Ancient Greece: The Beginning of a Legacy

Ancient Greece: The Beginning of a Legacy

Module title:

Information Sheet for Informational Module

Ancient Greece: The Beginning of a Legacy

Module description (overview): Template task (include number, type, level): Teaching task:

Grade(s)/Level:

Ancient Greek society had an overwhelming influence on the world. In this module students will begin to learn about the geography, trade, beliefs, and culture of Ancient Greece and how these influenced the development of its government. With this information, students will write an informational essay, citing logical and thorough text-based evidence to support their controlling idea.

Task IE3: [Insert question] After (reading/researching) _____ (literary text/s and /or informational text/s on _____ content), write ___ (product) in which you explain ________ (content). Support your discussion with evidence from the text/s. (Explanation)

How did Ancient Greek society develop? After reading informational text/s on Ancient Greece, write an essay in which you explain geography, trade, beliefs and culture and how these influenced the development of its government. Support your discussion with evidence from the text/s. 6th

Discipline: (e.g., ELA, science, history, other?)

Course:

Social Studies Social Studies--World History Ancient Civilizations

Author(s):

Contact information:

Bill Kuhar-wkuhar@

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Section 1: What Task?

TEACHING TASK

Background Ancient Greek society had an overwhelming influence on the world. In this module students will begin to learn about the geography,

to share with trade, beliefs, and culture of Ancient Greece and how these influenced the development of its government. With this information, students

students:

will write an informational essay, citing logical and thorough text-based evidence to support their controlling idea.

Teaching task:

How did Ancient Greek society develop? After reading informational text/s on Ancient Greece, write an essay in which you explain geography, trade, beliefs and culture and how these influenced the development of its government. Support your discussion with evidence from the text/s.

Reading texts:

World History Ancient Civilizations Chapter 11 Ancient Greece

Optional Reading: (please collect resources for year two revisions)

Extension (optional):

Possible Extension Activities: (please submit suggestions for year two revisions)

CONTENT STANDARDS FROM STATE OR DISTRICT

Standards source:



NUMBER

CONTENT STANDARDS

CC.8.5.6-8.A Cite specific textual evidence to support analysis of primary and secondary sources

CC.8.5.6-8.B Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CC.8.5.6-8.D Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6?8 text complexity band independently and proficiently.

CC.8.5.6-8.G Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CC.8.5.6-8.J By the end of grade 8, read and comprehend history/social studies texts in the grades 6?8 text complexity band independently and proficiently

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CC.8.6.6-8.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CC.8.6.6-8.C Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.6-8.D With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CC.8.6.6-8.G Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CC.8.6.6-8.I Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

**Language Standards and Speaking and Listening PA CC Standards are embedded throughout the model

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TEACHING TASK RUBRIC (INFORMATIVE OR EXPLANATORY)

Scoring Elements

Not Yet 1

Approaches Expectations

Meets Expectations

1.5

2

2.5

3

3.5

Advanced 4

Focus

Attempts to address prompt, but lacks focus or is off-task.

Addresses prompt appropriately, but with a weak or uneven focus.

Addresses prompt appropriately and maintains a clear, steady focus.

D: Addresses additional demands appropriately.

Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes

a connection to controlling idea.

Controlling Idea

Attempts to establish a controlling idea, but lacks a clear

purpose.

Establishes a controlling idea with a general purpose.

Establishes a controlling idea with a clear purpose maintained throughout

the response.

Establishes a strong controlling idea with a clear purpose maintained throughout

the response.

Reading/ Research

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

Presents information from reading materials relevant to the

purpose of the prompt with minor lapses in accuracy or

completeness.

Presents information from reading materials relevant to the prompt with

accuracy and sufficient detail. (L2) Addresses the credibility of sources

when prompted.

Accurately presents information relevant to all parts of the prompt with effective

selection of sources and details from reading materials.

Development

Attempts to provide details in response to the prompt,

including retelling, but lacks sufficient development or

relevancy.

Presents appropriate details to support the focus and controlling

idea.

Presents appropriate and sufficient details to support the focus and controlling idea.

Presents thorough and detailed information to strongly support the focus

and controlling idea.

Organization

Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

Maintains an appropriate organizational structure to address

the specific requirements of the prompt.

Maintains an organizational structure that intentionally and effectively enhances the presentation of

information as required by the specific prompt.

Conventions

Attempts to demonstrate standard English conventions, but lacks cohesion and control

of grammar, usage, and mechanics. Sources are used

without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response

includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor

errors.

Demonstrates and maintains a welldeveloped command of standard English

conventions and cohesion, with few errors. Response includes language and

tone consistently appropriate to the audience, purpose, and specific

requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of

content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with

sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth

understanding.

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Section 2: What Skills?

SKILL

GRADE 6 DEFINITIONS

SKILLS CLUSTER 1: PREPARING FOR THE TASK

1.Task Engagement

Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module

2. Task analysis

Ability to understand and explain the task's prompt and rubric.

3. Project Planning

Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time.

SKILLS CLUSTER 2: READING PROCESS

1. Readying for Reading

Ability to ready for reading by preparing a note-taking format.

2. Close Active Reading, Essential Vocabulary and Note Taking

Ability to: read, understand, and respond to informational text--with emphasis on comprehension, making connections among ideas and between

text with focus on textual evidence period. (CC 8.5) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to

history/social studies. (CC 8.5.6-8 D) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from

prior knowledge or opinions. (CC.8.5.6-8 B) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of

each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CC 8.6.6-8.G)

* The specifics of the skills listed above are further defined by the texts and teaching task.

3. Organizing Notes

Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one's own writing (CC 8.5.6-8.B, CC 8.6.6-8.G).

SKILLS CLUSTER 3: TRANSITION TO WRITING

1. Bridging Conversations Ability to:

explain the rubric and begin linking reading, notes, and discussion to writing task;

engage in a range of collaborative conversations with support from peers and adults, develop and strengthen writing as needed by planning (CC 8.6.6-8.D)

analyze and Integrate knowledge and ideas from primary and secondary sources (CC.8.5.6-8. A).

2. Readying as a Writer

Ability to explain the mode and text structure, the rubric, and link discussions to the writing task.

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