Greek Against Greek

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SWBAT compare and contrast the lifestyles and values of Athens and Sparta.

Big Idea

As members of neutral city-states, the students listen to representatives' claims to join their league.

Advanced Organizer

7 minutes

Before really getting into this lesson, I need to know what knowledge the students already have on Ancient Greece. In particular, what information they already know about Athens and Sparta. The previous lesson, the students learned about Athens and Sparta, so this will be connecting that prior knowledge.  Also, they are currently learning about Greece in Social Studies, so I know they have or know the basics, but it will help guide my teaching if I know if they are missing information that is important.  

I will ask the students to brainstorm with their groups what they know about Athens and Sparta.  They will write each "fact" on a post-it note and place the note under the correct category on the board. I will allow them five minutes to place as many notes as they can. 

Once five minutes is up, I will go through and pull out the ones that I feel are important to read.  These will be the facts that will help build their background knowledge and prepare them for today's lesson. Student Response

By having the students share what they "know" in this way allows me to monitor their responses and only share accurate information. 



20 minutes

In this lesson, the students will be members of a neutral city-state looking to join one of the two leagues that ruled in Ancient Greece.  The Peloponnesian League was made up of Sparta and other city-states that shared Sparta's militaristic beliefs.  The Delian League was made up of Athens and other city-states that valued education, philosophy, and justice.  

The students will listen to and read along with a representative from each league read through the City-State Information.  The representative will try to persuade the members to join their league by going through four topics that are of interest to each city-state.

The students will be assigned a city-state with a detailed description of that city-state.  This information can be used to infer what the members of each city-state would value and then ultimately what league they should join.

I will distribute their groups folders and discuss what information is in each folder.  



Guided Practice

25 minutes

To prepare them for this activity, I really need the students to get to know their assigned city-state.  The students will be working with their group and each group will be assigned a city-state.  I will have the students read the City-State Information  and brainstorm a list of values or list what is important to the people of their homeland. I will prompt them to make notes about the government, how they treat their citizens and non-citizens, what is their quality of life.  They will have to make inferences based on the information they have.  Text annotations

As they are brainstorming, I will circulate and ask them questions about their city-state that will help prompt their thinking.

I really want the students to analyze the information on their city-state and draw conclusions on what league would be in their best interest. I am anticipating many of the students to automatically want to side with Sparta-because it is "tough".  Also, they are familiar with the movie 300 and are drawn to the image the Spartans have in that movie.  I want them to push past their opinions and look at what is in the best interest in the city-state.  

Next, I want the students to demonstrate those values and what is important to their city-state, by creating a Flag-Student Sample to represent their city-state.  The flag must include the name of their league as well as three images or symbols to represent their values.   To involve everyone in this activity, I will give them 2 minutes of solo time to brainstorm, using their city-state description, what images they could put on their flag.  I will fist model this showing them the flag I created for Athens by showing them the Power Point slide that has my example.  Also, I used the Power Point titled City-State Flags slides to create the templates for their city-state flags.  I used the pages of clip art as an option to cut out pictures rather than drawing them. 

After the students have had 2 minutes of solo time, I will have them do a Round Robin to share out their ideas on what images/symbols could go on the flag.  

I will allow the students about 15 minutes to create the flag.  Although this seems like a "fun" coloring activity, it actually demonstrates comprehension of the text.  It will let me know if they truly understand the values of their city-state.  

While they are working, I may go around and help brainstorm some ideas with the group.   



15 minutes

Now that the students have developed their flags, I will have them pick a league.  They will place their flags on the board under the League Banner title  "Delian League" or "Peloponnesian League"  I will have a couple of students explain why their group has chosen to start with that league.  

Then, the students will listen to the representative from each league discuss each of the four issues.  Next, each group will have to make decisions on what league to join.  The representatives will speak about four topics that are important to the city-states success.  After each representative speaks, I will have the students reflect on what he said.  To do this, I will give them about one minute to go back to the text, which is a copy of the speech, and annotate the evidence that they feel is important to their city-state.  After a minute, I will have the students share out in their groups.  They can use a Round Robin to to share out so that every student has an opportunity to demonstrate their thoughts. 

They will discuss their thoughts after each representative speaks. I let them make their final decision.  All decisions need to be based on claims the representative made and explained how it would benefit their city-state.  This will require them to go back to the description of their city-state and provide text evidence.  Once the group has reached an agreement, one person can approach the board to move their flag if needed.  I then call on a few groups to state their claim and support their claim with evidence. 

The students will get through Issue A Government and Issue B Quality of Life  today.  I really encourage them to stop and discuss the issues with their group.  What stuck out that would benefit your city-state?  What did you like, what didn't you like.  



5 minutes

Today, I want to set us up for tomorrow's activity and have the students brainstorm what they may say or use as claims if they were writing a letter to their chosen league, asking to join.   What evidence about their own city-state would they provide that could prove they belonged in that league.  Student Reflection

I will have them complete this on a loose-leaf sheet of paper.