Greek Against Greek Continued

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Objective

SWBAT state claims and find evidence to support their claims.

Big Idea

Students engage in rich discussions developing claims to join the Athenian League or the Spartan League.

Advanced Organizer

6 minutes

After all of the information we took in yesterday, I want to assess what the students learned and what conclusions they can draw based off of that information.  I will pass out the Advanced Organizer handout and have the students work to identify if the description given is for the city-state of Athens or the city-state of Sparta.  

I will allow about 5 minutes for the students to work on this quietly.  Once they are done, I will have them complete a Stand Up, Hands Up, Pair Up to check their work with a peer, engage in discussions about why their answered it the way they did and then make any changes based off of that discussion.  

Finally, we will go over it as a class, discussing any misconceptions or raising any additional questions.  

Independent Practice

25 minutes

We will pick up where we left off yesterday.  The students will move back into their groups and take out their notes from yesterday as well as their flags.  

I want to give them a few minutes to collect their thoughts and establish themselves before we move on to the activity.  To do this, I will ask them to review the notes they took on their city-state.  What form of government did it have?  What was its economy based on?  What was their lifestyle?  

Next, once they have reviewed those notes, I will have them look at their notes on Issue A Government andIssue B Quality of Life.  What did the Athenian representative say that was important or of interest?  What about the Spartan?  How did they compare?  Which league did your group feel was a better fit for your city-state?  

I will give them about 10 minutes to review their notes and discuss these questions.  I write the questions on the board and have them work through answering them.  As they are discussing, I will monitor and circulate, join in a few of their discussions and assess if we are ready to move on.  

Finally, I will randomly pick a question and a group and have them share out what they discussed.  I am trying to cultivate a classroom where the students truly engage in a discussion and are able to actively contribute to the learning process.   

Then, the students will listen to the representative from each league discuss the remaining two issues .  Then, each group will have to make decisions on what league to join.  The representatives will speak about the two 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 Display on 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 C Treatment of Non-Citizens and Issue D Trade and Prosperity 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.  

 

Writing Our Claims

25 minutes

Now that the students have spent two days arguing, what a better way to release all of that frustration than a to write! 

One frustration the students had when working on this activity was that if they had a different opinion than that of one of their group members, they still had to side with the majority of the group.  This is a great way to motivate the students! They now need to write me a letter, stating their claim on which league they feel is better.  They have to base their claim off of the text evidence that was provided in the background information and the information on the political issues A-D.  The students can use that evidence to support their claims. 

I will remind the students how to set up and organize the paper, and even provide a Argument graphic organizer for some students.  Next, I will have them brainstorm their ideas and begin to write their first drafts.  

I will allow the students the remainder of the class period to work on their letters.  

Closure

7 minutes

To bridge this lesson into our future lessons, I want the students to focus on the claims and evidence aspect.  I am hoping they have developed a decent understanding for claims and evidence.  I want them to be able to not only know what they are but to see their purpose in writing an argument.  

I will ask the students to define claim and evidence in their own words based off of what we have done.  Then, I can use that to assess where I need to start my next lesson, which is heavy on claims and evidence.  

The students will record this information on a Closure Slip.