Download Athens V. Sparta Debate

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
• 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 Recording Sheet
Athens (page 71)
Pros
Cons
Pros
Cons
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)
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 city state was more desirable, Athens or Sparta?
Division of Teams
• You are being divided into 2 groups: one representing
ATHENS and the other representing SPARTA.
– Once in small groups, you will research that society according to
one of the selected topics below.
– Remember, you are encouraged to investigate the strengths and
weaknesses of your opponents’ society as well as the strengths
and weaknesses of your own.
• Each group will have to read about and record info about
the following of your assigned city:
–
–
–
–
Government
Economy
Education
Women and Slaves
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
Processing
• What do you think life would be like in the
opposite city- state that your researched?
Warm Up
• What do you think life would be like in the
opposite city- state that your researched?
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?