Lesson Plans Subject to Change

Lesson Plans – Subject to Change

World History 6th Grade Graves, Halter, Martin Week of: 04.11 to 04.15 Unit : Unit 6 Ancient Greece Duration: 5 weeks

Standard(s): Ancient Greece SS.6.E.3.1 Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among other regions.

SS.6.W.3.2 Explain the democratic concepts (polls, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece.

Focus Standard: SS.6.W.3.3 Compare life in Athens and Sparta (government and status of citizens, women and children, foreigners, helots )

SS.6.W.3.4 Explain the causes and effects of the Persian and Peloponnesian War

S6.W.3.5 Summarize the important achievements and contributions of ancient Greek civilization. Examples are art and architecture, athletic competitions, the birth of democracy and civic responsibility, drama, history, literature, mathematics, medicine, philosophy, science, warfare.

SS.6.W.3.6 Determine the impact of key figures from ancient Greece. Examples are Aristophanes, Aristotle, Hippocrates, Herodotus, Homer, Pericles, Plato, Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles, Thucydides. SS.6.W.3.3 Compare life in Athens and Sparta (government and status of citizens, women and children, foreigners, helots ) (changes by day and lesson)

SS.6.W.3.7 Summarize the key achievements, contributions, and figures associated with The Hellenistic Period. Examples are Alexander the Great, Library of Alexandria, Archimedes, Euclid, Plutarch, The Septuagint, Stoicism, Ptolemy I.

SS.6.C.1.1 Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy. Examples are polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law.

SS.6.C.2.1 Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process. Learning Goal: Students will recognize significant events, figures and contributions of ancient Greece. Lesson Plans – Subject to Change Essential Question Who and what from ancient Greece made the greatest impact on future civilizations and our world today? Assessment: Unit Assessment, End Product, DBQ Key Vocabulary Polis, Acropolis, Aristocracy, Metic, Phalanx, Tyranny, Democracy, Representative Democracy, Direct Democracy, Citizenship, Oligarchy, Ephor, Helot, Delian League, Olympics, birth of democracy and civic responsibility, and The Septuagint Stoicism

Monday Benchmark: FSA Testing Daily Objective FSA Testing: Students not testing will watch Safari Montage video: Greeks: Crucible of Civilization: The Empire of the Mind ANTICIPATE (Bell Ringer) I DO: WE DO: We watch a video: Greeks: Crucible of Civilization: The Empire of the Mind 56 minutes You DO: REFLECT:(Exit Ticket) Homework Tuesday Benchmark: FSA Testing Daily Agenda Daily Objective FSA Testing: Students not testing will watch Safari Montage video: Ancient History: The Greek City-State and Democracy and play Jeopardy ANTICIPATE( Bell ringer) I DO: WE DO: We watch a video: Ancient History: The Greek City-State and Democracy; 27 minutes

You DO: Play “Ancient Greece Jeopardy” REFLECT: (Exit Ticket) Homework Wednesday Benchmark: SS.6.W.3.3 Democracy & Oligarchy Daily Agenda Daily Objective Students will compare life in Athens and Sparta (government and status of citizens, women and children, foreigners, helots ), especially discussing Athens’ democracy. ANTICIPATE What does “democracy” mean to you? Explain your answer. ( Bell Ringer) I DO: Introduce the rise of democracy in Greece. WE DO: Use a power point from which discussion points will arise. You DO: Take Cornell Notes REFLECT: What is the difference between direct democracy and (Exit Ticket) representative democracy? Which do we have in the United States and why? Homework Add questions and a summary to your Cornell Notes. Lesson Plans – Subject to Change Read pages 260 to 263 in textbook. Thursday Benchmark: SS.6.W.3.3 Democracy & Oligarchy Daily Agenda Daily Objective Students will compare life in Athens and Sparta (government and status of citizens, women and children, foreigners, helots ), especially discussing Sparta’s oligarchy. ANTICIPATE Explain democracy in Florida. Who do Florida voters elect? ( Bell Ringer) I DO: Introduce the rise of oligarchy in Greece. WE DO: Use a power point from which discussion points will arise. You DO: Take Cornell Notes REFLECT: What might have bothered Spartans and Athenians about each (Exit Ticket) other’s society? Explain. Homework Add questions and a summary to your Cornell Notes. Read pages 264 to 267 in textbook. Friday Benchmark: SS.6.W.3.4 Peloponnesian & Persian Wars Daily Agenda Daily Objective Students will explain the causes and effects of the Persian and Peloponnesian War ANTICIPATE( Bell ringer) What do you believe usually causes wars? Give one example of a war with that type of cause. I DO: Introduce the Peloponnesian & Persian Wars WE DO: Discuss power point on Peloponnesian & Persian Wars You DO: Complete graphic organizer on Peloponnesian & Persian Wars REFLECT: Who do you believe were the “good guys’ in the Peloponnesian & (Exit Ticket) Persian Wars> Explain Homework Finish graphic organizer on Peloponnesian & Persian Wars

Unit: SS.6.W.3.3 Compare life in Athens and Sparta (government and status of citizens, women and children, foreigners, helots ) Scale # Requirements for Level 4 I can describe important achievements and weaknesses of Athens and Sparta and can apply the achievements and failures to ancient Greece and current civilizations. 3 I understand the accomplishments and weaknesses of Athens and Sparta, but I do not know why or how they contributed to the advancement or harm of civilization.

2 I can compare Athens and Sparta, including their governments, military, education, etc.

1 I have some background knowledge and a few of the vocabulary words down, but I still need help with tasks.

0 I have no experience with this topic and I need to start at the beginning.

Unit: SS.6.W.3.4 Compare life in Athens and Sparta (government and status of citizens, women and children, foreigners, helots ) Lesson Plans – Subject to Change Scale # Requirements for Level 4 I can explain the causes and effects of the Peloponnesian & Persian Wars on the Greek civilization, the other ancient civilizations in the geographic area and compare these wars to modern wars. . 3 I can explain why the causes of the Peloponnesian & Persian Wars developed and why they had a major effected on the Greek civilization. 2 I can describe the causes and effects of the Peloponnesian & Persian Wars on the Greek civilization. 1 I have some background knowledge and a few of the vocabulary words down, but I still need help with tasks.

0 I have no experience with this topic and I need to start at the beginning.

Notes: WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Students Sharing ideas with a • accessing prior knowledge • using a rubric as find the answers right there partner or in a group • making predictions evaluation in the text. On-demand/Timed writing Carousel/Gallery Walk During reading activities • writing that is completed • Costa’s Level 2: Students • marking the text Problem solving in groups in class within a set amount must figure out the answer • Cornell notes of time from information in the Projects in groups • graphic organizers • grade is evaluated using a text. rubric After reading strategies • Costa’s Level 3: Students Cornell Notes • summarizing • apply what they have taking notes on the most • group projects important information learned or use what they • summarizing have learned to evaluate or create. • using the notes to study Reflective writing • students write about what they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students  Read directions for the  Allow student time to step  Extended time on  Read Aloud to Students student out to de-escalate assignments =1 day  Visual manipulatives  Check for  Testing in small groups  Preferential seating  Cooperative Learning, understanding  Use of a planner/binder for  Written direction given  Vocabulary, Description,  Allow to leave class for organization  Break directions into Introduction, assistance  English Language chunks .  Extra time for exams Dictionary  Daily agenda Lesson Plans – Subject to Change