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Title - Cooperation and Conflict - Ancient Greece:
the Athenians and Spartans
By - John Anderson
Primary Subject - Social Studies
Secondary Subjects - Language Arts, Computers / Internet
Grade Level - 6th grade
Lesson Summary
Groups of students will explore and evaluate interactions between two cultural groups and explain the factors that contribute to cooperation and to conflict. By researching examples of class structure, gender roles, beliefs, and traditions, students will evaluate the consequences, both positive and negative, of those interactions using higher order thinking skills. Students will develop multiple choice questions about Ancient Greece and generate a final product of multiple-choice questions. Questions are used in a Quiz Bowl format.
K-12 Ohio Standards Connection:
Interdisciplinary Connections: The following originate in the Ohio Academic Standards.
Social Studies - People in Societies (p.30):
Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.
Benchmark B: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.
Indicator 1: Compare the cultural practices and products of the societies studied including:
a. Class structure;
b. Gender roles;
c. Beliefs;
d. Customs and traditions.
English Language Arts - Acquisition of Vocabulary (p. 51):
Tools and Resources
Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Reading Process: Comprehension Strategies
1. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions.
Select, create and use graphic organizers to interpret textual information
K-12 Technology - Technology and Information Literacy Benchmark B (p. 234):
Use technology to conduct research and follow a research process model which includes the following: developing essential question; identifying resources; selecting, using and analyzing information; synthesizing and generating a product; and evaluate both process and product.
Indicator 3. Use a variety of technology resources for curriculum and personal
information needs: library catalog, online encyclopedia, Web sites.
Estimated Duration:
Six to eight class periods of 45 minutes each. Student learning rate and background will determine the progress. As an illustration, a seven day format is presented.
Commentary:
This unit leads students through the research of real life examples focusing on human interactions with one another. Students will use critical thinking skills to create a culminating project illustrating both positive and negative results of interaction between two groups of people living in Ancient Greece.
Differentiated Instructional Support:
Each adaptation should be made based on the current needs of the student. Academic growth should be expected. Although growth may be measured in only small amounts when the growth of other students is considered, the teacher should be on guard not to make the same type and level of adaptation a standard practice. The I.E.P., 504 Plan, and/or the plan developed by the intervention team should be considered. The teacher must also be alert to the needs of the gifted students and provide enrichment opportunities in accordance with the W.E.P.
a) Varied quantity of task required.
b) The student may work in small groups. The pre-assessment as well as the teacher's knowledge of the student's strengths and weaknesses should guide his/her placement in a group.
c) The students may respond verbally rather in a written format.
d) The student may have additional time to complete the task.
e) The student may use materials written at different grade levels. The level may be
below or above the six grade level. In some cases, written material may be read to the student.
f) When developing multiple choice questions, the student may have a limited number of responses on those questions. He/she may write 3 or 2 choices for answers rather than 4 choices. The teacher should modify the rubric when accessing questions written with modified expectations.
Homework Options and Home Connections:
a) Students may find examples of cooperation and conflict in print and electronic media. Examples may be shared with the class and then displayed on a bulletin board.
b) Students may ask family members what they know about ancient Athens and Sparta. A question may be asked such as -- Why is peaceful Athens in existence today and militaristic Sparta is not?
c) The district web page or www.schoolnotes.com may be used to communicate the goals of the unit and to present selected graphic organizers, multiple choice questions completed by students.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given sites main page. therefore it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: Chart paper, Internet access, textbooks, reference books, regional books on the Mediterranean region, almanacs, atlases.
For the students: Pencil, pen, colored pencils, art materials, drawing paper, Internet access, textbooks, reference books, regional books on the Mediterranean region, almanacs, atlases.
Ohio Instructional Management System template
Instructional Procedures:
This unit on effect of cooperation and conflict of groups is designed to be presented over six class periods of 45 minutes. The teacher must judge the pace of the lessons. During any activity, the teacher may find that a slower or faster pace is needed. The addition of extension activities may increase the days needed for this unit.
DAY ONE
1. Conduct the pre-assessment. Students are provided 15 minutes to complete the pre-assessment. At the end of this time, red pens are passed out to students. The teacher leads a discussion of the correct answer for each question. Each student marks his/her paper for correct answers. Each student writes the number correct on the top of his/her paper. A 5, 4, 3, 2 or 1 is written depending on correct answers. The teacher collects the papers and sorts the papers by using the number of correct answers. This sorting provides the basis to group students. Students are assigned into small groups of two, three, or four.
2. Teacher creates an atmosphere of concentration by reviewing and discussing the vocabulary. The teacher presents the vocabulary using an overhead, White Board, dry board, chalk board or chart paper as available. Groups are directed to define each word and term. The use of examples is encouraged. Students may use the glossary in their books or other written materials including notes from previous lessons.
Vocabulary
- Gender roles
- Class structure
- Beliefs
- Traditions
- Interaction
- Positive, helpful actions
- Negative, harmful actions
- Influence
- City-State
- Cause and Effect
Groups are given time to complete the definitions. At the end of the time, the teacher asks various groups for their definition of specific words or terms. Students should be able to give examples that show an understanding of each word and term. The teacher records definitions on chart paper. Each definition is discussed for consensus.
3. The teacher closes the lesson by asking students to summarize the activities of the day asking them to generate two true or false questions for day 2. In this discussion the teacher should ask for volunteers to restate a true or false question in a multiple choice format.
Pre-Assessment:
Students will answer the five questions on Attachment A. Students will use complete sentences in their answers.
Scoring Guidelines:
Four or five accurate items: Student has shown a thorough understanding of the basic concepts for the lesson. This student maybe partnered with another student who does not score as well on the pre-assessment.
Two or three accurate items: Student has shown an adequate understanding of the basic concepts for the lesson.
One or zero accurate items: Student has shown a need for remediation on the missed concepts for the lesson. This stude nt will be grouped with another student who has scored four to five correct.
DAY TWO
1. Teacher reviews vocabulary and terms. Teacher asks a student to review the responses from Day One that were written on the chart paper. Teacher invites students to read and comment on responses listed by other classes.
2. Assigned groups from Day One begin work on a graphic organizer that lists positives and negatives for one of the following: traditions, beliefs, gender roles and class structure. See Attachment B. A modification may be made for special needs students by directing such students to find one positive and negative rather than two positives and two negatives.
3. Teacher reserves time at the end of the period to initiate a student discussion with each group briefly sharing progress they have made with the graphic organizer.
4. Teacher updates the wall chart for each class as opportunities present themselves.
5. The teacher closes the lesson by asking students to summarize the activities of the day asking them to generate two true or false questions for day 3. In this discussion the teacher should ask for volunteers to restate a true or false question in a multiple choice format.
DAY THREE
1. Teacher presents written materials and web sites on the characteristics of Ancient Athens and Sparta. Suggested web sites are:
http://yahooligans.yahoo.com/around_the_world/countries/greece/history/ancient_greece
http://www.westirondequoit.org/ihs/library/greece.html
http://www.csun.edu/~hcfll004/sparta.html and
http://en.wikipedia.org/wiki/Ancient_Greece
2. Groups are given time to read over the materials and to make notes. Teacher leads discussion on Athens and Sparta. Teacher solicits comments on the City-States.
3. Teacher writes responses on chart paper. Chart paper is desirable if available as it can be displayed over a period of days. Further, if this unit is presented in a departmentalized structure, classes throughout the day can review the lists completed by other classes.
4. The teacher closes the lesson by asking students to summarize the activities of the day asking them to generate two fill in the blank questions for day 4. In this discussion the teacher should ask for volunteers to restate a true or false question in a multiple choice format.
DAY FOUR
1. Teacher displays a chart paper with "Ancient Athens" written at the top. Under Ancient Athens is written "traditions, class structure, beliefs and gender rolls". A similar chart paper is displayed for "Ancient Sparta". Teacher sets topic for discussion as the positives and negatives of in light of research completed by groups.
2. Groups refer to the graphic organizer and notes on Athens and Sparta. Teacher writes comments on chart paper. Students are asked to judge where a comment should be recorded and whether a + or a - should be used to denote positive or negative.
3. The teacher closes the lesson by asking students to summarize the activities of the day asking them to generate two multiple choice questions for day 5.
DAY FIVE
1. Teacher reviews types of questions and develops discussion as to what elements compose a multiple choice question. The question, distracter(s) and correct answer are defined.
2. Teacher shares the rubric with the five elements of multiple choice questions. Students are given examples from material studied previously such as Ancient Egypt.
3. Students begin to write four multiple choice questions on traditions, beliefs, gender roles, and class structure in Athens and Sparta. Questions are written in draft form on theme paper. Final versions are written on 3 X 5 inch cards. Cards contain the question, four possible answers, the source of the question, and the names of the students in the group.
4. The teacher collects the 3 X 5 inch cards. An enrichment activity would be to for questions that compare two of the following: gender roles, class structure, beliefs or traditions.
5. The teacher closes the lesson by asking students to summarize the quiz bowl review activity.
DAY SIX
1. Students are divided into two teams to play a game in a quiz bowl type of format. The teacher draws a card, reads the question and the four possible answers. Students take turns on each team to answer questions. At the end of the designated time, the teacher declares a winner based on the team with the most correct responses. The teacher may use this activity again and will find that once the students learn the "game show" format the pace increases. With the increased pace comes more student involvement and therefore learning.
2. The teacher closes the lesson by asking students to summarize the activities of the day.
DAY SEVEN
1. Teacher returns Multiple Choice Rubric, Attachment C, to the students. Various questions are discussed and scored by students.
2. Teacher distributes the post - assessment (Attachment D). Students are provided 15 minutes to complete the pre-assessment. At the end of this time, red pens are passed out to students. The teacher leads a discussion of the correct answer for each question. Each student marks his/her paper for correct answers using a red pen. Each student writes the number correct on the top of his/her paper. A 5, 4, 3, 2 or 1 is written depending on correct answers.
3. The teacher closes the lesson by asking students to summarize the activities of the day and to offer what they have learned this unit on conflict and cooperation between groups.
Post-Assessment:
1. In discussion, student groups will choose either the Ancient Greek City-state of Athens or Sparta. Groups will explain why they have chosen Athens or Sparta as their point of reference for a comparison of the cultural factors between the two ancient city-states.
2. Student groups will create a set of multiple choice questions. The completed set will contain one question on each of the following: the effects class structure, gender roles, beliefs, and traditions had on the interactions between the people of Ancient Athens and Ancient Sparta. Use Attachment C, Post-Assessment Rubric. The teacher will distribute discuss the content of the Rubric before students write their questions.
3. Attachment D, Post Assessment completed by students on an individual basis. Pre and Post Assessment scores will provide the teacher one measure of learning for each student.
Scoring Guidelines:
Post-Assessment | Attachment D |
Five or six
accurate items | Student has shown a thorough understanding of the basic concepts for the lesson. |
Three or four
accurate items | Student has shown an adequate understanding of the basic concepts for the lesson. |
One or two
accurate items | Student has shown a need for remediation on the missed concepts for the lesson. (The remediation will take place before the student participates in the following lesson.) |
General Tips:
a) In conjunction with Ohio Academic Assessment, the teacher should point out and discuss the types of questions students will encounter. The teacher may use the same strategy presented in this unit for the writing of multiple choice questions to have students write other types of questions. Students may write True and False, Fill in the blank, Short and Extended Response questions as a comprehension strategy for material studied.
b) The use of the game show format is enjoyed by students. Care should be taken not to decrease the effectiveness of this technique by over use.
c) The teacher may introduce the game show technique early on in the school year. To increase student familiarity with the format, the game show format may be given a named such as Cooper Knives and Flint Axes, or Pharaohs and Slaves or Artifacts and Sources.
d) The writing of questions on material studied will be a developmental, work in progress. Students will increase their abilities with question writing as they practice the skill.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Graphic Organizer
Attachment C, Rubric for Multiple Choice Questions
Attachment D, Post-Assessment
Resources:
a) The works of Dr. Janet Allen contain many suggestions for increasing comprehension of content material. http://www.janetallen.org
b) RubiStar.org contains many examples of rubrics as well as templates for creating rubrics. http://rubistar.4teachers.org/index.php
c) Graphic organizers are available at http://www.freeology.com/graphicorgs/
d) John Anderson is a middle school teacher at Cambridge Middle School. He may be contacted at ca_533@omalp1.omeresa.net or at kea@jadeinc.com. http://www.schoolnotes.com/ may be used to communicate the goals of the unit and to present selected graphic organizers, multiple choice questions completed by students.
Attachment A
Pre-Assessment
Name: _________________________________
Date: _________________
Directions: Interactions may cause cooperation and/or conflict. Answer each question in complete sentences.
1. How does class structure affect the way one group of people interacts with another group of people?
2. How do gender roles influence the way one group of people interacts with a second group of people?
3. How do beliefs affect the way one group of people interacts with a second group of people?
4. How do traditions affect the way one group of people interacts with a second group of
people?
5. Select one of the above interactions and list two or more factors that would contribute to a positive result for the first group and a negative result for the second group.
Interaction:
Factor #1
Factor #2
Factor #3
Factor #4
Attachment B: GRAPHIC ORGANIZER
Names: ___________________________________________
Conflict and Cooperation
Vocabulary: Create a graphic organizer that lists positives and negatives for one of the following: traditions, beliefs, gender roles and class structure. Write one of the terms in the center. List at least one positive and one negative about the term. Use the bubbles on top to write positives. Use the bottom bubbles to write negatives.
Factors contributing to cooperation and conflict - Grade Six
Attachment C, Post-Assessment Rubric
Topic/Skill: Students will use the writing of five multiple choice questions to compare and contrast various events and traditions in ancient history
Lesson/Project: Students will write multiple choice questions that compare the lives of Ancient Greeks living in Sparta with those of the Ancient Greeks living in Athens.
Learning Goals: Questions will show an understanding of differences and similarities between the Ancient Greeks living in Sparta and living in Athens. One question will be written for each of the following:(1) class structure (2) gender roles (3) beliefs and (4) traditions.
Criteria Quality
4-Excellent 3-Good 2-Fair 1-Unsatisfactory
SCORE STUDENT QUESTIONS:
A) CONTAIN FOUR POSSIBLE RESPONSES
4 - each response is clear and readable
3 - each response is fairly clear and readable
2 - each response is vague but fairly readable
1 - each response is unclear and difficult to read
___
B) ARE READABLE
4 - all 4 of the responses are readable
3 - 3 or 4 of the responses are readable
2 - 2 or 4 of the responses are readable
1 - 1 or none of the responses are readable
___
C) CONTAIN A DISTRACTER
4 - distracter relates to the correct answer but is flawed by degree
3 - distracter relates to the correct answer but is flawed by absolute
2 - distracter relates to the correct answer in such a was as to cause confusion.
1 - no distracter is present
___
D) CONTAIN THE CORRECT ANSWER
4 - correct answer is identifiable and defendable
3 - correct answer is identifiable
2 - correct answer is present
1 - correct answer is not present
___
E) COMPLETABLE IN A REASONABLE AMOUNT OF TIME
4 - 5 questions may be answered correctly within 10 minutes.
3 - 5 questions may be answered correctly within 15 minutes.
2 - 5 questions may be answered correctly within 20 minutes.
1 - 5 questions may not be answered correctly within 20 minutes
___
Total: _____
Factors contributing to cooperation and conflict - Grade Six
Attachment D
Post-Assessment
Name: _________________________________
Date: _________________
Directions: Answer each question in complete sentences.
1. How does class structure influence the way one group of people interacts with another group of people?
2. How do gender roles affect the one group of people interacts with a second group of people?
3. How do beliefs influence the way one group of people interacts with a second group of people?
4. How do traditions influence the way one group of people interact with a second group of people?
5. Select one of the above interactions and list two or more factors that would contribute to a positive result for the first group and a negative result for the second group.
Interaction:
Factor #1
Factor #2
Factor #3
Factor #4.
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