Humanities Unit 8.1: Ancient Civilizations Name: Film ...mslexiehumanities.weebly.com/uploads/2/0/7/8/20787140/film_journal.pdfprompt-and-response AND reflection styles • Structure

Humanities Unit 8.1: Ancient Civilizations Name: ____________________________

Film Journal Class: ________ Date: ___________

Directions:Please work on this journal throughout the time that Ms. Lexie is in America. It contains your

class work for each day, as well as assessment rubrics, thinking tools, and a place for you to evaluate your peers and reflect on your learning. It is a graded assignment worth a unit criteria grade for 2 criteria. Please take this assignment seriously and DO NOT LOSE THIS PACKET!

Read the directions for each day carefully. I am depending on you to help the substitute teachers and to make sure that this class runs smoothly. Whatever you are not able to complete in class each day becomes homework. I expect that all responses will be in complete sentences and show thinking. I also expect that this packet will be over ¾ completed when I return on Monday, September 23rd.

NOTE: Do not turn in this packet until Ms. Lexie returns. You are responsible for keeping it safe IN

YOUR GREY FOLDER and for bringing it to class EVERY DAY. You will also need a pencil or pen each day, and a positive, calm attitude.

Schedule:While I am gone, every class will follow the same basic daily schedule. You will come in and

open up your packet. While the substitute takes attendance, I expect that you will begin the Activator activity for that day. The Activator should take about 15 minutes.

Next, you will watch about 30 minutes of a film. You may choose to answer the questions for the film while you watch it, or you may answer them after the film has stopped for the day.

After each film segment, you will have about 15 minutes of class time to answer questions. It is OK to discuss the questions quietly with your classmates, but do not copy.

Finally, when you finish a film you will need to complete a PERSIA chart and government grid for the culture that the film was about. If you do not finish this in class, it becomes homework.

Day 1 Thursday/ Friday September 12th/13th: Watch the first half of Athens: The Dawn of Democracy Part 1 and stop at the 30 minute mark.

Day 2 Friday/Monday September 13th/16th: Watch the second half of Athens: The Dawn of Democracy Part 1. Remember to begin playing at the 29 minute mark. HOMEWORK: complete government grid and PERSIA chart before next class.

Day 3 Monday/Tuesday/Wednesday September 16th/17th/18th: Watch the first half of The Other Pompeii: Life and Death in Herculaneum and remember to stop at the 34 minute mark.

Day 4 Thursday/Friday September 19th/20th: Watch the second half of The Other Pompeii: Life and Death in Herculaneum and remember to begin at the 33 minute mark.

Day 5 Friday/Monday September 20th/23rd: Watch Theseus and the Minotaur which is only 24 minutes long. If you have extra time in class, use it read and evaluate another student's event cards. You should not need your laptop for this as they are hanging up around the classroom.

Day 6 Monday/Tuesday/Wednesday September 23rd/24th/25th: Ms. Lexie is back. We will complete the packet, evaluate ourselves, and end this unit. Yay!

GradingPlease use the rubrics on the next two pages to guide and evaluate your work.

Unit 8.1 Assessment Criteria C & D Due 27/9/2013 in class Page 1



Criterion C:

The student should be able to:• Analyze concepts, events, issues, models

and arguments• Analyze and evaluate a range of sources in

terms of origin and purpose, recognizing values and limitations

• Interpret different perspectives and their implications

• Make connections between information to make valid well-supported arguments

Modifications for this task:• Analyze concepts and events from the time line activity, class

movies and reading, and class worksheets • Evaluate and analyze a range of video clips and peer time line

event cards terms of origin and purpose, recognizing values and limitations

• Recognize different perspectives and their implications• Make connections between classmates' event cards and class

video clips to make valid, well-supported arguments

Level of Achievement Criterion C: Thinking Critically – Max 8 Descriptors:

0 The student does not reach a standard described by any of the descriptors given below.

1-2 The Student:• Makes a limited attempt to analyze concepts,

events, issues, models, arguments • Recognizes the origin and purpose of some sources,

as well as some values and limitations of sources• Identifies different perspectives• Makes connections between information in a limited

attempt to make simple arguments

Modifications for this task:• Makes a limited attempt to analyze concepts and events from the time

line activity, class movies and reading, and class worksheets • Recognizes the origin and purpose of video clips and peer time line

event cards as well as some values and limitations of these sources• Identifies different perspectives and their implications• Make connections between classmates' event cards and class video

clips in a limited attempt to make simple arguments

3-4 The Student:• Completes a simple analysis of concepts, events,

issues, models, or arguments• Describes sources in terms of origin an purpose,

recognizing values and limitations• Identifies different perspectives and suggests some

of their implications • Makes connections between information to make

simple arguments

Modifications for this task:• Completes a simple analysis of concepts and events from the time line

activity, class movies and reading, and class worksheets • Describes video clips and peer time line event cards in terms of origin

an purpose, recognizing values and limitations• Identifies different perspectives and suggests some of their

implications • Make connections between classmates' event cards and class video

clips to make simple arguments

5-6 The Student:• Completes a satisfactory analysis of concepts,

events, issues, models, arguments• Satisfactorily demonstrates an ability to analyze

and evaluate sources in terms of origin and purpose, recognizing values and limitations

• Recognizes different perspectives and their implications

• Makes connections between information in order to make valid arguments

Modifications for this task:• Completes a satisfactory analysis of concepts and events from the

time line activity, class movies and reading, and class worksheets • Satisfactorily demonstrates an ability to analyze and evaluate video

clips and peer time line event cards in terms of origin and purpose, recognizing values and limitations

• Recognizes different perspectives and their implications• Makes connections between classmates' event cards and class

video clips in order to make valid arguments

7-8 The Student:• Competes a detailed analysis of concepts, events,

issues, models, or arguments• Effectively analyses and evaluates a range of

sources in terms of origin and purpose, recognizing values and limitations

• Clearly recognizes a range of different perspectives and their implications

• Makes connections between information to make valid and well supported arguments concepts through thorough descriptions, explanations, and examples

Modifications for this task:• Completes a detailed analysis of concepts and events from the time

line activity, class movies and reading, and class worksheets • Effectively analyses and evaluates video clips and peer time line

event cards in terms of origin and purpose, recognizing values and limitations

• Clearly recognizes a range of different perspectives and their implications

• Makes connections between classmates' event cards and class video clips to make valid and well supported arguments concepts through thorough descriptions, explanations, and examples

Command Terms and

MYP Definition

Analyze: Break down to bring out the essential elements /structure, identify parts and relationships to interpret information to reach conclusions.Demonstrate: Prove or make clear by reasoning or evidence, illustrating with examples or practical applicationDescribe: Give a detailed account or picture of a situation, event, pattern, processEvaluate: Assess the implications and limitations; make judgments about the ideas, works, solutions, or methods in relation to selected criteriaIdentify: Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or featureRecognize: Identify through patterns or features

Score:

Peer Assessment: Student Predicted Score: Teacher Score:




Criterion D:

The student should be able to:• Communicate information and ideas

using an appropriate style for the audience and purpose

• Structure information and ideas in a way that is appropriate to the specified format

• Create a list of sources of information according to the task instructions

Modifications for this task:• Communicate information and ideas using formal essay

prompt-and-response AND reflection styles• Structure information and ideas as sentences in paragraphs

where the main thesis comes first, then supporting evidence, and last a conclusion that summarizes the thesis and evidence

• Mention the title of the movie clip or author of the time line event card in the body of the writing when citing evidence

Level of Achievement Criterion D: Communicating– Max 8 Level Descriptors:

0 The student does not reach a standard described by any of the descriptors given below.

1-2 The Student:• Tries in a limited way to

communicate information and ideas in a style that is appropriate to the audience and purpose

• Tries in a limited way to structure information according to the task instructions

• Tires in a limited way to create a list of sources of information

Modifications for this task:• Tries in a limited way to communicate information and

ideas using formal essay prompt-and-response AND reflection styles

• Tries in a limited way to structure information and ideas as sentences in paragraphs

• Tires in a limited way to mention the title of the movie clip or author of the time line event card in the body of the writing when citing evidence

3-4 The Student:• Communicates information and

ideas in a style that is sometimes appropriate to the audience and purpose

• Structures information sometimes according to the task instructions

• Creates a list of sources of information sometimes according to the task instructions

Modifications for this task:• Communicates information and ideas by sometimes

using formal essay prompt-and-response AND reflection styles

• Structures information sometimes as sentences in paragraphs

• Sometimes mentions the title of the movie clip or author of the time line event card in the body of the writing when citing evidence


ideas in a style that is often appropriate to the audience an purpose

• Structures information often according to the task instructions

• Creates a list of sources of information often according to the task instructions

Modifications for this task:• Communicates information and ideas often using

formal essay prompt-and-response AND reflection styles• Structures information often as sentences in paragraphs

where the main thesis comes first, then supporting evidence, and last a conclusion that summarizes the thesis and evidence

• Mentions the title of the movie clip or author of the time line event card in the body of the writing when citing evidence


ideas in a style that is completely appropriate to the audience and purpose

• Structures information and ideas completely according to the task instructions

• Creates a list of sources of information according to the task instructions

Modifications for this task:• Communicates information and ideas completely using

formal essay prompt-and-response AND reflection styles• Structures information completely as sentences in

paragraphs where the main thesis comes first, then supporting evidence, and last a conclusion that summarizes the thesis and evidence

• Mentions the title of the movie clip or author of the time line event card in the body of the writing when citing evidence

Score:

Peer Assessment: Student Predicted Score: Teacher Score:

Vocabulary- work on this whenever you have extra time.




Please add an example (with words or pictures) for each vocabulary word. City State A small independent country consisting of

one city and surrounding land

Empire A group of countries or regions that have been united and ruled by a foreign leader or country

Republic A governmental system where the leader is not a king, and supreme power of government comes from the people

Citizen An inhabitant of a nation who is entitled to full rights and responsibilities

Hellenistic Related to the Greeks or to Greek culture

Senate An assembly of citizens who are responsible for the functions of government, especially lawmaking

Trade Exchange of goods

Taxation The collection of money from the people of a nation or region, used to support the people and government

Phoenician Alphabet

The system of writing developed in the region that is Lebanon today, it developed into our modern 26 letter alphabet

Totalitarian A type of government that has absolute control over its people

Anarchy The absence of any system of government

Democracy A type of government in which all the power belongs to the people

Authoritarian A type of government in which a very small group of people have all the power

Constitution A written set of fundamental principles on which a nation or organization is founded

Rule of Law The idea that all citizens or subjects of a nation must obey certain rules, and that if they fail to do so they may be punished by the state




Athens: The Dawn of Democracy Part 1 (56 Minutes long)

Activator Day 1 (please complete in 15 minutes or less)Read over your vocabulary list (pg. 4), the types of government grid (pg. 8), and the title of this film. What do you predict this movie will be about? Please write a paragraph describing how Athenian government worked during the Golden Age. Use only what you already know. _____________________________________________________________________________________

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Questions Day 1 (please answer during or after the film) Please stop at 30 minutes

1. What were the Greek tyrants like in early Greek history?

Why do we think of the word 'tyrant' as being negative today?

2. Which city state developed a new system of government?

3. What is the meaning of the root word of 'democracy'?

4. Please describe early Greek democracy. Who was the leader and how was he chosen? Who could participate in votes and decision making?

5. The Athenians developed many systems to prevent corruption. Please describe one or more inventions, systems, or rules that were used to make sure that equality and fairness were protected.

6. How did the Athenians feel about slaves? How do you know?

7. How did Athenians feel about women? How do you know?




8. Compare what you know about Democracy and what you know about Athenian social norms. What contradictions do you see? Does this system make sense to you, and why or why not?

9. What did the word 'idiot' originally mean in Athens?

11. Why did Athens become increasingly war-like? Who were they afraid of?

12. What technology did the Athenians develop to beat the Persians? How does this connect to Democracy?

13. How did this technology change the democratic system in Athens? Think about how a tri-ream moves.

14. What was the result of this invention?

Activator Day 2 (Please complete in 15 minutes or less)

Re-read your prediction from yesterday (the activator for day 1). Compare what you thought about Athenian government yesterday to what you know now. 1. What did you get right?

2. What were you wrong about?

3. How do you predict this system of government will continue to develop?




Questions Day 2 (please answer during or after the film) Please resume at 29 minutes

1. After defeating the Persians, how did Athens' strategy change?

2. What is the League discussed in the movie, and why was it founded?

3. What is the main reason that Athens tried to form an empire?

4. How did Athenian division of land show their commitment to democracy?

5. In your opinion, was Pericles a democratic leader? Why or why not?

6. What was the Parthenon built and used for?

7. How did regular Athenians react to the building and use of the Parthenon?

8. Which city state was more warlike- Athens or Sparta? Why do you think this?

9. Now that you have learned more about what Athens was really like, what do you think of Athenian Democracy? Please use a few complete sentences to explain.

10. When you have completed the film questions, please follow the directions to complete the types of government grid and PERSIA charts on the following pages. You my work together if you wish.




TotalitarianAbsolute control by the state or a governing branch of a highly centralized institution,

highly organized government

Democratic AuthoritarianAll people have an equal say in decisions that effect their lives. Equal and direct participation in law. Free and equal practice of political self-determination. Subordination to the will of the people.

Complete obedience or subjection to authority of a leader as opposed to individual freedom.

Individual freedom is subordinate to the power of the state.

AnarchisticSociety without government or law,

highly disorganized or absent government

Please place these letters on the grid. Consider what Athens was like at different points in time.

A. The Greek city states before democracy. Consider who the leaders were.

B. Athens when democracy was first invented. Consider who can participate.

C. Athens as it went to war against the Persian Empire. Consider who did the fighting.

D. Athens as it expanded its empire and concentrated its power. Consider how strong it became.







The Other Pompeii: Life and Death in Herculaneum (58 minutes long)

Activator Day 3 (please complete in 15 minutes or less)1. What do you think of when you hear the word Pompeii? Please list all of the ideas and images that pop in to your head.

2. What do you know about volcanic eruptions? Please describe what you think may have happened in Pompeii.

3. Why do you think that we will watch a film about such a terrible disaster? Can you think of anything we can learn about Rome from this archaeological site?

Questions Day 3 (please answer during or after the film) Please stop at 34 minutes Warning: There is a brief discussion of anatomy that you might find funny or offensive.

Please try to be mature about this!

1. How is the archaeological site of Herculaneum different from Pompeii? Why is it so different?

2. Why are well preserved skeletons and other organic material so useful to archaeologists? What things can we learn from preserved wood, seeds, bones and other materials that usually rot?

3. What is a coprolite? Why would archaeologists study something so gross?

4. What can the public building s of Herculaneum tell us about Roman values and behaviors?




Activator Day 4 (Please complete in 15 minutes or less)Review your questions and answers from last class. Please write a one paragraph summary of the first half of the movie._____________________________________________________________________________________

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Questions Day 4 (please answer during or after the film) Please resume at 33 minutes

1. Why do you think the Romans kept their records on wooden tablets?

2. What can we learn about Roman social classes, especially slavery, from written records?

3. What kinds of economic activities (jobs/ work) were common in Herculaneum?

4. When you have completed the film questions, please follow the directions to complete the PERSIA charts on page 12. You may work together if you wish.

5. Turn back to pg. 8, and add E: Roman government just before the destruction of Herculaneum.







Theseus and the Minotaur: 24 minutes

Activator Day 5Before written language, myths and stories were used to pass important messages on to young people. As you watch the movie, please consider what lessons this myth might contain.

1. Please describe a myth or story that you know well. Include the message or moral that you think it contains.

Questions Day 51. The story involves 2 ancient Greek city states, Athens and Crete. Were these states friends or

allies? What evidence from the myth makes you think this?

2. Obviously there was no real half-bull half-human monster. What might be the purpose of a story of a monster and human sacrifice?

3. In this myth, the Athenian Theseus kills the monster, a son of Crete. Which city state do you think made the story up, and why?

4. What does this myth tell you about Greek family life?

5. According to the myth, how did the Aegean Sea surrounding Greece get its name?

If you are done with these questions early, make SURE that pages 1-13 are TOTALLY DONE.




Day 6: LAST DAY!!

It is now time to grade yourself and to evaluate others. To do this, you need to review the event cards that your classmates have made. You can share them on Google Drive, swap computers, or pull cards from your classmates off the time line.

1. Choose 2 event cards from the culture that you did NOT study.Read the card and the thinking tool on the back.

2. What is the event of card #1? ____________________________________________________

3. In what year did it take place? ______________________

4. In your own words, describe why this event is important:

5. How well did this person convince you that the event represents an important change in Greek or Roman culture that affects us today? Use complete sentences and explain your answer.

6. What is the event of card #2? ____________________________________________________

7. In what year did it take place? ______________________

8. In your own words, describe why this event is important:

9. How well did this person convince you that the event represents an important change in Greek or Roman culture that affects us today? Use complete sentences and explain your answer.

10. Now, reflect on this unit. Please tell Ms. Lexie what she can do to make this unit more fun or more educational in the future. Please use complete sentences and be as specific as possible.


Documents

Humanities Unit 8.1: Ancient Civilizations Name: Film ...mslexiehumanities.weebly.com/uploads/2/0/7/8/20787140/film_journal.pdfprompt-and-response AND reflection styles • Structure