2013 Teaching Humanities 1 (AEG 5211) Henrik Steenberg [HUMS: INTEGRATED UNIT] This integrated unit is developed for the Year 7 Level AusVELS History domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS Information Communications Technology (ICT) domains.
AusVELS Integrated Unit AusVELS Learning Focus The Ancient Greece integrated unit of study is developed for the Year 7 Level AusVELS History domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS Information Communications Technology (ICT) domains. History The Ancient World, depth study: The Mediterranean World - Ancient Greece: The physical features of ancient Greece (such as its mountainous landscape) and how they inf luenced the civilisation that developed there (ACDSEH003) Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), incl uding the influence of law and religion (ACDSEH035) The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSE H036) Contacts and conflicts within and/or with other societies, resulting in developments such as t he expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (A CDSEH037) The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDS EH130) AusVELS Level 7 Civics and Citizenship As students work towards the achievement of Level 8 standards in Civics and Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece or Rome have influenced modern democracies. AusVELS Level 7 Information Communication Technology As students work towards the achievement of Level 8 standards in Information and Communications Technology, they learn to use a variety of ICT tools and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. AusVELS Level 7 [Type text] Page 1
AusVELS Domain, Dimension, Depth Study, Content Description and Key Elements of Achivement Standards The table below outlines how the Ancient Greece unit of study can be used to assess a number of AusVELS achievement standards. Domain Dimension Depth study Content description History Historical Knowledge and Understanding Depth Study 2: Greece The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003) Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035) The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036) Key elements of achievement standards Students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways. Contacts and conflicts within and/or with other [Type text] Page 2
societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037) The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130) Historical Skills Chronology, terms and concepts Historical questions and research Analysis and use of sources Sequence historical events, developments and periods (ACHHS205) Use historical terms and concepts (ACHHS206) Identify a range of questions about the past to inform an historical inquiry (ACHHS207) Identify and locate relevant sources, using ICT and other methods (ACHHS208) Identify the origin and purpose of primary Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting [Type text] Page 3
Perspectives and interpretations Explanation and communication and secondary sources (ACHHS209) Locate, compare, select and use information from a range of sources as evidence (ACHHS210) Draw conclusions about the usefulness of sources (ACHHS211) Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information. Civics and Citizenship Civic knowledge and understanding Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214) As students work towards the achievement of Level 8 standards in Civics and [Type text] Page 4
Information Communications Technology ICT for visualising thinking ICT for creating ICT for communicating Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece and Rome have influenced modern democracies. They use ICT to visualise their thinking in order to make sense of ideas, concepts and issues from all domains, and to reflect on their learning. Students use a wide range of ICT tools, techniques and functions to support their thinking processes, to model systems, to solve problems and to create information products for a variety of purposes. Students use Internet research tools to locate and download information from a range of sources, and they judge the quality of information, based on set criteria. At level 7, students work towards Level 8 standards: Students select and apply ICT tools and editing functions that support filtering, classifying, representing, describing and organising of concepts, issues and ideas. Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. Students select the most appropriate search engines to [Type text] Page 5
locate information on websites. Synopsis This unit will introduce students to the AusVELS level 7 standards for the History, Civics and Citizenship and ICT domains through the topic of Ancient Greece. Students will engage in self-guided investigations of ancient Greece including: How the landscape affected the type of societies that developed in ancient Greece. The development of democracy and its legacy on the Australian political system. The similarities and differences between ancient Greek societies and the role of key groups. Students will use ICT to investigate and present their learnings. Students will use a range of primary and secondary sources and will be introduced to techniques that will enable them to think critically when evaluating the type of questions specific types of sources can help answer. Focus Questions A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at level 7 are: How do we know about the ancient past? Why and where did the earliest societies develop? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies? Inquiry Process The Ancient Greece unit of work will offer students with the opportunity to actively engage in student centred learning activities both individually and in groups. Students will participate in identifying information needs, formulate questions to direct inquiry, plan their inquiry process, research and evaluate relevant information and present their findings in various modes and media. The inquiry process will assist the students develop critical thinking skills and enhance their research, problem solving and communication skills through independent and collaborative learning experiences to foster deeper learning. Inclusive Curriculum The Ancient Greece unit of study is developed with an understanding that the learning process within a group of students is not homogenous but must cater for differences in learning styles and [Type text] Page 6
multiple intelligences. The unit includes a wide range of learning activities aimed to include all students, such as verbal/linguistic intelligence (individually writing a persuasive text), interpersonal intelligence (group work and discussions), visual/spatial intelligence (interpreting images and creating graphic posters), naturalist intelligence (interpreting the Greek landscape s impact on development of city states) and bodily/kinaesthetic intelligence (acting, participating in reenactment of ancient Greek games). Assessment The Ancient Greece unit of study includes several methods of assessment designed to comprehend student s learning progress and understanding. During the unit student progress and engagement will be informally assessed by checking work during class, engagement in groups and class discussion and formally assessed with students engaged in essay writing, creating posters and completing question/answer sheets. Whenever formal assessment techniques are involved a rubric will be presented. [Type text] Page 7
Activities Activity 1: Introduction to Ancient Greece Introduction to Ancient Greece Think/Pair/Share Brainstorm Mindmap Student are introduced to the unit Ancient Greece and advised that they will be investigating how the physical features of Greece influenced the types of society that developed; the roles of key groups in society (citizens, women, slaves); how beliefs, values and practises influenced everyday life; the contacts and conflicts (trade, colonization, war); and the role of the significant individual. Students will be divided into permanent groups of four for the duration of the unit. The following activity will take place in a group setting. Individually, students are asked to think about two to three things they already know about Greece and write these on sticky notes before sharing with the group. The group is to discuss any similarities or differences. As a way to assess the student s prior knowledge, the students will share their ideas by collating the sticky notes on a poster under the heading: Greece. Next, the students are handed images relating to ancient Greece and, as a group, asked to brainstorm their understanding/interpretation of the images (on sticky notes). They must also record questions that arise from discussing the images; what are the things that they would like to know about ancient Greece? The class will construct a mind map (http://www.xmind.com) and list the groups brainstorm ideas and questions under the following categories: 1. Physical features of Greece 2. Roles of key groups 3. Beliefs, values and practises 4. Contacts and conflicts 5. The significant individual The mind map will inform the inquiry process for the reminder of the unit. In addition, students are introduced to the topic of Ancient Greece by presenting them with a chronological overview of the important features of the period from human migration out of Africa, approximately 60.000 BCE, to the early Greek civilizations of the Minoans and Mycenaeans. How did the landscape affect the type of societies that developed in ancient Greece? (Link to Cross- Curriculum: Sustainability (past social and economic systems, and access to the Earth s resources, the emergence of farming and settled communities) [Type text] Page 8
Activity 1: Handout - Brainstorm Each image (including title) will be laminated and distributed to the groups to assist their brainstorm. Temple of Olympian Zeus, Athens Amphitheater at Epidaurus Acroplis in Athens Pericles [Type text] Page 9
Hoplite Olympic Games Assembly after the death of Pericles Ancient Athenian warship Map of ancient Greece (1500 BC) [Type text] Page 10
Activity 2: Text Reading and Questions Throughout the Ancient Greece unit, students will be required to read chapter 6 in History Alive 7 for the Australian Curriculum : Depth Study 2: The Mediterranean World: Ancient Greece. Chapter 6 on Ancient Greece covers: 6.1 How do we know about ancient Greece? 6.2 The Minoans and Mycenaeans 6.3 The rise of the Greek city-states 6.4 Government in Athens and Sparta 6.5 The Spartans 6.6 Athens wonder of the ancient world 6.7 SkillBuilder: Using ancient Greek primary sources 6.8 Myths, gods and oracles 6.9 The Olympic Games 6.10 Greeks, Persians and Alexander the Great 6.11 The heritage of ancient Greece Prior to each lesson, students will be required to read a sub-chapter (such as 6.8 Myths, gods and oracles ) and, working in groups, they will complete the questions on handouts. Students work will be assessed while they are completing the task and feedback will be provided verbally. Example of handout (for 6.8 Myths, gods and oracles ) is provided below. [Type text] Page 11
Activity 2: Handout Text Reading Ancient Greece: Myths, gods and oracles Use your textbook (chapter 6) to complete the activities: Explain the following terms: Entrails Immortals Metope Mythology Omens Explain 1. Make a list of things that the people of the Greek city-states had in common. 2. How do you think these things would have contributed to a Greek sense of identity? 3. Write a short paragraph explaining why the Greeks consulted oracles? 4. What similar kinds of fortune-telling still happen in our time? Give examples. [Type text] Page 12
Activity 3: Ancient Greek primary sources - Excursion to the Hellenic Museum, Melbourne Students are advised that they will complete a study of ancient Greek primary sources during an excursion to the Hellenic Museum, Melbourne. The excursion will examine ancient Greek antiquities and statues. The students will observe historical artefacts and complete a question sheet. Prior to the excursion they will read chapter 6.7: SkillBuilder Using ancient Greek primary sources. The students will in their groups choose 4 museum exhibits (primary sources) in the form of pottery, coins, statues etc. for study. For each of the items they will complete five questions: 1. Who created it? 2. Why was it created? 3. What does it say or show? 4. What does it tell us about the ancient Greeks? 5. What conclusion can we draw from it about ancient Greek society? The students are also asked to take a picture of the item (if permitted) or draw a picture. [Type text] Page 13
Activity 3: Handout Ancient Greek Primary Sources In your groups, use your knowledge from chapter 6.7: SkillBuilder Using ancient Greek primary sources to complete the question sheet below. You are to study 4 different items from the following categories: pottery, coins, tools, weapons, and statues. You must maximum include two pieces from each category. ITEM 1 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? ITEM 2 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? [Type text] Page 14
ITEM 3 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? ITEM 4 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? [Type text] Page 15
Activity 4: Online Research Greek myths In their groups, students are to use internet resources to research a Greek myth of choice: The Iliad The Odyssey Students are encouraged to use online resources and will be given a list of online sites to consult in their research. We will also review approaches to guide their evaluation of the webpages: URL o o o Personal page Publisher reliable, original source Domain type Perimeter of page o Author o Date (is information current?) o About Us, Background etc. to inform of reliability Indicators of quality o Links do they work? o Are sources documented and reliable? What do others say? o Who links to the page (Search Google: link:url)? o What do others say about the author? Purpose of page o Inform o Persuade o Entertain Students can choose to present their findings in written form (essay, poster or presentation) or as a role play. [Type text] Page 16
Activity 4: Handout Greek Myths In your group, you are required to research a Greek myth using a range of online sources. You can choose to research either: The Iliad The Odyssey For your group presentation to class, choose either option 1 or option 2: 1. In option 1 the group is required to present the myth in written form. This can be in the form of a presentation. The presentation must include the following slides: a. Title b. 5-10 slides summary of the myth c. A list of the main characters (humans and gods) with brief explanation d. A reference slide 2. In option 2 the group is required to prepare a role play of the myth and act out in front of the class. The play is to last 5-10 minutes. List of useful online resources: The Iliad http://education-portal.com/academy/lesson/the-iliad-greek-epic.html http://www.historyforkids.org/learn/greeks/literature/iliad.htm http://www.ducksters.com/history/ancient_greece/iliad.php http://www.shmoop.com/iliad/summary.html The Odyssey http://education-portal.com/academy/lesson/the-odyssey-greek-epic.html http://www.historyforkids.org/learn/greeks/literature/odyssey.htm http://www.shmoop.com/odyssey/summary.html http://greece.mrdonn.org/odyssey.html [Type text] Page 17
Activity 5: Greek City-States and Governments Students will read chapter 6.4: Government in Athens and Sparta before embarking on an investigation of the types of government that existed in ancient Greece. The investigation will include a discussion of Athenian democracy and its legacy on the Australian political system. A list of online sources and books will be suggested for the inquiry. Students are to create a Venn diagram to illustrate the similarities and difficulties between the two types of government that developed in Athens and Sparta. They can choose to create the Venn diagram using Microsoft Word or online: http://www.readwritethink.org/files/resources/interactives/venn_diagrams/ The Venn diagram should include references to geographical, political, educational, cultural, economic, legislative and civic topics. Emphasise that students include and discuss the geographical features of Greece, the rights of the key groups in society; i.e. which groups had the right to participate in decision making process, can vote; and which groups were excluded. Students are required to add references to sources (websites, text books and video) Democracy in Australia As part of the activity the class will compare their findings with the democratic system in Australia today and how democratic rights (the right to vote) have changed for various groups in Australian society over time. Discus who can vote and include comparisons with the history of voting rights in Australia, particular women s right to vote and indigenous citizens rights (Cross-Curriculum Priority: Aboriginal and Torres Strait Islander histories and cultures) In the process, students will Pair & Share discussing the three questions below before engaging in a whole class discussion: 1. When did women in Australia get the vote? 2. What happened with the right to vote in 1946? 3. What happened with the right to vote in 1967? This activity could be extended with role play. Divide the students into groups (citizen, women, slaves) for a lesson, day or week to experience the exclusion created by removing their right to participate in decision making process regarding the decisions of how to complete tasks. [Type text] Page 18
Activity 5: Handout - Greek City-States and Governments You are required to read chapter 6.4: Government in Athens and Sparta before embarking on an investigation of the types of government that existed in ancient Greece. A list of online sources and books is suggested below. In your groups, create a Venn diagram to illustrate the similarities and difficulties between the two types of government that developed in Athens and Sparta. You can use the Venn Diagram feature in Microsoft Word or http://www.readwritethink.org/files/resources/interactives/venn_diagrams/ The Venn diagram should include references to geographical, political, educational, cultural, economic, legislative and civic topics. Write a summary of the similarities and differences discovered when you created the Venn diagram (400 words). Make sure you include and discuss the geographical features of Greece, the rights of the key groups in society; i.e. which groups had the right to participate in decision making process, can vote; and which groups were excluded. You are required to references your sources (websites, text books and video). Class discussion: Democracy in Australia Suggested reading Books Ellis, John E., History as evidence. Ancient Greece, 1992, London Clare, John D. (ed.), Living History. Ancient Greece, 1993, Great Britain Pearson, Anne, Eyewitness. Ancient Greece, 2002, Great Britain Gorton, Julia (ed.), See through History. Ancient Greece, 1992, London Simpson, Judith, Discoveries. Ancient Greece, 1997, St. Leonards, Australia Websites History of Ancient Greece, Education Portal: http://educationportal.com/academy/topic/ancient-greece-and-hellenism.html Ancient Greece, A History of the World, BBC: http://www.bbc.co.uk/ahistoryoftheworld/topics/ancient-greece/ Ancient Greece, The British Museum: http://www.ancientgreece.co.uk/menu.html Ancient Greece, University Press Inc.: http://www.ancientgreece.com/s/main_page/ Timemaps: Ancient Greece: http://www.timemaps.com/civilization/ancient-greeks [Type text] Page 19
Activity 6: Letter to the editor Students are to choose the identity of a young adolescent living in either Athens or Sparta. Their task is to write a persuasive letter to the editor of the local newspaper ( Athens Times OR Sparta Morning Herald ). Students are to role play a character from one of the key groups in society: Citizen Woman Slave Their letter should include a brief description of their character s daily routine. This activity includes elements of the Literacy domain. [Type text] Page 20
Activity 6: Letter to the editor The situation: You are a person living in ancient Greece. You can choose to live in either Athens OR Sparta. You must also choose one of the following roles: Citizen Woman Slave Your task: You are to write a persuasive letter to the local newspaper ( Athens Times OR Sparta Morning Herald ) on the question: Should women and slaves be allowed to vote? Your letter should include a brief introduction of your daily routine and include reference to research. Your letter should be structured using the Persuasive Planner: Topic : Argument Order Series of reasons to support your opinion Introduction State your topic and your opinion - are you FOR or AGAINST your topic? Remember, you are trying to put forward your points of view and opinions to change other people s attitudes or points of view about your issue/topic. First Reason (to support your opinion) WHY? (asks the question about this reason) WHY/WHAT? (try and think a bit deeper about your WHY) WHY/WHAT? (is there more information & ideas to your reason) Second Reason Third Reason Fourth Reason Conclusion [Type text] Page 21
Once you have completed your planner you must set out your piece in the style of a letter: Date Greeting Introduction and opening paragraph your topic, opinion and daily routine o Opening sentence write, why you are writing this letter. o Write your daily routine. Use words that show time relationships, such as First I, After that, etc. State your reasons and support statements as individual paragraphs - one paragraph per reason and support statement Conclusion summarise your reasons and your opinion Signature Remember to use Present tense you are writing about something happening now. Formal language no contractions or slang [Type text] Page 22
Activity 7: Incursion Sports and Status Students are advised that they will participate in an active session that focus on role of sports games in ancient Greece and the origins of the Olympic Games. Students will be made aware that physical training was part of the basic education in ancient Greece, but certain sports related to class and status. The activity compares peasant games with the more serious military sports of the elites, and involves the students in a detailed discussion of the origins and uses of the Olympic Games. The activity will involve the students participation in the games, and will be kept interesting by having the groups compete. The overall discussion is focused on the concept of class in the ancient Greece, with an emphasis on the functional roles of each class, and the origins of Democracy. The activity requires an open activity room. Following the activity, the groups are to create a poster that: Explain the historical background of the Olympic Games (types of games, role in society, ceremonies etc.) Recognise the modern day Olympics as a legacy from Ancient Greece Includes pictures taken during the activity Each group will present their poster to the class. The activity links elements of the Civics and Citizenships and the PE domains. [Type text] Page 23
Activity 7: Sports and status In your groups, you are to participate in a series of ancient Greek games as they would have been played out during the ancient Olympic Games. Your group is to takes notes and photos during the activities so that you, following the activity, will be able to create a poster that: Explain the historical background of the Olympic Games (types of games, role in society, ceremonies etc.) Recognise the modern day Olympics as a legacy from Ancient Greece Includes pictures taken during the activity Each group will present their poster to the class for peer review. [Type text] Page 24
Assessment Rubrics Assessment rubric: Activity 3: Ancient Greek Primary sources excursion to the Hellenic Museum Criteria Marks Comments Includes a broad variety of /5 primary sources Answered all 5 questions /5 for each item Includes pictures or /5 drawings Individual assessment: Student was observed engaged in the team activity /5 Teacher: Group: Date: Mark: /20 Assessment rubric: Activity 5: Greek city-states and governments Criteria Marks Comments Venn Diagram includes /10 references to geographical, political, educational, cultural, economic, legislative and civic topics Summary includes /10 discussion of geographical features and the rights of key groups in society Use of appropriate ICT tools (Microsoft Word) /5 Teacher: Group: Date: Mark: /25 Assessment rubric: Activity 6 - Letter to the editor Criteria Marks Comments Introduction Includes clear statement of standpoint and description /5 [Type text] Page 25
of role in society and daily routine Reasons Includes a logical flow of reasons and support statements Conclusion Summarise reasons and put forward a persuasive argument Style The piece follow the style of a letter /10 /10 /5 Teacher: Group: Date: Mark: /39 Assessment rubric: Activity 7 Incursion Sports and Status Criteria Marks Comments Includes historical /5 background of the Olympic Games Recognise legacy from /5 Ancient Greece in modern day Olympics Includes pictures /5 All team members engaged in presentation /5 Teacher: Group: Date: Mark: /20 [Type text] Page 26
Curriculum Resources and References Books JacarandaPlus History Alive 7 for the Australian Curriculum 2012, Milton, Australia Ellis, John E., History as evidence. Ancient Greece, 1992, London Clare, John D. (ed.), Living History. Ancient Greece, 1993, Great Britain Pearson, Anne, Eyewitness. Ancient Greece, 2002, Great Britain Gorton, Julia (ed.), See through History. Ancient Greece, 1992, London Simpson, Judith, Discoveries. Ancient Greece, 1997, St. Leonards, Australia Online http://www.timemaps.com/civilization/ancient-greeks http://www.timemaps.com/history/ancient-greece-1500bc/ Internet Ancient History Sourcebook: Greece, Fordham University: http://www.fordham.edu/halsall/ancient/asbook07.asp#archaic Greece History of Ancient Greece, Education Portal: http://education-portal.com/academy/topic/ancientgreece-and-hellenism.html Ancient Greece, A History of the World, BBC: http://www.bbc.co.uk/ahistoryoftheworld/topics/ancient-greece/ Ancient Greece, The British Museum: http://www.ancientgreece.co.uk/menu.html Ancient Greece, University Press Inc.: http://www.ancientgreece.com/s/main_page/ Excursions and incursion Medieval Education, Melbourne: http://www.medieval.com.au/ Hellenic Museum, Melbourne: http://www.hellenic.org.au [Type text] Page 27