Siobhan

Siobhan Shannon November 1, 2007 EDC 448 Dr. Coiro 1) The content of this diverse text set is intended to be used in an A-level Western Civilizations course at a high school in Rhode Island. This class is composed of ninth-grade students who perform at or above grade level. The following text set is part of an introductory unit plan about Ancient Greece and Rome. 2) Text #1 – Textbook Ellis, E. G., & Esler, A. (2001). //World history: Connections to today.// Upper Saddle River, NJ: Prentice-Hall, Inc.
 * Diverse Text Set**
 * 1) **Print Resources**
 * Chapters 5 and 6, respectively titled “Ancient Greece” and “Ancient Rome and the Rise of Christianity” discuss the rise of both the ancient Greek and Roman societies. Within these chapters, the authors of this textbook discuss the various Greek city-states, the political make up of the ancient world, the Roman republic, the Roman empire, as well as the rise of Christianity. In addition, these chapters are supplemented with various maps and photos of ancient ruins. Within this textbook’s discussion of the ancient world are facts, vocabulary, and dates that will supplement the other sources included in this text set.
 * I included this text because it is a good resource for students to have at home. The class will be reading ancient stories in class, and learning about the heritage and social organization of the ancient world; therefore, the text book is a good supplement for summarizing what students have learned in class.
 * This textbook would be used for homework purposes; students will be asked to keep their textbook at home, and throughout this unit plan they will be responsible for reading some of the sections in each chapter and replying to the assessment questions.
 * Attachment: This is a 1050 page book, so I did not include it here.

Text #2 – Historical Profile, Article //The battle of Thermopylae//. © Holt, Rinehart and Winston.
 * This short article is the story of the battle of Thermopylae, fought between the ancient Greeks and Persians in 480 B.C. This article describes the scene of the battle, a narrow beach, the numbers of the Greek forces (6,000), the numbers of Persian forces (200,000), and the battle that played out there between the two contenders. Also included is a description of how the Greek forces were led by a group of 300 Spartans who chose this strategic location for the battle and managed to hold off the Persians for 3 days. It highlights the military skill of the Spartans and explains how the bravery of the 300 Spartans at Thermopylae inspired the incessantly-warring Greek city-states to unite for the first time, to defeat the Persian army.
 * I selected this text because it an interesting story that relates the military standards of ancient Sparta. In addition to the story of the battle of Thermopylae, this article contains questions to help students understand both the facts, and the social implications presented in the story.
 * This text will be used to illustrate the social and military standards of Ancient Sparta. In class, students and I will share reading this article. Afterwards, we will answer the questions aloud. This will help the students understand how different the society of the ancient world is from our own world.
 * Attachment: See attachment #1 for a copy of this text.

Text # 3 – Epic Poem Church, A. J. (1907). //The Iliad for Boys and Girls//. Retrieved October 29, 2007, from [|http://www.mainlesson.com/display.php?author=church&book=iliad&story=_contents.]
 * This is a toned-down version of the ancient epic written by Homer, //The Iliad.// This version of the story is appropriate for children and teens and relates the story of how when Paris kidnaps Helen, Sparta and Troy go to war.
 * I selected this text because this diluted version of //The Iliad// is a good adaptation of the original, which not only tells a fictional story, but displays the role the Gods played in the ancient world, as well as the religious, military, family, and social customs of the Trojans and the Spartans. In addition, this text illustrates the roles of men and women in the ancient world.
 * The class and I will share reading this text, pausing to define words they might not recognize or have trouble pronouncing. This text will not be viewed on-line; rather I will print copies of the story and distribute them in class. After reading and discussing this text, students will be responsible for writing a 3-5 paragraph essay about ancient Greece discussing religious, military, family, and social customs, citing specific examples from //The Iliad.//
 * Attachment: See attachment #2 for the homepage of the website.

Text # 4 – Primary Source //An Athenian husband explains his wife’s duties.// N/d.
 * This text is a short primary source document that contains one Athenian man’s description of a wife’s duties. This text also includes the justification for these various duties, for example care of the infirmed servants, because the god’s gave women a larger portion of affection.
 * I selected this text because it provides a real-life example of the role of women in Ancient Athens. This text will be used in conjunction with the class’ study of the role of women in ancient Greece and it will help students understand that the role of women was believed to have been obvious and universally inherited.
 * This text will be read in class and then discussed. Students will discuss the limitations of the role of women as advertised in this article. In addition, our discussion of this article will include a conversation about comparing women’s roles today in American with the roles of ancient Athenian women.
 * Attachment: See attachment #3 for a copy of this text.

Text # 5 – Primary Source Justinian. (1990). General rules of law. In N. Lewis & M. Reinhold (Eds.), //Roman civilization: Selected readings, the empire// (pp. 503-05). New York: Columbia University Press.
 * This primary source document is a selection of laws listed in Justinian’s //Digest.// It lists various laws that were included in the //Digest//, for example “No one is compelled to defend a cause against his will” (p. 502).
 * I selected this text because it is a list of Roman laws that serve to illustrate what was and what wasn’t important to Ancient Romans. These laws are complex, and students will likely need assistance in deciphering many of them, but they are a valuable source for information of both the social and political expectations of Roman citizens.
 * Each student in the class will be assigned one of the laws from this list. Their assignment will be to figure out what the law means, and translate it into their own words. (Students will be able to ask each other, their parents, families, and friends, as well as consult the internet. This will be a homework assignment.) After translating their law, students will have to determine if this law is relevant today, through a group discussion. Finally, as a class we will create a new list of laws, composed of the translated laws that the students believe are relevant. We will hang this list in our classroom.
 * Attachment: See attachment #4 for a copy of this text.


 * 1) **Media Resources**

Text # 6 – Photos of ruins of Ancient Greece and the Roman Coliseum Photos. Retrieved October 29, 2007, from http://www.crystalinks.com/greeksacredsites.html and http://www.hartransom.org/Hart_Ransom/7_wonders/7%20Wonders_Varni/coliseum_pictures.htm
 * These websites contain several photo images which will be printed, in color, and distributed to the students. From the first website photos of the Temple of Hephaistos, Temple of Apollo, and the Sanctuary of Poseidon and Athena at Sounion will be printed; from the second, several photos of the Coliseum will be printed.
 * I selected these photos because they are a good example of both Ancient Greek and Roman architecture. These photos will supplement our study of the ancient world because they will, hopefully, help students to visualize the places in which the political, social, etc. customs we will be reading about existed within.
 * As we read about the role of the God’s in Greece, the first set of pictures will be distributed. As we read about the coliseum, and gladiators, the second set of pictures will be distributed. After distributing each set of pictures, I will allow a short discussion about what the students think about each photo, and then identify what is in each picture and explain what each photo tells us about the ancient world.
 * Attachment: See attachment #5 for the homepages of these websites.

Text # 7 – Scene from the motion picture, //300// DeFaria, C. (Producer), & Snyder, Z. (Director). (2006). //300// [Motion picture]. USA: Warner Bros.
 * The scene, “Education of a Spartan boy,” is one of the first in the movie, and very accurately depicts the process that Spartan boys had to endure beginning at age 7. This scene opens with the father inspecting a new born baby boy, a common ritual in Sparta, and then shows the boy going through his military training.
 * I selected this text because this particular scene from the motion picture //300// realistically displays how the Spartans trained their soldiers. In addition, rather than reading about it, this is a cool way to illustrate to students how hard it was to become a Spartan man. The narration of this scene also offers a play-by-play which is helpful and accurate.
 * After studying the various Greek city-states, and learning about the militaristic nature that many of them possessed, we will begin a discussion of Sparta, the foremost military-oriented state. First I will discuss the military customs the Spartans had, inspecting babies and discarding those that were unfit, beginning training at a young age, etc. After allowing the students to ask questions, I will show this scene from //300// to reiterate and illustrate the Spartan training.
 * Attachment:


 * 1) **Online Interactive Resources**

Text # 8 – Simulation Skidmore, J. (2007). Mythweb [interactive learning website]. San Francisco, CA: Fleet Gazelle. Retrieved October 29, 2007, from www.mythweb.com.
 * Mythweb is an interactive learning website that is student-friendly and “guaranteed kidsafe.” Mythweb provides photos of cartoon characters representing ancient Greek gods and heroes; by clicking on these characters, students are able to access biographical information about each individual.
 * I selected this text because it is a valuable source for students to consult when researching the gods and heroes of ancient Greece; understanding the role these figures played in the way Greeks thought and lived is very important.
 * Students will use this website, along with the links it provides, to research 1 god or hero from ancient Greece. Each student will write a 3 paragraph biographical essay describing the individual they have selected and explaining why/how he was important to ancient Greece.
 * Attachment: See attachment #6 for the homepage of the website.

Text # 9 – Online Quiz Hawkins, D. “The dates quiz- a Greek timeline” & “Matching the dates quiz- a Roman timeline.” United Kingdom.
 * These online interactive quizzes test a student’s knowledge of the Greek and Roman timelines. They include important events including the dates of battles, the death of Alexander the Great, and the date the Greek alphabet was created, as well as the birth of Christ, and the year Rome was founded.
 * I selected this text because it is a good way to test student’s knowledge without “testing” them. This interactive format informs students when their answers are incorrect and allows them to guess again. It is also a low-stress activity because students know they can make mistakes, and get a second chance at answering.
 * This text would be used after the class has completed the unit on ancient Greece and Rome. It would be a useful tool, saved to the desktop of the classroom computer that students could play with during extra time in class; for example, after completing an in-class assignment while other students are still working.
 * Attachment: See attachment #7 for the homepage of the websites.


 * 1) **Instructional Resources**

Text # 10 Cassutto, G. //Ancient history cyber journalists.// Retrieved October 29, 2007, from http://school.discoveryeducation.com/lessonplans/activities/cyberjournalists/
 * This lesson plan is provided by Discovery Education. The lesson requires students to research an event from ancient history and write their own newspaper article about it. As an introduction to this assignment, students will first become familiar with the newspaper by examining various newspapers in class. Students will be instructed to try to figure out how and for what purpose newspaper articles are written.
 * I selected this text because it is a lesson that requires students to immerse themselves in ancient history and practice a skill vital to learning history: research.
 * After introducing students to this lesson, they will be divided into groups of four or five. Each group will be assigned a topic; this lesson plan lists possible topics for students to research, and provides links to several references for each. Because not all of these links are within the realm of ancient Rome and Greece, I will select a few topics from the ones provided, and add alternative topics and supportive references. The topics will include the Persians defeated at Plataea (Battle of Thermopylae), Rome and Carthage fight to the death, as well as the eruption of Mount Vesuvius, and building of the Coliseum.
 * Attachment: See attachment # 8 for homepage of lesson plan.

3) These texts would all be used in my classroom over about a month-long period. These texts will help me introduce my students to the different aspects of ancient Greek and Roman life. By providing a variety of texts (pictures, primary sources, movie clips, an epic poem, etc.,) that relate to the ancient world, students will hopefully gain a well rounded understanding of their customs, beliefs, and society. All of the written texts, besides the textbook itself, would be read in class (as specified above); therefore, it would be the responsibility of every student to read each written text. The media texts would be presented in class and therefore all students would again be responsible for viewing the texts. The online interactive resources would be used in our classroom as well. Our classroom has 5 desktop computers, and these programs would be accessed by pairs of students in class. In addition, students will record the web addresses of these programs, so that they can access them from the school library or their home computer, if they want or need to. Students would not be responsible for reading the lesson plan listed as an instructional resource; rather, they will be responsible for completing the writing activity described in this lesson, after I have modified it to fit the class’ needs (as specified above). 4) Content: Students will be able to compare and contrast the cultures (religious/military/social customs, the role of women, family values) of ancient Greece, ancient Rome, and their own families/communities/society. [NCSS I, c: Learners can apply an understanding of culture as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns.] Reading: Students will be able to express their understanding of the cultures of the ancient world by completing 1 or more 3-5 paragraph written essays explaining ancient cultures as they are expressed through religion, the military, society, and the family. [W-8-1.2: Students demonstrate command of the structures of sentences, paragraphs, and text by using the paragraph form: indenting, main idea, supporting details.]

Hi Siobhan,

Your choice of texts covers a wide range of resources (written, online, primary, pictures etc.) which will be very beneficial to you and your students. Reading the descriptions and intended used for each text allowed me to clearly see how your unit on Ancient Greece and Rome is organized. Not only do your texts include hard historical facts, but they allow students to explore society, culture, military and families of the time. Using these texts, students will be able to engage themselves in history, learning more and grasping a deeper understanding of the material. I also like how your students will be comparing their lives and what it is like to live in our day and time, compared to how it was for the Ancient Greeks and Romans.

One thing not mentioned, although somewhat implied, is including a discussion on the differences in ethical views between the Spartans and society today. Where you include the practice of "inspecting babies and discarding those that were unfit," may spark a good discussion on ethical differences. This discussion may also spill over into the primary source of Roman laws. Were ethical views similar between Greeks and Romans? How do they compare to society today?

I'm not a big fan of history (mostly because of how it was taught to me), but reading your text set gives me hope that future generations of students will enjoy learning about historical events. Nice work!

-- Lauren

Hey Siobhan, I really like the texts that you included in your unit plan. I thought that the scene from 300 is a great way for students to learn about your topic because it is a recent movie and students will definetly be paying attention to this action packed film. It is important however to make sure the parents are ok with their children watching this during class. The simulations you included is also a great, kid friendly way to teach your lesson. By having cartoons I think it gives the students a break from constantly reading such formal texts. I think another great thing would be if you could find an interactive museum tour of an Ancient Greece section of the museum, however this is only if there is one out there. These are all great texts to include into a classroom because it itsn't all constant reading for the students. The photos can be analyze by the students and foster a class dicussion rather than reading from the textbook all class. The primary sources can also be used to create an essay assessment for your students. Nice job! -Kristen


 * Siobhan Shannon**

· Can I take your class? It sounds like you are really hitting on the important cultural differences and aspects to life at that time compared to now. · Some things to consider: · What methods will you use to promote vocabulary development? · What type of graphic organizers and concept maps will you employ? Venn diagrams? · I like the concept of the war machine and how it compares to other societies. · Did you read “The Persian Boy” by Mary Renault? It is an excellent tale about Alexander that might be good for reading exerts. · I agree with Lauren that you need to be careful about parental consent for showing the movie. I also wondered if you have seen the HBO ROME series. There are a few excellent scenes that might be useful. · What kinds of pre-reading prompts will you provide? · I think that there is a good Civilizations computer game out there for both the Greek and Roman civilizations. · Did you ever do anything with the “Teenage Mutant Ninja Turtles” or is that the computer cartoon section? · Great work. Good consistent use of rationale and usage.

Karen Imbriale

[|Christianity]