School Topic Comparison of societal expectations during adolescence between now and Ancient Rome What are the

the societal expectations placed on adolescents? What societal expectations do your family place on you? What societal expectations were placed on adolescents in Ancient Rome? What societal expectations are placed on adolescents within Aboriginal societies and cultures?

Year Group Level 7 Aims/Learning Intention To understand the societal expectations placed on adolescents in our modern day society and Ancient Rome

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Date

AusVELS: Strands, Domain, Focus & Standards Health & Physical Education Students continue their study of the changes associated with adolescence by identifying what changes have already occurred and what changes (physical, social and emotional) they can expect to experience. They describe the influence of the family on shaping personal identity and values. They explain how community attitudes and laws influence the sense of right and wrong. History: The Mediterranean World Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. (ACDSEH038) The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039) Aboriginal & Torres Strait Islander Histories & Cultures OI.5 - Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing, thinking and doing. OI.8 - Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.

Determining Lesson Success Students will have developed their understandings of the expectations of adolescents and how they apply to our civilisation. Students will be able to compare and contrast these expectations with those of adolescents in Ancient Rome and subsequently draw conclusions based on these studies. Location/Setting Classroom Materials, Resources & Equipment Laptops Pen Paper References/Sources See Lesson Plan Body

Key Vocabulary Expectations Adolescence Australia Ancient Rome Teenagers Compare Contrast Classroom Management Strategy Align personal expectations of the students with their understanding of the basic codes of classroom and school conduct/etiquette/rules Outline the lesson structure at the beginning of the class so students understand what they are required to do and remain focused Engage students by asking them to participate in class discussion, as well as problem solving activities

Organisation/Student Groups Students will participate via class discussion and in their normal table groups

INTRODUCTION Connecting Past Lessons & Engaging The Students Explain: Tell the students that we will be exploring the expectations placed on adolescents in our society and then compare those expectations to adolescents in Ancient Rome. Write down and outline to the students their Learning Intention for the lesson, as well as your expectations for Determining Lesson Success. Negotiate: Ask the students if my idea of Determining Lesson Success is reasonable and if not, negotiate pre-determined outcomes for the students to meet by the conclusion of the lesson. Brainstorm: As a class, use the ICT software Lucidchart to brainstorm the different expectations that the students face from their parents. Show Lucidchart on a projector as the ideas of the students are being constructed, as this allows them to develop shared norms and understandings of the topic. Discuss: Once all of the students ideas are projected on Lucidchart, discuss the different social expectations that the students have listed. Engage in dialogue that directs student focus towards how they meet these expectations and why they are given to them. This will allow the students to develop a fundamental knowledge and comprehension of their task. MAIN BODY Developing Understanding Of Area Explain: Tell the students that now they have an idea of their adolescent expectations in our society, they must compare and contrast these expectations to adolescents in other societies. Divide the class into two groups; one will study the expectations of adolescents in Ancient Rome and the other in traditional Aboriginal societies. Watch: To begin developing their understandings of adolescent culture in different societies, task the two groups to watch videos that underpin their inquiry process. For the Ancient Roman group, have them watch: A Glimpse of Teenage Life In Ancient Rome (http://ed.ted.com/lessons/a-glimpse-of-teenage-life-in-ancient-rome-raylaurence) Education In Roman Times (http://www.youtube.com/watch?v=p37Dk-aLLKQ) For the traditional Aboriginal society group, have them watch: Trauma, Loss And Grief For Aboriginal Culture (http://www.youtube.com/watch?v=9T9pOhNXsBY) Aboriginal Dance Keeping Cultural Identity Strong (http://www.abc.net.au/local/videos/2011/07/14/3269382.htm) Aboriginal Teens Open Up About Life In Alice Springs (http://www.sbs.com.au/news/article/2013/04/16/aboriginalteens-open-about-life-alice-springs)

Duration 3 Minutes 3 Minutes 10 Minutes 10 Minutes

Duration 2 Minutes 10 Minutes

Read: For students who prefer to learn via different intelligences, provide them with articles about Ancient Roman life: Family Life (http://www.pbs.org/empires/romans/empire/family.html) Home Life (http://www.pbs.org/empires/romans/empire/family.html) Or for those students studying traditional Aboriginal life: Working With Aboriginal Young People (http://www.yapa.org.au/openingdoors/aboriginal/needs_issues.php) Aboriginal Adolescents & Young People (http://aboriginal.childhealthresearch.org.au/media/57060/4__ado_health_final.pdf) Explore: Within groups of 3-4, task students with compiling a detailed comparison of the differences between the expectations they experience and those they have discovered when studying their alternate society. Students will be responsible for their own inquiry process at this stage and by working in small groups, it is expected that substantive conversation will occur between students over the content and direction of their task. There will be no compulsory method of presenting this information as long as it is analysed, contrasted and explained in a well constructed and easy-to-understand format. In this sense, a particular emphasis should be made towards having students appraise the information they have collected when synthesising their comparisons. Present: Each group will be tasked with presenting their comparisons to another group that studied a different society, i.e. a group who studied traditional Aboriginal societies will present to a group who studied Ancient Roman societies and vice-versa. Each group will be assigned 5 minutes each to present whilst the other group conducts a peer assessment (Appendix I). Evaluate: Individually, students will be required to self-assess their progress in this lesson and evaluate their groups ability to construct and present the information they collected (Appendix II) CONCLUSION Reviewing The Lesson & Assessing Understanding Review: As a class, discuss any interesting facts we may have learnt this lesson. To involve every student and identify their knowledge, make sure at least one person is picked from every group to discuss their experiences. On the whiteboard, make a pros and cons list to evaluate if the lesson was a success. Ask the students if they believe the Determining Lesson Success criteria identified at the beginning of the lesson.

10 Minutes

25 Minutes

12 Minutes 10 Minutes

Duration 5 Minutes 100 Minutes

Appendix I Group Members:

Comparison of societal expectations Easy to understand Variety of resources Comments:

1 The group did not identify or compare the different societal expectations The group were hard to understand The group did not identify or use a wide variety of resources

2 The group mostly identifies but did not compare the different societal expectations The group were pretty easy to understand The group identified but did not use a good variety of resources

3 The group mostly identifies and compares the different societal expectations The group were very easy to understand The group identified and used a good variety of resources

4 The group thoroughly identifies and compares the different societal expectations The group were extremely easy to understand The group identified and used a wide variety of resources

Score

Total:

Appendix II
Name:

Questions: I can identify the adolescent expectations within our society I can identify the adolescent expectations within my family I can identify the adolescent expectations within a society or family other than my own I can compare adolescent expectations between two different societies I can identify resources that helped me to compare the adolescent expectations between two different societies I can analyse resources that helped me to compare the adolescent expectations between two different societies I can participate in class and group discussions about adolescent expectations in different societies My group worked well together when comparing the adolescent expectations between two different societies My group spread the work evenly when comparing the adolescent expectations between two different societies My group presented well together when comparing the adolescent expectations between two different societies I can perform fair and unbiased peer assessments on other groups when comparing the adolescent expectations between two different societies Comments:

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree