. This should be organized in a FACT SHEET that each student must complete for individual mark and debate mark. • Use Chapter 27 to help you answer the following: 1. 2. 3. 4. 5. 6. Opening statement Who had the better GOVERNMENT? Who had the better ECONOMY? Who had the better EDUCATION? Who treated their WOMEN/SLAVES better? Closing statement Athens / Sparta Debate Fact Sheet Homework • IF you have not finished your fact sheet, each student must complete his/her own fact sheet and submit it on date of debate to participate! • Complete the chart with your research for your arguments and evidence. THIS SHOULD BE ON YOUR OWN and SHOULD BE DIFFERENT THAN YOUR PARTNER/GROUP MEMBERS! Name: ____________________ Athens / Sparta Debate Fact Sheet ARGUMENTS EXPECTED OPPONENTS TO MAKE PLANNED REBUTTLES Each student must complete his/her own fact sheet and submit on date of debate! Complete the chart with research for your arguments and evidence. THIS SHOULD BE DIFFERENT THAN YOUR PARTNER! 1. Which was more superior, Athens or Sparta? (circle side you represent) 2. Topic: _______________________________________________________ 3. Opening or Closing Statement: Argument Evidence + Source DEBATE RUBRIC Knowledge & Understanding -historical accuracy Thinking & Inquiry -connecting evidence -rebuttals Communication -clarity of ideas -delivery Application Other: -fact sheet LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 -student provides exceptionally detailed and historically accurate information in main arguments -student provides proficient details and historically accurate information in main arguments - student provides adequate information that is accurate but needs more details in main arguments -student provides few details or inaccurate or irrelevant information in main arguments - skilfully draws connections by using more than two pieces of evidence (visually) that overwhelmingly supports argument - clear and thorough preparation for opponents points with exceptional rebuttals - student exceptionally expresses ideas clearly and concisely to audience in confident manner - student skilfully varies pitch, tone, uses humour and appropriate language to convince audience - makes connections by using two pieces of evidence (visually) that effectively supports argument - student has prepared for points by opponent and responds proficiently - student presents some evidence (visually) to support arguments and conclusions - adequate preparation for opponents’ arguments but needs stronger rebuttals - student needs to speak more clearly and confidently - adequate use of language, volume, tone to convince audience - student offers little to no evidence to support argument - student seems totally unprepared for opponents’ points and make few rebuttals - student submits fact sheet that is complete but could be more detailed and concise -student submits a fact sheet that is missing information, details and clarity - student submits an exceptional fact sheet that is detailed, concise, and well organized - student speaks clearly and confidently to audience - student uses appropriate language, volume, tone and humour to convince audience - student submits a complete fact sheet that is clear and well organized - often hard to hear student or student seem lost or confused -student needs to used volume, tone to be more convincing Warm Up • You will need to answer the following but…YOUR ROLE HAS BEEN SWITCHED! 1. Opening statement 2. Who had the better GOVERNMENT? 3. Who had the better ECONOMY? 4. Who had the better EDUCATION? 5. Who treated their WOMEN/SLAVES better? 6. Closing statement Sparta vs Athens Debate Learning Target • I am learning about whether Sparta or Athens was a more desirable city-state to live in. • Success Criteria: – Evaluate the rights and roles of citizens in Sparta vs Athens – Compare and contrast life in Athens and Sparta. Key Vocabulary • Totalitarianism: the state holds total authority over the society and seeks to control all aspects of public and private life wherever possible – Example Hitler and Mussolini • Democracy: a form of government in which the ruling power is shared by all citizens Task • During debates, each student must explain at least ONE argument pertaining to his/ her topic and offer challenges or rebuttals to opposition. • All students must be prepared to defend their position against their opponents. Debate Structure Opening Statement ATHENS SPARTA Argument #1 Argument #1: Athens FOR Rebuttal AGAINST Argument #1: Sparta AGAINST Rebuttal FOR 1 minute 1 minute 2 minutes 30 seconds 2 minutes 30 seconds Argument #2 Argument #2: Athens FOR Rebuttal AGAINST Argument #2 : Sparta AGAINST Rebuttal FOR Free For All Closing Statement ATHENS SPARTA 2 minutes 30 seconds 2 minutes 30 seconds 3 minutes 1 minute 1 minute TOTAL = 17 minutes Athens vs Sparta Recording Sheet During the debate, add additional information to each side Athens Positive Negative Positive Negative Government (261) Economy (262) Education (263) Women/Slaves (264) Sparta Government (265) Economy (266) Education (267) Women/Slaves (268) Post Debate • After debate is complete, you are to reflect and report on your opponents’ strongest arguments / challenges / rebuttals. Processing • Which city-state was a better place to live (Athens and Sparta), and why? Processing • Could the city-states of Athens and Sparta ever work together? why?