Introduction to Ancient Greece

GETTING YOURSELF READY

Materials:
Computer Projector Stations materials Note-taking guides

Your Preparation:
Print note-taking guides Set up presentation Set up stations Create groups

Agenda (w/times):
Do Now/HK: 10 mins DI: 30 mins SP: 45 mins GP: 0 mins Homework: 0 mins Closure: 5

GETTING YOUR STUDENTS READY

*Do Now:
Students will be given two post-its when they walk into the classroom. On one post-it they will write down something they know about Ancient Greece. On the 2nd post-it they will write down a question that they have.

*Guiding Question
How does the environment influence the development of societies?

Objective: Today you will be able to

1. identify and explain the ways in which the environment influenced the development of Ancient Greece 2. identify primary and secondary sources

Proving behavior: by
completing a map activity. completing a station activity with 80 percent mastery.

Purpose: We are doing this because

Students should be able to explain the rise of Ancient Greece in order to begin preparation for comparison to the rise of Ancient Rome, and to pinpoint which developments and traits we still see present today. Also, students will need to continue working with and manipulating primary and secondary sources in order to analyze them for their value and how they influence our understanding of what were studying.

PA Standards:
8.1.9.A: Compare patterns of continuity and change over time, applying context of events. 8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.4.9.D: Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world.

Common Core Standards:

BUILDING THE SKILL (MAY BE MORE OR LESS THAN SIX STEPS)

Step 1: Step 2:
How did the environment affect their development? What is Ancient Greece?
Powerpoint slide overview of where Ancient Greece was, what they were known for, and when their civilization began to rise. Continuation of powerpoint slides in which we will discuss how the environment affected the development of the Ancient Greek Civilization positively and negatively. How did the prevalence of mountains, access to the Mediterranean sea, and lack of deserts help them develop? Were able to travel by sea, constant access to maritime trade routes. The mountains served as barriers between citystates, but it challenged their ability to grow food because much of the land wasnt fertile. What is the difference between primary and secondary sources? What do we learn from each? Whats the value of analyzing both in order to compare the information we get from each?

Step 3:
Primary vs. Secondary sources

PRACTICING THE SKILL

*Structured Practice Time: 20 Materials:
maps, worksheets, cards Group Size: 4 small groups Stations activity: students will complete two stations activities. One in which they will analyze maps to further discuss the environmental factors that influenced the rise of Ancient Greece. In the second station, students will select a card with a primary source on the front and a secondary source on the back, and answer several question about what they learn from the sources and what Athenian value the sources represent.

GP Assignment: none

*Guided Practice Criteria for Mastery:

*Independent Practice Homework: continue working on environmental factors essay *Closure Closure: name one type of primary source *Assessments (Formal and Informal)

*Modifications
Students who have trouble writing will receive a note-taking guide that will allow them to fill in the blanks of words instead of copying the entire set of notes. The two students who have trouble copying sentences will be assisted directly (they will rotate in groups so that there is always a teacher with them to help them/write for them if needed Certain students will be kept separate (there are two with emotional support concerns who will need to stay apart) Students with intellectual and severe learning disabilities will be placed into separate groups to complete an assignment in which they model the travel routes on the Mediterranean Sea. Acceptance of partially written/verbal answers

My Classroom Mentor and I co-planned a unit on Ancient Greece. In this lesson, we explored how the environment and environmental factors lead to different aspects of development in Athens and other Greek city-states. To begin planning the lesson, we considered how we have been going about teaching the rise of ancient civilizations. One of the most important aspects we have been stressing to our students is the environmental factors that lead to the development of each civilization. We began to evaluate a few maps to determine which environmental features were most important, and deduced that the heavy presence of mountains and islands surrounded by water provided significant natural barriers, and increased access to maritime trade routes. The access to a sea that linked each city-state to other islands/city-states made trade extremely beneficial for everyone. Then, after determining the basic sequence of the powerpoint presentation, we divided up the tasks for the planning of the stations. She was going to do the map activity, and I began searching for primary and secondary sources that reflected Athenian values. I centered on five values: family, knowledge, war, strength and the gods. I found several quotes, images of art and artifacts that the students would have to analyze for their informational value and determine which value they reflected. After compiling the sources, I went back and re-worded several of the quotes to remove some of the more difficult terminology. The next step was to create a note-taking guide for the students in our class who have trouble taking notes. We also found an activity for the students who have severe learning disabilities and thus have trouble keeping up during the stations activities. To make them feel included, we usually create a separate group during the stations work so everyone is working in groups on something and our students who receive separate assignments do not feel isolated. Finally, we have several different modes of assessment to make sure all students abilities are accommodated. So some students will deliver verbal answers, some students will be encouraged to complete their answers in non-complete sentences to not pressure them over their writing. And finally, during the instructional period, we constantly ask different types of questions to encourage students to think, ask their own questions, and pus their thinking. The planning process with my classroom mentor is enjoyable, because she values my opinions and allows me to come up with different ideas, but also lets me make small mistakes so I can learn from them. By co-planning, we share in a lot of the work, but also use each other as resources. There are different things we both enjoy and so we try to play on each others strengths. In class, during implementation, we try to play off of each other, ask students questions, and circulate the room to pay individual attention to those who need it. Our co-teaching model has been pretty effective thus far. The only difficulty in co-planning is making sure we do not overlap, and in implementation, making sure we are both allowing each others voice to be heard.