Kailee Oines

Teaching Social Studies 333

M,w,f

Mr. Ludwigson

Ancient Greece Unit: 4th Grade

4thGradeStandard

III.WORLDHISTORY

C.ClassicalCivilizationsandWorldReligions1000BC‐600AD

ThestudentwilldescribeclassicalcivilizationsinEuropeandtheWest.

1.StudentswilldemonstrateknowledgeofancientGreekcivilization,includingart,politics,andphilosophy.2.StudentswilldemonstrateknowledgeofancientRome,includingart,politicsandphilosophy.

1.Architecture,sculpture,myths,dramas;free/slavelabor;Greekdemocracy;religionandmythology2.Architecture,sculpture,myths,free/slavelabor;RomanRepublic;religionandmythology

Day 1: Introduction to Ancient Greece – What is Culture?

Objectives:Giventheintroductiontoculture,the4thgradestudentswilldiscuss,recognize,andbecomeconsciousoftheirownculturalaspects.StudentMaterials: ‐PencilTeacherMaterials: ‐MapofEurope ‐Transparencies ‐VennDiagramhandout ‐Archeologistletters(tohandout) ‐Whiteboard/chalkboard ‐Whiteboardmarkers/chalkMotivation:1.“Goodmorningclass!TodaywearegoingtostartourstudyoftheancientcivilizationofGreece.Butbeforewebegin,Ihaveaveryspecialletterforeachandeveryoneofyou.Theletterisane‐mailthatwassenttomefrommyfriendStephenWallis,whoisanarcheologistwhoisworkinginGreeceatthisverymoment!Iwouldlikeyoualltoreadyourletterstoyourself,andwhenwearedonewecantalkaboutourfeelingstowardstheletter.”

LetterfromArcheologistHello(StudentsName), IamveryexcitedtohearthatyouandyourfourthgradeclasswillbeembarkingonajourneyofstudyoftheancientcivilizationofGreece.MynameisStephenWallis,andIamanarcheologistcurrentlystudyingintheexactcountryyouareabouttobeginstudying!IamhereintheexcitingandinterestingcountryofGreecerepresentingtheSocietyofAmericanArcheologists.Greeceisawonderfulcountryfullofbeautyineveryaspectoflife.I,asanarcheologist,studytheancientarchitecturesofsomeoftheearliestbuildingseverbuiltbackintheStoneAge.WhenIstudythesebuildingsIdiscovermanyinterestingdetailsaboutthehistoryofGreeceanditspeople.Iliketothinkofitasuncoveringanoldstoryofwhatoncewas,whichiswhatyou,andyourclassmatesareabouttodoasstudents.Now,remembertobecarefulonyourjourney,andpayattentiontoo,becauseyouneverknow,thelittlestdetailscanopenupthebiggestdoors.Bestofwishesinyourupandcomingjourneyofuncoveringthepastandallofitswonders!Keepintouch!StephenWallis

2.“Okayclass,nowthatwearedonereadingthesewonderfullettersfromMr.Wallis,doesanyonehaveanythinginterestingtheywouldliketotalkabout,orhaveanyquestionsforme? PredictedStudentResponse: ‐Mr.WallisstudiesbuildingsfromtheStoneAge!–“Isn’tthat interesting!TheStoneAgewasaprehistorictimewhen humansusedstonetobuildmanystructurestheyneededto survive.” ‐Whatisanarcheologist?–“Greatquestion!Anarcheologistis someonewhostudieshumanculturesthroughexploringand recoveringartifacts,whicharematerialsthatwereleftbehind bypeopleofthattimeperiod.” ‐Whatarewegoingtodoonourjourney?–“Well,todayweare goingtolearnafewbasicsabouttheancientcivilization,and doanarcheologyactivity,butIjustsimplycannottellyou everything,otherwisetherewouldbenosurprises!”Procedure:Talkingaboutcultures1.“Hasanyoneevergoneonatrip,ortoanewlocation,couldbeafriendshouse,wherethingsweredifferentfromwhatyouwereusedto?” PredictedStudentResponse: ‐Yes,whenIwentonvacationtoMexico–“OkayKelly,nowcan youtellmewhatwasdifferentaboutbeingonvacationin Mexico?” ‐Kelly:“Theweatherwaswarmer,alotofpeoplespoke adifferentlanguage,therewasagiantoceanrightby wherewestayed,andthefoodtastedalotdifferent.” ‐Allowformultipleresponses “ThankyouKelly,thoseareallgreatexamplesof culturalvariations.”2.Activity:Compare&ContrastCultures “Okayclass,nowwearegoingtopartnerupanddoourfirstactivityofourexplorationjourney(Pairstudentsupbynumberingoff,ifyouallowstudentstochoosetheirpartnerstheymayhavealotincommon&theactivitymaynotwork).Whatwearegoingtodonowiscompareandcontrastourpersonalcultures.NowwhatImeanbypersonalculturesarethehabitsyouandyourfamilyhavefromdaytoday.”Putexamplesontheboard~refertofollowingpageforexamples.

BoardRepresentation

1. Whomakesbreakfastinthemorningatyourhouse

2. Whattimedoyouandyourfamilygotobed

3. Howoftendoyouhavefamilydinners

4. Doesanyonehelpyouwithyourhomework

5. Whatkindofchoresdoyouhelpyourparentswith

“Iwouldlikeyouandyourpartnertodiscusstheseexamplesontheboard,andanyotherfamilyhabitsyoucomeupwith.Pleasediscusshoweachofyourfamilieslivesfromdaytoday,andwritetheexamplesdownonascrappieceofpaper.Onceyouhavediscussedeverythingyoucanpossiblythinkof,youwillwriteyourexamplesdownontheVenndiagramIhandout.Themiddleofthediagramwillbethethingsyourfamilieshaveincommon,theneachoneofyouwillgetyourowncircle,andthatiswhereyouwillputyourownpersonalfamilyhabits.”

Example

­Havestudentsusecolorfulwritingutensilsandhangtheseuponabulletinboardintheclassroomlabeled:TheCulturesofourClassroom

3.Tie­in:“ExcellentjobwiththeVenndiagramsstudents!Nowjustlikewehaveavarietyofdifferentculturalaspectsinourownclassroom,therearevarietiesofculturalaspectsfromtowntotowns,statetostates,andcountrytocountries.Forexample,inGreecewineisservedwithalmosteverydinnermeal,whileintheUnitedStatesweservewater&/ormilkwithalmosteverydinnermeal.”

Closure:“Okayboysandgirls,Iamveryimpressedwithyourculturalvenndiagramsyoucreatedinclasstoday,excellentjob!Tomorrowwewillstarttodigdeeperintoourjourney,wewillbetalkingaboutthelocationandpeopleofancientGreece.ItisalmosttimeforrecesssoIwouldlikeallofyoutocleanupyourareaandpleaselineupbythedoorwhenyouaredone.”InformalAssessment:TheculturalVenndiagramswillprovideaninformalassessmentfortheteacher’sunderstandingofthestudents’comprehension.

Day 2: Location of Greece

Objectives:Giventhelocationteachings,the4thgradeexplorerswilllocateandlabelGreeceinthecontinentofEurope.StudentMaterials: ‐PencilTeacherMaterials: ‐Classroommaps ‐Europetransparency ‐Greecetransparency ‐BlankoutlineofGreece(tohandout)Motivation: “Helloboys&girls&weeellllcommmmeeetoourseconddayofourjourneytoancientGreece!Today’sjourneyisveryimportantsobeforewebeginwearegoingtomakeexplorerhatsthatwecanwearduringourmanydiscoveries.”

Howtomakeapaperhat:

1. Getenough8x11paperforeachstudentinyourclassroom,onepieceperstudent.

2. Havethestudentsfoldthepieceofpaperinhalfhorizontally.3. Takethetwocornersfromtheclosed,foldedendofthepaperandfoldthem

intothemiddlesotheylineup.4. Takethepapernotcoveredbythefoldandfolditupoverthetriangles,do

thesameontheoppositesidewheretherearenotriangles.

Procedure:1.“CanoneofyouwonderfulexplorerstellmeonthismapwheretheUnitedStatesis?” ‐Usethemapslocatedintheclassroom,havethevolunteerexplorercomeupandpointtotheUnitedStatesusingayardstick,akathemagicalpointer.

Figure1

Figure1

“SpectacularjobJordan!Now,cananyonetellmewhere,onthismapEuropeis,rememberEuropeisacontinent.Boys&girls,whatarethesevencontinentsofourworld?” PredictedStudentAnswers: ­NorthAmerica

‐SouthAmerica ‐Antarctica ‐Europe ‐Africa ‐Australia ‐Russia“Excellent,nowwhichoneofyouwonderfulexplorerswouldliketoshowmewhereEuropeis?ThankyouKarissa!NowpleasecomeuphereandusethemagicalpointertoshowyourwonderfulexplorerswhereEuropeis.”­HaveKarissazeroinonEuropeusingthemagicalpointerandFigure1above,then

putupatransparencyshowingonlyEuropeupontheprojector.2.“GreatJob!Soboysandgirls,ifyouweretalkingtoyourmomanddadaboutwhatwearelearninginclass,andtheyaskedyouwhereEuropewasinlocationtotheUnitedStates;usingthecompasstermsofnorth,south,east,&west,whatwouldyousay?” PredictedStudentAnswers: ­Europeisnorth,northeasttotheUnitedStates3.PutupatransparencyshowingonlyEuropeupontheover­headprojector.

EuropeTransparency

“Okayboysandgirls,nowhereisamapofjustEurope,whichisthecontinentwhereGreeceislocated.Lookingatthismap,cananyofyoutellmewhereGreeceis?Excellent,Madeline,youmaycomeandshowuswhereGreeceis.”­IfMadelinedoesnotgetitthefirsttime,helpheroutbytellingheritisinsouthernEurope,tothewestofTurkey,etc.4.OnceGreeceisfound,zeroinonthecountry,anditssurroundingcountriesusingthetransparencybelow.

GreeceTransparency

“Alrightboysandgirls,isthereanythingyounoticeaboutGreecewhenyoulookatthispicture.Asexplorers,letsuseourcreativemindsandusedescriptivewordsabouttheland,aswellasthelandthatsurroundsit.” PredictedStudentAnswers: ‐Therearealotofislandsaroundit ‐TherearetwomountainslabeledinGreece ‐Therearefoursurroundingcountries “Excellentfindingsexplorers!Youmusthavealldrankyourcoffeethismorningbecauseyouallareimpressingmeverymuch!Iwouldliketoalsopoint

outthatthecountryofGreeceisapeninsula,whichisanareaoflandthatiscoveredbywateronthreesides.IfyoulooktotherightofGreecewehavetheAegeanSea,ifyoulooktotheleftwehave…” ­WriteinthefourseasthatsurroundGreeceonthetransparency: ­AegeanSea:rightofGreece,inbetweenGreeceandTurkey ­CreteSea:directlyabovetheislandofCrete ­IonianSea:directlytotherightofGreece ­MediterraneanSea:directlytotherightofCrete,directlyunderneath thecityofSparta5.HandoutthisblankmapofGreeceanditssurroundingcountriesandhavethestudentslabelthem,alongwiththefoursurroundingseas,whilekeepingthetransparencyontheoverhead.

Closure:“Okayclassspec‐tac‐ularjobonourjourneytoday!(solabification)Pleaseputyourmapswejustlabeledinthereceivingbasketonmydesk,thencleanupyourareaandgetreadyforlunch.Duringtomorrow’sjourneywewillbetalkingaboutthepeopleofancientGreecesobepreparedtomakesomefriendsalongtheway.Remembertopleasebringyouroldsheetstoclasstomorrowaswell! ­Duringthetimethestudentsarecleaninguptheirdesks,writeoneortwostudent’snamesontheboardtosignifythattheyarefollowingdirections.Verbalizeyourcontentmentwiththerestoftheclassandallowthemtobethelineleaderstolunch.InformalAssessment:Iwillusethestudent’slabelingmapsaninformaltooltograsphowwelltheyunderstandthelocationofGreece,aswellasit’ssurroundingareas.

Day 3: The People of Ancient Greece

Objectives:GiventheRolesofMen,Women,&Children,the4thgradeexplorerswillgainawarenessofthepositionsofpeopleinanancientGreeksociety.StudentMaterials: ‐Pencil ‐ComputerTeacherMaterials: ‐Men,Women,&Childrenhandout ‐Whiteboard/Chalkboard ‐Whiteboardmarkers/chalk ‐StudentInternetpermissionslipsMotivation:(Walkintoclasswearingatoga,withoutsayinganythingelse,beginusingtheteachertalkbelow) “Helloclass,mynameisAgathaandIamacitizenofAthens,Greece.Mynamemeansgood,andIlive100%uptotheexpectationofmynameundertheserviceofmyhusband,Ampelios,isapoliticianofAthens,andoverseesthefieldsofourfamilyfarm.I,ashiswife,teachourthreewonderfulchildrentoread,andwrite.Ikeepourhouseholdcleanandalsomanagetheslavesofourfields.TodayIamwearingatoga,whichistheonlyformofclothingduringthedayinwhichIlivein,asmenandwomenwearthesameattire;itisonlydecorateddifferentlybasedontheirstatusinsociety.”Procedure:Writethispassageontheboardpriortoenteringtheclassroom:

ειασαςαγόριακαικορίτσιακαινακαλωσορίσωπίσωστοταξίδιμας!1.Askyourclassifanyonecanreadthepassagethatisontheboard. ‐Thestudentswillprobablylookatyouwithveryblankstaressoexplainto themthatthisisasentencewrittenintheGreeklanguageandtranslatethe sentenceforthem. Translation:Helloboysandgirls,andwelcometoanotherwonderfuljourney ofancientGreece!“Alrightboysandgirls,letsbeginourjourneytodaybytalkingaboutAgatha,thewomanIwaswhenIfirstenteredclasstoday.”2.Passoutthehandoutbelow,onetoeachstudent,andspiritreadtogether:

Handout

The Roles of Men, Women, and Children of Ancient Greece

Men: -Were considered the rulers of the household and family. -Wore special clothing that was decorated based on men’s status in society. -All men with families worked during the day as politicians, businessmen, or farmers -Were treated by a great amount of respect when at home with their family. -Almost always ate dinner in separate rooms than their wife and children, so they could relax on couches and be hand fed by slaves -Were considered the most important people in ancient Greece Women: -Were considered the least important people of ancient Greece. -Were not aloud to fall in love -Their marriages were chosen for them by their fathers when they were only teenagers. -They had to marry men twice their age -Not aloud to eat, or sleep in the same room as men -Were considered to have one sole purpose, to have children and take care of the house when the husband was away Boys: -Were considered more important than girls and were sent to school at age six -At school they were taught to read, write, and enjoy poetry and music -All boys were expected to have a healthy mind and body by participating in gymnastics, which included wrestling, javelin, running, jumping, and throwing -Began training for their future jobs at age 16 -Began training for war at age six. Girls: -Helped their mothers around the house -Were taught to cook, weave, and clean by their mothers, or slaves -Were taught ancient secret songs and dances so they could participate in religious festivals -It was rare for girls to be taught how to read and write

-At age 15 they were expected to throw away their toys and marry a man their father had chosen for them 3. Haveanopen‐endeddiscussion/questionssessionwherethestudentscantalkabouttheirfeelingstowardstherolesofmen,women,andchildrenofancientGreece. Questionstoprompttothestudents: ‐Whatdoyoulikeabouttherolesofpeopleofthistimeperiod? ‐Whatdoyoudislikeabouttherolesofpeopleofthistimeperiod? ‐Girls,howwouldyoufeelnotbeingabletogotoschool? ‐Boys,howwouldyoufeelabouthavingtostarttrainingforwaratage 6?4.Activity:PickingOutYourOwnGreekName*Priortothisactivity,makesurethateachstudenthastheschoolsmandatedInternetusageformturnedin.Stresstothestudentsthattheyareonlyallowedtolookattheonewebsite(locatedbelow),andusetheInternetonlyforthis“specialproject.” ‐Takethestudentstothecomputerlabandallowthemtobrowsthis

websiteofGreeknames:http://www.behindthename.com/nmc/gre‐ anci.php

‐HavethestudentsmakeGreeknametagstheycanputontheir deskduringthetimedevotedeachdaytotheAncientGreek Journey.

‐Givethestudentsa8x6pieceofwhitecardstockpaperand havethemfolditinhalf.

‐OnonesidehavethemwritetheirGreekname,andonthe othersidehavethemwritethemeaningoftheirname(found onthewebsite).

‐HavethestudentssharetheirnewGreeknamesandmeanings withtherestoftheclasswhennametagsarecomplete.

Closure:“Okayclassyoualldidagreatjobtoday.Forthenextfewdayswhenwegoonour

journeyyoushoulddisplayyournametagsonyoudesk,andIwillcallyoubyyourGreekname.Nowpleasemakeyourareaniceandcleanthenyoumaylineupforlunch.”

Modification:Ifcomputersarelimitedattheschool,haveapre‐madebookletof

Greeknamesinwhichstudentscanlookthrough.Makemorethanonecopy,andallowstudentstolookatthebookinpairs.

Day 4: Ancient Greek Clothing

Objectives:Giventhetogacreationactivity,the4thgradeexplorerswillgainasenseofwhatitwasliketodressinancientromanclothing.

StudentMaterials: ­Oldsheetfromhome ‐LearningLog ‐PencilTeacherMaterials: ­Whiteboard/chalkboard ‐Whiteboardmarkers/chalk ‐AncientRomanClothinghandout ‐Transparencies1&2 ‐OverheadprojectorMotivation:“Goodafternoonclass!CananyonetellmewhatwehavedonesofaronourjourneythroughancientGreece?” PredictedStudentResponses: ‐FoundourownGreeknames. ‐Learnedabouttherolesofpeoplebackthen. ‐LabeledamapofGreeceanditssurroundingcountries.“Excellent!It’shardtobelievethatwehavedonesomuchandthisisonlyourfourthdayintoourjourney,butbelieveitornot,todaywehaveanotherexcitingadventure!TodayweareeachgoingtomaketheofficialappareloftheancientGreektimes!Procedure:1.“Beforewebeginmakingourtogas,we,asexplorersoftheancientGreekcivilization,needtolearnalittlemoreabouttheofficialapparel,andthedifferenttypesthereare.” *Passoutthearticlebelow,onetoeachchild,andhavethemhighlightthemainpointsofthearticle.Thehighlightingaspectofthisactivitywilltieintoprevioussessionsof“StudyApplications,”thattheywillbecurrentlylearningaspartofaResponsibilityandOrganizationunitinliterature.

Article(Allow15minutestoread)

Ancient Roman Clothing

Roman men generally wore two garments, the tunica and the toga. The tunica was a short woolen under garment with short sleeves. the toga was specifically meant as a public display garment, the tunica was also worn by any people within the comforts of their own homes. The tunic worn by patrician men was made from white wool or expensive linen, while the poor would wear whatever fabric was readily available. Similar to the toga, distinct tunics were

worn to signify one's title. Magistrates wore the tunic augusticlavia, and senators wore a tunic with broad strip called the tunica laticlavia. In addition, a belt would be worn around the waist of the tunica to hold the waist of the garment snug, giving the impression of a two piece garment. The classic toga was a distinct Roman garment that only actual citizens were allowed to wear. Its distinct purpose was to indicate peaceful endeavors, as opposed to the sagum cloak, worn during times of war. The toga was a large cumbersome robe like garment of white wool and used up to 9 yards of material. Being such a bulky and uncomfortable article of clothing, it became customary in later times to wear it only on state occasions. All togas were not the same and each distinctive type could mark a Roman's societal status or title. Some common, known types:

Toga Virilis was a plain, unadorned toga made in off-white color. It was worn by any adult male.

Toga Praetexta was an off-white toga with a broad purple border. This toga was reserved for Senators and Curule Magistrates such as Consuls. There were minor distinctions between stripe indications for various magistrate positions.

Toga Pulla was a dark toga worn strictly in times of mourning.

Toga Candida was an artificially whitened toga worn by candidates for political office. It was important to be white to indicate both purity of intention by the candidate and for the candidate himself to stand out from the crowd.

Toga Picta was a special all purple toga embroidered with gold thread worn by a Roman general during a triumphal parade. Roman women also wore tunica in much the same fashion as the men. There were two types, both adapted from Greek fashion. One, the peplos was made from two rectangular pieces of cloth partially sewn together on both sides with the open sections at the top folded down in the front and back. It was pulled over the head and fastened with two large pins, forming a sleeveless dress. A belt was then tied over or under the folds.

The more common tunic worn by women was a sleeved garment made from two wide pieces of cloth sewn together near the top. This garment was pulled over the head and fastened with several pins or buttons to form a dress with various styles and fits. A belt could be worn under the waist, or at the hips. Any tunics could be made of various colors and fabric types depending on social status and wealth.

Retrieved from: http://www.unrv.com/culture/ancient-roman-clothing.php

2. Discusssomeofthekeypointsyou(theteacher)foundinthearticle(thehighlightedsections),andwritethemontheboard:“Okaymyfourthgradeexplorers,whatdidyouthinkofthatarticle?Ifoundittobevery,veryinteresting!HereareafewthingsIfoundtobeimportantinthearticle.IfanyofyouwouldliketoaddtomyToga‐izer(Togaorganizer)pleaseraiseyourhandandyoumaycomeupanddrawanewbubbleandwriteinyourfact” *Writefactsontheboardinthisgraphicorganizerstyle.

‐HavethestudentscopythefinalizedproductintotheirLearningLog.3.Activity:TogaMaking(allowstudentstoworkfreelythroughouttheroomwiththeirfellowclassmates) ‐Puttheexamplesoftogasontheoverheadprojectortogivethem visualizationasstudentsmaketheirtogas(example1&2). ‐Atfirstallowthestudentstodrape,tie,wrap,andknottheirsheetsbrought fromhomehowevertheywouldlike. ‐Tellthem:“Aswejustread,togaswerebasicallyjustlargepiecesofcloth drapedoverthebodyinamannerinwhichcoversthebodyalmost completely.So,forthenexttenminutesletsuseourcreativemindsand practicemakingourowntogabywrapping,draping,tying,andknottingthe clothtofitourselves.(allow10minutes).

‐Attheendofthetenminutes,walkaroundandhelpthestudentswithpin theirtogastogethersotheywillstay.Usesafetypins,andbecarefulnotto pokeanyone.

Transparency1

Transparency2

Closure:TogaTime!(15minutes) “Iamveryexcitedaboutournewtogaswejustmadeboysandgirls!ToendourjourneytodaywearegoingtohaveTogaTime.Thiswillbesomethingwewillcontinuetodoonintonextweek,whichisourlastweekofourjourney.DuringTogaTime,Iwouldlikeeachofyoutochooseapartner.Youandyourpartnerwillbeateamofexplorers,yourjobistogoovertoourclassroomlibraryandpickoutoneofthemanybooksIhavefoundforustoreadaboutancientGreece.Youwillget20minutestoread,and10minutestowritedownyourthoughtsinyourlearninglog.Justlikeourfriendandarcheologist,StephenWallismakesdiscoveriesoverinGreece,wewillbemakingourowndiscoveries.Pleasefeelfreetowritedownanythinginterestingyoucomeacrossinthebookyouchoosetoreadtoday.Youaremorethanwelcometodrawpicturesofinterestinggraphicsyoucomeacrossaswell.”

4thGradelevelbookstoincludeinyourclassroomlibrary:

InformalAssessment:CollecttheLearningLogsinalphabeticalorderattheendofTogaTime.Readoverwhatthestudentsdiscovered.UseyourfindingsasameanstocomprehendhowinterestedthestudentsseemtobeintheAncientGreeceUnit.Modification:Havethestudentsreadthearticleinpartners,thatwayifyouhavesomestudentswithreadingdifficultiestheywillhaveassistance.ExtensionActivity:Havethestudentschoosetheirfavoritetypeoftogaanddepictinadrawingwhattheybelieveitwouldhavelookedlike.Havethemuseawidevarietyofdecorativematerials,markers,glitter,crayons,shinypapertoaddlifetotheirdrawingandhangthemuparoundtheclassroom.

Day 5: Greek Government

Objectives:Giventhediscussionsongovernment,the4thgradeexplorerswillgainanunderstandingofwheretheirowngovernmentoriginatedfrom,andbeabletodifferentiatebetweentheirgovernment,andthatofancientGreece.StudentMaterials: ‐LearningLogs ‐Pencil ‐Classroomlibrary ‐AncientGreekGovernmenthandoutTeacherMaterials: ­Whiteboard/chalkboard ‐Whiteboardmarkers/chalkMotivation:PeerMotivation(10minutes)

‐StartoffclassbyhandingbackthestudentsLearningLogs ‐Askforspiritvolunteerstocomeupinfrontoftheclassroomandsharea fewinterestingthingstheydiscoveredyesterdayduringTogaTime (thiswillhelpbuildpublicspeakingskillsforthestudents).Procedure:1.“Thankyouvolunteers,thosewereallveryinterestingfactsyoudiscovered!TodaywearegoingtocontinueourjourneybyresearchingthegovernmentalsystemsofancientGreece.Cananyonetellmewhatcomestotheirmindwhenthinkingaboutthewordgovernment?” PredictedStudentAnswers: ‐Thepresident ‐Laws ‐TheWhiteHouse2.“Wowboysandgirls,Ithinkyoumaybesmarterthanme!Thoseareallgreatexamplesofcomponentsthatmakeupagovernment!DoesanyoneknowwhattypeofgovernmentwehavehereintheUnitedStates?” PredictedStudentResponse: ‐ADemocracy “Yes,exactly!NowcananyoneexplaintomewhataDemocracyis? ­Iamexpectingstudentstonothavemuchofanexplanation “Wellboysandgirlsademocracyisatypeofpoliticalgovernmentcarriedoutbythepeople,peoplelikeyouandme!Nowthatdoesn’tmeanthatyouandmearethelawmakersandpeopleinchargeofourcountry,butwhatthatdoesmeanisthatthepeople,orcitizensofourcountryvotepeopleintoofficeforthesepositions.Citizensofacountry,likeeachandeveryoneofyou,arepeoplewholiveinthatcountryandlegallylivetheirdailylivesinthatcountry.Tobeacitizenofacountryyoumustmeetcertaincriteria,orguidelines.YoumustmeetoneofthreeguidelinestobecomeacitizenoftheUnitedStates.Thoseguidelinesare: ­Writeontheboard

1.YouwerebornintheUnitedStates 2.YourparentorparentswerebornintheUnitedStatesor 3.Yougothroughtheprocessofnaturalization,whichallowsyoutobecome acitizenoftheUnitedStates.Theguidelinesforcitizenshiparedifferentineachcountry,butbackintheancienttimesofthecountryGreece,therewerenoguidelines.Ifyouweresimpleborninthatcountrythatisusuallywhereyoustayedtherestofyourlife.Ifyouhadthemoneytoleave,youcould,butalotofpeopledidnot.”3.ExplainingthegovernmentalsystemsofAncientGreece: “Okayboysandgirls,nowwearegoingtotalkaboutthegovernmentalsystemsofAncientGreece,butwait,Iseemedtohavelostmymind,whatkindofgovernmenttowehavehereintheUnitedStatesagain?(Democracy)Oh,Yes!Okay,thatremindsmeofafascinatingfactIwanttotellyouallbeforewegoon.TheexactgovernmentalsystemofdemocracyweusetodayinoureverydaylivesactuallycamefromtheancientGreektimes!”Writethisontheboard:δημοκρατία = dēmokratía = democracy = “power to the people” “ThelanguageofancientGreeceiswheremuchofourlanguageofEnglishoriginallyderivesfrom.Alongtimeago,theGreeklanguagewastranslatedintoanewlanguagecalledLatin(demokratiaisdemocracyinLatin).EnglishsimplychangesmanyLatinendingstomakeititsown,andmanywordsweusehaveaLatinmeaningbehindthemthatweareunawareofmostofthetime.”4.GreekCity‐States: “TheGreekshadalotofdifferentkindsofgovernments,becausethereweremanydifferentcity‐statesinancientGreece,andtheyeachhadtheirowngovernment.Acity‐state,whichiswhattheGreekscalledpolis,whichiswherewegetthewordpoliticsfrom,islikeaverysmallcountry,withjustonecityinit.SointheUnitedStates,howmanystatesarethere?” PredictedStudentResponse: ‐50states “Exactly,nowhowmanycitiesdoyouthinkareineachState? PredictedStudentResponses(allowformultipleguesses): ‐200 ‐467 ‐98 “Thoseareallgreatguesses,butthereareactuallyover1,000citiesinjustMinnesotaalone.So,ifinancientGreeceeachcityrepresentedacountrywithitsowngovernment,whichwouldmeanthatinMinnesotawewouldhaveover1,000differentstates,withover1,000differentgovernments!Now,Ithinkitwouldbe

veryhardtocommunicate,andfollowtherulesofyourstate,iftakingatriptothegrocerystoremeantyouwouldbegoingintoadifferentstate!Whyelsedoyouthinkhavingover1,000stateswouldbedifficultclass?” PredictedStudentResponses: ‐Becausemaybetheleaderofastatewouldn’tletyoutalkto otherpeoplefromcertainstates,thenthatwouldmeanyou probablywouldn’tbeabletotalktosomeofyourfriends. ‐Ifourparentsneededajobandcouldonlyfindoneinanother state,maybetheleaderofthatstatewouldmakeusmove there,thenwewouldhavetochangeschools. “Yes,andthatwouldbeverytroublesomeforallofusnowwouldn’tit.Now,beforewegetintoouractivityIhaveonemorequestionforallofyou,andyouwillneedtouseyourmathskills.HowmanydifferentstateswouldtherebeintheUnitedStatesaloneifeachstatehadexactly1,000cities,rememberingthateachcitynowrepresentsastatewithitsownlaws.” PredictedStudentResponse: ‐50,000States5.Activity:CreatingYourOwnCityState(30minutestofinishhalf) ‐Dividetheclassintofivedifferentgroups,fourorfivestudentspergroup,dependinguponsizeoftheclass. ‐ExplainthefourdifferenttypesofgovernmentthatexistedinAncientGreece&passoutthisdocument,onetoeachstudent:

Document

Ancient Greek Government

Monarchies: Thefirststatesweremostlymonarchies,asfaraswecantell.Theywereruledbykingsorqueens.TheearliestmonarchiesthatweknowaboutaretheonesinEgypt.Thesebothbeganaround3000BC(BeforeChrist),butitwasnotonlytheearlystatesthathadkingsandqueens.Afterall,therearestillmanycountriesthathavekingsandqueenseventoday.

Oligarchies: Oligarchy means the rule of the few, and those few aregenerallythepeoplewhoarericherandmorepowerfulthantheothers.Thesearenotalwaysmen:justasmonarchieshavebothkingsandqueens,womensometimesappearincouncilsofaristocrats,andevenwhen theyarenotmembers, theyareoften theretellingtheirhusbandsortheirsonswhattodo.Sooligarchiesaregenerallybadforthepoor, but they are pretty good for women, at least for rich women from powerful

families.

There is a group of people who are in charge. Sometimes theymay be elected, andsometimestheyarebornintotheirposition,andatothertimesyoumighthavetohaveacertainamountofmoneyor land inorder tobe in the council. Then this groupofpeople meets every so often ‐ every week or every month ‐ to decide importantquestions,andtoappointsomebodytodealwiththings.Liketheymightdecidethatitshouldbeillegaltosteal,andthentheywouldappointoneofthenoblestobeajudge,anddecide ifpeoplewereguiltyof stealing,anddecidewhat todowith them if theywere.

Tyrannies: A period of time around 650‐400 BC, whenmany city‐stateswere ruled by tyrants. Tyrannies usually grew out of oligarchies like this: in anoligarchy,eachofthearistocratsisalwaystryingtogetmorepowerthantheothers,buttheother aristocrats keep them fromdoing it. But if oneof thearistocrats thinksofasking for help from the poor people, he can get ahead that way, and may makehimselftyrant.Soatyrantislikeaking,butakingwhodoesnothavethelaworreligionbehindhim,andonlyrulesbecausethepoorpeoplesupporthim.Tyrantsbreakthelawandmaketheirown.

Naturallytheotheraristocratshatedtyrants,andtriedtostopthemandgobacktoanoligarchyagain. Inordertostay inpower,thetyranthadtopromisethepoorpeoplethathewoulddogoodthings for them,sotheywillsupporthim.Usually thetyrantpromisesoneofthesethings:1.Cancellationofdebtsor2.Redistributionofland

Youcanseethattyrantsareusuallyreallygoodforthepoorpeople,andonlybadfortheotheraristocrats.

Democracies; Democracymeanstheruleofthepeople(inGreek).Thatiswhereeachindividualpersonhasavoteaboutwhattodo.Whateverthemostpeoplevoteforwins.Thereisnokingortyrant,andanybodycanproposeanewlaw.Oneproblemthatimmediatelycomesupinademocracyiswhoisgoingtobeabletovote.Shouldpeoplevotewhoarejustvisitingfromsomeothercity‐state?Howaboutlittlekids,shouldtheyvote?Orshouldtherebesomelimits?

The earliest democracy in the world began in Athens in 510 BC. When democracyprovedtobesuccessfulinAthens,manyothercity‐stateschoseitfortheirgovernmenttoo.ButmostofthemallowedevenfewerpeopletovotethanAthensdid:mostoftheother city‐states only allowed free adultmale citizens to vote IF they owned land orownedtheirownhouses(thatis,thericherpeople).

Retrievedfrom:http://www.historyforkids.org/learn/greeks/government/index.htm

6. ‐Telleachgrouptheyaregoingtorepresentacity‐stateofancient

Greece. ‐Haveeachgroupcomeupwithanamefortheircity‐state,havethem decidewhichtypeofgovernmenttheywouldliketheircity‐stateto have,andhavethemcreatefivedifferentlawsforthecitizenoftheir city‐state. ‐Walkaroundduringthis30minuteperiodandmakesurethateach groupunderstandsthedifferenttypesofgovernmentsandmakesure youansweranyquestionstheymayhave.7.Review:Askquestionssuchas: ‐WhattypeofgovernmentdoestheUnitedStateshave? ‐Whatisacity‐state? ‐Whatisthemeaningbehindtheworddemocracy?‐DescribeatypeofancientGreekgovernmentandhavethestudentsraisetheirhandswhentheythinktheyknowwhichoneyouaredescribing.Closure:TogaTime(15minutes)“Okayboysandgirls,itlookslikeyouareallofftoagreatstart.IwouldlikeyoutogobacktoyourdesksandgetreadyforTogaTime,whichmeansyoucanputonyourtogaswemadeyesterday!WewillrunTogaTimejustaswedidyesterday,soremembertotakenotesaboutwhatyouarereadingtoday.TomorrowIwillbeprovidingeachcity‐statewithapieceoftagboardtoputtheirfinalizedplansfortheircity‐stateon.Itwillbeagradedprojectsoyouwillwanttostartthinkingtonightabouthowyoucanmakeitstandoutandlookextranice!Iwillbecomingaroundtocollectyourlearninglogsin15minutes”ExtensionActivity:Haveaclassdiscussion,priortobreakingoffintogroups,ontheprosandconsofeachdifferenttypeofancientGreekgovernment.InformalAssessment:IwillusethetimeinwhichIwalkaroundandobservethegroupsasaninformalassessment.

Day 6: Constructing the law

Objectives:GiventheCreatingtheOfficialDocumentactivity,the4thgradeexplorerswillgainasenseofauthoritythroughthecreationoftheirowngovernment.StudentMaterials: ‐Tagboard(providedbyteacher) ‐Markersandcrayons ‐Decorativematerials(providedbyteacher) ‐LearningLog

‐PencilMotivation:PeerMotivation(10minutes)

‐StartoffclassbyhandingbackthestudentsLearningLogs ‐Askforspiritvolunteerstocomeupinfrontoftheclassroomandsharea fewinterestingthingstheydiscoveredyesterdayduringTogaTime– makesuretheyaredifferentspiritvolunteersthanfromyesterday. Procedure:1.Havestudentsbreakoffintotheircity‐stategroupsandpassoutapieceofwhitetagboardtoeachgroup:“Okaymyfourthgradeexplorerstodaywearegoingtomakethefinalizeddocumentofyourcity‐state.Thiswillbetheofficialdocumentthatallcitizensofyourcity‐statewillrefertowhentheyhavequestionsabouttheirrights,obligations,andrequirementsforbeingapropercitizen.Pleasemakesureyouhaveyourroughdraftallthewaycompletedbeforestartingtheofficialdocument.Iwouldlikeonepersonfromeachgrouptocomeupandshowmetheirroughdraft,Iwilllookitover,thengiveyouthepieceoftagboard.“2.Activity:CreatingtheOfficialDocument(40minutes) ‐Callupamemberfromeachgrouponebyone. ‐Onlyhaveonepersonupatyourdeskatoncesoyoucancarefullygo overtheirroughdraft,andpatientlytellthemanythingthatmay needtobeaddedorfixed–thegroupmemberwillconsulttherestof thegroupwithanythingthatdoesneedtobeaddedorfixed,then returnwiththecorrectionstoshowyou.Closure:TogaTime!(15minutes) ‐Sameastwopreviousdays,bynow,studentswillunderstandwhattheir roleasastudentintheclassroomwhenyousayTogaTime. ‐RemindthemtotakegoodnotesbecauseyouwillbecollectingtheLearning Logs. ‐Remindthemofthetimelimitaswell.Modification:BeforebreakingoffintotheGreekGroups,discusssomeaspectsofacity‐statethatwillneedtoberegulated,andwillneedtohavelaws.i.e.Aregirlsaloudtoattendschool?InformalAssessment:Attheendofthislesson,thestudentsLearningLogswillbecollectedinalphabeticalorderandwillbeobservedtogainabetterunderstandingofwhattheyarereadingandcomprehendingasexplorers.

Day 7: Architecture knowledge

Objectives:Giventhearchitecturelesson,the4thgradeexplorerswillgainanunderstandingofthemeaningandpurposeofthestandingstructures,suchasbuildings.StudentMaterials: ‐Plasticbag(handedoutbyteacher) ‐LearningLog ‐Pencil ‐ClassroomlibraryTeacherMaterials: ‐Architecturemodelexample(toplaceonboard)Motivation:“Okayboysandgirls,todaywearegoingtotalkaboutthearchitectureofancientGreece,butbeforewebegin,cananyonetellmewhatarchitectureactuallyis?” PredictedStudentResponse: ‐Buildinghousesandbuildings “Fantastic!Buildingandconstructingstructuressuchashouses,andbuildingssuchasourschoolisahugepartofwhatarchitectureisallabout.Theactualdefinitionofarchitectureistheartandscienceofdesigningbuildingsandotherphysicalstructures(writedefinitionontheboard).ThewordarchitectureisalsoveryimportantinconcernstoancientGreecebecauseitderivesfromthattime,justlikedemocracycamefromthistimeera.”Writethisontheboard:1.ὰρχιτεκτονική = 2. Architectura = 3. Architecture ‐AskstudentswhichnumberisGreek,whichnumberisLatin,andwhich numberisEnglish.(Recallfrompreviouslesson)Procedure:1.“Ispy,withmylittleeye,somethingthatisbrown!” ‐Havethestudentsguesswhatyouarelookingat.Onlyspendabout fiveminutesmaximumthentellthemwhatitis. “Believeitornot,Iwaslookingatwallsofourclassroom!Cananyonetellme whatthewallsofourclassroomaremadeoutof?” PredictedStudentResponse: ‐Wood “Thatissuchacloseguess!Butthewallsofourclassroomareactuallymadeoutofamaterialcalledsheetrock.Sheetrockiscomposedofamixtureofmaterialssuchaswax,recycledpaper,starch,plaster,andwool.Theingredientsaremixedtogetherthenputinamoldsodryniceandflatsotheycanmakeourwalls.Whatothermaterialsdoyouthinkareusedtobuildourschool?” PredictedStudentResponses:

‐Wood ‐Nails ‐Glass ‐Metal “DoyouthinkbackintheancientGreektimestheyhadsheetrockandallthesematerialseasilyaccessibletothem?” PredictedStudentResponse: ‐No “Youareveryright,infact,backthen,theyonlyusednaturalresourcesintheirmostbasicformtobuildhouses.Materialssuchasrocks,largestones,mud,andwood,andhandmadetoolswereallthatwereusedtoconstructahouse.Also,thebuildershadtobeverystrong,becausetheydidnothave machinestoliftheavymaterials.”2.“Okay4thgraders,asdirectorsofyourowncity‐state,itisimportantthatyouhaveaplacetocreatefutureneededlaws,carryoutmeetings,keepimportantartifacts,andevenpossiblylivewithyourotherdirectors.CananyonethinkofwhatbuildingwouldpossiblybetheequivalentofwhatIhavejustdescribedintheUnitedStates?” PredictedStudentResponses: ‐TheWhiteHouse ‐TheCapitol “JusttheexamplesIwaslookingfor!Today,boysandgirls,wearegoingtoconstructminiaturearchitecturaldesignsforourowngovernmentalbuildingsofourcity‐state.Inarchitecture,beforetheyactuallybuildandconstructarealbuilding,theymakeamodelofit(showexample1ontheboard).Thearchitecturesdothistounderstandifthebuildingwillstructurallystand,andtounderstandhoweverythingwillfittogether.Itisalsoimportanttoprovideamodelforvisualizationofthepeoplewhowillbeusingit.Constructingbuildingscostsalotofmoney,andthepeoplethatarepayingforaparticularbuildingtobebuilt,wanttoknowhowitwilllooklikebeforetheyinvestalltheirmoneyintoit.”

Example1

3.Activity:CollectionWalkforArchitectureBuilding(40minutes,includingputtingcoats,hats,andmittenson) ‐Takestudentsonawalkaroundtheschool,andsurrounding,safeareas. ‐Explaintothestudentsthatitisnotsafetowonderofffromtherestofthe groupandthattheymuststickwithabuddytheentiretime. ‐Giveeachstudentaplasticbag,andtellhimorheryouaregoingona CollectionWalk. ‐Tellthemtosearchforthenaturalmaterialspeopleusedtoconstruct buildingsduringtheancientera,butsmallerscale.i.e.twigs,smallrocks,etc. ‐ExplaintothestudentsthatthematerialstheyfindontheCollectionWalk willbeusedtoconstructamodelofwhattheirgovernmentalbuildingwould looklikeiftheywereabletoactuallybuildit.Closure:TogaTime!(15minutes) ‐Sameasthreepreviousdays,bynow,studentswillunderstandwhattheir roleasastudentintheclassroomwhenyousayTogaTime. ‐RemindthemtotakegoodnotesbecauseyouwillbecollectingtheLearning Logs. ‐Remindthemofthetimelimitaswell. ‐Collecttheminalphabeticalorderattheendofthejourney.Modification:Ifweatherdoesnotpermittobringtheentireclassoutside,gotothedollarstoreandpurchaserocksusedtodecoratethebottomofafishtank.Thisway,studentscanstillusenaturalresources.

ExtensionActivity:Bringinaguestspeakerwhoisanarchitectandhaveaquestionanswersessionwiththeclassandspeaker.InformalAssessment:Attheendofthislesson,thestudentsLearningLogswillbecollectedinalphabeticalorderandwillbeobservedtogainabetterunderstandingofwhattheyarereadingandcomprehendingasexplorers.

Day 8: Architecture modeling

Objectives:GiventheArchitectureModelBuilding,the4thgradeexplorerswillconstructtheirownmodel,whileusingthemindsetofanarchitect.StudentMaterials: ‐NaturalresourcescollectedonCollectionWalk ‐Glue ‐Popsiclesticks,pipecleaners,constructionpaper,cardboard(allhandedout byteacher)TeacherMaterials: ‐Parthenontransparency ‐Parthenonexamples1‐3Motivation:“Okayboysandgirls,beforewebeginconstructingourownarchitecturallysoundancientGreekbuildingsIwouldliketosharewithyouthemostfamous,andimportantGreekbuildings.ThebuildingcalledtheParthenonwasbuiltover1500yearsago.ItislocatedinAthens,whichisnowtodaythecapitolofGreece.Thebuildingwasbuilttorepresenttheexactgovernmentwepracticetoday,whichis…?” PredictedStudentResponse: ‐Democracy“Correct!NowtheParthenonisstillstandingtoday,andisconsideredoneofthemostfascinatingstructuresintheworld!” ‐Puttransparencyonoverhead,andpassmultiplepictures(examples1­3)aroundtheroom.

Transparency

Example1

Example2

Example3

“Now,asexplorersofancientGreece,whatdoyounoticeaboutthisfascinatingstructurethatmakesituniqueanddifferentfromthebuildingsweareusedtolookingat?” PredictedStudentResponses: ‐Itlooksbroken ‐Thestructurehasnowalls ‐Thereisnoroof “Thoseareallgreatobservationsexplorers!Oneaspect,inparticular,thatIwouldlikeyoualltonoticethecolumnslocatedallaroundthestructure.BackintheancienttimeperiodofGreecemanybuildingswereconstructedusingcolumnsbecausethiswastheonlywayarchitecturescouldfigureouthowtodeveloptheheightofthebuilding.Todaywhenyouarecreatingyourmodelstructures,youmaywanttoincorporatecolumnsintoyourdesignaswell.”Procedure:1,Activity:ArchitecturalModelBuilding(40minutes) ‐HavestudentstakeouttheirmaterialstheygatheredontheCollectionWalk yesterday. ‐Provideeachteamwithsomeextra,neededmaterialssuchaspopsicle sticks,craftglue,scarpcloth,cardboard,scissors,pipecleanersand constructionpaper. ‐Throughoutthe40minuteperiod,walkaroundtheroomperiodicallyto monitorstudents.Makesuretheyareworkingtogetherasateam,and provideanyassistancethatmaybeneeded. ‐Attheendofthe40minuteperiodtellstudentstocleanuptheirarea,and remindthemthatitisimportanttokeeptheirareacleanandorganizedin ordertobeagoodstudent.

Examplesofstudentconstructions

2.TalkaboutpresentationsandGreatGreekDay(10minutes) ‐ExplaintotheclassthatthemandtheirGreekgroupwillbepresentingtheir fullprojectonFriday. ‐TheirfullprojectincludestheirGreekname,theirposterwithcity‐ statename,andlawsforcitizens,andtheirarchitecturalmodelof theirgovernmentalbuilding,explanationofwhattypeoftogatheyare wearing,andtheirfinalletterstoarcheologistStephenWallis. ‐PresentationswillbegivenwithalltheirGreekgroupmembersduringGreat GreekDay,inwhichfamilymembersareinvitedtojoinandwatch. ‐InformthestudentsthatyouhavesentanemailhomeaboutGreatGreek DayatthebeginningoftheancientGreekjourney,butthatitisimportantto remindthem,becauseyouhavebeenworkingveryhardonyourancient Greekawareness.3.Question/AnswerSession(8minutes) PredictedStudentQuestions: Willwehavetimetopracticeourpresentations? ‐Tomorrowduringourjourneywewillhave40minutes designatedtopracticingourpresentations Wherecanwefindthetypesoftogasagain? ‐InyourAncientRomanClothinghandout,thetypesarebolded, pleasechoosewhichoneyoubelievetobetheoneyouwould havewornintheancientGreekera. Howlongwillourparentsbehere? ‐Yourparentswillbeherefrom10am‐11:30am,enoughtime toseeeveryone’spresentation&enjoysomeGreekfoodIwill bebringingin. Whatifwedon’tfinisheverythingontime? ‐Becausethisisveryimportant,therewillbeextratimegiven tomorrowduringthemorningmathperiodtoworkonit.Closure:LettertoArcheologistStephenWallis(20minutes) “OkayclassnowIamgoingtopassbackyourLearningLogs.IwouldlikeyoualltopulloutyourlettersfromarcheologistStephenWallisandpleasere‐readthem.WhatwearegoingtodofortheremainingtimewehavebeforelunchiswriteMr.StephenWallisaletterbacktellinghimeverythingwehavelearnedinthepasttwoweeksasexplorersofancientGreece.PleaseuseyourmannersinyourlettertoMr.Wallis,ashewasverykindinwritingletterstous.AlsouseasmuchdetailfromyourLearningLogsaspossible,IjusttalkedtoMr.Wallisandhetoldmehowexcitedhewastohearaboutallyourfindings!Writeyourlettersonapieceoflinedpaperfromyournotebook,andonceyouaredonewritingyourletterspleasere‐readthem,asIwillbegivingyouspecialwritingpapertowriteyourfinaldrafton.Ifyouhaveanygrammaticalquestionsyoumaycomeuptomydeskandaskmeforhelp.Pleaseuseyourtimewisely,andifyoudonotfinishyourlettertoday,itwillbeyourresponsibilitytofinishittonightashomework.”

ExtensionActivity:Havearchitecturallook‐booksforthestudentstobrowsethrough,havethemfindtheirfavoritemodern‐daybuilding,sharethatpicturewiththeclass,andexplainwhyitistheirfavorite.InformalAssessment:IwillusethestudentsArchitecturalModelBuildingtoassesshowwelltheyareworkingintheirGreekGroups,whichwillbeagradeattheendofthisunit.

Day 9: Ancient Greece presentation preparation

Objectives:GiventheAncientGreecePresentationGuidelinessheet,andpracticetime,the4thgradeexplorerswillproducepresentationontheirfindingsasexplorersoftheancientGreeceera.StudentMaterials: ‐AncientGreecePresentationGuidelinessheet(handedoutbyteacher) ‐GradingrubricforpresentationsduringGreatGreekDay(handedoutby teacher)Motivation:PeerMotivation(10minutes) ‐Havethestudentsthathavecompletedtheirletterssharewiththeclass. ‐Pointoutcomponentsofeachletterreadthatyoulike,togivethosestudents whohavenotcompletedtheirletteranideaofwhattoadd.Procedure:1.Catch­uptime(30minutes) “Alrightboysandgirls,ourjourneyisnearingitsendsoitistimetofinishallofourprojectsupforGreatGreekDaytomorrow.IwouldlikeallGreekgroupswhohavenotfinishedtheirarchitecturalmodeltofinish.Thosewhohavefinishedcanstartworkingontheirpresentations.Youwillneedtodecidewhowillsaywhatfortheintroduction.Youeachwillintroduceyounames,explainacomponentofyourarchitecturalmodel,andreadyourletterstoMr.Wallis.IhaveaguidelineandgradingrubricIwouldlikeallofyoutolookat.Weneedtobeveryorganizedfortomorrow,sousingtheguidelinessheet,Iwouldlikeyouandyourgroupmemberstowriteyournamesnexttowhatyouwillsay,andwritetheanswersbelowthequestionortopic.”

Ancient Greece Presentation Guidelines

Introduction: -Greek Names (all group members): “Hi my name is and I am an ancient Greek explorer.” -What kind of toga you are wearing (all group members): “I am wearing a toga called I like this toga because . City-state poster: -Explain what a city state is: -Name of the city-state & why you chose that name: -Explain type of government and why you chose it: -Laws of city-state: Architectural Model: -What would the model building be used for in your city-state? -What kind of materials did you find on the Collection Walk that you used to construct the model? -What else can you explain about the details of your architectural model? Letters to Mr. Wallis -Everyone will read their letter Teacher Approval: Yes No

TotalPoints____________________TeacherComments:

2.PracticePresentations(20minutes) ‐Usingthepresentationguidelinesheet,haveeachGreekgrouppracticewhat theywillsaytomorrowduringGreatGreekDay. ‐Allowthemthefulltimetopracticeandworkoutanykinkstheymayhave. ‐Itwillbeveryimportant,astheteacher,towalkaroundandmakesurethe groupdynamicsareworkingsmoothly,andtohelpoutwhereitisneeded. ‐Remindthestudentsthattheguidelineistheirtomakethepresentationrun smoothly.Tellthemtomorrowitisokayiftheyuseit,butiftheydonot,the parentswillbeextraimpressed(donotputpressureonthestudents).Closure: “Alright4thgradeexplorers,IjustwantyoualltoknowthatIamveryimpressedwithalltheworkyouhavedonethepastfewweeks.Tomorrowisourexcitingday,GreatGreekDay!Ourfamilieswillarriveat10am,whichisrightaftermathtime.Whentheygethere,youandyourgroupswillgatheryourmaterialsfromyourdesksandsitatyourdesignatedgroupworkspot,whichiswhereyouandyourgrouphavebeenworkingallweek.Youwillallquietlyputonyourtogasandsitdown.Iwillintroduceourparentstoourclassroom,thenwewillhaveourfirstpresentation.Ifanyonewouldliketogofirst,pleaseletmeknow.Theorderofpresentationswillbeonouragendaandplanningboardtomorrowmorning.”Modification:Addon10minutestothepracticepresentationtimeandallowthestudentstopracticetheirpresentationinfrontofthewholeclass.Thiswaytheywillgetafeelforwhatitwillbeliketoperforminfrontofanaudience.ExtensionActivity:MakesomeoftheGreekfoodthatwillbeservedtoourfamiliesduringGreatGreekDay.InformalAssessment:Iwillusethepracticepresentationtimeasameanstoassesshowcomfortablethestudentsarewithgivingtheirpresentationstomorrow.IfIcometotheunderstandingthattheyarenotquiteready,wewilldesignatepartofourmathtimetomorrowmorningtofurtherourpracticing.

Day 10: Great Greek Day Lesson Plan Objectives:GiventheGreatGreekDaypresentations,the4thgradeexplorerswilldemonstrateafullunderstandingandofthepasttwoweeksaccumulatedknowledge.StudentMaterials: ­Presentationmaterials: ‐Toga ‐Poster ‐Lettertoarcheologist

‐ArchitecturalmodelTeacherMaterials: ‐TasteofGreeceFood ‐Greekcrafthand‐outMotivation:WelcomingFamiliestoGreatGreekDay!‐GreatGreekDaywouldbeheldduringthefirstmonthofschoolasawayfortheteachertobecomebetteracquaintedwiththeparentsofhis/herstudents. “Goodmorning4thgradefamilies!Iamsothrilledthatallofyoucouldjoinusonthisveryspecialday,GreatGreekDay!Your4thgradeexplorershavebeenthroughanexcitingjourneythesepasttwoweeksandareveryexcitedtopresenttoyouwhattheyhavediscovered.WewillhavefiveGreekGroupspresentingthismorning,theywewillhaveabrowsingsessionwhereyouandyour4thgradeexplorercanwalkaroundtheroomandlookatalltheneatworkourentireclasshasdone.TodayIalsobroughtwithmesomeofmyfavoriteGreeksnacksforyouandyour4thgradeexplorertoenjoy,soplease,eat‐upandgetatasteofGreece!”Procedure:1.GreekGroupPresentations(40­50minutes)2.Browsingsession&TasteofGreece(20­25minutes) ‐TasteofGreecewillincludefoodsuchas:FetaCheese,hummus,bread, pretzels,purplegrapes,zucchini,eggplant,shrimp,andolives ‐Thistimewillincludegoodbyetimefortheparentsandchildrenas well.Closure:“FamiliesIwanttothankyouforcomingtoday,itwastrulywonderfultohaveyouallhere.OurjourneythroughancientGreecewouldhavenotbeencompletewithoutyourpresence.Yourchildrenarewonderfulstudents,andtheirworkhasonlyamazedmethesepastfewweeks.OnyourwayoutIencourageyoutograbtheGreekcraftworksheetIhaveprintedoff.Itwillbeextra‐creditforyourchild,andIencourageyoutohelpyourchildaswell.Onceagain,thankyousomuchforcoming,andIlookforwardtoseeingyouallinthefuture.Enjoytherestofyourday!”ExtensionActivity:Greekcraftworksheet,tobecompletedathomeforextracredit,parentsencouragedtohelp(asameanstogettheparentsinvolvedinthechild’sschoolwork).Modification:Whentimealoud,doareflectionofhowsmoothlyGreatGreekDaywent.Didthestudentsseemedpreparedenough?Wastheirenoughtimealoudfortheevent?Didtheparentsseemedimpressedwiththestudentswork?Didthestudentsseemproudoftheirownpersonalwork?