UNIT PLAN EDPR 3200 / EDSO 3200 Unit Title: Introduction to Ancient Greece Name: Julie Schuurman Number

r of Lessons: 4 Subject(s): Social Studies Time: (in weeks) Grade(s): 1.5 7

Rationale: The aims of this unit are: to identify and recognize how our culture and system of government has been influenced by the innovations of Ancient Greece. to raise awareness of the limitations that social status, gender, and wealth used to hold over peoples lives in former civilizations. to build connections for students between their own lives and the lives of people in Ancient Greece. Overview: Each lesson within this mini-unit is laid out with the intention of making meaningful connections between Canadian students and the ancient civilization of Greece. Through multimedia presentations, textbook readings, and interactive classroom simulations students will be introduced to the revolutionary ideologies from this time period that still effect our current system of government today. Students will be challenged to examine their own country as well as making inferences of the life conditions of the citizens of the Ancient Greece. Prescribed Learning Outcomes from IRPs: Social Studies B2 analyze social roles within one or more ancient civilizations B3 identify influences and contributions of ancient societies to present-day cultures C2 assess how ancient systems of laws and government have contributed to current Canadian political and legal systems Drama A1 use the creative process to explore a range of issues and abstract concepts Prerequisite Concepts and Skills: Besides the prescribed learning outcomes described in the Grade 6 IRP for Social Studies (concerning understanding of Canadian rights, etc.) students will be drawing heavily on their own life experiences (assuming that they all grew up in Canada). It will also be necessary for students to imagine themselves in the shoes of individuals from Ancient Greece.

Teacher Preparation Required: Locate pictures comparing architecture, theatres, governing assemblies, Olympics, medicine, mathematics, philosophers, etc. from Ancient Greece and from our modern day Western civilization Develop Smart Board Presentation (displaying these pictures) Prepare twelve zip-lock lock bags consisting of photos of theatres, Olympics medical practices, mathematical reasonings from Ancient Greece Prepare slips of paper describing various social classes from Ancient Greece for Interviews Develop Smart Board presentation incorporating pictures of various flags from Canadian provinces, as well information contrasting the ancient city-states of Athens and Sparta (taken from http://www.pbs.org/empires/thegreeks/educational/lesson1.html) Cross-Curricular Connections: Drama Interviews (Lesson 3) Extensions to Unit: Socials Continued study of other aspects of Ancient Greece (i.e. architecture, philosophy, mythology, theatre, etc.) Further comparisons of systems of government with other ancient civilizations (i.e. Roman, Egyptian, Indian, British, and American) Art Students could design tourist brochures promoting visits to either Athens or Sparta based on the living conditions and rights lalallalal discussed during Lesson 4. Differentiated Instruction: ESL students may have difficulty understanding terms like rights, democracy, and social status as they are rather abstract terms and may have different contexts in different cultures. One-on-one explanations can be made during work time, or sent home with the student to study before class. References to cultural equivalents to such terms can also be built into the teachers instruction. Adaptations for Remedial students can include: o systematic approaches to setting goals, choosing or creating flexible materials and media, and assessment. o audio tapes, electronic texts, or a peer helper to assist with assigned readings o access to a computer for written assignments (e.g., use of word prediction software, spell-checker, idea generator) o alternatives to written assignments to demonstrate knowledge and understanding o advance organizers/graphic organizers to assist with following classroom presentations

o o o o o o

extended time to complete assignments or tests support to develop and practice study skills (e.g., in a learning assistance block) use of computer software that provides text-to-speech/speech-to-text capabilities pre-teaching key vocabulary or concepts; multiple exposure to materials working on provincial learning outcomes from a lower grade level Some may be able to achieve the learning outcomes of some subjects or courses with adaptations. A small proportion will need to work on individualized outcomes and goals different than the curriculum; this is referred to as modification.

Resources: British Columbia Grade 7 Social Studies Integrated Resource Package British Columbia Drama Kindergarten to Grade 7 Integrated Resource Package Ancient Worlds: Outlooks 7, Arnold Toutant and Susan Doyle Democracy is Animation by Lukasz Szozda (http://www.youtube.com/watch?v=Arn8Fp1jyok) The Universal Declaration of Human Rights (http://www.youtube.com/watch?v=hTlrSYbCbHE&feature=youtube_gdata_player ) Two Faces of Greece: Athens and Sparta Lesson activities (http://www.pbs.org/empires/thegreeks/educational/lesson1.html)

Overview of Lessons:
Lesson # and Title
(time in minutes) PLOs
in lesson

(a) Instructional Objectives (b) Teaching Strategies

Lesson Activities

Assessment Strategies

Materials (Specific to This Lesson)

1. Welcome to Ancient Greece Anything Look Familiar? (60min.)

B3

a) Instructional Objectives SWBAT List influences and contributions of Ancient Greece to present-day Canada b) Teaching Strategies KWL Chart Multimedia

Introduction:
KWL Chart (What do you know about Ancient Greece?) Initial Smart Board presentation (Displaying pictures of architecture then and now; considering how our architecture may have been influenced by the Greeks)

Body:
Students work in pairs examining photos from zip-lock bags determining what is the modern day equivalent (i.e. Theatre of Dionysus vs. Broadway theatres)

Assess KWL Chart and Teacher Observations for students previous knowledge level on the topic of Ancient Greece.

Locate pictures comparing architecture, theatres, governing assemblies, Olympics, medicine, mathematics, philosophers, etc. from Ancient Greece and from our modern day Western civilization

Partner Work Discussion

2. What is Democracy? (75min.)

B3 C2

a) Instructional Objectives SWBAT Describe the similarities and differences between the systems of democracy in Ancient Greece and in modern-day Canada. b) Teaching Strategies Pop Quiz Discussion Seat Work Multimedia Graphic Organizer (Venn Diagram)

Develop Smart Board Presentation (displaying these pictures) Twelve zip-lock lock Closure: bags consisting of Call on 2-3 students (by drawing names out of a photos of theatres, hat) to give an example of something in Western society that originated in Ancient Olympics medical Greece. practices, mathematical reasonings from Ancient Greece List of students names cut up into separate slips of paper for drawing out of a hat. Introduction: Assess students Textbook Pop Quiz: Students write down three pop quiz responses Notebooks innovations from Ancient Greece that are still for participation and Democracy Is evident in Canada today. understanding of (http://www.youtube.c Watch Video Democracy Is concept. om/watch?v=Arn8Fp1j Body: Assess students yok) Lead class in a webbing exercise highlighting ticket out for characteristics of a democracy based on the video and any of the students previous understanding of knowledge. concept.
Class discussion of what students pairs came up with Follow-up Smart Board presentation assessing what are the modern day equivalents to what the photos depict. Whole class reads through the democracy section of the Ancient Worlds Textbook (pg.161 and 164). Teacher sketches a Venn Diagram on the white board while students sketch a similar Venn Diagram in their notebooks (one circle representing Ancient Greeces system of democracy; other circle representing Canadas system of democracy; based on Think for Yourself Activity in Textbook pg.166).

 Students fill in Venn Diagram as Teacher leads a class discussion comparing Ancient Greeces system of democracy with the Canadian system of democracy.

Closure:
Watch Video Democracy Is (1min) Ticket Out students must write a short paragraph summing up their opinion of which system of democracy is better (modern vs. ancient) by picking one aspect of comparison (i.e. equal rights among citizens).

3. What are rights? Do they apply to everybody? (60min.)

B2 C2

a) Instructional Objectives SWBAT Define what a right is Identify how circumstances such as wealth, gender, and social status have effected individuals rights in the past b) Teaching Strategies Questioning Multimedia Interview Simulation

Introduction:
Teacher will display democracy mind web that was developed in our last class and review concept of democracy. Probe the class on their previous knowledge of human rights and the Canadian Charter of Rights and Freedoms. Watch Video The Universal Declaration of Human Rights

Body:
Discuss the concept of human rights and equality. Based on what weve already learned about democracy in Ancient Greece, students will make inferences on whether these human rights existed for all people in this ancient culture. Teacher will distribute a handout outlining the social classes in Ancient Greece and discuss the various levels. Equality Simulation: Students will choose a slip of paper from a basket without looking at it. Each slip of paper will describe an individual from Ancient Greece and how their social class affects their life. The teacher will explain that in this simulation, your livelihood or wealth will be demonstrated by how many candies you receive, which depends on which social class you belong to (i.e. a wealthy

Assess Interviews, Conversations, and Teacher Observation for students involvement and understanding of concept.

Textbook The Universal Declaration of Human Rights (http://www.youtube.com/

watch?v=hTlrSYbCbHE&f eature=youtube_gdata_play er)

Slips of paper describing various social classes from Ancient Greece for Interview

aristocrat may receive 6 candies, whereas his slave wont receive any). One at a time, students will read out their slips of paper to the class, and the teacher will distribute the candies appropriately. Afterwards, we will discuss how the simulation made students feel. Was it fair? Why or why not?

Closure: Students will write down their responses to the

simulation for their ticket out.

4. Athens vs. Sparta Applying What Weve Learned so Far! (75min.)

B2

a) Instructional Objectives SWBAT Roughly summarize life in ancient Athens and Sparta Describe which social class from ancient Athens and/or Sparta they would prefer to be a member of b) Teaching Strategies Lecture Multimedia Think-Pair-Share

Introduction:
Overview of last classs discussion and what weve learned thus far. Using the SMART Response Clickers, the teacher will lead students through a short review quiz based on what weve learned.

Body:
Discuss the city-state of Sparta and begin to document comparisons and differences between it and Athens in a Venn Diagram on the white board. Students will work in partners to complete their own venn diagram comparing Sparta and Athens on the worksheet. Students may use their textbook pgs. 156,157, and 159 as reference. On the other side of the worksheet, students will write about which city-state they would rather live in with 4-5 facts to defend their reasoning. Students may use their textbook as a reference.

Assess students conversations and teacher observations for students participation and understanding.

Develop Clicker Quiz Democracy mind webs Athens vs. Sparta Worksheet Election box and secret ballots Textbook

Closure: Secret Ballot Election: Students will vote on

which city state theyd rather live in.