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Lesson Title: Compare Contrast Ancient Sparta and AthensGoalStudents will be able to compare and contrast ancient Sparta and Athens.Teacher:Steve LaraGrade Level:6Subject:Social Studies, Ancient GreeceTime Frame:One lesson and one presentation the next day or when projects are finished.OBJECTIVE (S)INTELLIGENCESTECHNOLOGIESSTANDARDS Students will investigate each city through videos, textbook and internet, and then in groups compare, contrast them. Students then choose which city they would rather be an average citizen of and explain why in a vodcast online. SEQ CHAPTER \h \r 1Visual, verbal/ linguistic, interpersonal when comparing/ contrasting in groups, intrapersonal through online and text book research.Students research using internet and video. Students make a vodcast video for us to watch online to tell us which city they want to live in and why.California State StandardsSocial Studies6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece. 6.4.5 Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars. National Educational Technology Standards (NETS?S) and Performance Indicators for StudentsCreativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processesusing technology. Students:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues.d. identify trends and forecast possibilities. INTELLIGENCESTECHNOLOGIESSTANDARDS2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environmentsand media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.MaterialsINTELLIGENCESTextbooks Video projector connected to laptopLaptop connected to internetNext lesson will require construction paper for making 3D models of ships and buildings kids will use to create their city.Rubric distributed to students on paper and or on class blog.Verbal/ linguisticVisualIntrapersonal when taking notes on videoProcedureIntroduction, hookAsk students if they have seen the movie “300” and tell students we will go back in time to choose which Ancient Greek city we would rather join as average members, Athens or Sparta. Students will start by taking notes on the advantages and disadvantages of being an average citizen of each city as they watch videos of the teacher acting as a member of each city explaining why each city is better than the other.Start by showing video of teacher in a Spartan toga saying why Sparta is better than Athens. Teacher acts like the Spartan King Leonidas from the movie “300” telling us why it is good to be a Spartan instead of an Athenian. King Leonidas would glorify life as a Spartan soldier or mother of a soldier who enslaves others to do all non soldier work. All over the world for thousands of years school children will talk about you as Spartan warriors. Spartans only need to be the greatest warriors and have no need of money nor any pretty decorations or good food. All jobs other than, soldier, mother, or member of the government are for slaves. Make fun of Athenian “philosophers” and their cushy lives of getting rich while paying others to fight and work.Then I show video of myself dressed as an Athenian citizen telling viewers why Athens is better than Sparta. Say things like: Why risk your life as a soldier or do hard work when you can become rich and pay others to do it? Compared to Sparta we only need a small number of slaves to do jobs no one else wants. If we have too many slaves then we will always worry about them fighting to be free. Making friends, eating good food, exploring the world, working to make houses, gold, and getting rich is better than dying as a poor Spartan soldier. After viewing video students will form groups to research both cities using their notes from the video and using textbook pages I give them as well as online research to find advantages and disadvantages of each city. English learners or those with disabilities can work with a partner to help them in their group. High students can be paired to low students in their group. Students choose which city they would rather live in as an average citizen, not as the king, not as a slave. Those choices offer too little difference.They then choose what occupation they want in their city. Students research each city to find what jobs are needed such as soldier, police, metal, stone or gemstone miner, metal worker, shipbuilder, fisherman, farmer, construction, housewife etc.VisualVerbalLogical when they compare/ contrast and explain which city lifestyle is better.InterpersonalIntrapersonal Next lesson will offer kinesthetic learning when they create 3D models of their city and act out scenes from the movie “300” when King Leonidas rejects Persian surrender demand and class government watches persuasive speeches then votes on response to Persian demand.Product/AssessmentStudents continue working in groups. Distribute paper rubric and show it to class on class blog before students start work. Remind students to check rubric online to make sure they check off each requirement before turning in work. All assignments other than the essay are turned in on class blog to be seen in class during presentations.Students write 4 paragraph essay about why they choose their city and occupation. Every student does this and they will turn this in.Students record their essay on voice thread (audio only) or vodcast (video with voice recording of essay and pictures of their city and occupation taken from internet) to post on class blog. Students can use costumes and video themselves doing or explaining their chosen job if they wish. Videos should be 2 minutes max, preferably one minute.Students who do not want to record their voice because they are English learners can write their essays in a power point with pictures representing their city and occupation instead. Each group presents their online projects to class using laptop and doc cam or other video projector connected to laptop. Every group member must have a video, audio, or power point to show at group presentation. After each group member shows presentations, group members can take questions from class.Use a rubric distributed to students before students start work to grade student essays, voice threads, and or vodcasts or power points.For follow up lessons, students will make a 3D model of their chosen city with paper shields, buildings, ships and maps in the ancient Greek style. They will make a play that will recreate scenes from the movie “300” that explain the Persian war and vote on a how to deal with the Persian threat as Athenian or Spartan citizens. This will teach them about the ancient economy, religion and politics. ................
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