Robert Burner ED 520 Final Project World History and Geography I 9 th Grade Textbook: Holt World History: The Human Journey Other Related Material: Virginia Department of Education Website
Part 1: Goals, Standards, Instructional Activities and Learning Targets Goals and Academic Standards There are two chapters devoted to Greece (Chapters 5 and 6) in the textbook, and all material in this unit deals directly with Chapter 5. Standards that will be covered are a-d, standards e-g will be covered the following week in Chapter 6. Standards of Learning for Chapters 5: Ancient Greece Standard(s) WHI.5a-5g The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; b) describing Greek mythology and religion; c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta; d) evaluating the significance of the Persian and Peloponnesian wars; Essential Knowledge Locations and places Aegean Sea Balkan and Peloponnesus peninsula, Europe, Asia Minor Mediterranean Sea Black Sea, Dardanelles Athens, Sparta, Troy Macedonia Economic and social development Agriculture (limited arable land) Commerce and the spread of Hellenic culture Shift from barter to money economy (coins) Political development Mountainous terrain both helped and hindered the development of city-states. Greek cities were designed to promote civic and commercial life. Colonization was prompted by overpopulation and the search for arable land. Greek mythology Based on polytheistic religion Offered explanations of natural phenomena, human qualities, and life events
Greek gods and goddesses Zeus, Hera, Apollo, Artemis, Athena, Aphrodite Symbols and images in Western literature, art, and architecture Social structure and citizenship in the Greek polis Citizens (free adult males) had political rights and the responsibility of civic participation in government. Women and foreigners had no political rights. Slaves had no political rights. Athens Stages in the evolution of Athenian government: Monarchy, aristocracy, tyranny, democracy Tyrants who worked for reform: Draco, Solon Origin of democratic principles: Direct democracy, public debate, duties of the citizen Sparta Oligarchy (rule by a small group) Rigid social structure Militaristic and aggressive society Importance of Persian Wars (499 449 B.C. [B.C.E.]) Persian wars united Athens and Sparta against the Persian Empire. Athenian victories over the Persians at Marathon and Salamis left Greeks in control of the Aegean Sea. Athens preserved its independence and continued innovations in government and culture. Importance of Peloponnesian War (431 404 B.C. [B.C.E.]) Caused in part by competition for control of the Greek world: Athens and the Delian League versus Sparta and the Peloponnesian League Resulted in slowing of cultural advance and the weakening of political power Golden Age of Pericles (mostly occurring between the Persian and the Peloponnesian Wars) Pericles extended democracy; most adult males had an equal voice. Pericles had Athens rebuilt after destruction in the Persian Wars; the Parthenon is an example of this reconstruction. Contributions of Greek culture to Western civilization Drama: Aeschylus, Sophocles Poetry: Homer (Iliad and Odyssey) History: Herodotus, Thucydides Sculpture: Phidias Architecture: Types of columns, including the Doric (Parthenon), Ionic, and Corinthian. Science: Archimedes, Hippocrates Mathematics: Euclid, Pythagoras Philosophy: Socrates, Plato, Aristotle
Philip II, King of Macedon Conquered most of Greece Alexander the Great Established an empire from Greece to Egypt and the margins of India Extended Greek cultural influences Hellenistic Age Blend of Greek and oriental elements Spread of Hellenistic culture through trade Major Instructional Activities Day 1 Students will use laptops to complete the geography of Greece PowerPoint that is located at the following webpage: https://docs.google.com/presentation/d/1sey56zeuilqawztucrf9czm7vgibsbju7tiwayy9ass /present?ueb=true#slide=id.p16 Students will use the information from the PowerPoint to create a map that includes: labeling major city-states (example Sparta and Athens) with a key identifying their colonies and types of government. This project will be due by the end of the period and is worth 50 points. The project will be graded using the Geography Mapping Project rubric. Day 2 Read through the web quest on Sparta and Athens that is located at the following link: https://docs.google.com/presentation/pub?id=1p1kwmnhl21zrf0_- wmp48fvswfqkujntwv8ww_b2t10&start=false&loop=false&delayms=3000 Using your laptop follow the web quest and gather information on the city-states of Sparta and Athens. Discuss what items you have learned, use a Venn diagram to compare information on the two city states. Students will complete both of the extended response essays after completing the web-quest activity. Students will have 30 minutes to complete the web quest and Venn diagram. Students will be given 40 minutes (20 points for each) to write extended response essays. More time will be given to students for differentiation if needed. Day 2 Extended Response Essay Write an extended response essay that will demonstrate your decision making/problem solving ability using the following two prompts on Ancient Greece. Essay will be graded using the essay rubric and will be worth 100 points each. You will have 20 minutes to answer each of the two prompts (40 minutes total). 1. Explain why you agree or disagree with the following statement: Due to the fact that Sparta was a military society, they were better prepared for longevity than Athens, whose
focus was not completely on the military. Use at least three well developed rationales from our classroom readings and/or discussions to fully support your position. 2. List and describe the main characteristics of Athenian life, taking into consideration things such as education, women s rights, sporting events, and the military including the roles of the Persian and Peloponnesian Wars on their societies. Be sure your descriptions accurately depict the characteristics you list. Days 3 and 4 PowerPoint notes that covers the major information from the chapter. Notes will be differentiated by using picture worksheet note page or fill-in the blank notes depending on types of learner. Notes pages are attached. Teacher observation will determine if the student is adequately making progress with work on notes. Days 3 and 4 With a partner take your project folder. In the folder you will find that you have been assigned a Greek god and a list of five modern words derived from Greek mythology. Each person in the group must choose one activity from the table below. Use the following links to help you introduce the project and research your project: https://docs.google.com/presentation/pub?id=1nsvzd6i6g7nrtsfjl8ys9hlslff0-c- VVM8297eGrmk&start=false&loop=false&delayms=3000 http://assignments.discoveryeducation.com/?cdpasscode=t5191-4519 The Greek god Campaign will be due by the end of day four and will be graded by using the Greek god project rubric. It is worth 80 points. Day 5 When students have completed all projects, they are to complete a constructed-response tests that will also include restrictive response essays. The test is worth 100 points. Day 5 Take self-evaluation questionnaire to make judgments about their own performance. The Greek god project is differentiated by learning style (see table below) and all other projects will be differentiated through adaptive grading. Learning Targets Knowledge and Simple Understanding Students will demonstrate their understanding of Greece by correctly answering a constructed response test at the end of chapter 5 once all activities are complete. Deep Understanding and Reasoning Students will compare and contrast the city-states of Sparta and Athens, including the role of slavery, social structure, citizenship, types of government in both city-states and the effects on both societies by the Persian and Peloponnesian Wars by writing an extended-response essay. The essay will be graded holistically using the essay rubric.
Skills Students will be assessing the influence of geography on Greece s economy and social and political development. Students will also assess the impact that Greece s geography played on their commerce and colonies. Students will demonstrate this by creating and labeling major city-states with a key identifying their colonies and types of government. Products Students will describe the impact of Greek mythology and religion on modern stories and language by developing three items from the Greek god tic-tac-toe board. This project will be completed with partners and will be graded using project rubric. Affect Students will fill out our self-assessment evaluation rubric to evaluate their personal level of understanding with regards to the chapter on Ancient Greece.
Part 2: Assessment Plan Assessment Timeline Day 1 Geography PowerPoint and mapping activity. Day 2 Sparta and Athens web quest and Venn diagram (30 minutes). Extended response essays (30 minutes). Day 3 10 minute PowerPoint notes presentation (differentiation included). Greek god project with partner. Day 4 10 minute PowerPoint notes presentation (differentiation included). Greek god project with partner. Day 5 Selective response test and self-evaluation for performance assessment. Self and Peer Assessments 1. Rank the projects from 1 to 5 to what you learned the most compared to the least. Put a 5 beside the one you feel you learned the most and a 1 beside the one you learned the least. Geography and mapping project Athens/Sparta web quest and essay Greek god project Notes on Greece Selected response test 2. How do you feel your partner worked with you on the project? Circle one of the appropriate responses. 1 Not at all 2 Some 3 a good amount 4 a lot 3. Write one suggestion for how you would change the work in this unit (Example: We focused too much on the Greek gods and not enough on the Greek wars). 4. Give yourself a grade for your effort during this unit. A is the highest and F the lowest. A B C D F 5. Compared to the beginning of this unit, how do you feel about your knowledge of Ancient Greece? Circle one answer. I know about the same I know a little more I know a lot more
Part 3: Develop the Assessments and Rubrics Rubrics Greek god project and rubric Bodily-Kinesthetic Your group will create and act out a commercial describing why your Greek god is the best. The commercial script should include at least one myth and 2 words derived from Greek mythology. Use Movie Maker or an teacher approved program to create your movie. Logical-Mathematical Create a 10 question survey using Google Docs to determine which Greek god traits and powers are most important to your classmate. The survey questions should include at least at least one myth and 2 words derived from Greek mythology. Naturalist Using Paint or another teacher approved graphics program your group must create a bumper sticker describing one symbol of your Greek god. The background of the bumper sticker should reflect the environment of what your Greek God is the God of. (ex. Zeus is the god of the sky.) Intrapersonal You are a Greek citizen. Using Word your group will create a diary about your dedication to your Greek god. The diary must include at least 3 entries and include at least one myth and 2 words derived from Greek mythology. Existential Using Word you are writing a letter to a friend telling them why you think your Greek god is the best. You are writing to tell him how you feel about his not choosing your God to worship. Your letter should include at least one myth and 2 words derived from Greek mythology. Verbal-Linguistic Using Audacity your group will create a podcast of a campaign speech to be given as your Greek god. The speech should include at least one myth and 2 words derived from Greek mythology. Interpersonal Using Publisher your group will create a campaign poster for your Greek god. The poster should include at least one symbol for your god and at least one myth and 2 words derived from Greek mythology. Musical Using Garage Band or Audacity you will create a song or rap about your Greek god. It must include at least one myth and 2 words derived from Greek mythology. Visual-Spatial Using the cube template in Paint or Word your group will create a cube for your Greek god. The cube should include at least one symbol for your god and at least one myth and 2 words derived from Greek mythology.
The following rubric will be used on the Greek God Campaign: Qualities and Criteria A B C D Research Effort 10 points Stays on task 90-100% of time. Student has all of requested information. Stays on task 80-89% of time. Student has most of requested information. Stays on task 70-79% of time. Student has little of requested information Stays on task 60-69% of time. Student has almost none of requested information. Layout and Design 20 points (items listed on Tic-Tac- Toe chart) The product has the required number of items and materials. It is appealing, school appropriate and reader friendly. The product has the required number of items and materials but does not meet some of the other design requirements. The product does not have the required number of items and materials or does not follow the design requirements. The product has no items and materials and does not follow the design requirements. Greek God and key information 40 points Shows 90-100% learning of topic. The product has all the necessary information about Greek God, the mythology, and words derived from the myths. Shows 80-89% learning of topic. The product is missing one of the required pieces of information about Greek God, the mythology, and words derived from the myths. Shows 70-79% learning of topic. The product is missing two of the required pieces of information about Greek God, the mythology, and words derived from the myths. Shows 60-69% learning of topic. The product is missing two of the required pieces of information about Greek God, the mythology, and words derived from the myths. Spelling and Grammar 10 points There is one or less grammatical error. There are 2 or 3 grammatical errors. There are 4 or 5 grammatical errors. There are more than 5 grammatical errors. Total 80 points 80-74 73-68 67-62 61-55 Any grade below 55 will be redone
Rubric for Essay Qualities & Criteria A B C D The use of a thesis statement 20 points The essay has a clearly stated rubric that connects with body of the essay 18-20 points The essay has a clear thesis that is somewhat supports the body of the essay. 16-17 points The thesis statement is not very clear and is not supported throughout the essay 14-15 points The thesis statement is not evident. 12-13 points Content and Information 40 points The essay has listed at least five correct pieces of information from the unit that supports the thesis statement. 36-40 points The essay has three to four correct pieces of information from the unit that supports the thesis statement. 32-35 points The essay has two correct pieces of information from the unit that supports the thesis statement. 28-31 points The essay has one or fewer pieces of information from the unit. 24-27 points Grammar and Spelling 20 points The essay has three or fewer spelling and/or grammar mistakes 18-20 points The essay has four to six spelling and/or grammar mistakes 16-17 points The essay has seven to eight spelling and/or grammar mistakes 14-15 points The essay has more than eight spelling and/or grammar mistakes 12-13 points Use of APA style and list of references 20 points There are 0-2 APA and/or reference mistakes There are 3 or 4 APA and/or reference mistakes There are 5 or 6 APA and/or reference mistakes. There are more than 6 APA and/or reference mistakes 18-20 points 16-17 points 14-15 points 12-13 points Total Value 100 points 100-90 A 89-80 B 79-70 C 69-60 D Any grade below 60 will be redone
Rubric for Geography Mapping Project A B C D Qualities & Criteria Format and readability 20 points The map is laid out following the directions on the PowerPoint. All of the items are easy to read. 18-20 points The map is laid out following the directions with 1 or 2 mistakes. Most items are easy to read. 16-17 points The map is mostly laid out following the directions with 3 or 4 mistakes. Items are difficult to read. 14-15 points The map has more than 4 mistake and/or not readable. 12-13 points Content listed on map 30 points The map has all of the needed material and the key is complete with 1 mistake. 27-30 points The map has nearly all of the needed material and the key has 2 mistakes. 24-26 points The map has some of the needed material and the key has 3 mistakes. 21-23 points The map has very little of the needed material and the key has more than 3 mistakes. 18-20 points Total Value 50 points 45-50 A 40-44 B 35-39 C 30-34 D Any grade below 30 will be redone
End of Unit Test: World History and Geography Chapter 5 Test (Grade 9) Test worth 100 points (each question is worth 4 points each. The essays are worth 10 points each for a total of 20 points. Name Class Date Multiple Choice Directions: Circle the letter of the statement that best answers the question. 1. Which of the following is the earliest known Greek civilization? a. Mycenaean b. Minoans c. Trojans d. Spartans 2. What story does the Iliad tell? a. The fall of the Mycenaean civilization b. Odysseus struggle to return home c. The history of the Greek gods d. The Trojan War 3. What was the original purpose of the Olympic Games? a. To honor Zeus b. Establish the strength of a city-state c. Prepare for war d. Choose a king 4. Which is a government run by the people? a. Oligarchy b. Monarchy c. Democracy d. Aristocracy 5. Which was a major crop of Greece? a. Pears b. Corn c. Apples d. Olives
6. Which of the following best describes Athenian women? a. Had no rights b. Could own property c. Were allowed to divorce d. Received an education 7. In which war did Athens fight against Sparta? a. Persian b. Trojan c. Peloponnesian d. Thermopylae 8. In what way did Pericles anger other members of the Delian League? a. By joining forces with Persia b. By showing favoritism toward Athens c. In excluding other city-states d. In forcing others to adopt the Athenian language True or False Directions: For each question, if the statement is true, circle T and if the statement is false, circle F. 9. T F The Parthenon has Corinthian columns. 10. T F Greece s geography led its city-states to become isolated. 11. T F The helots were Spartan slaves. 12. T F Spartans lives were based around religion. Matching Directions: Write the letter of the vocabulary word from column B next to the appropriate definition in column A. Each response may be used only once, but all responses will not be used. Column A 13. Public speaking 14. Fortified hill top in the center of the city 15. Greek foot soldier 16. All adult males 17. Open-air marketplace Column B A. acropolis B. agora C. citizens D. democracy E. hoplite F. pedagogue G. rhetoric
Completion Directions: Complete the phrase by filling in the blank with the correct term. 18. The leader of Athens during the Golden Age was. 19. Odysseus was cursed by the Greek god. 20. An instructor for young Athenian boys was called. Essay Restricted Response (20 points total) 1. Describe a present-day situation that illustrates the democratic principle of government. Be sure to show a clear connection between the situation you present and a democratic government (10 points). 2. Describe the similarities and differences between the Spartan and Athenian societies. Be sure to present a clear picture of each society with material we have discussed in class, and analyze them both together (10 points).
World History and Geography Chapter 5 Test: Answer Key 1. b. Minoans 2. d. The Trojan War 3. a. To honor Zeus 4. c. Democracy 5. d. Olives 6. a. Had no rights 7. c. Peloponnesian 8. b. By showing favoritism toward Athens 9. False 10. True 11. True 12. False 13. G rhetoric 14. A acropolis 15. E hoplite 16. C citizens 17. B agora 18. Pericles 19. Poseidon 20. Pedagogue
References Textbook: Holt, Rinehart, and Winston, Inc. (2003). Holt world history: The human journey. Austin: Holt, Rinehart and Winston. Virginia Department of Education. (2008). History and Social Science Standards of Learning for Virginia Public Schools (World History & Geography to 1500). Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml. McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective instruction (5th ed.). Boston: Pearson Education, Inc.