Ancient Greece. Grade 7 Project Overview (EDCP 331) Laura Tomlin-Hood.

Transcription

1 Ancient Greece Grade 7 Project Overview (EDCP 331) Laura Tomlin-Hood lauratomlinhood@gmail.com

2 CLASS DESCRIPTION My practicum classroom consists of thirty grade seven students of varying levels and abilities. The school is located in a fairly affluent neighborhood and while income levels are generally high, actual parental involvement in the classroom is quite low. In the classroom we have one Level 1 ELL student, two Level 2 ELL students, and four or five intermediate and advanced ELL students. One student is autistic and deals with high levels of anxiety when expectations or plans are not made clear. This student has an SSW who works with him in the classroom for approximately one block every day. In addition to this student, we have one other student officially designated as having learning difficulties that is on an IEP. Finally, we have a number of boys in the class who have strong difficulties with organization and self-motivation. These students have no official designations but do require additional support. RATIONALE This broad unit aims to engage students and encourage them to think critically about many aspects of the history of Ancient Greece. This unit will also help students to develop the skills necessary to make strong connections and comparisons to modern-day Canada and understand why it is important to study ancient civilizations. Students will remain engaged throughout the unit because of the wide range of activities, lessons, and assignments planned. OBJECTIVES (SWBAT): Students will demonstrate their prior knowledge of Ancient Greece and explain why studying AG is important Students will be able to make connections between Greece s physical geography and its impact on Ancient Greece life Students will be able to describe the similarities and differences b/w daily life in Athens and Sparta Students will be able to recognize the many achievements in Ancient Greece and make connections to each achievement s contribution to modern-day society Students will be understand the development of democracy in Ancient Greece and be able to make comparisons and connections to current democracy in Canada Students will demonstrate their comprehension knowledge of ancient Greece by creating a time capsule with artifacts representing important components of Ancient Greece OR a travel brochure to ancient Greece INTEGRATION Art: Papier mache Ancient Greek vase construction and design; visual component of real-estate ad Language Arts: Written component of final project; research/reading for project; written responses for critical thinking geography questions; persuasive speech and writing; written component of real-estate ad; non-fiction reading practice with text book Drama: Democracy role-play 1

3 Computers: Research using appropriate sources PRESCRIBED LEARNING OUTCOMES Social Studies: A1 apply critical thinking skills (comparing, classifying, inferring, imagining, verifying, analogies, identifying relationships, summarizing, and drawing conclusions) to a range of problems and issues A2 Use various types of graphs, timelines, tables, and maps to obtain info A5 defend a position on a contemporary or historical issue B2 Analyze social roles within ancient civilizations B3 identify influences and contributions of ancient societies to present-day cultures C1 Describe evolution and purpose of rules, laws, and gov t in ancient civ C2 Assess how ancient systems of laws and gov ts contributed to current CDN political and legal systems E1 assess how physical environments affected ancient civilizations Language Arts: A1 use speaking and listening to interact with others for the purposes of contributing to group success, discussing and analyzing ideas and opinions, and completing a variety of different tasks A3 listen critically to understand and analyze ideas and information B1 read fluently and demonstrate comprehension and interpretation of a range of grade appropriate information texts with some specialized language and some complex ideas B9 read and view to improve and extend thinking by analyzing and evaluating ideas and information; comparing various viewpoints; summarizing and synthesizing to create new ideas C2 write a variety of effective informational writing for a range of purposes C4 create meaningful visual representations for a variety of purposes and audiences that communicate information and ideas relevant to the topic Art: A4 Create images using a variety of materials, technologies, and processes A5 Create 3-D Images that incorporate the styles from selected artists from a variety of social, historical, and cultural contexts B2 Analyze and apply unity as created by combining visual elements in a coherent way D2 Develop group and individual exhibitions for particular audiences and purposes Drama: A2 create roles that are true to the drama A3 demonstrate collaboration skills during drama D1 perform drama for specific purposes and audiences 2

4 UNIT OVERVIEW 1. Introduction to Ancient Greece 2. Geography How did the physical geography or Ancient Greece contribute to settlement and daily life? 3. Daily Life in the Two Main City States: Athens & Sparta i. Greek Vase Art 4. Contributions and Achievements stations 5. Democracy & Government 6. Summative Projects (Time Capsule) 7. Unit Test Lesson #1: Introduction to Ancient Greece Students will activate their prior knowledge of Ancient Greece and think about what they would like to learn in this unit 3 poster boards 3 different coloured post-its or coloured paper with tape Computer and projector w/ modern images of Greek contributions Lesson Project modern photos on screen (play, Olympics, protests, etc) that are all quite different from each other. Ask students what they think they might all have in common discuss how Ancient Greece has been responsible for many of the things we do or use today. Explain that we re going to be starting a really fun and interactive unit on Ancient Greece but I need to know what they know and what they want to know first Hang 3 poster boards (What We Know; What we Wonder; Why We Study) students walk around and write their responses on coloured paper and tape to posters Gallery walk Brief class discussion and outline of what is to come in the unit (art unit, some language arts, final project, etc.) For check for prior knowledge and what students are interested in learning Lesson #2: Geography 3

5 Students will be able to critically answer questions about the impact of Greece s physical geography on AG life For simulation open space, chairs, tape, Frisbees or paper (for islands) PPT with map images Critical Thinking question sheet w/ corresponding maps and climagraphs Simulation Activity o create rectangle in middle of room with masking tape (Mainland AG) and orient it for students. Explain that we are going to settle in Ancient Greece and have students choose where in Greece they want to settle o Show map image 1 (Only top showing) and ask students what they notice about the land (lots of mountains) and why it might be difficult to settle there. Place chairs as mountains in the top and force students to move o Continue w/ map images for middle and bottom of Greece adding more mountains and islands (Frisbees or paper) continuing discussion about settlement decisions and trade **Make sure to touch on coastline and trade, climate and trade, difficulty of traveling b/w mountainous areas and the effects on development of separate city states** Students use knowledge from simulation and examples of maps and climate graphs to critically respond to questions about the impact the geography had on life in AG Questions marked and discussed in class (Self or peer) and handed in as marking the questions in class for / of after marked in class, handed in for /5 mark for completion and understanding Lesson # 3: Daily Life (More than one block necessary!) Students will be able to describe the similarities and differences b/w daily life in Athens and Sparta text book overhead projector images of Athens and Sparta settlements and map Note-taking graphic organizers On screen, show map with both Athens and Sparta and some pictures of each city state 4

6 students do a think-pair-share about what they think life might have been like in each city state just judging from the pictures Read text book section on life in the city-states for one section as a class create venn diagram for life in Athens and Sparta while reading provide students with additional resources on life in the city states of Athens and Sparta and note taking sheets students work in pairs with note-taking graphic organizers to gather information on one city state students create 1 page Real Estate ad for a place in Sparta or Athens using knowledge of daily life and geography w/ captions and labels (elements of non-fiction) of Real Estate Ad marked out of /20 **Start art project here. This unit will be ongoing alongside the other lessons. ** Lesson (Art) #3A: Ancient Greek Art and Design Basics Students will learn about and be able to recognize the basic elements of Ancient Greek Design and importance of art in Ancient Greece (AG) Materials: Computer (w/ internet) & projector (make sure you have tested wordle on this computer as it needs a special plug in) Books and examples of Greek art PPT presentation Open up Wordle (keep the projector covered) and tell students we re going to create a visual representation about what we already know about art and Ancient Greece Have students raise their hands and say any words that come to mind or what they know about AG make note of everything in Wordle box and then press create Un-cover projector to show students the Wordle they have created about what they know Ask students what the Wordle can tell them about their prior knowledge brief discussion Let students know that next class we will be starting an art project that will require them to utilize knowledge of the Ancient Greek design and art that we are going to learn today Go through PPT presentation with students engaging them in questions and dialogue as we go Finish with What we ve learned team game (4 teams) o Each team has transparency sheet and pen (or mini white board) 5

7 o Variety of questions based on what we ve learned will be asked and they must respond on sheet and hold up their answer o Pictionary aspect one student from each team comes up and is given a traditional Greek design or pot must go back to their team and draw it for them. First team to guess, gets a point For Wordle to assess prior knowledge;; Game to assess what they ve learned in lesson and if they are ready to begin art project Lesson (Art) #3B: Greek Vase Project Introduction & Design (2 classes) Students will collaboratively determine the project s criteria and begin drafting their first design sketches Example papier mache vase Chart paper/pen Sketching design sheets and blank paper Brief class discussion about what they remember from last class about Ancient Greek art and designs and why it was important Tell students that they will be creating their own Ancient Greek vases out of papier mache over the next few weeks (show exemplar) o They can create any shape vase that we have gone over o Will develop their own design for the vase based upon elements of Ancient Greek art/design o Once they are finished the vase, they will write a brief one-two paragraph artist statement about their vase that will refer to the process, their reason for choosing their design, and how their project connects to art in Ancient Greece o Allow time for questions Explain that we are going to come up with the criteria sheet together as a class and when we finish the project, I will assess them based on this criteria but they will also assess themselves based upon it o On chart paper, write down the criteria that kids come up with (refer to pre-made assessment notes to ensure we touch on everything) Hand out worksheet with examples of different vases and designs and blank paper. Students begin to work on a sketching out the designs they will be creating for the front and back of their vases. **Class 2** Students will finalize their vase design by sketching the front&back designs on legal or scratch paper 6

8 Students will make point form notes of connections design has to AG as exit slip as class collaboratively determines marking criteria for project for observe design sketches to ensure everyone has understanding of connection to Ancient Greece **Type out collaborative criteria to provide students with for next class** Lesson (Art) #3C: Vase Construction (whole afternoon is necessary) Students will construct their own Greek vase using a variety of materials and papier mache Vase examples Newspaper Paper towel Containers Cardboard Balloons Glue mix Show exemplar again and then ask students to share the vase designs with a partner. Demonstrate how to create shape of vase and apply papier mache Go over class established criterion Students construct and papier mache their own vases set in safe place to dry For observation for engagement, understanding and respectful use of materials Lesson (Art) #3D: Base Painting Students will paint the base colour of their vase Dried vases Base colour paint & paint containers Paint brushes Water 7

9 Ask students to discuss what they can remember about the base colours of vases in AG and why they were certain colours Show the students the colours of paint we have and discuss how to mix the paints to get the achieved colour we want Students paint entire vase in their base colour (NO WHITE SPACE) for observation for engagement Lesson (Art) #3D: Design Application, Artist Statement, & Display Students will complete their pre-planned designs on their completed vases and will write a statement on their completed piece to display with their vases in the hall Vases Black paint/sharpie/felt pens Thin brushes Design sketches Review criteria and have students take out their design sketches from previous lessons to review Students complete their designs on their vases using their choice of pens or paint Students type out brief (1 paragraph) statement describing the process, design, and connections to Ancient Greece of their vase this is mounted on card stock Completed vases will be put in front hall display case with artist statements Students complete self assessment for observation for engagement, appropriate use of materials of vases and statements marked based upon class-created criteria as self assessment Lesson # 4: Contributions and Achievements Objectives: Students will learn about the achievements in Ancient Greece and make connections to each achievement s contribution to modern-day society Artifacts for contribution stations Information handouts 8

10 Graphic Organizer Find out if students can remember the pictures we showed on the screen at the beginning of the unit Discuss whether or not their perspectives have changed or if they have made any new predictions, realizations, or discoveries based upon what they have learned Students break into small groups and move throughout the stations looking at the artifacts, reading the information hand outs, and filling out their graphic organizers De-brief as a class On legal paper, students draw a spectrum for least significant impact on modern society to most significant impact on modern society students choose the order that they think it most important and label each contribution on the spectrum with a small image and 1-2 sentences explaining why they placed it where it is hand in completed work (this should be a very minor assignment) for anecdotal checklist for participation and engagement of Mark spectrum out of 5 Lesson # 5: Democracy & Government Objectives: Students will be understand the development of democracy in Ancient Greece and compare it to current democracy in Canada Role cards Development of democracy handouts Democracy YouTube video: Situation Scripts Books and websites with information on Canadian and Ancient Greece democracy and government Hold an authentic class vote on something relevant to current classroom situation Ask students what they think we just modeled Have a brief discussion about basics of democracy have students create a list of places they have seen democracy in action or historical events they know of that demonstrate democracy Show short youtube clip introducing democracy in AG and its connections to modern day democracy: (preface video by mentioning that it is American and somewhat old) 9

11 Give students Development of Democracy sheet and have students create individual KWL Charts and read the handout using the THIEVES technique for non-fiction that they have been learning in Language Arts KWL Chart and Handout are to be handed in for completion marks Before end of class, have brief discussion with class preparing them for simulation. Explain that they are going to be given different roles and we will simulate an authentic Greek democratic experience. Outline expectations for participation and show students the self-evaluation sheet they will complete after their participation **SIMULATION** Students enter classroom while Greek music is playing and are handing simulation role cards as they enter depending on which card they are given, students will be directed to sit in certain locations o Citizens sit in the Citizens Assembly section (choose students to be: general, merchant, farmer, soldier, politician) o Slave section o Woman s section o Metic 5 situations are given. Once each situation is read, the student acting as general, merchant, farmer, soldier, or politician will be given their arguments and will present to class. Citizens will be given voting slips to put into urn. Results will be tallied. **probably a good idea to switch those students who are citizens vs individuals who cannot vote every few rounds of voting** Once simulation is done, de-brief as a class ask questions: o What did it feel like to be a citizen, slave, citizen s wife, metic, etc? o How do you think this is similar to what we have in Canada right now? o How is this different? o Do you think this is a fair and just form of politics? In small groups, students are asked to create large Venn Diagram s on chart paper for comparisons between current democracy and government in Canada vs democracy and government in Ancient Greece Students fill out a self-assessment form marking themselves on their level of participation and engagement in the simulation and listing 3 things they learned or that surprised them as Self-assessment/evaluation for anecdotal observation throughout simulation and venn diagrams creations (checklist) Lesson # 6: Summative Project Time Capsule Students will work in pairs and will complete a time capsule from ancient Greece. Brief synopses for each project option and assessment are below: 10

12 Time Capsule: Imagine that you are an Ancient Grecian soldier about to head off to war. You are unsure if you or your civilization will survive and therefore, want to create a time capsule that people from the future can find to learn about life in Ancient Greece. You will create your time capsule and FIVE items that represent the most important achievements/contributions of Ancient Greece to be included in it. This project requires that you will do additional research on your chosen topics. You may choose from any of the following topics to create your items (only one item from each topic) Art Government/Dem Architecture Theatre/drama ocracy Philosophy Military/Wars Language Medicine Olympics To complete your time capsule you must complete the following steps: 1. Research o Research your topics using both print and electronic sources o You must use at least TWO print sources (Your text book can be one) o Keep track of your sources in order to complete a bibliography 2. Create each item/artifact. o These items must have a very clear connection to your topic o At least 3 of the 5 items need to be three-dimensional. The other two may be a piece of writing or a photo o BE CREATIVE! I want to be wowed! 3. Create two tags for each item o The first tag needs to explain in detail how this item was used and why it was important (minimum 10 sentences) o The second tag needs to be a brief explanation of how you might think this item will influence the world in the future (4-5 sentences) 4. Create the time capsule o You can use a shoe box or any other container that will hold all of your artifacts o Decorate the time capsule so that it looks like it came from Ancient Greece 5. Place all items with tags in time capsule and hand in by the following date: 6. Present your project to the class in a creative manner Your project will be marked on the following: Artifacts and Written Tags /100 Conventions, bibliography, overall /15 creativity 11

13 Group work and classroom work /10 period habits Presentation /25 Total /150 Lesson # 7: Unit Test Objectives: Students will demonstrate their comprehensive knowledge of Ancient Greece that they have learned through the completion of a unit test Jeopardy Labs Website: ipads Unit Test Study o In small groups, students will create a study jeopardy game using o The 5 categories will be: geography & trade, Athens, Sparta, democracy & government, Contributions o Once jeopardy games are finished, class will share their games with classmates using ipads Unit Test of mark unit test RESOURCE CRITIQUES: Source Video Turning Points in History: Democracy in Greece Democracy Simulation Scripts: hp/resources/greek/course/33- Critique This is an excellent, short video that can be used to introduce the topic of democracy in Ancient Greece. It provides excellent visuals and models of recent/current examples of democracy and does a good job of explaining the very basic components of Ancient Greek democracy. When showing this video in class, it is probably a good idea to let the students know that the video was created in the United States and is a number of years old. I found this website via and it provides details of a lesson plan on Ancient Greece democracy which I loosely modeled my democracy 12

14 greeklessonthree BBC Ancient Greece Website rimaryhistory/ancient_greeks/ Democracy Simulation Role Cards s.com/product/greek- Democracy-Role-Cards Teach TCI: History Alive! m/teacher/programs/13 lesson after. I will use the situation scripts provided in the Democracy Game download because they are historically accurate and will provide multiple opportunities for different students to actively engage and participate in our simulations. I have used this website throughout my research for this project plan to gain an understanding of key areas of study in Ancient Greece and throughout the unit, I will be referring students to this website for any additional questions or research they have. The website has good visuals and provides solid information. However, for grade 7 students the reading is somewhat simplistic and would not be challenging for them. I got these role cards for free from Teachers Pay Teachers. They are clear and concise and provide the important basic information. I may decide to add additional role cards or information (such as if they are in the assembly, senate, etc.) when beginning the simulation depending on where my students are at at the time of simulation. This was the website that I got my ideas for my geography simulation activity from (though I modified it to suit my own class). It is set up as an interactive complete student-teacher unit with assignments and readings for students to do directly online. I found some of the questions in the assignments very good and the readings provide age-appropriate, important information. Unfortunately, this site is not free I signed up for a 30 day free trial and was able to access most of the material. However, I wasn t able to access some important resources and once my trial is finished, I will no longer have access to anything. 13