2013

Teaching Humanities 1 (AEG 5211) Henrik Steenberg

[HUMS: INTEGRATED UNIT] This integrated unit is developed for the Year 7 Level AusVELS History domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS Information Communications Technology (ICT) domains.

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AusVELS Integrated Unit

AusVELS Learning Focus The Ancient Greece integrated unit of study is developed for the Year 7 Level AusVELS History

domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS

Information Communications Technology (ICT) domains.

History The Ancient World, depth study: The Mediterranean World - Ancient Greece:

The physical features of ancient Greece (such as its mountainous landscape) and how they inf

luenced the civilisation that developed there (ACDSEH003)

Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), incl

uding the influence of law and religion (ACDSEH035)

The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis

on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSE

H036)

Contacts and conflicts within and/or with other societies, resulting in developments such as t

he expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (A

CDSEH037)

The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDS

EH130)

AusVELS Level 7

Civics and Citizenship As students work towards the achievement of Level 8 standards in Civics and Citizenship,

they study the origins of democracy and various other types of government in an historical

context. They learn about how past societies such as Ancient Greece or Rome have influenced

modern democracies.

AusVELS Level 7

Information Communication Technology As students work towards the achievement of Level 8 standards in Information and

Communications Technology, they learn to use a variety of ICT tools and techniques to assist

with filtering, classifying, representing, describing and organising ideas, concepts and issues.

AusVELS Level 7

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AusVELS Domain, Dimension, Depth Study, Content Description and

Key Elements of Achivement Standards The table below outlines how the Ancient Greece unit of study can be used to assess a number of AusVELS achievement standards.

Domain Dimension Depth study Content description

Key elements of achievement standards

History Historical Knowledge and Understanding

Depth Study 2: Greece

The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003) Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035) The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036) Contacts and conflicts within and/or with other

Students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

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societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037) The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)

Historical Skills Chronology, terms and concepts Historical questions and research Analysis and use of sources

Sequence historical events, developments and periods (ACHHS205) Use historical terms and concepts (ACHHS206) Identify a range of questions about the past to inform an historical inquiry (ACHHS207) Identify and locate relevant sources, using ICT and other methods (ACHHS208) Identify the origin and purpose of primary

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting

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Perspectives and interpretations Explanation and communication

and secondary sources (ACHHS209) Locate, compare, select and use information from a range of sources as evidence (ACHHS210) Draw conclusions about the usefulness of sources (ACHHS211) Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)

sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

Civics and Citizenship

Civic knowledge and understanding

As students work towards the achievement of Level 8 standards in Civics and

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Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece and Rome have influenced modern democracies.

Information Communications Technology

ICT for visualising thinking ICT for creating ICT for communicating

They use ICT to visualise their thinking in order to make sense of ideas, concepts and issues from all domains, and to reflect on their learning. Students use a wide range of ICT tools, techniques and functions to support their thinking processes, to model systems, to solve problems and to create information products for a variety of purposes. Students use Internet research tools to locate and download information from a range of sources, and they judge the quality of information, based on set criteria.

At level 7, students work towards Level 8 standards: Students select and apply ICT tools and editing functions that support filtering, classifying, representing, describing and organising of concepts, issues and ideas. Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. Students select the most appropriate search engines to

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locate information on websites.

Synopsis This unit will introduce students to the AusVELS level 7 standards for the History, Civics and

Citizenship and ICT domains through the topic of Ancient Greece.

Students will engage in self-guided investigations of ancient Greece including:

How the landscape affected the type of societies that developed in ancient Greece.

The development of democracy and its legacy on the Australian political system.

The similarities and differences between ancient Greek societies and the role of key groups.

Students will use ICT to investigate and present their learnings.

Students will use a range of primary and secondary sources and will be introduced to

techniques that will enable them to think critically when evaluating the type of questions

specific types of sources can help answer.

Focus Questions A framework for developing students’ historical knowledge, understanding and skills is provided

by inquiry questions through the use and interpretation of sources. The key inquiry questions at

level 7 are:

How do we know about the ancient past?

Why and where did the earliest societies develop?

What emerged as the defining characteristics of ancient societies?

What have been the legacies of ancient societies?

Inquiry Process The Ancient Greece unit of work will offer students with the opportunity to actively engage in

student centred learning activities both individually and in groups. Students will participate in

identifying information needs, formulate questions to direct inquiry, plan their inquiry process,

research and evaluate relevant information and present their findings in various modes and media.

The inquiry process will assist the students develop critical thinking skills and enhance their research,

problem solving and communication skills through independent and collaborative learning

experiences to foster deeper learning.

Inclusive Curriculum The Ancient Greece unit of study is developed with an understanding that the learning process

within a group of students is not homogenous but must cater for differences in learning styles and

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multiple intelligences. The unit includes a wide range of learning activities aimed to include all

students, such as verbal/linguistic intelligence (individually writing a persuasive text), interpersonal

intelligence (group work and discussions), visual/spatial intelligence (interpreting images and

creating graphic posters), naturalist intelligence (interpreting the Greek landscape’s impact on

development of city states) and bodily/kinaesthetic intelligence (acting, participating in re-

enactment of ancient Greek games).

Assessment The Ancient Greece unit of study includes several methods of assessment designed to comprehend

student’s learning progress and understanding. During the unit student progress and engagement

will be informally assessed by checking work during class, engagement in groups and class discussion

and formally assessed with students engaged in essay writing, creating posters and completing

question/answer sheets. Whenever formal assessment techniques are involved a rubric will be

presented.

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Activities

Activity 1: Introduction to Ancient Greece Introduction to Ancient Greece

Think/Pair/Share – Brainstorm – Mindmap

Student are introduced to the unit Ancient Greece and advised that they will be investigating how

the physical features of Greece influenced the types of society that developed; the roles of key

groups in society (citizens, women, slaves); how beliefs, values and practises influenced everyday

life; the contacts and conflicts (trade, colonization, war); and the role of the significant individual.

Students will be divided into permanent groups of four for the duration of the unit. The following

activity will take place in a group setting.

Individually, students are asked to think about two to three things they already know about

Greece and write these on sticky notes before sharing with the group. The group is to

discuss any similarities or differences. As a way to assess the student’s prior knowledge, the

students will share their ideas by collating the sticky notes on a poster under the heading:

Greece.

Next, the students are handed images relating to ancient Greece and, as a group, asked to

brainstorm their understanding/interpretation of the images (on sticky notes). They must

also record questions that arise from discussing the images; what are the things that they

would like to know about ancient Greece?

The class will construct a mind map (http://www.xmind.com) and list the groups’

brainstorm ideas and questions under the following categories:

1. Physical features of Greece

2. Roles of key groups

3. Beliefs, values and practises

4. Contacts and conflicts

5. The significant individual

The mind map will inform the inquiry process for the reminder of the unit.

In addition, students are introduced to the topic of Ancient Greece by presenting them with a

chronological overview of the important features of the period from human migration out of Africa,

approximately 60.000 BCE, to the early Greek civilizations of the Minoans and Mycenaeans.

How did the landscape affect the type of societies that developed in ancient Greece? (Link to Cross-

Curriculum: Sustainability (past social and economic systems, and access to the Earth’s resources,

the emergence of farming and settled communities)

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Activity 1: Handout - Brainstorm

Each image (including title) will be laminated and distributed to the groups to assist their brainstorm.

Temple of Olympian Zeus, Athens

Amphitheater at Epidaurus

Acroplis in Athens

Pericles

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Hoplite

Olympic Games

Assembly after the death of Pericles

Ancient Athenian warship

Map of ancient Greece (1500 BC)

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Activity 2: Text Reading and Questions

Throughout the Ancient Greece unit, students will be required to read chapter 6 in ‘History Alive 7

for the Australian Curriculum’: Depth Study 2: The Mediterranean World: Ancient Greece.

Chapter 6 on Ancient Greece covers:

6.1 How do we know about ancient Greece?

6.2 The Minoans and Mycenaeans

6.3 The rise of the Greek city-states

6.4 Government in Athens and Sparta

6.5 The Spartans

6.6 Athens – wonder of the ancient world

6.7 SkillBuilder: Using ancient Greek primary sources

6.8 Myths, gods and oracles

6.9 The Olympic Games

6.10 Greeks, Persians and Alexander the Great

6.11 The heritage of ancient Greece

Prior to each lesson, students will be required to read a sub-chapter (such as 6.8 ‘Myths, gods and

oracles’) and, working in groups, they will complete the questions on handouts.

Students work will be assessed while they are completing the task and feedback will be provided

verbally.

Example of handout (for 6.8 ‘Myths, gods and oracles’) is provided below.

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Activity 2: Handout – Text Reading

Ancient Greece: Myths, gods and oracles

Use your textbook (chapter 6) to complete the activities:

Explain

1. Make a list of things that the people of the Greek city-states had in common.

___________________________________________________________________________

2. How do you think these things would have contributed to a Greek sense of identity?

___________________________________________________________________________

3. Write a short paragraph explaining why the Greeks consulted oracles?

___________________________________________________________________________

4. What similar kinds of fortune-telling still happen in our time? Give examples.

___________________________________________________________________________

Explain the following terms:

Entrails

Immortals

Metope

Mythology

Omens

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Activity 3: Ancient Greek primary sources - Excursion to the Hellenic

Museum, Melbourne

Students are advised that they will complete a study of ancient Greek primary sources during an

excursion to the Hellenic Museum, Melbourne. The excursion will examine ancient Greek antiquities

and statues. The students will observe historical artefacts and complete a question sheet.

Prior to the excursion they will read chapter 6.7: SkillBuilder – Using ancient Greek primary sources.

The students will in their groups choose 4 museum exhibits (primary sources) in the form of pottery,

coins, statues etc. for study. For each of the items they will complete five questions:

1. Who created it?

2. Why was it created?

3. What does it say or show?

4. What does it tell us about the ancient Greeks?

5. What conclusion can we draw from it about ancient Greek society?

The students are also asked to take a picture of the item (if permitted) or draw a picture.

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Activity 3: Handout – Ancient Greek Primary

Sources

In your groups, use your knowledge from chapter 6.7:

SkillBuilder – Using ancient Greek primary sources to

complete the question sheet below.

You are to study 4 different items from the following

categories: pottery, coins, tools, weapons, and

statues. You must maximum include two pieces from

each category.

ITEM 1

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about

the ancient Greek society?

ITEM 2

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about

the ancient Greek society?

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ITEM 3

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about

the ancient Greek society?

ITEM 4

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about

the ancient Greek society?

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Activity 4: Online Research – Greek myths

In their groups, students are to use internet resources to research a Greek myth of choice:

The Iliad

The Odyssey

Students are encouraged to use online resources and will be given a list of online sites to consult in

their research. We will also review approaches to guide their evaluation of the webpages:

URL

o Personal page

o Publisher – reliable, original source

o Domain type

Perimeter of page

o Author

o Date (is information current?)

o ‘About Us’, ‘Background’ etc. to inform of reliability

Indicators of quality

o Links – do they work?

o Are sources documented and reliable?

What do others say?

o Who links to the page (Search Google: link:URL)?

o What do others say about the author?

Purpose of page

o Inform

o Persuade

o Entertain

Students can choose to present their findings in written form (essay, poster or presentation) or as a

role play.

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Activity 4: Handout – Greek Myths

In your group, you are required to research a Greek myth using a range of online sources. You can

choose to research either:

The Iliad

The Odyssey

For your group presentation to class, choose either option 1 or option 2:

1. In option 1 the group is required to present the myth in written form. This can be in the form

of a presentation. The presentation must include the following slides:

a. Title

b. 5-10 slides summary of the myth

c. A list of the main characters (humans and gods) with brief explanation

d. A reference slide

2. In option 2 the group is required to prepare a role play of the myth and act out in front of

the class. The play is to last 5-10 minutes.

List of useful online resources:

The Iliad

http://education-portal.com/academy/lesson/the-iliad-greek-epic.html

http://www.historyforkids.org/learn/greeks/literature/iliad.htm

http://www.ducksters.com/history/ancient_greece/iliad.php

http://www.shmoop.com/iliad/summary.html

The Odyssey

http://education-portal.com/academy/lesson/the-odyssey-greek-epic.html

http://www.historyforkids.org/learn/greeks/literature/odyssey.htm

http://www.shmoop.com/odyssey/summary.html

http://greece.mrdonn.org/odyssey.html

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Activity 5: Greek City-States and Governments

Students will read chapter 6.4: Government in Athens and Sparta before embarking on an

investigation of the types of government that existed in ancient Greece. The investigation will

include a discussion of Athenian democracy and its legacy on the Australian political system.

A list of online sources and books will be suggested for the inquiry.

Students are to create a Venn diagram to illustrate the similarities and difficulties between the two

types of government that developed in Athens and Sparta. They can choose to create the Venn

diagram using Microsoft Word or online:

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

The Venn diagram should include references to geographical, political, educational, cultural,

economic, legislative and civic topics. Emphasise that students include and discuss the geographical

features of Greece, the rights of the key groups in society; i.e. which groups had the right to

participate in decision making process, can vote; and which groups were excluded.

Students are required to add references to sources (websites, text books and video)

Democracy in Australia

As part of the activity the class will compare their findings with the democratic system in Australia

today and how democratic rights (the right to vote) have changed for various groups in Australian

society over time. Discus who can vote and include comparisons with the history of voting rights in

Australia, particular women’s right to vote and indigenous citizens rights (Cross-Curriculum Priority:

Aboriginal and Torres Strait Islander histories and cultures)

In the process, students will ‘Pair & Share’ discussing the three questions below before engaging in a

whole class discussion:

1. When did women in Australia ‘get’ the vote? 2. What happened with the right to vote in 1946? 3. What happened with the right to vote in 1967?

This activity could be extended with role play. Divide the students into groups (citizen, women,

slaves) for a lesson, day or week to experience the exclusion created by removing their right to

participate in decision making process regarding the decisions of how to complete tasks.

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Activity 5: Handout - Greek City-States and Governments

You are required to read chapter 6.4: ‘Government in Athens and Sparta’ before embarking on an

investigation of the types of government that existed in ancient Greece. A list of online sources and

books is suggested below.

In your groups, create a Venn diagram to illustrate the similarities and difficulties between the two

types of government that developed in Athens and Sparta. You can use the Venn Diagram feature in

Microsoft Word or http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

The Venn diagram should include references to geographical, political, educational, cultural,

economic, legislative and civic topics.

Write a summary of the similarities and differences discovered when you created the Venn diagram

(400 words). Make sure you include and discuss the geographical features of Greece, the rights of

the key groups in society; i.e. which groups had the right to participate in decision making process,

can vote; and which groups were excluded.

You are required to references your sources (websites, text books and video).

Class discussion: Democracy in Australia

Suggested reading

Books

Ellis, John E., ‘History as evidence. Ancient Greece’, 1992, London

Clare, John D. (ed.), ‘Living History. Ancient Greece’, 1993, Great Britain

Pearson, Anne, ‘Eyewitness. Ancient Greece’, 2002, Great Britain

Gorton, Julia (ed.), ‘See through History. Ancient Greece’, 1992, London

Simpson, Judith, ‘Discoveries. Ancient Greece’, 1997, St. Leonards, Australia

Websites

‘History of Ancient Greece’, Education Portal: http://education-

portal.com/academy/topic/ancient-greece-and-hellenism.html

‘Ancient Greece’, A History of the World, BBC:

http://www.bbc.co.uk/ahistoryoftheworld/topics/ancient-greece/

‘Ancient Greece’, The British Museum: http://www.ancientgreece.co.uk/menu.html

‘Ancient Greece’, University Press Inc.: http://www.ancientgreece.com/s/Main_Page/

Timemaps: Ancient Greece: http://www.timemaps.com/civilization/Ancient-Greeks

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Activity 6: Letter to the editor

Students are to choose the identity of a young adolescent living in either Athens or Sparta. Their task

is to write a persuasive letter to the editor of the local newspaper (‘Athens Times’ OR ‘Sparta

Morning Herald’). Students are to role play a character from one of the key groups in society:

Citizen

Woman

Slave

Their letter should include a brief description of their character’s daily routine.

This activity includes elements of the Literacy domain.

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Activity 6: Letter to the editor

The situation: You are a person living in ancient Greece. You can choose to live in either Athens OR

Sparta. You must also choose one of the following roles:

Citizen

Woman

Slave

Your task: You are to write a persuasive letter to the local newspaper (‘Athens Times’ OR ‘Sparta

Morning Herald’) on the question: ‘Should women and slaves be allowed to vote?’

Your letter should include a brief introduction of your daily routine and include reference to

research.

Your letter should be structured using the Persuasive Planner:

Topic :

Argument Order ↓

Series of reasons to

support your opinion

↓

WHY? (asks the question about this reason)

WHY/WHAT? (try and think a bit deeper about your WHY)

WHY/WHAT? (is there more information & ideas to your reason)

Introduction State your topic and your opinion - are you FOR or AGAINST your topic? Remember, you are trying to put forward your points of view and opinions to change other people’s attitudes or points of view about your issue/topic.

First Reason (to support your opinion)

Second Reason

Third Reason

Fourth Reason

Conclusion

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Once you have completed your planner you must set out your piece in the style of a letter:

Date

Greeting

Introduction and opening paragraph – your topic, opinion and daily routine

o Opening sentence—write, why you are writing this letter.

o Write your daily routine. Use words that show time relationships, such as “First I,”

“After that,” etc.

State your reasons and support statements as individual paragraphs - one paragraph per

reason and support statement

Conclusion – summarise your reasons and your opinion

Signature

Remember to use

Present tense—you are writing about something happening now.

Formal language—no contractions or slang

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Activity 7: Incursion – Sports and Status Students are advised that they will participate in an active session that focus on role of sports games

in ancient Greece and the origins of the Olympic Games.

Students will be made aware that physical training was part of the basic education in ancient Greece,

but certain sports related to class and status.

The activity compares peasant games with the more serious military sports of the elites, and involves

the students in a detailed discussion of the origins and uses of the Olympic Games. The activity will

involve the students’ participation in the games, and will be kept interesting by having the groups

compete.

The overall discussion is focused on the concept of ‘class’ in the ancient Greece, with an emphasis on

the functional roles of each class, and the origins of Democracy.

The activity requires an open activity room.

Following the activity, the groups are to create a poster that:

Explain the historical background of the Olympic Games (types of games, role in society,

ceremonies etc.)

Recognise the modern day Olympics as a legacy from Ancient Greece

Includes pictures taken during the activity

Each group will present their poster to the class.

The activity links elements of the Civics and Citizenships and the PE domains.

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Activity 7: Sports and status In your groups, you are to participate in a series of ancient Greek

games as they would have been played out during the ancient

Olympic Games.

Your group is to takes notes and photos during the activities so

that you, following the activity, will be able to create a poster

that:

Explain the historical background of the Olympic Games (types of games, role in society,

ceremonies etc.)

Recognise the modern day Olympics as a legacy from Ancient Greece

Includes pictures taken during the activity

Each group will present their poster to the class for peer review.

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Assessment Rubrics

Assessment rubric: Activity 3: Ancient Greek Primary sources – excursion to the Hellenic

Museum

Criteria Marks Comments

Includes a broad variety of primary sources

/5

Answered all 5 questions for each item

/5

Includes pictures or drawings

/5

Individual assessment: Student was observed engaged in the team activity

/5

Teacher: Group: Date: Mark: /20

Assessment rubric: Activity 5: Greek city-states and governments

Criteria Marks Comments

Venn Diagram includes references to geographical, political, educational, cultural, economic, legislative and civic topics

/10

Summary includes discussion of geographical features and the rights of key groups in society

/10

Use of appropriate ICT tools (Microsoft Word)

/5

Teacher: Group: Date: Mark: /25

Assessment rubric: Activity 6 - Letter to the editor

Criteria Marks Comments

Introduction Includes clear statement of standpoint and description

/5

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of role in society and daily routine

Reasons Includes a logical flow of reasons and support statements

/10

Conclusion Summarise reasons and put forward a persuasive argument

/10

Style The piece follow the style of a letter

/5

Teacher: Group: Date: Mark: /39

Assessment rubric: Activity 7 – Incursion – Sports and Status

Criteria Marks Comments

Includes historical background of the Olympic Games

/5

Recognise legacy from Ancient Greece in modern day Olympics

/5

Includes pictures /5

All team members engaged in presentation

/5

Teacher: Group: Date: Mark: /20

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Curriculum Resources and References

Books JacarandaPlus “History Alive 7 for the Australian Curriculum” 2012, Milton, Australia

Ellis, John E., ‘History as evidence. Ancient Greece’, 1992, London

Clare, John D. (ed.), ‘Living History. Ancient Greece’, 1993, Great Britain

Pearson, Anne, ‘Eyewitness. Ancient Greece’, 2002, Great Britain

Gorton, Julia (ed.), ‘See through History. Ancient Greece’, 1992, London

Simpson, Judith, ‘Discoveries. Ancient Greece’, 1997, St. Leonards, Australia

Online http://www.timemaps.com/civilization/Ancient-Greeks

http://www.timemaps.com/history/ancient-greece-1500bc/

‘Internet Ancient History Sourcebook: Greece’, Fordham University:

http://www.fordham.edu/Halsall/ancient/asbook07.asp#Archaic Greece

‘History of Ancient Greece’, Education Portal: http://education-portal.com/academy/topic/ancient-

greece-and-hellenism.html

‘Ancient Greece’, A History of the World, BBC:

http://www.bbc.co.uk/ahistoryoftheworld/topics/ancient-greece/

‘Ancient Greece’, The British Museum: http://www.ancientgreece.co.uk/menu.html

‘Ancient Greece’, University Press Inc.: http://www.ancientgreece.com/s/Main_Page/

Excursions and incursion Medieval Education, Melbourne: http://www.medieval.com.au/

Hellenic Museum, Melbourne: http://www.hellenic.org.au