Welcome to Mount Olympus!

A Content Integrated Unit by:

Miranda DuttererMegan TurnerWilly Golden

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Table of Contents:

Page 3-4 => Curriculum Overview/RationalePage 4-5 => Two Week CalendarPage 6 => Past Content Connections and Building Background

Page 6-41 => Lesson Plans (Including Pre and Post Assessments)Page 6-8 => Ancient Greece Pre-Assessment SurveyPage 8-12 => Greek Gods Hot Seat (Lit Strategy #1)Page 12 => Exit Slip Prompt includedPage 12-17 => Tax It Like RomePage 16 => Appendix A - Summative Assessment of Taxes IncludedPage 17 => Appendix B - Venn Diagram for activity IncludedPage 17-24 => Nectar With the Gods (Lit Strategy #2)Page 21-24 => Nectar Part Worksheet IncludedPage 24 => Ratios in Ancient GreecePage 24-25 => Quiz of RatiosPage 25-31 => Coins, Coins, CoinsPage 32-33 => Appendix A - “Who is the high ruler in Greek mythology?” worksheet.Page 34 => Appendix B - Post-Assessment (Summative) of RatiosPage 35-37 => PowerPoint Presentations for Roman and Greek CurrencyPage 38-41 => Pygmalion in Erechtheion’s Temple (Inquiry)

Page 41-73 => Write UpsPage 41 => Modern Day Connections Presentation BreakdownPage 42 => Text SetPage 42 => Double Entry JournalPage 43-44 => The Myth Retelling Project Write UpPage 44 => Fanfiction Trailer Lesson Write UpPage 44-46 => Retelling Myth RubricPage 46-54 => PowerPoint Presentations For Writing ProcessPage 46-49 => (Writing Process)Page 49-54 => (Peer Review)Page 54-55 => Reader’s TheaterPage 55-59 => Scripts for Reader’s TheaterPage 59-73 => Democracy LessonPage 59-60 => Democracy Write UpPage 60-62 => Pre-assessment For DemocracyPage 62 => Venn Diagram For DemocracyPage 63-70 => PowerPoint Presentations for DemocracyPage 71-73 => Post-Assessment Test For DemocracyPage 74-76 => Application of Ohio Standards for the Teaching Profession

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Curriculum Overview/RationaleWelcome to Mount Olympus! The theme of our unit is Ancient Greece looking at

their mythology, currency/taxes, and democracy while comparing it with both AncientRome and modern America. We believe that this is a relevant unit for middle schoolstudents as there are many real world connections that are made in popular culture andin colloquialisms that learning about these myths will give them a better understanding ofthe world around them. This will be implemented into several classrooms in multipleways.

In regards to language arts, our goals from these activities are having the studentsfeel comfortable with reading and analyzing expository texts, determining a good sourceof information from a bad one, and using textual evidence to support their claims. Ourlesson plans will engage the students in the construction of a creative writing piece offanfiction which will incorporate vast amounts of reading and citing textual evidence thatsupports their myth retelling. It will also give students practice with the writing process.The students will also be using a double-entry journal to help prompt their integratedresearch with questions that they will investigate to find the answers and also to helpthem organize their research. Students will also participate in Reader’s Theater, which willrequire them to take on a role from the epic “The Odyssey.” Using this method will helpstudents to understand and know how to use dialogue when writing. Reader’s Theaterwill also get struggling readers and ELLs to be more engaged in their learning.

In our Social Studies lessons we are examining how trade in the Greek and Romanempires spread goods, learning about tax systems in Greek and Roman and comparingand contrasting, and the origins of democracy and comparing it with the democraticsociety that we live in. The goal of this unit is to have the students get comfortable with theskill of comparing and contrasting, learning about how trade affects the spread of goods,and what it means to be a part of a democratic society. Students will use a Venn Diagramto complete these two comparisons. They will be using their double entry journal thatthey are using in their Language Arts to keep their research and learning all in onejournal.

Through our math lessons, students are exploring ratios and proportions betweendifferent aspects of Ancient Greece and Rome, as well as comparing to modern day andAmerica. Students will be investigating the ratios of population of Ancient Greece andModern Greece, to introduce them to ratios. Then the students will use their knowledge ofratios and proportions to compare Ancient Greece’s currency to modern day Greece, aswell as Ancient Rome and the American dollar. Through their exploration of taxes inSocial Studies the students will continue to look at taxes and use ratios in various wordproblems connecting Ancient Greece, Rome, and to modern tax systems (the US inparticular).

We found this unit Ancient Greece with some aspects of Ancient Rome a great way

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to integrate Social Studies, Language Arts and Math because it is a good way to introducestudents to such influential societies, that have created the foundation for our own nation.These two societies have contributed to various aspects of American ideals, the primaryone being democracy. Also, through examining classic mythology, we are giving them afoundation of knowledge that popular culture constantly references in classic literatureand local colloquialisms. We feel it is important for students to know the origins of all theideas concepts we present to them in this unit, and how they have influenced us today.

Two Week Calendar Overview:

Monday

SS:-Pre-assessment:Survey to seehow much theyalready knowabout AncientGreece and Rome

-Introduction toAncient Greeceand AncientRome

LA:-Start their GreekMythologyDouble EntryJournal, whichwill be used inevery class.

-Minilesson onthe writingprocess.Reiterate thesteps and stagesstudents are totake.

-Introduceretelling project.

-Students begin

Toga Tuesday

LA:

-Introduction toHot Seat Lesson

-Studentscontinueresearch of thevarious GreekGods of Olympusand myths.

-Students willbegin to writescript forpresentation onWed.

MTH:

-Pre-assessment:Quiz to see if thestudents alreadyknow aboutratios and how touse them

-Introduce Ratioswith Greekpopulations overthe years.

SS:

Wednesday

LA:

-Hot Seat:students willperform a skit asdifferent Godsand theirclassmates willhave to guesswhich God theyare portraying.

-First draft dueof myth retelling.

MTH:

-Start ratios ofthe currency inAncient Athens,Greece andcomparing thecurrency usedtoday withAncient Greece.

SS:

-Introducetrading in theAncient Greekand Romancultures.

Thursday

LA:

-Have studentslook intoconnections inAncient Greecewith modern dayto be presentedto the class thenext day.

-10 minute minilesson inLanguage Arts ofPeer Review

-Students peerreview mythretelling papers.

-Students willwork on seconddraft of mythretelling.

SS:

-Continueviewing tradingin Ancient Greeceand Rome.

MTH:

Friday

LA:

-Presentations ofmodern dayinfluences ofAncient Greece.

-Second Draft duefor peer review.

-Work on finalcopy of mythretellings.

LA/SS:

-Nectar Party towrap up theGreek Week.Students beingthe Gods andGoddesses as theytalking about themyths that theyresearched whichfeature the Gods.

SS:

-Fill in more ofthe double entryjournal.

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research ofvarious Greekmyths.

-Inquiry lesson

-Continue towork on DoubleEntry Journal

Every Class:

-Continue toanswer theirquestions theycame up with intheir DoubleEntry Journal.

-Compare ratiosof currencybetween AncientGreece and theAmerican dollar,as well asmodern Greeceand the Americandollar.

MTH:

-Post-assessmentof ratios

Monday

LA:

-Final draft dueof mythretellings.

-Post mythretellings tofanfiction.com

-Mini lesson offilming andediting.

-Create scriptsfor mythretellings.

SS:

-Introduce taxsystems in theAncient Greekand Romancultures.

-Pre-assessmentexit slip: Surveyof Democracy

Tuesday

MTH/SS:

-Start looking attaxes fromAncient Greeceand Rome

LA:

-Start filming ofmyth retellings.

-Introduction/Mini lesson ofReader’s Theater

-Look atvocabulary in theOdyssey

-Start looking atthe Odyssey

SS/MTH:

-Briefly finish uptax systems inAncient Greeceand Rome

-IntroduceDemocracy inAncient Greece

Wednesday

MTH/SS:

-Post-assessmentof taxes fromAncient Greeceand Rome

SS:

-Continuelooking atDemocracy.

LA:

-Continue filmingfor mythretellings.

-Start editingfilming.

-Work onReader’s Theater

Thursday

LA:

-Finish up editingof mythretellings to bepresented onFriday.

-Present Reader’sTheater

SS:

-Continuelooking atDemocracy.

-ActivityinvolvingDemocracy

Friday

LA:

-Present thevideos of themyth retellings.

SS:

-Post-assessmentof Democracy

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Past Content Connections and Building Background:The students will need to know and understand how to conduct internet research,

as well as how to cite textual evidence to support their claims. This unit allows them topractice this skill in multiple lessons and knowing how to use the internet to findresources will be a crucial skill. Another prerequisite for this unit is to have knowledge oforal presentation skills that they can build on throughout this unit. This unit will alsorequire sufficient prior knowledge of fractional equations and word problems, as well assome familiarity with proportionality.

This unit will build on what the students have already been taught in multiple ways.One way our unit does this is it builds on previous instruction of Ancient civilizations,world Systems, culture, trade, and architecture. In math, they will build on knowledge ofratios and proportions, based on their prior knowledge of fractions. In language arts,students will be building on their research methods and their skills of working with andanalyzing expository texts. Students will practice supporting their research through citingtextual evidence. This portion builds on student knowledge of the Writing Process as well,through direct instruction of each stage.

This unit will build up students’ prior knowledge of world systems and humancivilizations, in preparation for learning about the Golden Age, Renaissance, and thevarious Empires that consumed Europe during this time. Our unit also prepares them forfuture research papers and projects that they will have during the year. It will alsoprepare them for high school level research assignments and papers. The aspects of thisunit that involve ratios and proportions will prepare the students for various currencyconversions when they travel, converting measurements (specifically when cooking), andbeing able to understand statistical data.

Lesson Plans:

Ancient Greece Pre-Assessment Survey:

1. Which of the following is the name of a Greek Olympian God?a. Orionb. Horusc. Hadesd. Thor

2. Which of the following is the name of a Greek Olympian Goddess?a. Isis

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b. Aphroditec. Gaiad. Freyr

3. In Ancient Greece, what is Olympus?a. A mountain in Greece, home to the Gods.b. The Greek’s version of the afterlife.c. A boat used in warfare.d. Another name for a goat.

4. Which of the following was a city-state in Ancient Greece?a. Romeb. Bristolc. Athensd. Tuscany

5. Which of the following are NOT Greek Myths?a. Persephone and the Pomegranate Seedsb. Arachne the Spinnerc. The Boy Who Cried Wolfd. Jason and the Golden Fleece

6. Of the following Greek figures, which one is from a heroic tale?a. King Midasb. Kronosc. Heraklesd. Icarus

7. Which of the following Greek city-states had a special currency and trading system?a. Spartab. Cretec. Athensd. Thebes

8. Which sea did Odysseus spend a majority of his journey on?a. The Aegean Seab. The Black Seac. The Mediterranean Sead. The Sea of Galilee

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9. Pegasus was a ________ with wings.a. Cowb. Camelc. Bulld. Horse

10. These humongous creatures came before the Olympian Gods. And even gave birth tothem:

a. The Sisters of Fateb. The Neiman Lionc. The Titansd. The Kraken

Greek Gods Hot Seat(Literacy Strategy #1)

1. BACKGROUND

Course: Language ArtsGrade Level: 7thTitle: Greek Gods Hot SeatSource for this lesson: Tompkins, Gail E., (2010). Literacy in the Middle Grades ­ Chapter 6.p.165. Boston, MA. Pearson Education Inc.

2. PLAN

Description of learners: 7th grade students ranging from IEP students to AdvancedLearnersCommon Core Standards: CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in afocused, coherent manner with pertinent descriptions, facts, details, and examples; useappropriate eye contact, adequate volume, and clear pronunciation.Objective(s): Students will be able to present claims and findings of the Greek gods andgoddesses that they have researched in a focused, coherent manner with pertinentdescriptions, facts, details, and examples in a Hot Seat while using appropriate eye contact,adequate volume, and clear pronunciation for the 5 minute allotted time of being in theHot Seat.Key Vocabulary:GreekGods

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GoddessesmythsscriptambiguousresearchAcademic Language:Explaininfluencesinformationhot seatfactslinkquestionsunderstandingdetailsexamplesMaterials, Resources & Technology:Chair for the Hot SeatSheets of paperthis link: http://greece.mrdonn.org/greekgods/,pencils, markerspenscostumesthis link: http://www.youtube.com/watch?v=V71ywBHK6wQ ,this link: http://www.factmonster.com/ipka/A0881990.html,Computers

3. ENGAGE

Allotted time: 50 minutesProcedures:

Grabber: The teacher will show this video:http://www.youtube.com/watch?v=V71ywBHK6wQ as a way to introduce the Greek godsand goddesses in a creative way. After the video the teacher will explain that the studentswill be looking at the Greek and Roman gods and goddesses.

Connections to previous learning and future content/pre-assessment: Explain to studentsthat there are influences of Ancient Greek myths in their everyday lives, which they will belooking at later on.

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Teacher Modeling: -The teacher will model the first part of the activity, by pulling up thiswebsite on the projector: http://greece.mrdonn.org/greekgods/ and selecting Aphrodite.The teacher will then perform a think aloud as they go through the information. Theteacher will create a list on the whiteboard of important facts that they want to presentabout Aphrodite. The teacher will then pull up this link on the projector:http://www.factmonster.com/ipka/A0881990.html and look for Aphrodite. She willcontinue to explain what she is thinking and doing out loud for the students. The teacherwill gather more information and write important facts on the board.-The teacher will then take all of the information she compiled and come up with a hotseat script. The teacher will explain that obviously Aphrodite is the God that the script isdescribing. The teacher will then put this script on the doc cam. She will read through it todisplay for the students that they will need to create 3 sentences that don’t give away thegods’ or goddesses’ name, but give some information about them. This will show studentswhat they need to present when in the hot seat. The teacher will then explain that the restof the class will then ask questions to get a little bit more information about the god orgoddess. The teacher will then ask a few example questions such as “Are you a male orfemale?” or “Are you wise?” The teacher will then explain that once their presentation isfinished, and their god or goddess has been identified, another student who’s not in thehot seat will summarize the god or goddess and all the information presented. -After students complete their research, the teacher will place the hot seat chair at thefront center of the classroom. She will model the presentation by taking her seat, andreading out her own script to the students (this will not be the Aphrodite script fromearlier).

Guided Practice: -After the teacher starts the list using the first link, she will turn to theclass and ask if anyone can think of additional information about Aphrodite that should beadded to this list. She will ask for volunteers to come up and write these facts on theboard. After no more than 3 students have added to the list, she will go on to the next link.-The teacher will turn back to the class and ask again if there is any more informationfrom this link for Aphrodite that would be necessary to present. She will ask forvolunteers to come up to the board and add these facts onto the list. Once 3 students havegotten the chance to do so, she will move on to the script model.-Once this section is completed, the teacher will turn to the class and say that based on theinformation gathered and the sentences the teacher has come up with for the hot seat,“Are there other questions that could be asked to get a better understanding that it is forsure Aphrodite?” She will call on volunteers to come up to the white board and write themin next to the lists they created.-After the students have completed their research, and the teacher has read her script to

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the class, she will prompt the students to begin asking her questions, to create a decisiveanswer. Once students get a chance to question the teacher, she will ask students to raisetheir hands if they know what god or goddess she is describing, and when called on, namethat god or goddess. The student who names the god or goddess must then be the studentto summarize all the information presented. That student will be the next up in the hotseat.-The teacher will only ask questions with the first student up on the hot seat.

Independent Practice: -Teacher will assign each individual student the name of a god orgoddess. Students will then research the god or goddess they have been given and gatherdetails, examples, and facts about them to come up with a presentation to the class, andlist them like they did in the modeling and guided practice section. They will write out theirscript for their presentation, in which they will create 3 true but ambiguous statementsabout their god or goddess to present to the class. Students must be prepared to answerthe class’s questions about their god or goddess.-During this time, the teacher will be moving around the room, observing each student’sprogress, probing struggling students with guiding questions, and helping students whorequire it.-After students have completed their research, the teacher has modeled the hot seatpresentation, the students will then take their turns presenting. Each student will presenttheir 3 sentences to the class, prompt the rest of the class to ask them questions, selectanother student to name the god or goddess they described, ask them to summarize theinformation they’ve presented, and then that student will take their turn on the hot seat.This process will repeat itself with every student thereafter. The teacher will only askexample questions with the first student up on the hot seat.

Class Discussion/Closure: -Students will present the Greek god or goddess theyresearched in a hot seat. They will have the choice to dress up in costume. They willpresent their research in a way that does not give away the gods’ or goddess’ name. Theclass will listen to the presentations and then from the information given, they will make aguess as to who the god or goddess could be. One student will also volunteer tosummarize all the information and clarify what they’ve heard in this way. (Closure; both are class discussions)-The class will then engage in a discussion about how well the sentences worked to givethe class ideas about what the god or goddess could be. They will discuss how theirresearch influenced what they presented, what facts seemed to be necessary in theirpresentation and which ones weren’t, and how well students’ presentations were, inregards to how loud they were, if they made eye contact with the audience, and if they hadclarity.

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-The Students will then fill out a brief exit slip, which will evaluate how much the studentslistened to each others’ presentations.

Differentiations:For struggling students, the teacher will guide them through their research by

taking them aside, grouping them together once on the computers, and give them specificwords to search for to find good sources of information. She will keep this group separatefrom the rest of the class so she can monitor their progress and aide them when needed.

For at grade level students, the teacher will do nothing out of the ordinary. She willcheck for progress with their research and ask questions to guide their research, butother than that, this lesson was designed specifically to meet students at the grade level.

For advanced students, the teacher will give them the option of creating more thanjust 3 ambiguous statements to present to the class. This will, intern, afford them theopportunity to conduct additional research, which will occupy them for a longer period oftime.

4. ASSESSInformal assessment: Informal observations are the primary form of how students will beassessed. The teacher will observe during the research portion, and listen carefully whenstudents are presenting. She will be looking for one thing to ensure the performanceobjective is met: Whether or not the student presents 3 complete sentences, that areinformative but ambiguous.Formal assessment: exit slip.

Exit Slip Prompts:-List two facts about one of the Gods or Goddesses you met today.-Who was your favorite presentation? Who had the best volume? Who had the best eyecontact?-Which God or Goddess would you like to learn more about?

Tax It Like Rome

1. Background:Courses: Language Arts and Social Studies and MathGrade level: 7th GradeTitle: Tax It Like Rome

2.Plan:Description of learners: 7th grade students ranging from IEP students to Advanced

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LearnersContent Standards:Language Arts:CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctionsbetween individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Math:CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio andpercent problems. Examples: simple interest, tax, markups and markdowns, gratuities andcommissions, fees, percent increase and decrease, percent error.Social Studies:

-2010 Academic Content Standards: Seventh Grade Social Studies, Economic Strand,Markets, Standard 21: “The growth of cities and empires fostered the growth of markets.Market exchanges encouraged specialization and the transition from barter to monetaryeconomies.”-2010 Academic Content Standards: Eighth Grade Social Studies, Economic Strand,Markets, Standard 24: “Governments can impact markets by means of spending,regulations, taxes and trade barriers.”Objective(s): Students will demonstrate knowledge of trade and marketing throughcomparison of ancient Greek, Roman and current American tax systems/currencythrough Venn Diagrams and rationalize how they relate to trade markets, as well as usingMonopoly Money to demonstrate how exchanges of currency in markets work.Key Vocabulary:TaxationExchangeCommerceCurrencyMarketPercentExchange FeeAcademic Language:RationalizeVenn DiagramCompare and ContrastMaterials, Resources and Technology:link of currency used: http://historylink101.com/2/greece3/money.htm Information inPowerPoint. Computer, projector, Venn Diagram Worksheet, pencils, pens, markers,students’ notes on PowerPoint presentation, Monopoly Money, fake coins. M&M’s, DumbDumbs

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3. Engage:Allotted Time: 2 periods (divided by 2 class days)Procedures:Day One in Social Studies:

Connections to Previous learning: In the previous week, students were introduced to theconcepts of currency, ratios, and trade. This lesson will be more of a review of theseconcepts.1) Students will pull out notes from previous week on currency; they will be reviewingthem in this lesson.2) Teacher will then ask for volunteers to remind the class of what the ratios of currencythat they had learned about and what the different currencies are.3) Venn Diagram is distributed to students (refer to Appendix B of this lesson plan).“Ancient Greece,” “Ancient Rome,” and “Current US,” is already labeled for students.

Teacher Modeling: Teacher will put blank copy of diagram on the doc cam. She will modelby filling in one fact for each circle, and then one for the “All 3” section.

Guided Practice: Teacher will have volunteer students come up to fill in one more fact foreach part of the diagram as well.

Independent Practice: Teacher will instruct students to continue working on the diagramquietly. Teacher will walk around the room and observe each students’ work, answeringquestions and providing feedback if necessary.

Day Two in Math:Grabber: Monopoly money and fake coins are distributed to students. As a joke, theteacher will tell the students if they can pull together an exact amount of Monopoly Moneytogether, they will be able to buy an A for the day. Inform students that it is a joke, oncethey’ve traded their Monopoly Money with their classmates.

Opening: Explain how all the ancient societies/city states had their own form of money,trade and taxes. For instance, Athens currency could be used anywhere, but when peoplebrought other currencies from other city states, they had to exchange currency and pay a%5 fee using the drachma.

Teacher Modeling: Teacher will explain the activity first.“We’re going to be using Monopoly Money to see how the Greeks and Romans exchanged

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currency, and later the trading itself.” Then the teacher says, “Let’s say I’m going fromSparta to Athens and I want to buy something from Athens. I would need to trade in mySparta coins to get the currency in Athens, which is the drachma. I have a few coins butlet’s say I wanted to trade in 34 coins for some drachma. Athens bank is going to chargeme 6% tax on the 34 coins. So we do the math, 34 multiplied by .06, which is the same as6%, and we get 2.04 tax. I’m going to round down to 2 to make this a little bit easier. So totrade in my 34 coins I would have to add 2 more coins to my total and get 36 coins. Icould now trade that into 6 drachma which is 6 ones of the monopoly money. I got that byusing the ratio 6 obols to 1 drachma, obols in this case are also equal to my sparta coins.Also I used my knowledge of 36 coins divided by 6 obols to get the 6 drachma as myanswer.” The teacher will then make sure that it makes sense to the students.

Guided Practice: Teacher will ask for volunteer student to assist with a demonstration ofthe Monopoly Money activity. They will simulate an exchange of currency from one citystate to another. The student will be given a certain number of M&M’s and Dumb Dumbs.They will then be instructed to try and purchase something from the teacher (a differentcity state.) They will figure out the equivalent amount of candy they would need to trade,and then use their knowledge of exchange rates to pay the exchange fee.

Independent Practice: Students will use M&M’s and Dumb Dumbs as currency to purchaseitems from each other. They can purchase items from each other or from the teacher. Theitems they can purchase pencils, other kinds of candy, or cookies the teacher has broughtin. When the students try to purchase from the teacher, they must first exchange theirM&M’s or Dumb Dumbs for Monopoly Money. There will be a conversion chart on theboard for students to use to figure out how much they will need plus the exchangepercentage.

Closure: Teacher will engage students in a class discussion about trading and tax systemsrelating to the two activities done in social studies and math (the Venn Diagram and theMonopoly Money exchange activity).

Differentiations:For the struggling students, the teacher will guide the students through each step

of the process. She will take them aside in a separate group and have them make theexchanges with each other, after she has modeled the task for them again. She willmonitor them as they make their exchanges and provide feedback as to what they shoulddo next.

As for the grade level students, they will participate with each other regularly. Theteacher will keep herself out of their interactions except to observe. Here, she will also be

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someone that students can trade with.For the advanced students, extra credit candy will be offered to those who are able

to convert how much they have acquired is equal to in US dollars.

Assessment:Informal: Assessment is primarily the teacher observing the students during the activity.There will be an exit slip in social studies that will have one question about AncientGreece’s currency system.Formal: There will be a summative assessment of the taxes used in math (refer toAppendix A of this lesson plan).

Appendix A

Summative Assessment of TaxesDirections: Read each question carefully and using your knowledge ofthe tax percentage, solve each problem. Remember to round tonearest tenth if it’s a decimal and show all your work.1. If I have 40 coins when I leave Sparta and I go to Athens, how many coins do I need to have topay the tax to change the 40 coins to drachma? How many drachmas will I end up having?

2. If I have 45 coins when I leave Thebes and I go to Athens, how many coins do I need to haveto pay the tax to change the 45 coins to drachma? How many drachmas will I end up having?

3. If I have 17 coins when I leave Megara and I go to Athens, how many coins do I need to haveto pay the tax to change the 45 coins to drachma? How many drachmas will I end up having?

4. If I have 51 coins when I leave Crete and I go to Athens, how many coins do I need to have topay the tax to change the 51 coins to drachma? How many drachmas will I end up having?

5. If I have 62 coins when I leave Ithaca and I go to Athens, how many coins do I need to have topay the tax to change the 62 coins to drachma? How many drachmas will I end up having?

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Appendix BVenn Diagram:

Nectar With the Gods(Literacy Strategy #2)

1. Background:Course: Social Studies/Language ArtsTitle: Nectar With the GodsSource for this lesson: Tompkins, Gail E., (2010). Literacy in the Middle Grades - Chapter 6.p.165. Boston, MA. Pearson Education Inc.2010 Ohio Academic Content Statements: Grade Seven Social Studies.

2. Plan:

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Description of learners: 7th grade students ranging from IEP students to AdvancedLearnersContent Standards:Language Arts:CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on themes,

patterns of events, or character types from myths, traditional stories, or religious works

such as the Bible, including describing how the material is rendered new.

Social Studies:2010 Ohio Academic Content Statements: Grade Seven Social Studies, Theme: World Studies from750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age, History Stand, Early Civilizations,statement 2: “The civilizations that developed in Greece and Rome had an enduring impact on latercivilizations. This legacy includes governance and law, engineering and technology, art and architecture,as well as literature and history.”Objective: Students will engage in a tea party to read or reread excerpts from the research materialsthey have been working with, the text sets we have provided, and the various myths they have readfeaturing their greek gods and goddesses, and using this research to both summarize their own god orgoddess concisely and be able to record one or two characteristics of each other’s presentations on ahandout.Key Vocabulary:GodGoddessNectarOlympusAphroditeApolloAresArtemisAthenaDemeterDionysusHadesHephaestusHeraHermesHestiaPoseidonZeusAcademic Language:

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DescriptionExcerptCharacteristicInterviewMaterials/Resources/Technology:Research notesprojectorworksheet packetpencil/pencilindex cards

3. Engage:Allotted time: 50 minsProcedures:Grabber/Opening: The teacher will show the YouTube video titled, “Disney’s Hercules Aphrodite, clip3,” which depicts the introduction of two greek gods, as well as gives some depth in regards to theircharacter traits; Aphrodite and Hades. This video is intended to catch the students’ attention, as it isrelevant to their lives, because they have most likely seen this movie before. This is the link to the video:https://www.youtube.com/watch?v=4ZxdDZMIir0

Teacher Modeling: -The teacher selects a god or goddess to model on a notecard whatkind of characteristics should be described about the god or goddess on their notecardwhen they present it to their peers. She will then cite an excerpt from a resource, myth, orother form of literature that displays this characteristic. The teacher selects the goddessDemeter and lists on important characteristics a note card, display it using the doc cam.From these characteristics that the students have helped the teacher compile, the teacherwill then model an introduction that she would give as her chosen goddess Demeter andmodel how she wants the students to introduce themselves.-The teacher will pass out the handout packet created to guide this activity. The teacherwill then model how the students are to interact with each other during this activity, bysitting next to a student and introducing herself as Demeter, and presenting theinformation on her notecard.-To model what she wants students to do with the worksheet packet, she will put hers upon the document and fill out the god or goddess that the student presented to her inguided practice.

Guided Practice: After the teacher has written characteristics about Demeter on the notecard, she will then ask the students who researched Demeter to raise their hands and listthese important characteristics for her to then write on the notecard. These

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characteristics include: what they are the god or goddess of, what part they have played inmyths, personality traits of the god or goddess, and two interesting facts about the god orgoddess. She will also as the student to point out the specific resource, myth, or other textand find an excerpt from this text that displays these characteristics.After the teacher models the interaction she wants to see, the student she sat with will beprompted to present his or her own information. Then, once he or she is finished, thatstudent will roam to another classmate and repeat what his teacher did. Once this is done,the teacher will prompt the students to begin interviewing with one another.

Independent Practice: The students will be instructed to take 10 to 15 minutes to lookthrough their research and quote excerpts that cover these characteristics. They will writethese excerpts and characteristics on notecards. The students will then introducethemselves as these gods or goddesses as they roam around the room to meet with eachother. They will then record one or two characteristics learned about each others’ god orgoddess and an excerpt for each on their god and goddess worksheet packet. The endresult that students will be striving for is being ready to share each others’ work with theclass, with multiple examples to reinforce the story of each god or goddess.

Closure/Class Discussion: The students then share the excerpts that they have taken fromthe presentations of their peers and share them with the class. The teacher will then beginto fill out a class worksheet packet on the doc cam to have a class exemplar of theiractivity. The students who share will have the opportunity to come up to the doc cam andfill in excerpts they’ve taken. Students will pass in the worksheet packet they’ve completedinto the teacher.

Differentiations:For struggling students, the teacher will guide their progress through the

worksheet they’re to fill out. Frequently, these students will bring their worksheet up toher during their interviews to receive feedback on it. If needed, the teacher will remodelwhat the students are supposed to do.

For at grade level students, the teacher will roam around the room, listening in oneach students conversation, providing feedback and glancing at their progress of theworksheet. The teacher will do this regardless of the level of the students.

For advanced students, the teacher will inform them that if they wish to do morethan the minimum 5 interviews, each extra one they have filled out will be worth onepoint of extra credit. This option will be available to all students, but the advancedstudents will be informed of it before hand so they can keep interest in the activity.

Assessment:

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The primary assessment is informal, as students will share the excerpts with the class; theteacher will be looking for appropriate citations of the text, as she modeled them. Thisobservation will be the first part of the assessment portion.The students will hand in the worksheet packet they’ve filled out at the end of class as away of formally assessing their performance. If the student didn’t get every god orgoddess listed, it will not count against them. As long as they have at least 5 descriptionsand excerpts, it will be sufficient. Because there are only 14 Gods that the students haveresearched, they only have to meet with one of each.

Nectar Party Worksheet:

Nectar with the Gods!

Welcome to Mount Olympus! Your fellow Olympians (classmates) have adescription of themselves and a piece of evidence from a written text ready to

show you. Go around the room and record both the description and the excerptthat God has given you. Then, return the favor to them and present your own

findings. Make sure you meet with at least 5 other Gods. You may not fill in the Godyou researched.

1. Aphroditea. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

2. Apolloa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________

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b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

3. Aresa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

4. Artemisa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

5. Athenaa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

6. Demetera. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

7. Dionysusa. Description:________________________________________________________________________________________________________

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______________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

8. Hadesa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

9. Hephaestusa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

10. Heraa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

11. Hermesa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

12. Hestia

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a. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

13. Poseidona. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

14. Zeusa. Description:______________________________________________________________________________________________________________________________________________________________________________________________________b. Excerpt:______________________________________________________________________________________________________________________________________________________________________________________________________

Ratios in Ancient Greece:Beginning in the second day of classes in this unit, students in math class will be

given a pre-assessment of ratios to see how much the students already know about ratios.This will be traded and graded in class by fellow classmates immediately following thequiz. Students will be told that this ratios quiz is not going to be taken for a grade, but ifthey do not want to relearn some of the concepts in the quiz, then they will need to do asbest as they possibly can with the quiz.Pre-assessment quiz example:

Quiz of RatiosDirections: Read each ratio and express as a fraction in simplest form. This is not taken for agrade, but to see how much you already know of ratios.1. 9 children to 24 adults 2. 8 teaspoons to 12 forks3. Using the ratio 1 red fish to 2 fish, 4. Using the ratio 7 eggs to 4 chickens, howhow many red fish would you have if many chickens would you have if you had 2you had 6 blue fish? 28 eggs?

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5. 20 inches to 2 yards 6. 6 feet to 18 inches7. 16 inches to 5 yards 8. 5 hours to 720 minutes9. 4 weeks to plan 2 events 10. 45 out of 75 daysFrom the results from the pre-assessment quiz, the teacher will decide on how to teachthe introduction of ratios with populations of Ancient Greece and Modern Greece. If thestudents struggle with the pre-assessment quiz then the teacher will show how to turn aratio into a fraction and reduce that fraction to get the proportion they understand. Therewould be a lot more scaffolding of how to change a ratio to a fraction and a fraction to aratio through this situation. If the students do very well with the quiz, then the teacher willallow a lot more independent freedom of population ratios and fractions, giving themfreedom to explore those ratios.

Through this introduction of ratios, students will be introduced to not only howratios work, but also to how population amounts have changed over the years. They cansee how many Ancient Greeks compare to how many modern day Greeks there were, howmany Ancient Greeks compare to how many Ancient Romans there were, how manyAncient Greeks compare to how many modern day Romans there are, how many AncientRomans compare to how many modern day Romans there are, and to also see thecomparison and differences of the populations.

Our lesson plan focuses on looking at ratios and getting a better handle on howratios work through the use of Ancient Greek currency. They will also be learning thehistory of the currency as well in Social Studies. This lesson plan might seem like twoseparate lesson plans put into one, but it is meant to be taught side by side to provide awell rounded outlook of Ancient Greek currency. This lesson is going to be taught the nextcouple days following the introduction to ratios in math.

Coins, Coins, Coins

1. Background:Courses: Math and Social StudiesGrade level: 7th GradeTitle: Coins, Coins, Coins

2. Plan:

Description of learners: 7th grade students ranging from IEP students to Advanced

LearnersContent Standards:Math:CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. Forexample, if total cost t is proportional to the number n of items purchased at a constant

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price p, the relationship between the total cost and the number of items can be expressedas t = pn.CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions,

including ratios of lengths, areas and other quantities measured in like or different units.

For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the

complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Social Studies:

-2010 Academic Content Standards: Seventh Grade Social Studies, Economic Strand,Markets, Standard 21: “The growth of cities and empires fostered the growth of markets.Market exchanges encouraged specialization and the transition from barter to monetaryeconomies.”Objective(s): Students will take notes on Greek and Roman trade, currency, andpopulation growth and compute currency of Ancient Greece associated with ratios offractions through proportional relationships in equations through the 100% completionof a worksheet and the completion of a quiz.Key Vocabulary:ExchangeCurrencyMarketPercentRatioFractionDecimalnumeratordenominatorAcademic Language:RationalizeCompare and ContrastproportionalEquivalentMaterials, Resources and Technology:Link of currency used: http://historylink101.com/2/greece3/money.htm, link forreference of ratios as fractions:http://www.ducksters.com/kidsmath/ratios_fractions_percentages.phpComputer, calculators, projector, doc cam, chalk board/whiteboard, chalk and/or dryerase markers, erasers, currency worksheet (refer to Appendix A), pencils, pens, markers,students’ notes, and fake coins.

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3. Engage:Allotted Time: 2 periods (divided by 2 class days)Procedures:Day One:Social Studies:Grabber: Show the students the first slide of the presentation and ask if the students haveany guess as to how many people live in Greece and Rome in modern day. Does anyoneknow how big or small their population was in ancient times? What factors wouldcontribute to the size of their populations?

Teacher Modeling: The teacher will pass out copies of the slideshow for the students totake notes on. The teacher will then show the students the first half of a powerpointpresentation that describes the ancient and modern populations of Rome and Greece.

Guided Practice: The teacher will demonstrate ways the students will take notes on thislesson on a doc cam. The students will be asked what they think are key terms on theslides and then the whole class will highlight the key terms on their own handouts andwrite notes on the handout of additional things the teacher says during the presentation.They will also how they can write in their double-entry journals any facts that they thinkare interesting that they want to reflect on. The students will then be asked to raise theirhands and contribute things that they would like to put into their double-entry journals togive the class ideas about things they can write in their own journals.

Independent Practice: The students will take notes from the presentation that they willneed for their math activity to understand the historical aspects of these topics.

Math:Connections to Previous learning: The students will first be told that they have beenworking with ratios during the previous day in the ratios of population of Ancient Greeks,modern day Greeks, Ancient Romans, and modern day Romans. The teacher will also saythat they have been studying a little bit of the history of Ancient Greek currency and tradein their Social Studies class, or they will be doing it depending on when they have SocialStudies. So today they will be looking at ratios with the currency of Ancient Greece.

Teacher Modeling: The teacher will pass out the worksheet (refer to Appendix A) andread the directions of the worksheet out loud (it says: Read each question carefully andfollow the minor directions for each section. Once you have an answer find the symbolthat matches the answer and use that to help figure out the secret message.), and then

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they will go to the board. The teacher will review what ratios are by using the firstquestion on the worksheet. The teacher will write on the board 6 obols to 1 drachma. Theteacher will say that this is a ratio that is used in Ancient Athens, Greece similar to ourpennies and the dollar bill. The teacher will then explain that a ratio can be written as afraction, and in this case the ratio being used can be written as 6/1. The teacher will thenexplain that the fraction can just be reduced to the number 6, because anything divided by1 is itself. The teacher will then say that this matches up with the letter D using the key inour worksheet and then show on the doc cam where in the secret message they will writethe letter D.

Guided Practice: The teacher will then say that they need the students’ help with thesecond one. The teacher will write on the board the sixth question, which says “if I have 4drachma, how many obols do I have?” The teacher will then turn to the students and say“using our knowledge of the ratio from question 1 and also our knowledge ofproportions, what will my first step be?” The students should respond with setting up aproportion of 6/1 = x/4 and then solve for x. The teacher will then ask what is the nextstep. The students should respond with multiplying 6 times 4 is 24 and 1 times x is x, so xis equal to 24, so they will have 24 obols. The teacher will ask a student to come up to thedoc cam and find the letter that matches the number they found and then fill in that partof the secret message.

Independent Practice: The teacher will tell the students to work on their worksheet, butnot anything dealing with euros. They will be looking at euros the next day, but theyshould try and get as far as they can on the worksheet. They also need to show all workwith the ratios and proportions.

Day Two:Social Studies:Grabber: The teacher will show them this clip of sea trade routes of Ancient Greece andhow most Greeks http://www.youtube.com/watch?v=IbTZhw5Ei3M

Teacher Modeling: The teacher will then present them with the second half of thepresentation.

Guided Practice: The teacher will continue to model note taking and the students will beasked what they think are key terms on the slides and then the whole class will highlightthe key terms on their own handouts and write notes on the handout of additional thingsthe teacher says during the presentation. At the end of the presentation, the students willbe asked to share with their peers what have written down in their double-entry journals

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in order for the class to get some ideas for things they can enter into their journals toreflect upon.Independent Practice: The students will continue with their notes from the previous dayand continue writing in their double-entry journals.

Math:Connections to previous learning: The teacher will inform the students that they willcontinue to look at ratios and the worksheet they were handed the previous day.

Teacher Modeling: The teacher will really focus on what euros are in relation to theAmerican dollar as well as the Ancient Greek currency. The teacher will mention that theywill have to deal with fractions as well as decimals when it comes to dealing with euros.The teacher will review from the previous day what ratios are and show the ratio of theeuros and american dollar. The teacher will write on the board 3 dollars to 4 euros. Theteacher will say that this is a ratio is close to what it really is so the students are dealingwith so many decimals. The teacher will mention that if they do want to try the real ratiobetween American dollars and euros that it is .74. The teacher will remind students that aratio can be written as a fraction, and in this case the ratio being used can be written as3/4. The teacher will then say that this matches up with the letter E using the key in ourworksheet and then show on the doc cam where in the secret message they will write theletter D. The teacher will then write on another section of the board 1.47 euros to 500drachma. The teacher will then say that this is going to be a little bit more tough to putinto a fraction. The teacher will then say “we will need to take the decimal and make it intoa whole number. The ratio currently right now is 1.47/500 and the 1.47 is technically afraction because a fraction can be equivalent to a decimal. So to turn it into a wholenumber we would have to move the decimal place over 2 spaces to the right changing itfrom 1.47 to 147. What we do to the numerator we have to do to our denominator so wehave to change 500.0 to 50000. So our fraction is 147/50000 which is matched up toletter K on our key.” The teacher will then show where to find that on the secret message.

Guided Practice: The teacher will then say that they need the students’ help with the nextcouple questions. The teacher will write on the board the seventh question, which says “ifI have $15, how many euros do I have?” The teacher will then turn to the students and say“using our knowledge of the ratios from the previous day, what I modeled and also ourknowledge of proportions, what will my first step be?” The students should respond withsetting up a proportion of 3/4 = 15/x and then solve for x. The teacher will then ask whatis the next step. The students should respond with multiplying 4 times 15 is 60 and 3times x is 3x, so 3x is equal to 60. Then the teacher will respond with “we still need tofigure out what x is, so how do we get x by itself?” The students should respond with that

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they will need to divide 3 on both sides to get the x by itself, so then x will be equal to 20because 60 divided by 3 is 20. The teacher will ask a student to come up to the doc camand find the letter that matches the number they found and then fill in that part of thesecret message. The teacher will then say that there is one more question she would liketo look at as a whole class together and that is question 8. The question says “if I have14.7 euros, how many drachma do I have?” The teacher will again turn to the studentsand ask what they need to do first. The students should respond with setting up aproportion of 1.47/500 = 14.7/x and then solve for x again. The teacher will again ask forthe next step. The students should respond with multiplying 14.7 times 500 is 7350 and1.47 times x is 1.47x, so 1.47x is equal to 7350. Then the teacher will respond with thatthey need to get x by itself again. The students will respond with that they need to divide1.47 on both sides to get x by itself, so then x will be equal to 5000, because 7350 dividedby 1.47 is 5000. The teacher will say that that is one way to do it but there is another wayand it goes back to what the teacher modeled. A student might respond with moving thedecimal place and the teacher will say yes that is what they are referring to and ask thestudents to explain how to do it. The students should respond with since the number is14.7 they will just need to move the decimal place to the right once and what they do tothe numerator, they need to do to the denominator. It will go from 500.0 to 5000. Theteacher will have another student come up to the doc cam and find the letter that matchesthe number they found and then fill in that part of the secret message.

Independent Practice: The teacher will then have the students finish up their worksheet.They need to fill out everything they haven’t already done from the previous day. Oncethey are done doing the rest of their worksheet they will be turning it in for a grade. Theyalso need to show all work again with the ratios and proportions.

Closure: Once they have completed their worksheet, they will come together as a class andthe teacher will ask what the secret message was. They then will have a brief discussion ofwhat they have learned in social studies and how that compares to what they have beendoing in math. They then will complete a summative assessment quiz the next day.

Differentiation:Social Studies:-Struggling readers: All of the students will be given the slides printed out for them tofollow along with the presentation as the teacher is going over the lesson and teacher willmodel to the class how to take notes about the powerpoint on their handouts. They willalso have the opportunity to hear examples of other students’ double entry journals toprovide a model for topics they could reflect on.-Grade level students: These students will be able to contribute their ideas to the group on

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what key terms are present in the slideshow that should be highlighted and provideexamples of things they reflected on in their double-entry journals.-Advanced students: These students will also be able to contribute their ideas to the groupon what key terms are present in the slideshow that should be highlighted and provideexamples of things they reflected on in their double-entry journals. The students will beable to independently research what they have reflected on and bring in answers to someof the questions that they had about the presentations in class that they have written intheir double-entry journals to share with the class.Math:-Struggling readers: The teacher will take aside any student who is struggling into a smallgroup for further individual instruction and more guided practice.-Grade Level Students: The grade level students will just work on their worksheetindividually or with their neighbors and if they have any questions they can ask either theinstructor or an advanced peer.-Advanced Students: These students can assist those students that need help, they canwork with the actual ratio of euros to the American dollar, and they can create their ownratios using the Greek currency and the American dollar for extra credit.

4. AssessmentInformal: Teacher observations of students completing their notes and their worksheet. Also the studentswill share what they have written in their double­entry journals.Formal: The completion of the worksheet that the students will turn at the end of the second day. Theywill also complete a quiz over ratios and proportions the day after they turn in their worksheet, whichcan be found in Appendix B.

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Appendix A

Who is the high ruler in Greek mythology?Directions: Read each question carefully and follow the minordirections for each section. Once you have an answer find the symbolthat matches the answer and use that to help figure out the secretmessage.Section 1: Put the ratio into the simplest fraction.1. 6 obols to 1 drachma 2. 1 mina to 100 drachma

3. 1 talent to 600 mina 4. 3 American dollars to 4 Euros

5. 1.47 Euros to 500 drachma

Section 2: Using our knowledge of ratios and the problems in section 1,figure out the ratio.6. If I have 4 drachma, how many 7. If I have $15, how Obols do I have?many euros can I get?

8. If I have 14.7 euros, how many 9. If I have 5000 Drachma, howdrachma do I have? many mina, do I have?

10. If I have 7 talents, how many mina do I have?

Section 3: Using several ratios from section 1, figure out the correctanswer.11. If I have 4 talents, how many 12. If I have $3, how many drachmado IDrachma do I have? Have? Round to nearest tenth.

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13. If I have 5 mina, how many 14. If I have 1 talent, how many obols do I have?obols do I have?

15. If I have 12 euros, how many 16. If I have $6, how many obolsObols do I have? Round to nearest tenth. do I have? Round to nearest tenth.

Section 4: Answer the two questions from what you learned in Social Studies.17. Before what year in B.C. was there no currency in Greece?

18. What year in B.C. did city­states start minting coins?

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Appendix B

Summative Assessment of RatiosDirections: Read each question carefully and answer the question to yourbest ability. Put the ratio into simplest fraction form, unless otherwisespecified.1. 3 American dollars to 4 euros 2. 6 obols to 1 drachma

3. 1 mina to 100 drachma 4. 1.47 euros to 500 drachma

5. 1 talent to 600 mina 6. If I have 14.7 euros how many drachmado I have?

7. If I have $15, how many 8. If I have 5000 drachma, how many minaEuros can I get? do I have?

9. If I have 7 talents, how many 10. If I have $3, how many drachma do Imina do I have? have? Round to nearest tenth.

11. If I have 5 mina, how many 12. If I have 12 euros, how many obols do IObols do I have? Have? Round to nearest tenth.

13. If I have $6, how many obols do 14. If I have 4 talents, how many drachmaI have? Round to nearest tenth. Do I have?

15. If I have 1 talent, how many obols do I have?

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PowerPoint Presentation:

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Pygmalion in Erechtheion’s Temple

1. Background:Course: Language Arts and Social StudiesGrade Level: 7th gradeTitle: Pygmalion in Erechtheion’s Temple

2. Plan:Description of Learners: 7th grade students ranging from IEP students to AdvancedLearnersContent Standards:Language Arts:CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis ofwhat the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text,assessing whether the reasoning is sound and the evidence is relevant and sufficient tosupport the claims.CCSS.ELA-Literacy.RI.7.9 Analyze how two or more authors writing about the same topicshape their presentations of key information by emphasizing different evidence oradvancing different interpretations of facts.Social Studies:2010 Ohio Academic Content Statements: Grade Seven Social Studies, Theme: World Studies from750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age, History Stand, Early Civilizations,statement 2: “The civilizations that developed in Greece and Rome had an enduring impact on latercivilizations. This legacy includes governance and law, engineering and technology, art and architecture,as well as literature and history.”and Geography Strand, statement 12: “Maps and other geographic representations can be used to tracethe development of human settlement over time.”Objective: Students will engage a question proposed by the teacher, conduct internetresearch which utilizes and cites primary (the statues) and secondary sources (newsarticles, weather and pollution reports), and enter a decisive answer into theirdouble-entry journals.Key Vocabulary:pollutionerosioncolumnsErechtheionAphroditestatue

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Academic Language:researchinquiryquestioning/questionsmysteryMaterials Needed:computersComputer labGoogle EarthProjectordouble entry journalspencilspaper

3. EngageTime allotted: 50 minsProcedures:Grabber: http://www.youtube.com/watch?v=YKjWakMfjJY-Teacher will play this video at the beginning of class. The teacher will then explain thatAphrodite turning the statue into a real human being is a reference to the mythconcerning Pygmalion and Galatea. The myth tells of Pygmalion, who prayed to a statue ofAphrodite every day. Because he was so devoted to her, Aphrodite turned the statue intoa real woman.-Teacher will then segway into how this relates to a current issue at the Erechtheiontemple in Greece. There are statues that act as pillars on this temple. They are depicted asfour women. (The one on the far right.)

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What is causing the erosion of the statue?

Teacher Modeling: The teacher will use google earth to show where the Erechtheion is forthe students to see. The teacher will then model appropriate questions that the studentscould ask about this phenomena. She will write up her 3 questions on the board whileshe’s conducting a bit of her own research on the projector.

Guided Practice: The teacher and the students will come up with a list of possible reasonswhy this may be occurring, having student volunteers to come up to the board to writeout their responses. The teacher will steer them into the direction of pollution as thecause of this mystery by comparing it to how the moon is orange sometimes due topollution in the air. The same type of pollution in the air in Athens could be responsiblefor the erosion of the statue’s face.

Independent Practice: The students will research independently online. Teacher willprompt them to search for newspaper articles about the issue, weather reports fromAthens currently, pollution reports from the area and the weathering process. Thestudents must directly quote and cite their research in their double-entry journals andrecord their thoughts on their research in their journals.

Differentiation:For struggling students, the teacher will group the students together and monitor

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their progress through research. She will give them specific words to search for thatmight lead them to appropriate information.

For grade level students, the teacher will roam the room and make observations ofthe quality of their research.

For advanced students, teachers will pose additional questions for students to lookup about the statues, so they have a reason to keep interest in the research assignment.

Assessment:

Primarily informal observation, teacher will assess their research and citation skills.Students can enter their questions and answers they’ve found into their double entryjournals if there is room to do so. If not, they should write it on a blank sheet of paper.

Sources Rational:Primary Sources: The Statues depicted in the Erechtheion Temple - These pieces of artwere constructed by the ancient greeks, people who actually lived during the time periodwe’ve been studying. They, therefore, qualify as a primary source. Obviously, we can’tbring these statues in for the students to examine, so we will use the projector to displaythem.Secondary Sources: News Articles, Weather and Pollution Reports - These are thedocuments the students will be looking up through their internet research. They aresecondary sources because they are reports; they come after the fact and not fromsomeone who was a witness to any event.Technology: Computer and Projector, Google Earth - These elements of technology areimplemented in such a way that they could not be accomplished in any other fashion. Thecomputer and projector, make it possible for the students to get a good look at the statuesof the Erechtheion Temple. Google Earth gives the students a 3D, tangible perspective ofwhere in Athens this building is located, and the geography surrounding it (altitude). Thecomputers and the internet in regards to students make research possible, as manystudents of this era don’t know how to use books as resources to conduct research.

Write Ups:

Modern Day Connections Presentation Breakdown:

The students will be making modern day connections with the myths of Ancient Greeceand Ancient Rome. We have an extended text set for the students to look through thathave mythological references or themes. The text set will be introduced to the students atthe beginning of the unit and the students will have access to it during the entire unit.

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They will also be thinking of examples in daily life that they will hear people makereferences to Greek and Roman mythology such as someone saying “Achilles's heel”,“Don’t look a Gift horse in the mouth”, or “Midas touch.” They will be brainstorming ideas,researching modern connections, and then writing a brief list of things with a group ofpeers of about three or four on the first day. Then, on the second day, they will presentthis list of the modern connections they have found of the mythology. They can also give amini book talk about books they have read in the past or they are currently reading fromour text set and present how it is related to Ancient Greece or Rome.

Text Set:Text Set for Entire Unit:Fiction: The House of Night Series by P.C. and Kristen Cast, The Percy Jackson Series byRick Riordan, The Odyssey by Homer, Mythology by Edith Hamilton, , Abandoned (Book 1) byMeg Cabot, Underworld (Book 2) by Meg Cabot, Awaken (Book 3) by Meg Cabot, , RadiantDarkness by Emily Whitman, “The Goddess Set: Athena the Brain; Persephone the Phony;Aphrodite the Beauty” by Joan Holub, The Odyssey by Homer and adapted by Tim Mucci(comic book)Mythology Goodreads list: http://www.goodreads.com/list/tag/mythologyDigital Media:Disney’s Hercules (1997)Charmed Season 5 Episodes 21&22 (Oh My Goddess Parts 1&2) (2003)Clash of the Titans (1981)The Odyssey (1997)

Double-Entry Journal:

In every class the students will write quotations from the presentations they listento in class and from the research they do individually and cite them. The students will thenreflect on these quotes on the side and pose questions about what they have read. Anexample of this would be a student researching Aphrodite and they then quote “Aphroditewas the goddess of love.” (“Greek Myths”, 12) in the first column and in the second columnthey will reflect on this statement. They will then put in the second column “I think thatthis means she is the goddess of all kinds of love whether it is romantic or the kind of loveyou have for your friends and family. I wonder if this means that she is someone youwould pray to if you have problems with love. I want to look into what myths she is a partof and see if I want to write my retelling fanfiction about her.” This is also useful in all ofthe content areas as they can quote things that they are learning about be it a mathconcept or a statement about trade and reflect on it and ask questions.

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The Myth Retelling Project:

Students will examine classical myths from Ancient Greece. These could be mythsinclude, Aphrodite, Demeter, Zeus (and his lovers), Athena, Artemis, Theseus, Trojan War,Apollo, Daedalus and Icarus, The 12 Labors of Hercules, In the Beginning and Pandora’sBox, Jason and the Golden Fleece, Persephone and the Pomegranate Seeds. Theseus andthe Minotaur, Arachne the Spinner, Echo and Narcissus, King Midas, The Wooden Horse,Freedom for Prometheus, Orpheus and Eurydice, and Perseus. A majority of these mythswill be taken from the collection of greek myths titled, “Greek Myths” retold by GeraldineMcGaughrean. (There will be a class set of this book) The students may choose to use theOdyssey by Homer as well, however, due to the length of this myth, they will be instructedto retell chapters of The Odyssey. Students will also be able to use The Star myths that tellof how the constellations came to be and the greek myth “Chaos.” These myths will befeatured in book form or students can choose to research these myths via the internet.Any myth the students choose to retell, their remediation of said myth MUST BE SCHOOLAPPROPRIATE.

The remediation portion of this project contains a few simple components. Basedon their reading of Greek myths and research of the various Gods and Goddesses,students will then construct a retelling of what they have investigated, using the retellingrubric for reference given to them in the introduction of the project. For instance, if thestudent read Hercules, that student will then write the story of Hercules in a different way,in a simplified way, or in his or her own words. Through this process, students willpractice the writing process. Students will submit their work to the teacher at each stageof the writing process. The steps include:

Prewriting (Outline created in Double Entry Journal) Writing (Rough Draft) Revising (Track Changes Draft) Editing (Final Draft) Publishing (Final Submission and Internet Publish)

For each draft the students submit, the teacher will provide some form of feedbackand suggestions for corrections/changes, as well as gain some feedback from their peers.Students will only submit a rough draft, a track changes draft, and a final draft. With thisunit, there are two components of the publishing stage. During the first stage the studentswill electronically submit their remediations to FanFiction.net. There will be a trip to theschool computer lab embedded in this process to ensure that all students get the chanceto publish their work to the internet. The reasoning behind this form of publishing is thatif students are aware of the fact that they will work more conscientiously during thewriting process, and create higher quality work. Opening the assignment up to a wider

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audience, especially one that’s online, will give students even further feedback fromreaders; both constructive criticism and other forms of criticism.

Fanfiction Trailer Lesson:

The second publishing stage of this assignment will be digital remediation. At the start ofthis unit we will send out permission slips to the parents about the publication to Youtube.Students will plan out a trailer for their retelling. They will create a voiceover for thistrailer, based on script they’ve written as well. They will then collect images and othervisuals, soundtrack, create text to incorporate into their video, as well as acting out certainscenes from their retelling to blend into their video. Each video should be no more than2-3 minutes long. This video assignment will introduce students to video editing, whichuses the same steps as the writing process. Their drafts will be evaluated by checkpoints.Each checkpoint will check for progress. There will be an alternative offered to send thevideo electronically to the teacher’s email if they cannot upload to Youtube, and they willshow it with all of the other students’ videos on the final day of the two week unit. Here isa playlist that takes you from uploading and editing your video and uploading it forpublication on Youtube with iMovie. We will make a playlist for the whole class to be apart of.http://www.youtube.com/playlist?list=PL0783CDE5426A7459

Retelling Myth Rubric

Category Unacceptable Acceptable Good Excellent Score

Writing Writingfollows fewmythconventions

Writingfollowssome mythconventions

Writingfollowsmythconventions

Writingfollowsmythconventionsand isinterestingand original

8 points

Characters Did not namethecharacters inthe myth.

Confusedcharacters,but still wasable tofollow themyth

Named thecharacters,but did nottell toomuch aboutthem in themyth

Named thecharactersso othershad a goodidea of whatthey are likein the myth

4 points

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StorySequencing

Poor storysequencingof the myth

Fair storysequencingof the myth

Good storysequencingof the myth

Excellentstorysequencingof the myth

8 points

Setting Does not tellthe setting ofthe myth

Describedthe whenand whereof the mythbut notenoughdetail so thereader can“picture it”

Gives somedetailsaboutwhere andwhen themyth tookplace

Retellinghelps othersget a clearpicture intheir headof when andwhere themyth tookplace

4 points

Problem Does notpresent aproblem forthecharacters inthe myth

Describesthe problemin very fewdetails/ theproblem isconfusing tounderstandwhat thecharactersneed tomake better

Describespart of theproblem inthe mythbut it isincomplete

Describeswhat theproblem isand how itmight besolved inthe myth

4 points

Solution Does nothave asolution to aproblem inthe myth

Left outmajorevents orchangedtheir order

Includessome of theevents fromthe mythand someare incorrectorder

Describeswhat thecharactersdid to solvethe problem

4 points

Ending Does notcomplete themyth

Has fewdetails to anending but

Includes anending tothe myth,

Includes anending ofthe myth

4 points

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still leavesthe mythwith morequestionsthananswers

but in veryfew details

with detailsdescribingthe endingand wrapsup thewhole myth

PowerPoint Presentations For Writing Process:

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Reader’s Theater Write-Up

Reader’s theater is a way to engage students in authentic literature. It is used oncea class has gone through the literature. The teacher (or advanced students) will divide upa piece of text into a smaller section, keeping in mind: vocabulary, characters (enough foreach group member), roles needed in the groups, how difficult the text is, and mostimportantly the dialogue for their scripts. Reader’s theater is not what we typically thinkof with theater, where students spend hours practicing, acting, and memorizing line.Reader’s theater is exactly what the name sounds like, where students will read a script. Inthis particular unit students will be looking at the graphic novel “The Odyssey--Homer” byTim Mucci, Ben Caldwell, Rick Lacy, and Emanuel Tenderini. Due to it being a graphicnovel, this will really help different kinds of students: those who have issues visualizingtext, and English Language Learners.

Reader’s theater in general really helps ELLs with gaining valuable oral readingpractice and also mastery of vocabulary.

The teacher will divide students into groups depending on their reading ability andgive out specific sections of the book. The teacher has designated 3 specific parts in thebook: 1) for struggling/ELL students, 2) for average/grade-level students, and 3) foradvanced students. Within each group, they will give out specific roles to each member.These roles include:

A Narrator- to briefly introduce the section and reads a part not designated by acharacter. The narrator can also be the director of the group as well.

Vocabulary Specialist- this member finds challenging words in their section of textand figures out a creative way to present the vocabulary before a reading of thescript. This member can be a character with minor lines as well.

Specific Characters: These members range in number depending on the number of

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characters in the section of text. They will also be in charge of creating the scriptand reading through it with prosody.

Examples of scripts are listed below.After the students have given out the specific roles and have gone through their

scripts, the students will then present to the class their scripts. There will be chairs set upin the front of the room where the students presenting can sit. The groups will then firstpresent the vocabulary in their section of text in a creative way. Examples could include abingo game, a matching game, or a presentation of the vocabulary words. Then once thevocabulary is presented, the students will read through their scripts with prosody to theclass.

Scripts:

Average Students Group of 10-11 members

Narrator: Our scene takes place at the very beginning of the Odyssey. Our main character,Odysseus, has been fighting alongside King Agamemnon of the Greeks, against the Trojansin the 10 year Trojan War. Odysseus created the idea of the horse that the Greeks hide inand our scene being with them fighting in Troy.Odysseus: Once again, my thoughts take me far away...across the many years...over thewine-dark seas...to the strong-walled city of Troy...Ugh! Quickly men! We have theadvantage for a moment, but the Trojans still out number us! Careful Agamemnon!Agamemnon: Bah! It is a rout, Odysseus! Once again, your magnificent brain comesthrough! Your “gift horse” brought us into their walls. Ha! And once we’ve crushed them,your glory will echo through the ages!Odysseus: I give glory to the Gods, Agamemnon! Whatever skill I have they gave me…Agamemnon: Bah!Odysseus: Always watching my back Eurylochus?Eurylochus: Always, my prince.Agamemnon: Listen Odysseus...This is no victory for the Gods, old friend! We sacrificedeverything--I sacrificed everything--to please them…Odysseus: Agamemnon, wha-?Agamemnon: ...But they have thwarted us through ten years of siege and strife!Random Guy: Stop! This temple is inviolate!Agamemnon: No, Odysseus...I thank no Gods for my victories…Odysseus: Agamemnon! Where are you going? Agamemnon? Agamemnon?!Narrator: Meanwhile in Mount Olympus…Hermes: Hee, hee, hee! Hoo, hoo!Ares: The insolence of these Greeks...is insufferable!

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Random Guy: Nonsense!Ares: No! It was the Trojans who started this whole war! Father, listen to me! TheseGreeks are too proud...too independent! They do not fear gods or fate as they should!That foul Greek Diomedes dared to strike me...me! And say Odysseus has played moretricks than any of them! Why, he’s made me look like a...a…Hermes: ...A bloated stench-ridden moron?Ares: ...A bloated stench-ridden moron!---Hermes!Hermes: Hee! Hee!Poseidon: Brother Zeus, you are the arbiter of the ancient laws..the sacred duties ofhospitality and sanctuary, they are entrusted to you. Odysseus, Agamemnon, and theirfellows must be punished for their offenses! What will you do to punish Odysseus?Zeus: Punish? Er...Let’s not rush into...that is…Athena: Don’t let them bully you, father!Zeus: Ah...Athena! Your wisdom is always appreciated, dear.Poseidon: AHEM! And what of Agamemnon?Zeus: Agamemnon?Poseidon: Yes…Zeus: Agamemnon has cursed the Gods and defiled sacred places! Odysseus is under yourprotection, Athena...But as for the other Greeks...They will make their own fate!Vocabulary for section: Rout, Magnificent, Glory, Sacrificed, Thwarted, Siege, Insolence,Insufferable, Sanctuary, Defiled

Struggling/ELL students 5-6 members

Narrator: After being stuck on an island with a Cyclops, Odysseus created a plan to stabthe Cyclops in the eye and, disguised as sheep, escape the island. The Cyclops cries to hisfather, Poseidon, and this is where our scene begins…Poseidon: I will lose all honor among the Gods if I do not answer my son’s call forvengeance against Odysseus!Zeus: Certainly! You must have vengeance! Er...Who exactly are you seeking vengeancefor?Poseidon: My son!Zeus: Your--Oh, yes, we were just talking about that...Well, if this Odysseus has so greatlywronged you, might earth-shaker, you have my blessing to pay him back...Poseidon: Finally!Zeus: Your power is yours to do what you like, warm your heartin...er….what’s-his-name’s misery. Now...if you’ll excuse me...I’ve got a tricky bit ofprecipitation I’m working on…Poseidon: Thank you, my brother...as we speak the ocean currents will deliver him into

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even more pain and suffering! Drowning...hypothermia...crushing waves...shark bites...somany decisions to make!Athena: This is bad, giant-killer! Odysseus is a true hero, and now the oldest of Gods alignthemselves against him.Hermes: What is it that invests you so in the affairs of a mortal far below?Athena: I gave Odysseus my protection in Troy. He has always been true to the laws ofthe Gods.Hermes: A plea then, to the lord of Olympus large? Please spare my earthbound mortalcharge?Athena: In a sense, yes...Stay close, Hermes! I may need your speed…Father! I seek anaudience! Father!Zeus: Eh? Oh, Athena!Athena: Father! I--Zeus: Shh!!!!!! Not so loud, my dear...Your uncle is storming around in a foul mood, won’tlet me work on my new clouds...Cough! Oh dear! Cough! Cough! Swallowed a bit ofNimbus cloud...heh…Athena: Why have you agreed to lay these low plots against Odysseus? He has neverneglected his sacrifices for you! Why set your powers against him?Zeus: My powers? Certainly not! Er...who is Odysseus?Athena: Father! you were just...talking...about...him!Zeus: Ah, you see, I have the peace of Olympus---and the world-- to consider. Yes,certainly…Athena: But, father! Odysseus has always been faithful to us! He has always fought forour honor, where so many others have fallen, Odysseus stands T…Zeus: Indeed, I do have my peace to consider…Athena: But…Zeus: But you are free to do what you must.Athena: Father?Zeus: Your loyalty to Odysseus does you credit, Athena, my brother is free to pursue hisjustice, and you are free to pursue...eh?Athena: Thank you father! Thank you!Zeus: Well, what do you say, Hermes? If nothing else, giant-killer, this should beinteresting to watch!Vocabulary: Honor, Vengeance, Blessing, Misery, Precipitation, Suffering, Hypothermia,Align, Invests, Affairs, Mortal, Plea, Nimbus cloud, Plots, Neglected, Sacrifices, Loyalty

Advanced Students 7-8 members

Narrator: After several years of being at war and then at sea, Odysseus has made it back

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to his home in Ithaca, but instead of being himself, Athena has disguised him as an oldman in order to protect him. He has stumbled upon his son Telemachus, and this is whereour scene begins.Random Guy: Farewell, Telemachus! You’re as good a sailor as your father!Telemachus: Many thanks! If only I had found news of him!Odysseus: Noble sir, could you point out the way to the house of King Odysseus? I havetravelled far to see it.Telemachus: Yes, sir. Right up this path...Sadly the King has been gone many years. Thewhole place has been overrun by lotus, suitors, who wish to marry the Queen!Odysseus: Disgraceful!Telemachus: Indeed! But, the old hospitalities are still remembered, and we will welcomeyou!Suitor 1: Ah, Prince Telemachus is looking more forlorn than usual...I heard that he’s beento every port looking for his father… But nothing!Suitor 2: So...Now what?Suitor 1: Now Ithaca needs a new King. That’s why we’re here! Well, that’s what I’m herefor. You rabble are just here for the free food.Suitor 2: Hey!Suitor 1: Hey beggar! We don’t need any more free-loaders here! Get lost!Narrator: Meanwhile, just outside…Telemachus: Mother…Penelope: Oh, Telemachus! This is the news I most feared! I cannot stall the suitors anylonger. Ithaca must have a King, and you are too young…Telemachus: Mother, there must be a way!Penelope: I have had ten years to devise a plan, dear prince. It is my right to present achallenge for my new husband and king, is it not? Go down to the store room and findyour father’s bow. The one that mighty Iphitus gave him, and also twelve axes. I’ll givethem a challenge they’ll not soon complete… not is this lifetime!...Oh my dear Odysseus.My dear husband, my heart dies with you...Oh! I’m sorry, I did not notice you.Odysseus: Yes...most people do not. These apricot blossoms are beautiful!Penelope: Yes, my husband loved apricots! He planted that tree before he left for Troy…Odysseus: Ah, I apologize for taking his--Dog: rrr? Pant, pant, pant, woof.Penelope: That’s strange! Old Argos there never lets anyone pet him, not since his masterleft…Odysseus: Ahhh, well this old hound and I have been through a lot in our lives. We arekindred spirits. Well, I’ll let you alone now, I’ve intruded enough!Penelope: You’re a queer figure, sir, and yet you seem so familiar! What is your name?Odysseus: Oh, me? Dear lady...I am Nobody.

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Narrator: Penelope returns inside to address her suitors.Penelope: Listen to me, my overbearing friends! You plague this palace day and night,seeking my hand in marriage. To arms, my gallants! My hereos! If I am a prize to be won,then here is your challenge. I set before you the great bow of King Odysseus! The handthat can string this bow and shoot an arrow clean through all twelve axes, will be the handto take mine in marriage. Good night!Suitor 1: Ah, I’ll just wait until it is my turn to win. Let every man in Ithaca try andfail--This is one challenge I won’t lose!Telemachus: Here, good sir, rest here by the doorway...Away from those drunkards andbullies! Elimaeus will make sure you have food and drink, while this nonsense is goingon…Odysseus: Thank you, dear boy. Wherever your father is, he must be proud of you.Suitor 2: Antinous…shouldn’t you sit elsewhere? You could get hit by an arrow, ifsomeone is able to string the bow before you…Suitor 1: Dolt! None of you can do it, I tell you! Heh, by all means, Leodes, try bending itwith your foot! Ha ha! Ohh! Eurymachus, so close! And Melanthius! Your mother wouldhave done better to have birthed a princess! Hoo ha! Drown your sorrows ladies...Then Iwill show you how--Hey! Hey! You grubby dog, are you crazy?! What do you think you’redoing with that bow?Telemachus: Quiet, you braggarts! Don’t disrespect the sacred laws of hospitality anymore than you already have! Your turn to fail will come, let the old man take his!Suitor 1: Ha! Yes, friends, let the beggar try--with the rest of you weaklings...and half-wi…Odysseus: Ahhh! That’s more like it! Much more like it!Suitor 1: Odysseus?!Suitor 2: Gasp! The King!Suitor 1: Impossible! He’s dead! What trickery is this?Telemachus: Father? But…Odysseus: My son, do not doubt! I am here, your father Odysseus, true King of Ithaca,home at last!Vocabulary: Lotus, Suitors, Hospitalities, Forlorn, Rabble, Devise, Kindred, Queer,Overbearing, Plague, Gallants, Dolt, Grubby, Braggarts

Democracy Lesson Write-up:

This topic will be taught to students in three lessons that will span from Tuesday toThursday in our two week calendar. Before any instruction is given, students will take apreassessment about democracy and how it relates to the Greek and Roman models(featured below). Each day will consist of some direct instruction and some student

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directed internet research. Students will be introduced to the two primary forms ofdemocracy:

Direct democracy Indirect democracy

This topic will focus on three examples of democracy: Democracy in Ancient Greece (Athens more specifically) Democracy in Ancient Rome Democracy in modern USA

The first day will focus what the two types of democracy are, as well as on AthenianDemocracy and Roman democracy. The second day will focus on the democracy of theUnited States, and who it is similar to that of Ancient Greece and Rome. This informationwill be presented to students in the form of PowerPoint Presentation. Students will taketwo column notes on this information; one column will be what the teacher presents tothem, the other will be for questions or comments that they have on the information.Students will be given a triple Venn Diagram to fill out that compares all 3 examples ofgovernment with each other. After each bit of direct instruction, students will then beprompted to conduct their own research online, to see what additional information theycan come up with. By the end of the second day, students should have a majority of theVenn Diagram completed. On the third day, the teacher will go over the Venn Diagramwith the class, filling out one herself on the doc cam, compiled from student answers. Oncethis is complete, students will pass in their Venn Diagrams for a grade. The teacher willengage the students in a mock election. The choice the students will be making is whattype of music they want to listen to, using Pandora Radio. There will be two parts to thissimulation; part one will display direct democracy, in which every student will cast a ballotto decide a station the teacher will play. The station with the most votes will be played forthe class. The second will simulate an indirect democracy, in which the students will bedivided up into groups of 4-5. The students will cast a vote to elect one member of theirgroup to stand in front of the class. The students will then vote again to decide which ofthe six will make a decision about what Pandora Station will be played. The one who iselected gets to choose, and the other students have no other choice. The teacher will thenask the students to write a response to each simulation on a blank sheet of paper and titleit “Democracy Exit Slip.”

Pre-assessment For Democracy:

1. Who first produced the idea of democracy?a. The Romansb. The Greeks

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c. The Egyptiansd. The Mayans

2. Which of the following countries/city-states are NOT a democracy?a. USAb. Britainc. Ancient Romed. Ancient Greece

3. Who is in charge in a democracy?a. The King or Queenb. The Dictatorc. The Governmentd. The People

4. When the governing power is divided up into sections to avoid one becoming toopowerful, what is this known as?

a. The Separation of Powersb. The Separation of Church and Statec. The Parliamentary Procedured. The Electoral College

5. Which of the following is the process of voting to choose a leader?a. A Migrationb. An Electionc. A Declarationd. A Revolution

6. What are votes cast on?a. computersb. by show of handsc. ballotsd. Frisbees

7. Which of the following is NOT a branch of our own Democratic government?a. The Executiveb. The Judicialc. The Parliamentd. The Legislature

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8. What Greek city-state first employed voting ballots?a. Spartab. Thebesc. Athensd. Corinth

9. Who is considered the Father of Democracy in Ancient Athens?a. Cleisthenesb. Aristotlec. Cesard. Thomas Jefferson

10. Which of the following would you NOT see in a Democracy?a. Courtsb. Electionsc. Votersd. Tyrants

Venn Diagram:

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Democracy PowerPoint Presentation:

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Democracy Post-Assessment Test(20pts)

Multiple Choice (1pt each)

1. What Greek city-state first began democracy?a. Romeb. Athensc. Spartad. Ithaca

2. Which aspect of Roman Democracy did the United States adopt?a. The Republicb. Separation of Powers, into two branchesc. Slaveryd. The two classes have power

3. A _____ is a government where people vote to make their own rules and laws.a. Direct Democracyb. Indirect Democracyc. Republicd. Monarchy

4. _______ is known as the Father of Democracy in Athens.a. Cleisthenesb. Aristotlec. Cesard. Thomas Jefferson

5. Which of the following is NOT a branch of our own Democratic government?a. The Executiveb. The Judicialc. The Parliamentd. The Legislature

6. In the United States Government, what branch of government does the Presidentbelong to?

a. The Executiveb. The Legislature

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c. The Parliamentd. The Judicial

7. How many branches did Rome separate its power into?a. 1b. 2c. 3d. 4

8. In the Athenian model of democracy, who could vote?a. Anyone over 18b. Adult malesc. Adult womend. Elderly citizens

9. Which of the following seems to be the common idea between all models ofdemocracy?

a. The government has supreme rule and decision making.b. The citizens may exercise political powers.c. The slave trade is right, moral and acceptable.d. All citizens must obey the government, no matter what.

10. A _____ is a government in which the people elect (or vote for) a smaller group tomake the rules and laws for them.

a. Representative Democracyb. Parliamentary Democracyc. Constitutional Democracyd. Dictatorship

Short Answers:

11. Why is it reasonable for most modern democracies to be indirect democracies? (2pts)

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12. Compare and contrast the Greek and Roman models of Democracy. Give 2similarities and two differences. (3pts)

13. What traits of the Greek and Roman models of democracy can be found in our owngovernment? List each and identify which model it came from (or label both). (3pts)

14. What are some pros and cons to a representative democracy? To a directdemocracy?(4pts)

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Standards For Ohio’s Teachers

Standard 1 - Teachers understand student learning and development and respect thediversity of the students they teach.

1. Teachers understand what students know and are able to do, and use this knowledgeto meet the needs of all students. In our unit, we have a pre-assessment of the entireunit. It is used so that the teachers using this integrated unit can understand wherethe students are at with the knowledge of Ancient Greece. Using this knowledgethey can use it as a guide for the rest of the unit and meet certain needs dependingon the results from the pre-assessment.

2. Teachers recognize characteristics of gifted students and students with disabilities inorder to assist in appropriate identification, instruction, and intervention. In our unit,included in every lesson plan, we have as section titled “Differentiation.” It focuseson what the teacher will do to differentiate instruction for struggling students,students who are at grade level, and students who are advanced.

Standard 2 - Teachers know and understand the content area for which they haveinstructional responsibility.

1. Teachers know the content they teach and use their knowledge of content-areaconcepts, assumptions and skills to plan instruction. We all had a wealth ofknowledge concerning Ancient Greece and Rome and that is why we selected thisas the theme for our unit. We used our knowledge of content-area concepts thatcould be related to the Greek and Roman time periods as well as different skillsthat could be exercised in a unit such as this to construct our lesson plans.

2. Teachers understand school and district curriculum priorities and the Ohio academiccontent standards. In our unit in our lesson plans, we have stated the Ohioacademic content standards. Using those standards, we then created the activitiesrelating to the content standards. For example, the common core standard aboutratios and proportions was used to help create our lesson about the ratios ofcurrency in Ancient Greece.

3. Teachers understand and use content-specific instructional strategies to effectivelyteach the central concepts and skills of the discipline. In our unit we use severalcontent-specific instructional strategies to teach the central concepts and skills ofthe discipline. An example of this would be the nectar party which is a literacystrategy called the Tea Party strategy.

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4. Teachers understand the relationship of knowledge within the discipline to othercontent areas. In our unit, integration of multiple content areas is crucial. In ourlesson titled, “Tax It Like Rome,” we integrate Math, Social Studies and LanguageArts into one lesson. The knowledge presented to students is connected to eachaspect of the tax systems in Rome through looking at tax systems, comparing andcontrasting our money system to that of Ancient Greece and Rome through a tripleVenn Diagram. Thus, incorporating reading and writing skills for Language Arts,critical thinking and reasoning skills from both Social Studies and Language Arts,and proportional relationships for math.

Standard 3 - Teachers understand and use varied assessments to inform, instruct,evaluate and ensure student learning.

1. Teachers are knowledgeable about assessment types, their purposes and the data theygenerate. In our unit, we have used several types of assessments in our lessonplans and also our write-ups of other lessons that will be done in our unit. Forexample, in the ratios lesson plan done in both math and social studies, they will begiven a pre-assessment of ratios before even looking at it. They will then trade andgrade the pre-assessment and then using the data results from the pre-assessmentthe teacher will use that to guide how they will present the ratios of population ofAncient Greeks and Modern Greeks. After the entire lesson is finished, the studentswill be given a summative assessment quiz to see that they have grasped theconcepts of ratios from the lesson.

2. Teachers select, develop and use a variety of diagnostic, formative and summativeassessments. In our unit, we have used several types of assessments in our lessonplans and also our write-ups of other lessons that will be done in our unit. Forexample, in the ratios lesson plan done in both math and social studies after theentire lesson is finished, the students will be given a summative assessment quiz tosee that they have grasped the concepts of ratios from the lesson. The teacher willalso be using observations of the students completing the worksheet in math classand them taking the notes in social studies to see how well the students are doing.

3. Teachers analyze data to monitor student progress and learning and to plan,differentiate and modify instruction. In our unit, we have used several types ofassessments in our lesson plans and also our write-ups of other lessons that willbe done in our unit. For example, in the ratios lesson plan done in both math andsocial studies, they will be given a pre-assessment of ratios before even looking atit. They will then trade and grade the pre-assessment and then using the dataresults from the pre-assessment the teacher will use that to guide how they will

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present the ratios of population of Ancient Greeks and Modern Greeks. They willalso use the data to differentiate how the lesson is going to go. After the entirelesson is finished, the students will be given a summative assessment quiz to seethat they have grasped the concepts of ratios from the lesson. This data will beused to make sure there was understanding or if there needs to be some sort ofreview during another day.

Standard 4 - Teachers plan and deliver effective instruction that advances the learning ofeach individual student.

1. Teachers align their instructional goals and activities with school and districtpriorities and Ohio’s academic content standards. In our unit in our lesson plans, wehave stated the Ohio academic content standards. Using those standards, we thencreated the activities relating to the content standards. For example, the commoncore standard about ratios and proportions was used to help create our lessonabout the ratios of currency in Ancient Greece.

2. Teachers differentiate instruction to support the learning needs of all students,including students identified as gifted and students with disabilities. In our unit,included in every lesson plan, we have as section titled “Differentiation.” It focuseson what the teacher will do to differentiate instruction for struggling students,students who are at grade level, and students who are advanced.

3. Teachers use resources effectively, including technology, to enhance student learning.In our unit, the students have access to the text sets we provided for them thatincludes both physical books as well as ebooks. We also have provided them withdigital resources such as google earth, video clips, and laptops.The teachers havealso used their resources of the internet to look up powerpoint presentations tohelp guide the students to the knowledge of information on Ancient Greece andRome.

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