Greece-Here are the main concepts I will be trying to cover for Greece. They are not in order of lesson appearance 1. Play/Simulation: Students will read aloud sections of Odysseus and other Greek Myths. 2. Creation/Evaluation: 1. 5 paragraph Essay: Report on a Greek or Roman god/goddess; tell at least 1 of the myths, the personality, their strengths, their weaknesses, their relatives. 2. Create a Clay model of their god/goddess they are creating in their Graphic Novel for LA. 3. Create a Drawing/Book Cover for their Graphic Novel 3. Problem Solving: Which 2 cities/regions/ or cultural groups should the Greeks trade with most and why? Use textbook, Atlas pages, and Natural Resource Section from this site http://www.ancientgreece.co.uk/geography/explore/exp_set.html. Decision-making Skills Recognizing and clearly stating. Which 2 areas should the Greeks focus their trade on? Students will… -Course of Actions Look at the facts, analyze and raise questions. 1. Egyptians-Grains, Metals, Jewels 2. Babylonians3. Sicily-Grains 4. Sardinia-Metals 5. Alps-Metals 6. Scythia-Grains 7. Urgarit-Ivory, Jewels 8. Jerusalem 9. Troy-Metals 10. Assyria-Metals, Jewels 1. 2. 3. Suggesting alternatives. Tracing the probable consequences of each alternative. Recognizing what is required for a decision. What did the Greeks need? Who was the closest? What did the Greeks already have at home? Analyze issues and conflicts, synthesis to propose courses of action. Interpreting & analyzing data & projecting consequences. Students will (hopefully) brainstorm: (some ideas) Evaluate each set of consequences, Prioritizing, Qualifying reasons for action, Group Discussion, Consensus. Deciding. Group members must agree and then whole class must agree. Evaluating 4. Evaluate/Opinion: Students will individually; Rank the best and worst aspects about ancient Greece. 1 is the worst, 10 is the best. (Give students the word bank). Students will then be asked to write each on a post-it note and place it on the board in the rated section 110 they choose. Students will be able to defend and discuss their decisions if they desire. Facts with Examples of how it could be numbered: Known as father of democracy-8 Conquered Ancient Persia for a short time-6 Spartans and Athenians fought the Peloponnesian War for almost 30 years-3 Created the legends of Zeus, the Titans, and the Mount Olympus-9 The Greeks invented athletic contests and held them in honor of their gods, known as the first Olympics.-7 Practiced slavery-1 Citizens must have both parents born in Greece-4 Women were not allowed to participate in public life-2 Birthplace of Socrates, Plato, and Aristotle-10 Traded Pottery, Wine, and Olive Oil-5 5. Sequencing: List the oldest to the most recent events in Greek History; create an illustration, and 1 sentence definition of each on their timeline. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 3000 BC-Minoan Civilization emerges in Crete 1600 BC-Mycenaean Civilization develops in Greece 1250 BC-Trojan War is thought to have occurred in Troy (see map on page) 1200 BC-Mycenaean Civilization collapses 750 BC- Greeks begin creating City-States in Italy, Northern Africa, and Persia. (Why did they do this?) 700 BC- 1st Olympics is thought to take place in 509 BC-Athens becomes a Democracy 431 BC-Athens and Sparta go to war 412 BC-Persians support Sparta 404 BC-Athens surrenders to Sparta 399 BC-Greek Philosopher Socrates is forced to commit suicide for “corrupting youth” 336 BC-Alexander the Great becomes leader of Greece. 336-323 BC- Alexander the Great conquers the Persian Empire (color Persian Empire purple on the map inset and draw Alexander the Great stick figure in 14. 323 BC-Alexander the Great dies 15. 146 BC-Rome conquers Greece and begins to adopt many of its best qualities 6. Questioning: For the Text- Have students read to 1 paragraph at a time and listen simultaneously Step 1: Summarizing. Students restate what they have read in their own words. They work to find the most significant information in the text. Begin with summaries of sentences or paragraphs; later, stretch students to large units of text. Step 2: Generating Questions. Students ask questions about the material. In order to do this, they must identify significant information, pose questions related to this information and check to make sure they can answer their own questions. Step 3: Clarifying. Students focus on reasons why the text is difficult to understand. For example, the vocabulary may be challenging or they may not have the prerequisite knowledge required to make sense of what they have read. Students may answer each other’s questions or the teacher may fill in the gaps required to make sense of the text. Step 4: Predicting. Students speculate on what will be discussed next in the text. To be successful, students must recall relevant background knowledge so they can connect what they are reading and thinking about with what they already know. 7. Analysis: Compare and Contrast Greece and Rome-5 facts in each section using Atlas Pages, Textbook, movies Geography and Location/ Gods, Religion, & Rituals / Military & War / Government / Culture, Traditions, & Daily Life 8. Concept/Characteristics Generations: Research in teaching concepts has identified these general instructional strategies to be effective: • Step 1: Identify a set of generalization and place them in a logical order of which is most likely true or most accurate. Include at least one example that is a “best” example. Best Ex. Spartan Soldiers were good warriors- 404 BC Athens surrenders to Sparta Ex. Greeks were bad warriors Ex. Greeks ate mostly fish, fruit, and grains Ex. All Greeks liked sports Ex. All Greek women were unhappy and owned by men Ex. Greeks gods required live sacrifices every day to be happy Ex. The Trojans were not as smart as the Greeks Ex. Greek gods liked revenge and hurting humans Ex. Greeks always believed in democracy Ex. Athenians were the smartest people on earth Ex. Greeks were good at building boats Ex. Greeks let all people be citizens Ex. Wealthy Greeks had slaves Ex. Greeks were connected to other cultures thru trade Ex. Alexander the Great was the best leader of all time Ex. Persians were weaker than the Greeks Ex. Greeks hated all Persians Ex. Greeks adopted many Persian customs Best/Most Likely to be True_________________________________ Most Inaccurate/Likely to be False • Step 2: Have students compare all the examples with the best example; provide feedback to students on their comparisons. • Step 3: Focus student attention on the best, strongest, most clear example. What are its attributes and characteristics? (Does not use words like never, always, all, every day, only; which make it harder to prove or use opinion words like best, liked, hated; which means that all people felt that way which is 1 unlikely and 2 impossible to prove.) • Step 4: Give students examples and non-examples to assess whether students understand the concept. Ask students to generate additional examples or apply the concept to new situations.