LESSON PLAN FORMAT

CSL 570
SPRING 2017

NAME: Liam McManus

LESSON TOPIC: Sparta (2 Days)

RATIONALE: Following their studies of Athens, students will learn about the city-state, Sparta.
Students will study its Government, Economy, Values, and Women/Slaves. This will be supported by a
secondary narrative text and primary source quotes. It is important that students gain a full understanding
of Sparta, so that they may be able to compare Sparta to Athens in preparation for the Persian and
Peloponnesian wars.

COMMON CORE STANDARD (S):

CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.

CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion.

OBJECTIVE: (The student will be able to)

1. The student will be able to become an expert in their designated Spartan topic through the use
of a Frayer Model graphic organizer.
2. Students will therefore be able to summarize their sources, describe the characteristics of their
topics, explain various vocabulary terms and make connections to other content studied or in
modern day history.
3. The expert students will be able to succinctly share their finds with other topic experts.
ACADEMIC LANGUAGE:
Government: Oligarchy, Council of Elders, Assembly, Ephors
Economy: Helots, Perioiki
Values: Military
Women/Slaves: Equal Citizens, Helots

MOTIVATION OR ANTICIPATORY SET:

After having studied Athenian culture, the students will make predictions about Spartan culture. They will
be told that although Spartans worshipped all the gods, they especially worshipped Ares and Apollo. As a
reminder, the teacher will ask what Ares and Apollo are known for (war and sun/music, respectively). The
teacher will then ask, knowing this, what predictions can you make about Spartan life and culture?

BRIEF PROCEDURE:
Day 1:
The teacher and class will review the Jigsaw strategy (even more briefly this time since it was
recently used in Athens lesson) and the history based Frayer model. In the Jigsaw model, expert
groups meet one class session and then meet with other experts another lesson to exchange
information. There will be an example anchor Frayer Model in the classroom
The various components expert groups will need to fulfill in the modified Frayer Model are:
Summary--a summary covering the main ideas from both the article and primary sources
Examples and Nonexamples--Students can relate to other historical or even modern
content to relate what they are reading.
Characteristics--specific characteristics of each expert group topic. For example, in a
Spartan government Frayer model in characteristics, the students might write oligarchy,
people elected representatives, etc.
Vocabulary--this is where students can define words using context clues and the article
Visual--students can create a visual to represent what they have read and help concretize
concepts
Students will split into the same expert groups from the Athens lesson.
Experts will work together to read their respective Spartan articles and primary sources to fill the
Frayer Model graphic organizer.
Also, expert groups will a create succinct summary in the general graphic organizer for when
students exchange information.
The teacher will walk around the room to help facilitate discussion in groups, making notes that
the students are participating and contributing in their expert groups for informal assessment.
The teacher will not collect any organizers at this time, giving more responsibility and
accountability to the expert groups, since they had practice with the Athens lesson.
Day 2:

First, students will meet in their expert groups and the whole class will watch a short video on
Spartans from TED-Ed on Youtube. This will help reinforce what they read the previous day.
Expert groups will then have the opportunity to make additions and changes to their graphic
organizers before meeting in groups with other experts.
After that, students will then move into the same groups with other experts as they did from the
Athens lesson.
They will engage in a discussion about their respective topics, explaining what they read and
what evidence supported the summaries they are now giving. Students should also be explaining
important vocabulary.
The teacher will facilitate discussion and check for understanding as they go around the room.

Informal Assessment: The teacher will check for understanding and participation during the exchange of
information between experts.

Formal Assessment: The general graphic organizers will be collected to see if students were successfully
able to share essential information between experts. Expert group Frayer Model graphic organizers will
also be assessed.

MATERIALS USED:
-Articles from History with Mr. E on Sparta
-Supplementary Primary Sources
-Expert Group Frayer Model Graphic Organizer
-TED-Ed Video
-General Group Exchange Graphic Organizer

TECHNOLOGY COMPONENT (IF APPLICABLE):

-TED-Ed video: This is Sparta: Fierce warriors of the ancient world - Craig Zimmer
https://youtu.be/M7V1a1I5BL0

ASSESSMENT OF COMMON CORE STANDARD (S)

Formal: Listed above.
Informal: Listed above.

ADAPTATIONS:
Student with special needs:
Grouped with stronger students that can help model literacy strategies and with the Frayer
Model
Sentence Starters
English Language Learner:
Visual aids
Defined vocabulary terms
Struggling Reader:
Grouped with stronger students that can help model literacy strategies and with the Frayer
Model
Chunking of text between group members
 References

History with Mr. E. (n.d.). Compare Athens & Sparta! Students read first-person accounts
of Athens & Sparta. Retrieved from
https://www.teacherspayteachers.com/Product/Compare-Athens-Sparta-Students-read-
first-person-accounts-of-Athens-Sparta-447982

National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards ELA. Washington, DC: National
Governors Association Center for Best Practices & Council of Chief State School
Officers.

TED-Ed. (2016, March 8). This is Sparta: Fierce warriors of the ancient world - Craig Zimmer
[Video File]. Retrieved from https://youtu.be/M7V1a1I5BL0

Primary Source Quotes:

Women/Slaves:

Direct Quotes:

Source: Modified from, Life of Lycurgus (a Spartan King), by Plutarch

For it is not true that, as Aristotle says, he tried to bring the women under proper restraint, but [stopped],
because he could not overcome the great [freedom] and power which the women enjoyed on account of
the many expeditions in which their husbands were engaged. During these the men were indeed obliged to
leave their wives in sole control at home, and for this reason paid them greater deference than was their
due, and gave them the title of Mistress. But even to the women Lycurgus paid all possible attention. He
made the maidens exercise their bodies in running, wrestling, casting the discus, and hurling the javelin,
in order that the[y] [develop strong bodies and give birth to strong sons].

Thucydides on Spartan Slavery

At the same time, the Spartans were glad to send out the helots to go to war, as they were afraid, in the
present state of affairs, that they might start a revolution. Also, on one occasion, because they were afraid
of the difficulties they could cause and their numbers, they proclaimed that the helots should pick out all
those who claimed to have done best service to Sparta in their wars, implying that they would be freed,
but they were actually conducting a test, as they considered that those with spirit would turn against
Sparta. So they picked out about 2,000 who crowned themselves with garlands (and claimed to have done
the best service) and caused them to disappear and no one knows in what way any of them died.

References
Dillon, M., & Garland, L. (2000). Ancient Greece: social and historical documents from
archaic times to the death of Socrates. London: Routledge.

Plutarch. (2012, May 4). The Life of Lycurgus. Retrieved June 04, 2017, from
http://penelope.uchicago.edu/Thayer/e/roman/texts/plutarch/lives/lycurgus*.html

Government:
Direct Quote:

Aristotle: On the Lacedaemonian Constitution (340 BCE)

At Sparta everyone is eligible, and the body of the people, having a share in the highest office, want the
constitution to be permanent. Some, indeed, say that the best constitution is a combination of all existing
forms, and they praise the Lacedaemonian because it is made up of oligarchy, monarchy, and democracy,
the king forming the monarchy, and the council of elders the oligarchy while the democratic element is
represented by the Ephors; for the Ephors are selected from the peoplethe Ephors are chosen from the
whole people, and so the office is apt to fall into the hands of very poor men, who, being badly off, are
open to bribes. The Ephoralty certainly does keep the state together; for the people are contented when
they have a share in the highest office, and the result, whether due to the legislator or to chance, has been
advantageous.

References

Aristotle. (n.d.). Politics . Retrieved June 04, 2017, from

http://classics.mit.edu/Aristotle/politics.2.two.html

Values:
Direct Quote: Modified from, The Ancient Customs of the Spartans, by Plutarch

They learned to read and write for purely practical reasons; but all other forms of education they banned
from the country, books and treatises being included in this quite as much as men. All their education was
directed toward prompt obedience to authority, stout endurance of hardship, and victory or death in battle.

The boys in Sparta were lashed with whips during the entire day at the altar of Artemis Orthia, frequently
to the point of death, and they bravely endured this, cheerful and proud, vying with one another for
[victory] as to which one of them could endure being beaten for the longer time and the greater number of
blows. And the one who was victorious was held in especial [esteem or gained high reputation]. This
competition is called 'The Flagellation,' and it takes place each year.

References
Plutarch. (2016, May 29). The Ancient Customs of the Spartans. Retrieved June 04,
2017, from
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Moralia/Instituta_Laconica
*.html

Economy:
Direct Quote: Modified from, The Ancient Customs of the Spartans, by Plutarch

One of the noble and blessed [rights] which Lycurgus appears to have secured for his fellow-citizens was
abundance of leisure [free-time]. In fact it was not permitted them to take up any...trade [work] at all; and
there was no need whatever of making money, which involves a toilsome accumulation [slow gain], nor
of busy activity, because of his having made wealth... The Helots tilled the soil for them, paying a return
which was regularly settled in advance. There was a ban against letting[selling] for a higher price, so that
the Helots might make some profit, and thus be glad to do the work for their masters, and so that the
masters might not look for any larger return.

References

Plutarch. (2016, May 29). The Ancient Customs of the Spartans. Retrieved June 04,
2017, from
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Moralia/Instituta_Laconica
*.html
Name:______________ Date:__________

All About Sparta!

Directions: Have a discussion with the other experts to help fill out your graphic organizer. Be
sure when you explain your part that you explain where you found the information and why you
decided it was important. Each box should contain a summary and important vocabulary.

Government Economy

Values Women/Slaves
Articles for the Athens and Sparta lesson plans: