Artifact Proposal
Name:
Anne Bidwell
Content Area:
Secondary Social Studies
Tool: (circle one):
Content Exploration
Communication
Production
Data Collection & Analysis
Personal Productivity
Copy and paste the case and the standards into the cells below:
Case:
Social Studies Education
Subject: World History
Learners: High School Students
Environment: Technology Lab and traditional classroom with projection unit.
Case: The Peloponnesian War (431 BC-404 BC) was a devastating military conflict in Ancient Greece
fought between Athens and its empire and the Peloponnesian League, led by Sparta. Historians have
traditionally divided the war into three phases. In the first, the Archidamian War, Sparta launched
repeated invasions of Attica, while Athens took advantage of its naval supremacy to raid the coast of the
Peloponnese while attempting to suppress signs of unrest in its empire. This period of the war was
concluded in 421 BC, with the signing of the Peace of Nicias. That treaty, however, was soon
undermined by renewed fighting in the Peloponnesus. In 415 BC, Athens dispatched a massive
expeditionary force to attack Syracuse in Sicily; the attack failed disastrously with the destruction of the
entire force in 413 BC. This ushered in the final phase of the war, generally referred to either as the
Decelean War or the Ionian War. In this phase, Sparta, now receiving support from Persia, supported
rebellions in Athens' subject states in the Aegean Sea and Ionia, undermining Athens' empire and
eventually depriving the city of naval supremacy. The destruction of Athens' fleet at Aegospotami
effectively ended the war, and Athens surrendered in the following year.
Ms. Chen's high school world history class has recently completed a unit on the Peloponnesian War. Ms.
Chen wants to judge whether her high school students are able to represent the three phases of the
Peloponnesian War as well as list the details of each phase. In addition, she also wants her students to
be able to present the causes and the consequences of the war in tabular form. What resources do you
suggest Ms. Chen uses?
Standard(s): WH.2.7 Compare and contrast the daily life, social hierarchy, culture and institutions of
Athens and Sparta; describe the rivalry between Athens and Sparta; and explain the causes and
consequences of the Peloponnesian War. (Geography, Government, Sociology).
1. Standard:
a) Explain the standard or learning goal of the lesson in your own words
To be able to describe the comparisons and differences of the Athens and Sparta
and their contention. They also need to be able to clearly explain the war and the
reasons it happened and the conclusion.
b) What is the technology side of the problem that needs to be addressed?
The students need to explain these things in a tabular form.
c) Write a learning objective that relates to the standard/learning goal and the
technology problem. NOTE: Need to revisit this at each step.
Using online and textbook research, creating group presentations, and making the
quiz together as a class, the students will be able to clearly identify the three
phases of the war, the details of each phase, and the causes and consequences of
the war by not scoring less than 85% on the quiz.
2. Needs: What do you need in a resource or tool?
a) Learners: Explain characteristics of learners (Grade level/ Gender/
Socioeconomic status/ Culture and ethnicity/ Existing knowledge of content/
Motivation/ Learning style/ Special needs/ Technology literacy)
10th graders/ 15 Females, 10 Males/ Middle to upper class/ 20 White, 4 AfricanAmerican, 1 Asian-American/ Little existing knowledge/ High motivation (honor
class)/ Learns easily/ No special needs/ High technology literacy
b) Learning Environments
 Student Grouping: Individual/group work/whole class?
Group work- 5 groups of 4, and 1 group for 5
 Time: How much time needed for this lesson?
5 class periods and possibly outside work
 Resources: Describe the resources needed in the classroom environment Do you need teacher computer, projector, textbook, computer lab, etc.?
Teacher computer, projector, textbook, computer lab, PowerPoint,
paper resources
 Media: Describe the sources of information needed - Do you need any CD,
DVD, pictures, maps, etc. (text/audio/image/audio +image)
Possibly- internet, DVD, pictures, PowerPoint, etc.
3. Options:
a) What resources can you access that might address the problem?
Resource Name
Where can you find
it?
How could you use it?
Laconian
Professionals
http://www.laconia.or
g/gen_info_literature/
Peloponnesian_war.ht
m
The Outbreak of
the Peloponnesian
War
http://www.muckety.
com/The-Outbreakof-the-PeloponnesianWar/5055860.mucket
y
http://www.indiana.e
Lysistrata at the IU du/~thtr/2002/lysistra
Theatre and Drama ta/war.html
Center
http://mappinghistory
Mapping History
.uoregon.edu/
LucidLan- GodsWar http://www.lucidlan.c
Online: The Two
om/article.php?id=15
Hostile Factions
75
Athens and Sparta
Explained
This website is a good informational
website that describes the war, why
it happened and the different
phases- even goes past the first 3
they need to know about.
This is a map of the outbreak of the
Peloponnesian War- it’s interactive,
you can click to activate and then
click on names to explore and
expand.
The students can go watch this play
at IU that is actually about Sparta
and Athens: the Peloponnesian
War
This has been designed to provide
interactive and animated
representations of fundamental
historical problems.
Athens and Sparta are two hostile
factions present in GodsWar Online.
Players have to choose a side when
creating characters. The Athenians
worship Athena and give their city a
name deriving from Athena, while
the Spartans are much braver under
the protection of Ares. Players in
different factions can launch PK or
make a certain contribution to their
polis
b) Which three resources are you the least familiar with?
Resource Name
GodsWar Online
URL with info on how to use
http://gw.igg.com/main.php
Mapping History
maphist@uoregon.edu
Lysistrata at the IU Theatre and Drama Center
http://www.indiana.edu/~thtr/
4. What to use?
a) Which of the tools you identified should be used?
Laconian Professionals, Mapping History, textbook, other online or book research
b) How should these tools be used? (Provide a brief description of the activity)
There are six different groups- each group will get a topic (Athens, Sparta, Phase I,
Phase II, Phase II, Causes/Consequences of the Peloponniesan War). Each group
needs to cover their topic in great detail, provide a class presentation (they may
choose if that’s a powerpoint, skit, class discussion, etc), and give the teacher
three quiz questions in which the entire class will be asked all of the questions on
a graded quiz at the end of the unit. I will allow the groups appropriate time on
the computer to research and give them a sheet with suggestions of websites
(including Laconian Profs and Mapping History).
c) Provide links to existing examples of teacher or student work related to these
tools or the activity you decided to use.
Existing Example URL
Brief Summary
http://www.eduplace.com Questions that the students might come up to ask
/ss/socsci/ca/books/bkf3/ their peers.
reviews/pdfs/LS_6_12_02.
pdf
d) What would you need to create in order to make this activity possible?
(Example: Tutorial, interactive quiz, job aid, rubric, online forum, online survey)
Rubric, Instruction sheet, Website Suggestions sheet, Powerpoint for lecture on
this before they start their projects.
e) Are there any foreseeable problems in using this?
Problem
How it could be addressed
5. WhY to use? How does the approach you chose address…
a) Effectiveness?
The students doing their own research and writing their own quiz questions will
allow them to really take in the material. Giving them creative freedom to decide
how to present their project enhances the lesson because it causes them to think.
b) Efficiency?
Researching online is faster than reading some irrelevant information in the text.
c) Enhancement?
d) The goals (technology problem and learning objective you identified)
For the students to fully understand the 3 phases of the war and the details of
each phase, as well as the causes and consequences of the war by explaining
clearly to the class and scoring at least an 85% on the quiz.
Grading Rubric: completed by reviewer & instructor
Question
A. SNOWY
questions
answered...
0
3
With adequate
Superficially or
detail and with
with components
no components
missing
missing
Points Comments
5
In significant
detail and with
no components
missing
Describes
approach not
connected to
learning goal
Describes
approach
connected to
learning goal but
approach not
described in
sufficient detail
Describes
approach
connected to
learning goal
and approach
described in
sufficient detail
C. Tool use...
Missing
Present but not
significantly
connected to
learning goal
Present and
significantly
connected to
learning goal
D. Spelling /
Grammar
Major spelling
and grammar
mistakes
No or only minor
spelling
grammar
mistakes
NA
E. Professional
Language
Unprofessional
language used
No
unprofessional
language used
NA
F. Organization
Poor formatting
make answers
difficult to read
Formatting used
to make answers
easier to read
NA
G. Feedback
Incorporated?
No (0), Yes (1)
B. Proposed
artifact...
Total:
/25