Teacher: John Gargaro School: MRHS Date: Sept. 30th-Oct.

3rd,2013 Content Area: Social Studies World Hist/Geo Lesson #: 3 of 8 Content Standards: -1.1 Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence -1.2 The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. -1.3 The significance of ideas as powerful forces throughout history -2.2 Explain and interpret geographic variables that influence the interactions of people, places, and environments -2.3 The interconnected nature of the world, its people and places.

Inquiry Questions: Why do differences lead to unity and/or conflict? How has America been affected by internal division/conflict?

Concepts and skills students master: Greece and Rome influence the West both philosophically and politically. No civilization has been exempt from conflict Ideas influence people.

Evidence Outcomes: SWBAT: o Describe the contrasting lifestyles and values of Athens and Sparta o List the basic causes of the Peloponnesian War.

Assessment of Evidence Outcomes: Students will be able to identify varying aspects of Athens and Sparta, and they will analyze and evaluate how their city-state would be affected by joining the Delian or Peloponnesian league, which they will decide in groups.

Planned Lesson Activities:

Activity Name: Athens vs. Sparta Debate o Time: One 55 minute period Anticipatory Set: o Students will complete a Bell-Ringer at the beginning of class, asking them: if you were to join a club/sport/organization, what are some crucial aspects you would consider before joining? (ex. the people, the leadership, their principles). Teaching/Presentation: Cooperative Learning o Input: Brief background on Athens and Sparta will be given from PowerPoint lecture. Students will then be split up into groups of 3-4 and will be assigned a city-state and will be given a halfsheet with a description of their city-state. o Modeling: The first thing they will do as a group will be to design a flag for their city-state, and I will model this by drawing an example on the whiteboard. Also, I will go over what is important to take into consideration when deciding which league they would join based quality of life, treatment of non-citizens, government, and trade & prosperity. o Checking for Understanding: Students will present their alliances after each of the four categories are presented and discussed. Understanding will be shown by their ability to present logical reasoning behind their alignment with either the Delian league or Peloponnesian league, based on the four categories that best suit the interest of their neutral city-state. o Questioning Strategies: What does your city-states economy function off of? What other city-states are similar to yours? Would you be best suited to align with Athens or Sparta? Would you want similar or different city-states to join the same league as your own? Why were Athens and Sparta disgruntled with one another? Is there a recent conflict that has taken place similar to this one? Why is knowing the roots of conflict important to understanding and resolving it? o Teaching Strategy: Guided Practice & Differentiation Students will be given a handout describing quality of life, treatment of non-citizens, government, and trade & prosperity within Athens and Sparta. A worksheet will be given for students to circle which league they would join for each of the four factors (listed above), and to explain their reasoning for their selections.

They will be given approximately 10 minutes for each category, and will place their flag at either, the front whiteboard for the Delian league or the whiteboard at the left side of the room for the Peloponnesian league. As a class, I will call one 2-3 groups to explain their selection in regards to the current category, for each of the four categoriesand for their decision on their allegiance at the end. o This will prove useful, not only as an informal check for understanding, but for those who dont get it to see the thinking process of those who do get it. Independent Practice: Students will complete a comparative analysis CRQ for Greece and Rome on the summative unit assessment, and the methods of comparison (political, economic, and social aspects) used for Athens and Sparta will be applied to Greece and Rome. o Closure: A discussion will be held after the activity is concluded to debrief what they have learned. We will discuss what is important to consider when forming an allegiance with one another, and whether or not the people really have a say in this decision. If time, they will complete a ticket-out-the-door activity answering which league they think Colorado would join. o Materials: Computer w/Projector Two whiteboards and markers Class-set of student handouts for description of city-states and Athenian & Spartan viewpoints on four political issues: government, quality of life, treatment of non-citizens, and trade and prosperity. Blank computer paper o Accommodations & Modifications: SPED and SSN students will be placed in groups with students who get it and will take initiative to include them within the group. Additionally, a PARA and myself will be present to make sure these students are included, and dont feel overwhelmed. For extension: Students will be asked to create their own league, and explain how it would differ from the Delian and Peloponnesian leagues. They will also explain if/how they will

avoid conflict with the other city-states, and how they will work to ensure they do not collapse. o Assessment: The worksheets completed by each group will provide insight to how students are handling the content; however, with this being a group activity, it will not reflect each individual student, but this will be provided when I collect their ticketout-the-door responses, their Bell-Ringers, and when they take the Greece multiple-choice quiz.

Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement) The Bell-Ringer catalyzed students to reflect on what they would consider to join a club/sport/organization, even if it wouldnt benefit them at all, but would benefit the club/sport/organization greatly. Most stated they would consider what benefits they would get from joining and nearly all said they would not join out of pure selflessness. Overall, students were able to decide on a logical alliance based on their city-states, but they tended to place importance on only two of the categories: quality of life and trade & prosperity. At first, I was surprised when most of the groups chose to align with oligarchic Sparta, rather than democratic Athens; yet, it made sense considering most valued Spartas economic stability, rights of women, and security. 2. What changes, omissions, or additions to the lesson would you make if you were to teach again? One thing this activity lacked was behavioral structure. There were more disengaged students than I imagined, and allowing the students to pick groups turned some of the focus towards socializing. For future group activities, I will assign specific roles and expectations and ensure students are familiar with what is expected of them and of myself.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

This division within Greece will be the perfect transition into the reign of Alexander the Great. We will look at why the division of Greek city-states made them susceptible to be taken over by an external force.