Grade 6 Social Studies | Magrath Elementary School
RILEY LAIRD SOCIAL STUDIES LONG RANGE PLANS
Grade 6 Historical Models of Democracy Unit 2 Table of Contents: Cover Page 1 Table of contents 2 Course Summary and Key Concepts 3 Unit Rationales 3 Topic: Historical Models of Democracy: 4 Unit 1: Ancient Athens GLOs 4 Unit 2: The Iroquois Confederacy GLOs 4 Long Range Calendar 8 Tentative Major Activity and Lesson Schedule 12 List of major materials and resources
Grade 6 Historical Models of Democracy Unit 3 Grade 6: Democracy: Action & Participation Focusing Questions Focusing Questions: 1. What is a Direct Democracy? 2. What do we know about life in Ancient Athens? 3. How did ancient Athens contribute to our current day system of government? 4. What were the democratic principles exemplified by ancient Athens democracy? 5. What were the social structures in ancient Athens and how did they contribute to their system of democracy? 6. What were the democratic principles exemplified by the Iroquois Confederacy? 7. What were the social structures in the Iroquois Confederacy and how did they contribute to their system of democracy? Key Concepts The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The democratic principles exemplified by ancient Athens and by the Iroquois Confederacy How these historic models of government contributed to Canadas current democratic model The social structure and arrangement of historic models of government and how they compare to current models of government Equality in democracy then and now Unit Overview Grade 6 students will examine how participation in the democratic process is a means for governments and citizens to effect change in their communities. They will explore how democratic principles and ideals are reflected in the structure and functions of their local and provincial governments. Students will examine how ancient Athens and the Iroquois Confederacy have influenced Canadas democratic processes. Rationale Grade 6 students will broaden their understanding of democracy in the Canadian experience and develop an awareness of the active role that engaged citizens can play within the democratic process by examining past systems of democracy. We will begin by reviewing the basics of democracy. Then we will take a trip through time to examine how it is that direct democracy came to be in ancient Athens. This part of the unit will look at what life was like for all the citizens in ancient Athens and how they participated in their system of government. The unit will move into the structure of Athenian democracy and how it was ran. The second part of this unit will look at the Iroquois Confederacy and their social structure as well as system of government. The students will conclude the unit by comparing the two systems of government and making inferences as to how these historic models of government contributed to modern day Canadian democracy. This unit will also integrate current events by including weekly presentations of new releases pertaining to modern day Greece and/or the Iroquois people as well as other local and international news.
Grade 6 Historical Models of Democracy Unit 4 Historical Models of Democracy Unit: General Learning Outcome 6.2 Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient Athens and the Iroquois Confederacy.
In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of studies provides the flexibility to include these topics within the time allotted for social studies.
Specific Learning Outcomes: Values and Attitudes Students will: 6.2.1 Appreciate the relationship between the values of a society and the model of government adopted within a society (PADM)
6.2.2 Value the role of participation by citizens in diverse democratic societies (C, PADM)
Knowledge and Understanding Students will: 6.2.3 Analyze the structure and functions of the democratic system in ancient Athens by exploring and reflecting upon the following questions and issues: How was the government of ancient Athens structured? (PADM) How did the structure of the government in ancient Athens provide opportunities for citizens to participate in decision making? (C, PADM) How did identity, status and class structure impact citizenship in ancient Athens? (C, I) How did the social structure of ancient Athens impact its political structure? (CC, PADM) To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? (I, PADM)
6.2.4 Analyze the structure and functions of the Iroquois Confederacy by exploring and reflecting upon the following questions and issues: How was the Iroquois Confederacy structured? (PADM) What was the role and status of women within the Iroquois Confederacy? (I, PADM) What are the advantages and disadvantages of consensus as a decision-making model for government? (PADM) How did the Six Nations use the consensus-building process? (PADM) How did the Wampum Belt address collective identity? (I, PADM) How did the social structure of the Iroquois Confederacy impact its political structure? (CC, PADM) To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? (PADM)
Grade 6 Historical Models of Democracy Unit 5 Skills: DIMENSIONS OF THINKING Students will: 6.S.1 Develop skills of critical thinking and creative thinking: Assess significant local and current affairs from a variety of sources, with a focus on examining bias and distinguishing fact from opinion Critically evaluate ideas, information and positions Re-evaluate personal opinions to broaden understanding of a topic or an issue Generate original ideas and strategies in individual and group activities Seek responses to inquiries from various authorities through electronic media (ICT)
6.S.2 Develop skills of historical thinking: Use primary sources to interpret historical events and issues Use historical and community resources to understand and organize the sequence of historical events Explain the historical contexts of key events of a given time period Use examples of events to describe cause and effect and change over time Organize information, using such tools as a database, spreadsheet or electronic webbing (ICT)
6.S.3 Develop skills of geographic thinking: Construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden understanding of topics being studied Use geographic tools, including software, that assist in preparing graphs and maps Use cardinal and intermediate directions to locate places on maps and globes Use scales to determine the distance between places on maps and globes Identify geographic problems and issues and pose geographic questions
6.S.4. Demonstrate skills of decision making and problem solving: Propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving Consider multiple perspectives when dealing with issues, decision making and problem solving Collaborate with others to devise strategies for dealing with problems and issues Select and use technology to assist in problem solving (ICT) Use data gathered from a variety of electronic sources to address identified problems (ICT) Solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology (ICT) Use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment (ICT) Solve issue-related problems, using such communication tools as a word processor or e-mail to involve others in the process (ICT) Generate alternative solutions to problems by using technology to facilitate the process
Grade 6 Historical Models of Democracy Unit 6 Skills: SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE Students will: 6.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building: Demonstrate the skills of compromise to reach group consensus Work collaboratively with others to achieve a common goal Record group brainstorming, planning and sharing of ideas by using technology Extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail
6.S.6 Develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as: Demonstrate commitment to the well-being of their community by drawing attention to situations of injustice where action is needed
Skills: RESEARCH FOR DELIBERATIVE INQUIRY Students will: 6.S.7 Apply the research process: Determine reliability of information filtering for point of view and bias Formulate questions to be answered through the research process Use graphs, tables, charts and Venn diagrams to interpret information Draw and support conclusions based on information gathered to answer a research question Include references in an organized manner as part of research Formulate new questions as research progresses Design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary Access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs) Organize information, using such tools as a database, spreadsheet or electronic webbing Use a variety of technologies to organize and synthesize researched information Reflect on and describe the processes involved in completing a project
Skills: COMMUNICATION Students will: 6.S.8 Demonstrate skills of oral, written and visual literacy: Express opinions and present perspectives and information in a variety of forms such as oral or written presentations, speeches or debates Express reasons for their ideas and opinions, in oral or written form Use skills of informal debate to persuasively express differing viewpoints regarding an issue Respond appropriately to comments and questions, using language respectful of human diversity Listen to others to understand their perspectives Organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories Communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes
Grade 6 Historical Models of Democracy Unit 7 6.S.9 Develop skills of media literacy: Detect bias present in the media Examine and assess diverse perspectives regarding an issue presented in the media Analyze significant current affairs Identify and distinguish points of view expressed in electronic sources on a particular topic Use selected presentation tools to demonstrate connections among various pieces of information Recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used
Unit Topic Structure This unit will be divided into three parts, the most time will be spent on ancient Athens. Current events will occur throughout the unit once a week. Part 1: Ancient Athens a) Direct Democracy review (Topics 1 and 2: 1 hr/ 1 class) b) What have the Greeks contributed to in modern day society? c) Ancient Athenian Life and Geography of past and present Greece (2 hrs/ 2 Classes) d) What were the social classes and structures in ancient Athens? e) How did identity, status and class structure impact citizenship and social structure? f) What sites and locations were important to democracy in ancient Athens? g) How was the government of ancient Athens Structured? h) How did the government of ancient Athens provide opportunities for citizens to participate in decision making? i) To what extent were the democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? j) Greek Day! Fun activities and learning about other areas of Greek History as well as a unit review Part 2: Iroquois Confederacy a) How was the Iroquois Confederacy structured? b) What was the role and status of women in Iroquois confederacy? c) What are the advantages and disadvantages of consensus as a decision-making model for government? d) How did the Six Nations use the consensus-building process? e) How did the Wampum Belt address collective identity? f) How did the social structure of the Iroquois Confederacy impact its political structure? g) To what extent did the decision-making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? h) How does this model of government and social structure compare to that of ancient Athens? Part 3: Comparison of Ancient Athens Democracy, Iroquois Democracy and Canadian Democracy a) How do the two types of historic models compare to current day direct democracy? b) Which model would you choose based on its ideals of equity and fairness? c) Review
Unit Timeline: Social Studies: Monday- Wednesday 1:05-2:05 (1Period =60 min) Total Periods in unit: 38hrs
1. Ancient Athens Democracy o January 16-March 7 2012 o Classes/hrs: 20 classes- 60 min each o Includes 3 Flex days
Grade 6 Historical Models of Democracy Unit 8
2. Iroquois Confederacy o March 12-April 18 20122 o Classes/hrs: 15 classes- 60 min each (Might lose 2 class to Theme V and book fair) o Includes 3 Flex days
3. Comparing the historical systems to current day democracy o April 23-April 15 2012 o Classes/hrs: 3 Unit Outline 1. Democracy Review/ Introduction to Greece 2. Greek Geography and Location 3. Mapping Skills 4. Greek Timeline and Citizenship 5. Social Structure of Ancient Athens 6. Site Important to Democracy in Ancient Athens 7. Decision Making in Ancient Athens 8. Structure of Democracy & Procedures for Making Decisions 9. What were the Ancient Ideas Behind Democracy 10. How Fair and Equitable was Ancient Greek Democracy 11. Interesting Facts About Greece (Greek Day!) 12. Review 13. Unit Exam
~ January 2012 ~ Mon Tue Wed Thu Fri 2
3
4
5
6
9 Practicum Starts 10
11
12 Introductions/ Icebreaker Activities 13 Comfy Day 16 Athens
Start Social St. Unit: Intro to modern Greece LP.1 Review 17 Athens
Mapping 18 Athens Teacher Job Fair Not Teaching Substitute Lessons 19 No social studies 20
23 Athens Long Range Plans Due TPGP Due
First Current Events Due 24 Athens
25 Athens Current Events Due 26 No social studies 27 Kindness Assembly 30 PD & PLC Day No School
Inquiry Project Proposal Due 31 Athens Substitute Notes: Need Sub notes/lessons for January 18 31
Grade 6 Historical Models of Democracy Unit 10 ~ February 2012 ~ Mon Tue Wed Thu Fri 1 Athens Current Events Due 2 No social studies
3
6 Athens Current Events Due Mini Athens Model and Research Project Due
7 Athens
8 Athens Current Events Due 9 No social studies
10 Mismatch Day 13 Athens Family Dance
Current Events Due 14 Athens Valentines Day 15 Athens Current Events Due 16 No social studies 17 PLC No School 20 Family Day No School 21 No School 22 No School 23 Teachers Convention No School 24 Teachers Convention No School 27 Flex Athens Formative Report Due
Current Events Due
28 Flex Athens
Review 29 Flex Athens Pink Shirt Day
Notes: Valentines cards for students
Grade 6 Historical Models of Democracy Unit 11 ~ March 2012 ~ Mon Tue Wed Thu Fri Notes: Report Cards Due 1 Deadline for Graduation
2
5 Athens flex Current Events Due Greek Day Review Games
6 Athens flex Review Athens
7 Athens Blue and Gold Day Current Events Due Unit Quiz 8 No social studies 9 PD Day No School 12 Iroquios Current Events Due 13 Iroquios
14 Iroquios Book Fair 15 No social studies Celebration of Learning Book Fair 16 Dress Green Day
19 Iroquios
20 Iroquios
21 Iroquios
22 No social studies
23 Kindness Assembly 26 Iroquios
27 Iroquios
28 Iroquios Report Cards 29 No social studies
30 PLC Day No School
Grade 6 Historical Models of Democracy Unit 12
~ April 2012 ~ Mon Tue Wed Thu Fri 2 Iroquios
3 Iroquios
4 Iroquios Theme V
5 No social studies
6 No School 9 No School 10 No School 11 No School 12 No School 13 No School 16 Flex Iroquois
Flex Iroquois Review Iroquois 17 Flex Iroquois Walk Run Club
Flex Iroquois Review Iroquois 18 Flex Iroquois
Flex Iroquois Review Iroquois Quiz 19 No social studies
20 Deadline for Final Reports 23 Comparing Athens and Iroquois Start Comparing 2 units 24 Comparing Athens and Iroquois 25 Comparing Athens and Iroquois
26 No social studies
27 Last Day of Practicum Class Party 30 Deadline for grades at registration Notes: Reminder final reports due
Grade 6 Historical Models of Democracy Unit 13 Lesson # /Name SLOs Covered Content Activities/ Lesson Description Assessment Resources Needed Tentative Dates LP.1 Getting ready for a trip around the world
Where Is Greece and whats it all about? -Set up procedures for this unit: current events, Ancient Athens Survival guide: unit vocabulary, terms and concepts, focusing questions, Greek Day, Greek interesting fact of the week
-Review Direct democracy & 4 principles of democracy
-Geography of Greece/Athens -Pictures of Athens (Modern and Historic)
- top 10 Greek contributions -Greek quick history Set up dutang with Survival guide and current events description, KWL chart -KWL Chart
-Popsicle stick names, Current events calendar
-SMART Notes LP.1: Greece Slide Show, 10 Greek Contributions, Greek History video
-Google Map trip from school to Greece
January 16 Start with a quick review of Democracy, direct democracy, and 4 principles of democracy (put in survival guide) Introduce the topic of this unit by highlighting chapter focusing questions (write in dutang) -Brainstorm Greece -KWL chart about Ancient Greece/I can statement checklist (SMART n.) Slide show introduction to modern and ancient Greece 10 Great Greek contributions Introduction to Greek history video LP.2 A Trip Around the World Geographic Thinking 6.S.3.1 6.S.3.3 6.S.3.4 6.S.3.5 Historic Thinking 6.S.2.1 6.S.2.3 Where is Greece? How does physical geography impact a country for trade, resources, and protection? What does Ancient Greece Look Like?
Latitude, Longitude, Cardinal & Intermediate Directions, Hemisphere. Add definitions of Cardinal and intermediate directions to vocabulary. Comparing maps worksheet Labels maps -Political, and other example maps of modern Greece and Europe -Map of Ancient Greece -Atlass -Globes
January 17 Greece race. (see activity 1 in text) have students race to find Greece, then Athens on globe using hints in cardinal directions. (20 min)
Grade 6 Historical Models of Democracy Unit 14
Greek Geography
Basic Map Skills- Scale, legend: put this information in survival guide. Comparing maps worksheet Compare maps worksheet: labels seas, Athens, Sparta, major Regions, geographic Answer questions Discuss importance of physical geography Compare political maps to other types of maps in a station setting. With questions about the various maps using stations LP.2.1 A Trip Around the World Geographic Thinking 6.S.3.1 6.S.3.3 6.S.3.4 6.S.3.5 Historic Thinking 6.S.2.1 6.S.2.3
Where is Greece? What does Ancient Greece Look Like?
Lesson on calculating scale Scale Mapping questions
Comparison maps: Political of Europe, Greece, Athens, Ancient Athens, Ancient Greece (all with scale)
-String, rulers, scale map worksheets
Current events about Greece
-Decorate Classroom after school -movie on Athens 5:25-7:48
January 18 Sub Plans Answer mapping questions about scale and calculating scale (20 min) Go over answers Greek City states SMART notes. Movie from database (good intro) Teacher Current Events presentation about Greece
Grade 6 Historical Models of Democracy Unit 15 LP.3 Whos Who in Ancient Athens? Knowledge & Understanding 6.2.3 Geographic Thinking 6.S.3.1 6.S.3.3 6.S.3.4 6.S.3.5 Problem Solving 6.S.4.5 What does it mean to be a Greek citizen? Whos Who in Ancient Athens?
-Timeline -Citizenship past and present -Lifestyles and sites of ancient Greece
-ancient walking map of Greece -Slaves Roles, Childrens role, Mens Roles, Womens Roles in society Put up timeline, ask students to label current day. Visual placement of events. Show case important Greek dates Show digital version of timeline Starting of: Travel Brochure assignment Digital timeline: http://www.bbc.co.uk/schools/primaryh istory/ancient_greeks/athens/ -Till tape pre made timeline
-Smart notes about Citizenship -Example travel guide books -Brochure Worksheets
-Character roles descriptions and information sheets
-Social roles/rights worksheet
-text books - SMART notes to review character roles and rights January 23 Dictionary hunt for citizen and think/pair/share. Go over what it means to be a citizen in ancient Athens. Compare to current definition of citizen. Put in vocabulary. -Jigsaw activity of about different classes of people using character roles. Bring back to class review (25 min) -Brochure Map of Greece: student s begin constructing of scale map -Begin reading Up and Olive Tree or ancient Greece book ?? *time* LP.3.1 Social Structure Research 6.S.7.2 6.S.7.4 6.S.7.5 6.S.7.8 Communication 6.S.8.6 6.S.8.7 Knowledge & Understanding 6.2.3.3 6.2.3.4 What was the Social Structure Ancient Athens? What are the rights and roles of various citizens?
-Social class -Hierarchy -Current Events
Current events presentations Mind maps Brochure Current events due -Mind maps -text books -social hierarchy worksheet
-pocketmod flipbooks January 24
Current events due Mind map the rights and responsibilities of various Athenians Read pages 60-64 in text Human hierarchy using character roles. Social Hierarchy worksheet Citizen, metic, slave flipbook
Grade 6 Historical Models of Democracy Unit 16 Time to work on brochure about locals LP. 4 Work Period Research 6.S.7.2 6.S.7.4 6.S.7.5 6.S.7.8 Communication 6.S.8.6 6.S.8.7
What sites were important to democracy in ancient Athens? -Agora -Bouleterion -Pnyx Hill -Acropolis -Parthenon
Introduce Research/construction project: divided into groups of 4, pick structures (24 th ) -Computer lab Research - Map with reference points -Photocopies of or textbooks with page references January 25 January 26 Show slide show of pictures of structures, so they have an idea of what they are researching (24 th ) Work in computer lab to research project (24-26 th ) Design structure, plan materials (25-26 th ) Building time/brochure time *time permitting* (26 th ) LP.5 Walking tour of Athens Knowledge & Understanding 6.2.3.1 What sites were important to democracy in ancient Athens? -Agora -Bouleterion -Pnyx Hill
Building mini model time 30 min Sites to see in Athens part of brochure
Mini model final product -SMART notes about places in Athens -building materials -Ancient Athens tour guide book January 31 SMART slide show about the places important to democracy Students fill in brochure about places important to democracy using textbook Reading from up the olive tree or travel guide LP.6 Presentation Day Knowledge & Understanding 6.2.3.1 Research 6.S.7.2 6.S.7.4 What sites were important to democracy in ancient Athens? -Agora -Bouleterion -Pynx Hill
Presentations of sites in Athens Self and group assessment
Athens mini model Self assessment forms Group assessment forms February 1
Model Research project Due Group and self assessment for Athens mini model project
Grade 6 Historical Models of Democracy Unit 17 6.S.7.5 6.S.7.8 Communication 6.S.8.6 6.S.8.7
Mock democratic vote about gym using character roles
presentation Reading from Ancient Athens Travel guide book LP.7 Structure of Democracy
What opportunities did Athenians have to participate in decision making?
How was the government of ancient Athens structured?
-Who participates in government? - Government structure -Assembly of 500 -Boule -Pnyx hill -roping in citizens -pg 69 Class discussion (review class structure): Ask if you were living in ancient Athens who would you want to be? Why? -Decision making worksheet -who has power chart -mind map -Exit slips Current Events Due -Decision making worksheet -Who has power chart -Mind map -SMART notes structure of democracy February 6
Current Events Due Decision making in Athens worksheet. Class mind map of who has power and influence using pg 75 Use ws chart on power Structure of Democracy in ancient Athens lesson LP.7.1 Structure of Democracy Contd
What was the Structure of Democracy in Ancient Athens? What was the procedure for government decisions? - Government structure -Assembly -Boule -Pnyx hill -Voting -Draw for boule Read the rest of olive tree story -Mind maps -Dawn of democracy video: http://www.youtube.com/ watch?v=Xtn-BZH_xU0 -text books or copies of Jasons story February 7 Mind map procedures for government decisions Video on voting (Dawn of Democracy Part..) 11:12 minutes in -11:15 Dawn of clip. There is more before Mock vote using character roles. Class discussion about fairness.
Grade 6 Historical Models of Democracy Unit 18 LP.8 The ideas behind democracy
What were the ideas behind ancient Athenian democracy? -Socrates -Thucydides -Aristotle Why are primary sources important in interpreting history? -Primary sources
Put primary sources definition in vocab and show some examples of primary sources -observation sheet about coins and primary sources -text books -Primary sources examples -coins examples -Coins over time pictures
-observation worksheet about primary sources February 8 Examine Greek coins and other coins. What can they tell us? Have students read the ideas behind democracy page 74 Discuss as class how their ideas writings help us understand democracy LP.9 How fair and equitable was the democracy in ancient Athens? How does it compare to Canadian democracy? February 13 Flex Day February 14 Flex day February 15
Flex Day Greek Day! What are some interesting facts about ancient Greece? What are some of the cultural components of Greece? -Greek food, music, dress -Olympics - Clothing - War -Triremes -Greek Gods and myth February 27
Travel Brochure Due
Grade 6 Historical Models of Democracy Unit 19
Review -four principles of democracy -Athens democracy review Jaw jar activity of discussion questions -Jaw jar cut outs February 28 Bingo review game Jeopardy Unit Quiz Quiz -Quiz February 29
Grade 6 Historical Models of Democracy Unit 20 Assessment Formative assessment for this unit will be made up of various worksheets and activities assessing for learning and of learning, they will be collected in a social studies duo tang that will be taken in for marks bi-weekly. Some items will be given a grade, marked on a rubric, or marked on a complete/in-complete basis. Some of the simple daily assessments for learning items will be the answers to the daily focusing questions in the form of exit slips. In the end the duo tang should have a title page, complete vocabulary, complete KWL chart, 2 mapping worksheets, 3 mind maps, daily lesson focusing questions/answers, a rough draft of their travel brochure, a rough draft of their mini Athens model, 2 flip books, and a page of review notes. These will be marked at the end of the unit, in addition to any other assignments. Anecdotal observations will be recorded in the form of a checklist with space for comments. Students will collect and present 2 current event articles of their choosing. They must fill out an information sheet about them, to be handed in after presenting. These will be put in their duo tangs as well.There are 2 major assignments, to be marked on a rubric basis. The brochure is individual work and the Athens Mini model is a group project. For the group project a self assessment and group assessment will constitute part of their mark. Checklists will be provided, so students know exactly what information should be provided in both assignments. There will be a unit test at the end of the unit. The answers to the daily lesson focusing questions will act as mini quizzes throughout the unit. Assessment Name Predominant Content Weighting % SLOs Assessed Formative or Summative Taxonomic Level Knowledge Comprehension Application Unit Test 20 Summative * * * Mini Athens Model and Research Project The structure of democracy and buildings important to democracy Visual map of ancient Athens. Historical content 20
Summative * * * Ancient Athens Travel Brochure Social structure of ancient Athens and the buildings important to democracy 15
Summative * * * Skit 5 Summative * * Compete Duo-Tang Includes all worksheets and notes 10
Current Events Must research and present a summary of a news article. There are a few questions to answer about their article. 15
Summative * *
Web Resources: http://vod-education.uleth.ca/NDM/login.do http://www.channel4learning.com/sites/wearefrom/greece/amazing_facts.html http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/ Part 1 http://www.youtube.com/watch?v=Xtn-BZH_xU0 Part 2 http://www.youtube.com/watch?v=tyYjgxDf4R8 Part 3 http://www.youtube.com/watch?v=QPhKybQQYIc (Ostracism) 7:27-7:44 Part 4 http://www.youtube.com/watch?v=8jSYLhH8G8U (Pericles building of Parthenon) 4:00-4:50 Part 6 http://www.youtube.com/watch?v=4xGTlJ0dnLM http://pocketmod.com/ http://www.youtube.com/watch?v=9DgcO6NEpOU&feature=related http://carlos.emory.edu/ODYSSEY/GREECE/welcome.html
Major Materials Needed: Timeline paper (newspaper roll) Building materials: -marshmallows, cardboard, popsicle sticks etc