Students compare ancient Greek government, society and the role of women with Australian Society today. The module culminates in students writing an information report.
Ancient Greece, Australia, Information Report, Government, History
As a result of completing this learning module, students will be able to:
EXPERIENTIAL OBJECTIVES
ELA 23 - The student understands world issues and events
23.EA.6
The main features of Ancient societies and their relevance for contemporary societies
23.EA.7
The roles of women in different societies and periods of time relating to world issues or events
ELA 5 - The student contributes to group effectiveness
5.EA.2
Display cooperation and flexibility in allocating and undertaking varying roles and tasks in groups
ELA 9 - The student reads effectively
9.EA.7
Read and interpret information and argument texts in printed and electronic formats that explore significant ideas and issues and may contain specialised language relating to different disciplines
9.EA.11
Recognise technical terms and subject-specific words in information texts and use resources to check meanings (e.g. dictionaries and glossaries)
CONCEPTUAL OBJECTIVES
ELA 23 - The student understands world issues and events
23.EA.6
The main features of Ancient societies and their relevance for contemporary societies
23.EA.7
The roles of women in different societies and periods of time relating to world issues or events
ELA 8 - The student listens and speaks with purpose and effect
8.EA.1
Listening and speaking as providing opportunities to explore and consider ideas and issues, advance opinions, and influence and persuade others to a point of view
ELA 9 - The student reads effectively
9.EA.7
Read and interpret information and argument texts in printed and electronic formats that explore significant ideas and issues and may contain specialised language relating to different disciplines
9.EA.11
Recognise technical terms and subject-specific words in information texts and use resources to check meanings (e.g. dictionaries and glossaries)
APPLIED OBJECTIVES
ELA 23 - The student understands world issues and events
23.EA.6
The main features of Ancient societies and their relevance for contemporary societies
23.EA.7
The roles of women in different societies and periods of time relating to world issues or events
Look at the location of Greece in the world before looking at the map of Greece. Note that Greece is made up of two main areas (Sparta and Athens - known as city states) and other Greek areas.
Colour your map in to show this.
Comment: What do you notice about the map of ancient Greece? What impact do you think this geography may have had on ancient Greece? Add your comments and comment on the comments of other students (start with @Name) by expanding their points.
Teaching tips
Encourage students to discuss the number of islands that are present on the map and the impact that this may have had on the development of Greek civilisation.
Using your copy of the blank timeline and the dates provided complete a timeline of ancient Greek civilisation.
Events and Dates:
Teaching tips
Go back to the timeline regularly throughout the unit to situate things for students.
Read the handout based upon the Cyclades Islands, Minoans and Mycenaens as a class.
As you teacher stops after each section fill in your 'Clink and Clunk' retrieval chart. On this 'Clink' side write dot points of the things that you did understand. On the 'clunk' side write dot points of the things that you did not understand.
In your table groups discuss what you have written down and try and clarify and move information from the 'clunk' side to the 'clink' side.
Teaching tips
Clink and Clunk
This strategy assesses what students have learned and what needs to be covered in more depth. After students have responded to a text in an open-ended, they draw up a table with two columns headed ‘clink’ and ‘clunk’. Under ‘clink’ they record the information they really understand. Under ‘clunk’ they record what they do not understand. In groups students discuss and clarify information, using peer tutoring and teacher support to ensure all students understand the information.
This is also a good activity to utilise the spelling journals.
Explore the A3 map and blurb of a typical Greek city state as a class.
Write a PEC paragraph (8-10 sentences)answering the question: What was a typical Greek city state like?
Resources
This activity is a good one in which to include a learning intention e.g. To learn what a Greek city state is and what they were like
Learning intentions
It is important to make explicit to students what they are going to learn. The learning intention (or objective) for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to know, understand; and be able to do as a result of the learning and teaching activities.
The teacher knows why the students are engaged in a particular activity, but the students are not always able to differentiate between the activity and the learning that it is meant to promote. A carefully framed learning intention will direct students' attention to the learning. The learning intention emphasises what the students will learn, rather than what they will do.
The teacher shares this learning intention with her students, either orally or in writing. Sometimes the learning intention is written on the board and shared with students at the beginning of a lesson or unit. At other times it is not mentioned until after the engagement activity.
The learning intention could also be called the learning objective or goal. The terminology is not important, but the purpose certainly is.
For more information see: http://www.assessmentforlearning.edu.au/professional_learning/modules/learning_intentions/learning_intentions_landing_page.html
How does the government impact on your daily life? Using 'the placemat' list as many ideas as possible.
Purpose
The purpose of this activity is for students to get an idea of what laws exist and how they are made.
Resources
Placemat responses from Red 7a (04/11/09)
Placemat.pdf
Teaching tips
To help scaffold this unit, ask students to think about what they do each day and how they think laws might affect this.
Create a class list to display around the room.
Students will draw on this knowledge throughout the learning element.
Reflections
Learning activity 1, 2 and 3 should take 1 and a half lessons.
Read through 'flow chart/diagram' that displays the structure of Australian government with a focus on how laws are made.
Where do they come from?
Resources
Teachers may wish to use the following two documents as a guide which helps explain Australia's Government.
1. Parliament Overview
Teachers_copy_-_Parliament_Overview.pdf2. Multi-Teared Government
Multi_-Tiered_Information.pdf
Teaching tips
Read the flow chart/diagram aloud. Explain key ideas and concepts to the students. Allow students to ask clarifying questions.
This activity is important as many students may not have the knowledge and it is needed in the next activities.
After reading using the circle time structure discuss the key concepts in the flow chart. Using the circle time structure allows the students to clarify information.
Who has the power?
What didn't you know?
What was interesting?
Reflections
Learning activity 1, 2 and 3 should take 1 and a half lessons.
Draw up the interesting words list. You will use it throughout the unit, so use an entire page.
Add the following words to the list:
Interesting word chart
Students are to draw up and 'interesting words chart' in their books. As this chart will be used throughout the unit, ask them to make it a whole page.
Interesting_word_chart.pdfStudents add words to the chart. Individually students think of what the words might mean before checking the real meaning.
Some words you might like to include are:
territory - region or district of Australia not admitted to the Union as a state but having its own legislature
state - pertaining to or of the nature of a union of states under a central government distinct from the individual governments of the separate states
federal - pertaining to or of the nature of a union of states under a central government distinct from the individual governments of the separate states
legislation - the act of making or enacting laws
parliament - a legislative body in any of various other countries
Governor - General - In most Commonwealth realms, an official appointed by the reigning monarch to govern the realm as the monarch's representative
Purpose
This activity enables students to fully understand the information and allows them to use the language.
Resources
Sam Schmidt - Red 7a (04/11/09)
Teaching tips
To scaffold and model this task you might like to work through the first few as a group.And allow the others to work individually.
Students will continue to add and refer to this table throughout the unit.
It is important that this task is done well as it will help deepen the students understanding and help them understand the key ideas.
Reflections
The interesting word chart can work well with spelling journals. It helps students to learn new words and also encourages students to further develop their reading and spelling strategies.
Learning activity 1, 2 and 3 should take 1 and a half lessons.
In table groups students are given a 'scenario' to discuss.
Table groups share their responses back to the class and then write a PEC paragraph summarising their opinion.
Using the circle time (socratic dialogue) structure students theorise on what our lives would be like if we did not have this system?
What would happen?
Each table group is given one scenario. Using the think/square/share strategy students attempt to answer the question.
The scenarios have been laminated and placed in the box.
The circle time structure (socratic dialogue) allows each student to share their ideas and help generate a discussion where everyone is involved. The scenarios will have helped to scaffold the discussion. During the circle time use the language from the interesting word chart to reinforce ideas.
Topics to consider during discussion:
After the discussion students write a PEC paragraph combining all their ideas.
Resources
Information on Circle Time
Introduction_to_Circle_Time_Handout.pdf
Teaching tips
PEC is a way of structuring a paragraph.
P - Point (1 sentence)
During todays discussion we talked about ...
E - Explanation/Evidence (3 - 5 sentences)
C - Conclusion/Comment (1 sentence)
Reflections
Learning activity 4 and 5 should take 1 lesson.
PMI
Summarise your ideas in a PEC paragraph.
I think that ....
Combining ideas
Using a PMI students compile their information on government regulations. To help scaffold this unit, ask students to think about they discussed in the circle time. Students will have different opinions and ideas (and this is to be encouraged.)
Students then write a PEC paragraph summarising their ideas. The purpose of this activity is to allow students to compile their ideas.
Resources
Attached are some example PEC paragraph responses.
Red 7a Student Responses (05/11/09)
PEC_Paragraph_Response.pdf
Teaching tips
A PMI (Plus/Minus/Interesting) chart is a lateral and creative thinking strategy used in de Bono's CoRT thinking program.
A PMI helps students learn to:
- see both sides of an argument
- view things from a different point of view
- think broadly about an issue
This information was taken from the Tasmanian Department of Education website.
Reflections
Learning activity 4 and 5 should take 1 lesson.
As a class read through the information about the government in Ancient Greece.
What did you find interesting?
What surprised you?
Government in Ancient Greece
It is important to model this task to enable students to complete the next two by themselves.
Begin by reading the data set aloud. Remember to read and point out the source boxes.
Before moving onto the interesting word chart, it is important to discuss the information that you have read. Ask the students open-ended questions to help clarify the information.
Purpose
During this activity encourage students to read all parts of the text. It is important to help scaffold this task so that students read all parts of the page, including all of the breakout boxes, comments and pictures. This will help to increase their reading skills.
Resources
Rules in Athens and Sparta
Rule_in_Athens_and_Sparta.pdfTo extend students you may also like to give them
Spartan and Athenian Government
Spartan_and_Athenian_Government.pdfThe data set can be found laminated in the box.
Teaching tips
To enable all students to participate in the circle time discussion you might like to use the circle time structure. This makes all students accountable.
Reflections
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Add the following words to your interesting word list:
Pick 3 of your own.
Interesting words chart
Students go back to their original interesting word chart and add new words to the list.
It is advisable that you add the bolded words from the text.
democracy - government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system.
ostracism - (in ancient Greece) temporary banishment of a citizen, decided upon by popular vote.
slaves - a person who is the property of and wholly subject to another
metics - an alien resident of an ancient Greek city who paid a tax for the right to live there.
boule - a state legislative, advisory, or administrative council in ancient Greece.
citizens - a native or naturalized member of a state or nation who owes allegiance to its government and is entitled to its protection
ephorate - one of a body of magistrates in various ancient Dorian states, esp. at Sparta, where a body of five was elected annually by the people.
helots - One of a class of serfs in ancient Sparta, neither a slave nor a free citizen.
Resources
All answers are from www.dicitionary.com
Teaching tips
Students are becoming more comfortable with this strategy. However you might like to scaffold this task using the 'think/pair/share' (Kagan) strategy.
Think_Pair_Share.pdf
Reflections
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Answer the questions
1. Who could be
(a) Athenian Citizens?
(b) Spartan Citizens?
2. What percentage of the people who lived in Athens were citizens?
3. What happened to you if you were ostracised from Athens?
4.What is the difference between the direct democracy of Athens and the representative democracy of Australia?
5. Study source A carefully and answer these questions:
(a) How were members of the boule chosen?
(b) How did people vote in the apella?
(c) Who prepared the proposed laws and policies in Athens and Sparta?
(d) Why could war generals become powerful in Athens?
(e) Why were the ephorate and gerousia so powerful?
Using the information provided compare the Australian Government with Athens. Remember to look back at the flow charts.
Ancient Greece and Sparta
Australia
What was similar? What was different?
Extension task: Compare Athens, Sparta and the Australian government using the triple Venn Diagram.
Questions and Venn Diagram
Students then complete the question on the side. (Please note the questions to be answered are listed in the student side). Students share their answers with their table group. Each table group then reports back to the class.
Using the Venn Diagram students then compare ancient Athens and modern Australia.
This activity will help students when to write their information report. Students ist the similarities and differences between the Australian government and the Athens government.
Students should try and add information about the following topics:
To help scaffold this unit ask students to first complete individually and then share with a partner, adding ideas they didn't have.
Extension
Give students both options, let students know that the extension task isn't about more work but about extending themselves. Let the students know that they will get better marks if they extend themselves.
To extend students, ask them to compare Athens, Sparta and Australia using the triple Venn Diagram.
Resources
Venn diagram
Document1.pdfExtension Venn
venn_2.pdf
Below are some student examples
Red 7a Venn Diagrams (09/11/09)
Reflections
Most students chose to extend themselves. Encourage students to extend themselves, however do not push them, it is their choice.
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Using the information from the Venn Diagram, write a PEC paragraph summarising all the information. It is important to know that this PEC paragraph will be more than 5 - 6 sentences, as you need to include all the information. Try and write in a logical order. Begin by talking about the type of government system and move into who are citizens and how they vote.
Putting all the information together
After students have completed the Venn Diagram, ask students to write a PEC paragraph compiling all the information. It is important to do this now as it will help the students to retain the information.
Teaching tips
Help students by beginning the PEC paragraph:
P: Australia and Athens were both democracies, however they were different types.
E: Australia has a representative democracy, this means that the people vote for people (politicians) to represent them. The politicians then vote on behalf of the people. In Athens, they have a direct democracy, this means that all citizens are able to vote on laws.
For students who have extended themselves, show them this start.
P: Australia and Athens were both democracies, however they were different types. Sparta was completely different.
E: Australia has a representative democracy, this means that the people vote for people (politicians) to represent them. The politicians then vote on behalf of the people. In Athens, they have a direct democracy, this means that all citizens are able to vote on laws. Sparta war run by two Kings who were chosen by the Council of Elders.
Reflections
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Use the website to explore daily life in Athens. What was a normal day like for the different people? Remember that different people had different rights. Read through the information, play the game and explore the city, while completing the retrieval chart.
If you are extending yourself, explore Sparta.
The British Museum
Using the British Museum website students research information about daily life in Athens.
Students are given the chance to explore a day in the life of an Athenian. They can choose which character they want to be and are able to clearly see how life is different for different people.
They can also explore the city and play a challenge where they get to find the citizens.
This task allows the students to learn using interactive games.
While exploring students complete the 'retrieval chart'.
Extension Task
Ancient Greek Society - Sparta
Students are able to follow an electronic story about how Sparta became a city of soldiers. They are also able to explore objects from Sparta. Students are to complete the 'extension task retrieval chart' while they explore the website.
http://www.ancientgreece.co.uk/
Resources
www.ancientgreece.co.uk
Teaching tips
To help make students more accountable you might like to use the circle time format to get students to share their ideas. You could also get students to share their ideas in pairs or table groups. This will allow students to add ideas that they may have missed.
Information for teachers can be found on the staff page.
Reflections
Learning activity 10 should take one lesson.
Read through the data set of education in Athens. To extend yourself you might like to also look at the information about Sparta. Add information to your retrieval chart as you go along.
Life in Ancient Greece
Students are required to read the following texts.
Growing up in Greece
Family Life
Education
Although students have explored Athens (and Sparta) through the British Museum website, you may like the students to add more information to their retrieval chart.
These texts look at daily life in Athens, Greece, with a particular focus on children. It is important to read the text aloud, focusing on all parts of the text, including the captions.
Teaching tips
The following are extenstion tasks. Encourage all students to extend themselves.
Sparta Information:
Daily life in Sparta
Daily_Life_in_Sparta.pdfEducation in Sparta (Boys and Girls)
Sparta_-_Education.pdfMore information about Greece:
Growing up
Growing_Up.pdfFamily Life
Reflections
Learning activity 11, 12 and 13 should take approximately 1 - 2 lessons.
Add 6 more words to the interesting word chart. Add the 3 below and then choose 3 of your own.
Interesting word chart
Students need to add the following 3 words to their interesting word chart and 3 of their own choice.
kitharistes - Kitharistes is a surname of the Greek Sun-god Apollon (Apollo). Apollo Kitharistes usually is depicted standing with kithara or lyra in the left arm and plektron in the right hand. A synonym is Aulaeites or Kitharoedes.
Additionally, in ancient Greece (especially Athens) a Kitharistes was a teacher of music: lyre (kithara), composition, and singing, as well as dance. Sometimes also a lyre-player.
gymnasia - a place where Greek youths met for exercise and discussion
Sophists - any of a class of professional teachers in ancient Greece who gave instruction in various fields, as in general culture, rhetoric, politics, or disputation.
Resources
All answers were found at www.dictionary.com
Reflections
Learning activity 11, 12 and 13 should take approximately 1 - 2 lessons.
Using the information from the retrieval chart, write a PEC paragraph summarising all the information. It is important to know that this PEC paragraph will be more than 5 - 6 sentences, as you need to include all the information. Try and write in a logical time sequence, begin by writing about when a child is born, leading in education.
Putting all the information together
After students have complete retrieval students write a PEC paragraph compiling all the information. It is important to do this now as it will help the students to retain the information.
Teaching tips
Help students by beginning the PEC paragraph:
P: A child who was born in Athens (and Sparta) lived a very different life, to children born in Australia.
Reflections
Learning activity 11, 12 and 13 should take approximately 1 - 2 lessons.
Read the data set aloud as a class.
Role of women
Students read through data set on women. There are more texts available in this data set. This is to help extend the students.
After reading the first text ask students to respond.
Athenian Women
What did they find interesting?
What surprised them?
How has life for women changed?
Students then work individually or in pairs to read through the other texts.
Resources
First text:
Athenian Women
Athenian_Women.pdfExtra information texts:
Women and Work
Women_and_work.pdfWomen at home
Women_at_home.pdfWomen at home
Women_at_home_2.pdfFamily Life
Family_Life.pdf
Reflections
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Pick 5 words to add to the interesting word chart.
Interesting word chart
Students need to add more words to the interesting word chart. Allow the students to pick 5 words of their own.
Teaching tips
Encourage students to use all the tools they have been taught throughout the unit.
Tips:
- Reading before and after the word
- Looking at root words
- Thinking about the context
Reflections
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Collating information
Using the tree retrieval chart, students gather notes about how women lived in Athens and Sparta.
Teaching tips
Encourage students to use the note taking skills they were taught throughout the unit.
Reflections
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
How has the role of women changed?
Why do you think the role of women has changed?
Why? How?
Using the circle time format students discuss who and how the role of women has changed.
Resources
Information on Circle Time
Introduction_to_Circle_Time_Handout.pdf
Teaching tips
Remind students of the circle time rules.
If students seem hesitant or unsure of what to talk about use the following questions as guiding questions.
How did you feel about the way Athenian women were treated?
What surprised you?
How has life changed?
Why do you think life for women has changed?
When discussing the role of women, make sure students do not get confused about the role of women in Athens and Sparta. Women in Sparta were allowed much more freedom than women in Athens.
Using the information from the Venn Diagram, write a PEC paragraph summarising all the information. It is important to know that this PEC paragraph will be more than 5 - 6 sentences, as you need to include all the information. Try and write in a logical order
Putting all the information together
After students have complete the Venn Diagram ask students to write a PEC paragraph compiling all the information. It is important to do this now as it will help the students to retain the information.
Teaching Tips
Help students by beginning the PEC paragraph:
Teaching tips
P: Women in Athens had very little rights, unlike women today in Australia.
Extension
P: Women in Athens had very little rights, unlike women in Sparta and Australia today.
Reflections
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Pick one of the following topics to help extend your information report.
Pick one that interests you:
Extension
This unit allows you to extend students. Students can choose 1 or more of the following topics. It is important to help students by telling them to use a retrieval chart or Venn Diagram to write down their information. Students should be encouraged to pick a topic that they are interested in.
Clothing in Ancient Greece
Warfare
Death and Burial
Food and Drink
Fun and Games
Looking Good
Sport
Teaching tips
Encourage students who have chosen not to look at Sparta to partake in this extension paragraph.
Help students by giving them a retrieval chart.
Reflections
Year 7 students in 2009 who did not extend themselves by looking at Sparta, felt more confident to extend themselves at this stage.
You will find that students who choose to extend now, and did not extend earlier will finish a bit early than the other students and they will do this task while others work on the women task. Alternatively, students may choose to do this text at home.
Collate all your information, put it into the double bubble map.
Comparing then and now
Using the 'double bubble map' students collate their information writing down the similarities and the differences.
Reflections
This activity may seem like you are repeating information, however in the information report students are required to write a personal paragraph that outline the similarities and differences. Students should use the double bubble map to compare what they think was the most important point in each topic.
Learning activity 20, 21 and 22 should take 1 lesson.
Consider the double bubble comparison and think about why do similarities exist between then and now? Why hasn't it changed?
The similarities
This activity allows students to use their opinion to think about why there are still similarities between Australia and Ancient Greece.
Reflections
Learning activity 20, 21 and 22 should take 1 lesson.
Think about the double bubble map.
Why do differences exist between then and now?
Why has it changed?
Complete the retrieval chart.
Differences
This activity allows students to think about and form an opinion on why and how things have changed.
Resources
Complete the 'retrieval chart'
Who_gains_Who_loses.pdfExtension students complete this 'retrieval chart'
Ext_-_Gains_Loses.pdf
Reflections
Learning activity 20, 21 and 22 should take 1 lesson.
Read through the 4 examples of an information text. Using the sheet below, rank the texts 1 to 4. 1 being the best, 4 the worst. Give reasons for your ranking. Share your ideas with your table group before reporting back to the class.
What is an information text?
Give the students '4 examples of information texts'. Make it clear to the students that you are focusing on the writing of the text not the format.
Read the texts aloud to the class. Ask students to 'privately rank them from 1 - 4', giving reasons. Students than share their ideas in their table group before reporting back to the class.
If there are any inconsistencies or disagreements, as a class work through the correct answers. It is important that this task is well scaffolded so that they students are able to understand what is needed when they write their own report.
Teaching tips
Most effective to least effective
- Sample 4
- Sample 3 or 1
- Sample 3 or 1
- Sample 2
Students will debate over sample 3 and 1. What is more important is that students understand why 4 is the best and 2 is the worst.
Reflections
Learning activity 23 and 24 should take half a lesson.
Read the information text aloud. This is an example of a good information text. Using the information you have gathered from reading the text what do you think you need to include in an information text? Using a placemat list as many things as possible.
Using the noisy round robin strategy share your ideas to the class.
Parts of an information text
Show another long information text and students have to identify structure and language features.
From that you get a list of how the information text is put together and what language is used in the text.
Language Features:
Layout (structure/set out)
The teacher needs to add other features (explicitly tell them - diagram/map etc)
Reflections
Learning activity 23 and 24 should take half a lesson.
Write an information report about how life is different today to that of Ancient Greece.
Information text
Write the information text!
Student return to their Venn Diagram, retrieval chart, tree chart, PEC paragraphs and double bubble map to write the text.
It is important to encourage students to use their notes and not go on the internet. By encouraging students to use the information they have already gathered, the students will write in their own words. Using ABTutor teachers can block students access to certain applications and allow students to only access certain websites. Another way of discouraging the use of the internet is to give students a choice of pictures from the following:
Athens
Women
Women
Sparta
Male Education
Education
Education
Education
Examples of completed information reports:
Please note this is the students completed copy, they have not been edited by classroom teachers at all.
Peta
Rubric
Record any headings and subheadings from the text on a piece of paper. Record three key points from a section of the selected text under each heading and subheading. Include a labelled box to indicate any photographs or diagrams included in the text. Share your map with a partner and compare information to monitor any misunderstanding.
Reading Map: The Persian Wars
Purpose
The creation of a reading map enables readers to monitor their understanding as they read. Students are engaged in the active process of recording significant information and concepts.
Resources
Reading Map Scaffold
Persian_Wars_Reading_Map.doc
Read the text about the Peloponnesian War.
Complete a T-Chart with the headings cause and effect to explain how and why the Greeks went to war.
Cause & Effect: Peloponnesian War
Teaching tips
Example responses for this activity include:
- Cause: Conflict broke out after Athens allied itself with Argos, an enemy of Sparta
- Effect: Conflict continued until 446 BCE when Pericles and the Spartan King Pleistoanax signed a 30 year peace which both sides were keen to see work however, the mood soon became aggressive.
