Grade 6 Teaching Resource Sample

Chapter 3 What was democracy in ancient Athens? (SR pages 38-67) Chapter Overview Chapter 3 begins by giving a definition of the word democracy – the power of the people. Students are told that their studies will help them understand an Athenian historical model of democracy. This will lead towards a greater comprehension of today’s Canadian democracy. To provide context for students, the chapter begins with a look at current and ancient maps of Greece. This sets the stage for an examination of the social structure of ancient Athens. This is done through a story, set over two days, during a time when the Athenian council and citizens have to decide whether to go to war with Sparta. By means of the story, as well as pages from a mock Athenian newspaper and information sidebars, students are able to construct an understanding of how all Athenians, citizens or otherwise, could participate in decision making. The words of two philosophers, Thucydides and Aristotle, illustrate ancient beliefs about democracy and students are challenged to specify how modern beliefs are different. The chapter concludes with a chart modelling the government of ancient Athens. It summarizes the structure of the Athenian society, reviews the rights and responsibilities of Athenian citizens, outlines the procedure for making government decisions and considers how members of the society influence government decisions. A similar chart is included in the following chapter so that students can do a side-by-side comparison of the democracies of Ancient Athens and the Iroquois Confederacy. How this chapter connects with the rest of the book Two historical models of democracy are outlined in the book, the first occurring in ancient Athens and the second in the Iroquois Confederacy. By analyzing the structure and functions of the democratic systems in Athens and the Iroquois Confederacy, students will have a background for their studies of Canadian democracy. In Advance There is wealth of material about modern Greece and ancient Athens available through bookshops, travel agents and geographic magazines. It is helpful to the students to have access to these materials. Having travel brochures to cut out will help the students illustrate some of their work. Many reference books about Athens have illustrations of statues or drawings which portray nudity. It is wise to seek guidelines from your school, as there are differing perspectives on this. Assessment – Formative assessment is included, to help teachers support individual and whole class learning. The chapter inquiry has a rubric and there are also multiple choice questions that will provide invaluable practice, in preparation for Provincial Achievement Tests at the end of the academic year. Chapter Planning The table which follows provides a summary of the lessons and outcomes. Each lesson has several activities. Teachers may choose from the activities given, and adapt them to accommodate students’ needs, scheduling requirements, and available classroom resources. Suggestions are given throughout for differentiated instruction. To allow scheduling efficiency and flexibility, cross-curricular connections may also be taken into account.

CHAPTER 3

LESSONS

STUDENT TEXT HEADINGS

CURRICULUM OUTCOMES

ASSESSMENT &

BLACKLINE MASTERS

(BLMs) LESSON 3.1 CHAPTER INTRODUCTION/ CHAPTER TASK Student Resource pp. 38-45 Teacher Resource pp. XX – XX

Chapter Focus Questions p. 38 What are we learning in this chapter? p.39 Why are we learning this? p.39 TASK – Constructing an Historical Map of Ancient Athens, pp. 40-41 Where was ancient Athens? pp. 42-44 Using a globe, finding directions, p.42 Using a modern political map, p. 43 Using scale, p. 43 Using an historical map, p. 44 When was ancient Athens? p. 45

Geographic Thinking

6.S.3.1 6.S.3.2 6.S.3.3 6.S.3.4 6.S.3.5

BLM A XXX Chapter 3 Task

Rubric BLM XXX Map out

your knowledge.

LESSON 3.2 WHAT WAS THE SOCIAL STRUCTURE OF ANCIENT ATHENS? Student Resource pp. 46-54 Teacher Resource pp. XX - XX

What was the social structure of ancient Athens? p.46 What’s important? p. 46 Two Days to Decide Up an Olive Tree (Day 1) pp. 46-53 Who’s Who in Athens: pp. 46-52 Slaves, p. 46 Children, p. 47 Men, pp. 48-49 Women, p. 50 The Agora, p. 51 The Boule, p. 52 What’s Important, p. 54 Athenian Rights and Responsibilities, p. 54

Values and Attitudes 6.2.1, 6.2.2 Knowledge and Understanding 6.1.2.1, 6.1.2.2, 6.2.3.2, 6.2.3.3, 6.2.3.4, 6.2.3.5 Geographic Thinking 6.S.3.3, 6.S.3.4

BLM AXXX Constructing an

Athenian Social Hierarchy

BLM XXX Kylix outline (optional) for Activity 3

LESSON 3.3 WHAT OPPORTUNITIES

What’s Important? p.55 Two Days to Decide

Values and Attitudes 6.2.1, 6.2.2

BLM XXX Jug outline (optional)

DID ANCIENT ATHENIANS HAVE TO PARTICIPATE IN DECISION MAKING? Student Resource pp. 55-59 Teacher Resource pp. XX - XX

To the Hill and Back (Day 2) pp. 56-59 Pynx Hill, p. 57

Knowledge and Understanding 6.1.2.1, 6.2.3.1, 6.2.3.2, 6.2.3.3, 6.2.3.4, 6.2.3.5 Communication 6.S.8.2

for Activity 2

LESSON 3.4 WHAT WERE THE IDEAS BEHIND DEMOCRACY IN ANCIENT ATHENS? Student Resource pp. 60-66 Teacher Resource pp. XX-XX

What’s Important? p.60 In Their Own Words – Democracy in the view of Two Athenians, p. 60 Thucydides Aristotle Ancient Athens: Structure of Government p.61 The Ancient Athenian pp. 62-63 The Society and Government of Ancient Athens, pp. 64-65

Values and Attitudes 6.2.1, 6.2.2 Critical and Creative Thinking 6.S.1.2, 6.S.1.4 Historical Thinking 6.S.2.1

BLM AXXX Jaw Jar Chapter 3 BLM XX Writing for the

Ancient Athenian

REVIEW REVIEW! Student Resource p. 67 Teacher Resource pp. XX - XX

Knowledge and Understanding 6.2.3.3 (Question 1) 6.2.3.2 (Question 2) 6.2.3.5 (Question 3) 6.1.2.1. (Question 3) Cooperation, conflict resolution and consensus building 6.S.5.1, 6.S.5.2 (Question 4)

CHAPTER 3 LESSON 3.1 (SR pages 38-45) Where in the world is Athens? – Introduction and Task

<Sidebar> Thumbnail of page 34> Preparation

Ahead of time – Cut lengths of fine white string (optional) to determine

Lesson Overview In this lesson, students have an opportunity to

• Interpret maps to broaden understanding of topics (6.S.3.1) • Use geographic tools, including software, that assist in preparing maps

(6.S.3.2) • Use directions to locate places on maps and globes (6.S.3.3) • Use scale to determine distance on maps and globes (6.S.3.4) • Identify geographic problems and issues (6.S.3.5)

Distance using scale Materials

• Globe • student rulers • BLM XX Map Out Your Knowledge • BLM A XX Chapter 3 Inquiry Rubric • BLM XX Map of Ancient Athens

Introducing the Concepts - Setting the Context Activity 1: Setting the World Spinning -Finding Greece and Athens on a Globe <DI – Kinesthetic, Oral>

• Spin the globe. Divide the class into 2. Assign a scorekeeper. Have a player from each side come to search for Greece. The first person to find Greece gets a point. Each student then has to give a different description of Greece in relation to another country. (e.g. Greece is west of Turkey, or Greece is southeast of Italy). Each correct description gets a point.

• Ask students to write the correct, or corrected description, as a statement on the board. Students can copy these statements down.

• Call another pair of students up, spin the globes and start over again. • Half way through switch the game to finding Athens. Students need to describe Athens in

terms of directional relationship to another city. e.g. Athens is southeast of Rome. • Note: if the game is taking too long use pairs of players from each side.

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Formative Assessment Teachers can use this exercise to observe and determine if students need extra coaching on the use of cardinal and intermediate directions.

eading and Reflecting <DI – Visual> Page 38

• Read: The chapter title and ‘What’s Chapter 3 about?’ and the Chapter Focus Questions. Read the Pause. Look at the coins. Point out that many of the letters of our alphabet come from the Greek alphabet.

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Literacy Link: Challenge students to find the Greek alphabet. Compare it to our alphabet. What is the same or different? The Greek alphabet can be copied onto a cash register tape to become a frieze or to frame student’s work that is displayed.

Page 39 • Read: ‘What are we learning in this chapter?’, and ‘Why are we learning this?’ Answer

any questions that students may have about the intent of the chapter. Pages 40-41 (Inquiry) <DI – Visual>

• Ask the students to read pages 40 and 41. Ask, what are the items to help students understand the task? (e.g. a map of Athens which contains sites you can choose from, an example of part of another student’s work,).

• Remind students that they need to keep in mind the information and understandings that they need to acquire to complete the chapter inquiry.

• Read and review BLM AXX, Chapter 3 Inquiry Rubric so that students have a clear understanding of what the task entails, and the criteria for accomplishing the task.

ages 42-45 • Look at the timeline, p.45. Ask the students to estimate when ancient Athens thrived. (400-

300 BCE) Would these likely be precise dates or approximate dates? Why? (Approximate, as it is unlikely that a period in real time would be exactly 100 years long, as well as begin and end at a century.) Encourage the students to ask about anything they don’t understand. Explain that time used to be measured as B.C. or A.D. The initials stand for ‘Before Christ’ and ‘Anno Domini’. However to allow for universality, and to recognize the importance of other religions, time is now recorded as B.C.E (before common era) and C.E. (Common Era). Explain the significance of the year ‘0’.

• Using a globe, finding directions, p.42 Work through the tasks. What is the approximate latitude and longitude of Athens? (38˚ N, 24˚ E)

• Using a modern political map, p.43 What countries are neighbours to Greece? (Turkey, Bulgaria, Macedonia, Albania and Italy across the Adriatic Sea). Practice using scale by having the students estimate the distances covered on this map, going east to west, and north to south.

• Using an historical map, p.44 Read the text and caption under the maps. Why were the city states separate? (e.g. physical features such as mountains divided the population centres. Because of the terrain and the sea coast, the places where cities could develop limited city sizes.)

• Using scale, p.43 Read the text. Estimate and then determine, the distance this map covers north to south, and east to west.

Teacher Note: One way of helping students that are struggling with determining distances through scale, is to use a length of thin white string. Students can carefully make a series of precise marks on the string length, using a fine line pen and using the scale used in the map (e.g. 0km/250 km/500 km/ 750km ). This ‘tape measure’ can then be stretched out on a map to give an approximation of distance.

eveloping and Applying the Concepts ctivity 2: Map Out Your Knowledge <DI – Oral>

Teacher Note: The intent of this activity is to give students opportunities to demonstrate their geographic thinking skills, while continuing their learning. If some of the class are struggling and need hands-on teacher coaching, this set of questions can be used as an independent group activity. One student would read the questions and the others would answer.

• Ask the students to make two signs, one saying ‘true’ and the other ‘false’. • Students will need their textbooks and a sheet to write down their answers. • Read out the questions on BLM XX – Map Out Your Knowledge. At the end of the question, ask

students to write down their answers and hold up either ‘true’ or ‘false’. • Discuss what would make the statement accurate.

Working Towards the Big Picture

• What mapping skills are grade six students expected to have? • What behaviours are helpful in group discussions?

CHAPTER 3, LESSON 3.2 (SR pages 46-54) What was the social structure of ancient Athens?

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Lesson Overview – Knowledge and Understanding In this lesson, students have an opportunity to analyze and reflect on:

• What is democracy? (6.1.2.1) • How did government provide opportunities for participation in decision making?

(6.2.3.2) • How did identity, status & class structure impact citizenship? (6.2.3.3) • How did Athens social structure impact its political structure? (6.2.3.4) • How were equity and fairness part of government and society? (6.2.3.5) • What are the similarities and differences between direct and representative

democracy? (6.1.2.2) Values and Understanding - 6.2.1, 6.2.2 Geographic Thinking – 6.S.3.3, 6.S.3.4 (using scale and directions)

humbnail of SR page 41> eparation Ahead of time Two sheets of chart paper titled:

• Canadian and Ancient Athenian Rights and Responsibilities – Similarities • Canadian and Ancient Athenian Rights and Responsibilities – Differences • For the Agora activity - Collect tent pegs or stakes, a playground measuring tape,

rope or twine, newspapers, thick markers, rolls of tape to put newspapers together, and a number of wooden blocks to hold down the newspapers if it is windy. These items should be in tubs or baskets for ease of carrying. Students should bring their own scissors, and textbooks for reference.

• Make arrangements to include the other students in the school (see Agora activity Note to teachers)

• Put sticky tabs on any pictures of Athenian men or boys in reference books Materials

• student dictionaries • BLM XX Constructing an Athenian Social Hierarchy • 11” x 17” paper (one sheet per student), student scissors and glue • BLM XX Kylix outline (optional) for Activity 3

roducing the Concepts

Setting the Context: Understanding What It Means to be a Citizen -Dictionary skills • Ask the students to use their dictionaries to find today’s meaning of the word ‘citizen’. This

can be a race to see who finds it first. Ask the students to read their dictionary definitions. Ask the students to think/pair/share and put the definition into their own words. Basically a

citizen is a member of a city, town or nation. Today a citizen can be male or female, of any age, and be born somewhere else.

• Point out that a citizen meant something very different in ancient Athens. Tell the students that it is important that they understand what was meant by the term in ancient Athens. They will need to know what qualified a person to be known as an Athenian citizen.

Literacy Note It is suggested that the fictional story ‘Two Days to Decide’ be read in two parts - Day 1 (pp. 46-53) and Day 2 (pp. 56-59), especially as the two parts have a different curricular emphasis. Sidebars convey factual information to support the historical fiction. Teachers might consider doing a dramatic reading while the students have their textbooks shut. Reading the text again in lessons, will support student learning and reinforce reading skills.

Reading and Reflecting <DI – Oral>

Page 46 • Tell the students that Two Days to Decide is historical fiction. It has fictional characters

that are based on research. The purpose of the story is to allow today’s students to find out what it was like to live in those times, as well as find out about how society and democracy works.

• Read: ‘What’s Important’ and the story. Read ‘Who’s Who in Ancient Athens: Slaves’. Discuss slavery. Point out that Athens was very wealthy because of the nearby silver mines. Slaves were the miners. The life expectancy of a miner was only a year, so being sent to the mines was a real threat. Students can make connections, with earlier learning about slavery in the grade 5 curriculum.

Pages 47-50 • Read: the story on pages 47-48. Then read the caption on the illustration, followed

by ‘Who’s Who in Ancient Athens: Children’, ‘Who’s Who in Ancient Athens: Men’, ‘Who’s Who in Ancient Athens: Women’. Tell the students that what we believe to be fair and equitable for citizenship today, has changed over time. In Athens men had no concept that women or immigrants should be treated as equal citizens. Remind the students that the roles of Athenian men, women and children were considered normal for their society, just we have other beliefs that we consider normal.

Page 51 • Read: continue the story on page 51. Have the students examine the illustration, and

read the caption, and The Agora sidebar. Have students note the market stalls and the buildings surrounding the Agora. How large does it appear to be - in comparison to a football stadium, or a school field? Ask the students where people meet to shop and chat in their community? Does discussion of politics and government decisions occur there? Ask students to note where the Acropolis is in the picture.

• Have the students go back to the map on page 41. What would be the approximate distance walking around the perimeter of the Agora? (<200 meters)

• Using the map and illustration together, ask the students which direction the artist was facing when drawing. (SE)

Activity 1: Marking Out the Agora (DI -Kinesthetic, Oral, visual)

• The Agora is roughly the shape of a rhombus. Students can use the map on page 37 to mark out the perimeter of this shape on the playground using tent pegs, and rope or twine. They should use a measuring tape as the shape should be the actual size of the Agora as indicated by the scale.

• Ask students to walk the perimeter of the shape. How long did that take? • Refer to the illustration, p. 43. Have the students put down newspapers to indicate where the

many and varied market stalls were in the Agora. Students can cut out circles to represent columns and place them as per the illustration. Students should also cut out items such as large jars and trestle tables. All newspaper representations should be labelled, and students can do simple drawings to show what is being sold.

• Ask the students to imagine that they are Athenian citizens in the Agora. Because the newspaper shapes represent solid objects, students should not be standing on the newspapers. Ask students to imagine the space filled with many hundreds of people and the wares of the marketplace. What might Athenian citizens/metics/slaves/women/children be doing? Discuss how the size of the Agora might affect gossip, discussions and decision making.

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Teacher note: arrangements can be made to have all the students of the school gather in the Agora for a couple of minutes at the beginning of recess. The grade 6 class(es) can make an announcement explaining what is going on and asking the other students to help with the learning. All students should be reminded not to step on the paper as it represents objects from ancient times. This is a great opportunity for a school photo. Grade 6 students might also consider this as an authentic opportunity to wear period costumes. Afterwards, discuss with the class what differences having more ‘citizens’, made to the space.

Pages 52-53

Read: continue with the story on page 53. Look at the illustrations and ‘The Bouleterion’. Discuss the advantages and disadvantages of paying council members. (e.g. Advantages – everybody could be a council member, paying members of the council showed equality, it compensated for lost wages while members were on council. Disadvantages – council members were not chosen because of ability, men who had no leadership ability could become council members.)

Page 54 Read: ‘What’s Important?’ Read: the chart. Point out to students that Athenian Citizenship had special privileges. During times of war, for example, only citizens would get emergency rations from the city. Metics couldn’t. • Ask if we have comparable civic pride in Canada? What would be the evidence of that?

(e.g. showing allegiance to a sports team from home, wearing clothing or pins identifying our home areas.)

loping and Applying the Concepts ity 2: Constructing an Athenian Social Hierarchy (DI -Kinesthetic, visual)

• Hand out BLM XX Constructing an Athenian Social Hierarchy and an 11” x 17” sheet to each student. (portrait orientation)

• Tell students that their task is to read the description of Athenian society. • Ask the students if they think that this hierarchy was written in the laws or was the custom of

the people? (custom) Explain that the status of women and children depended to a certain extent on the status and wealth of the families.

• Next students have to construct a hierarchy by constructing a diagram. They need to cut out the 12 boxes and construct the diagram by placing the slips in their approximate order. Placing the boxes against a pencil line helps prevent leaning towers. Before the students glue their strips, discuss any differences that students might have. Have the students explain their decisions or choices.

• Students need to title their work. • When the task is complete ask the students what factors affected status. (e.g. gender, social

responsibility, wealth, parentage, occupation, being freeborn or a slave) • Ask the students to mark a ‘V’ besides those with voting privileges. What observations or

correlations can they make (e.g. Only those men with high status have voting privileges)

ity 3: It’s a Man’s World – What is valued in society? Kinesthetic, written, oral)

• Have students look at the pictures of men and boys in the reference books. Discuss the status and jobs of the men.

• Ask the students to take the role of an Athenian general giving advice to his 11 year old son. What would the father tell the son about Athenian society? What would he tell the boy about his status, and that of others in society?

• Students can choose how they will present their ideas – as a dramatization, as a speech, or in letter form (see option below)

• Students can also use the outline of a kylix (BLMXXX) and draw and colour a father giving advice to his son. The kylix shape can be cut out and decorated. The advice letter can then be stapled behind the kylix for display

• Note: this same activity will be done in the next lesson by having students take the role of an Athenian mother giving advice to her daughter.

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Teacher note: During conference time students can present their work and compare the roles, status and future destinies of both girls and boys.

Working Towards the Big Picture • How was participating in government linked to status in ancient Athens? • Why was citizenship prized in Athens?

CHAPTER 3, LESSON 3.3 (SR pages 55-59) hat opportunities did ancient Athenians have to participate in decision making?

<Sidebar: il of SR page 46>

Lesson Overview – Knowledge and Understanding In this lesson, students have an opportunity to analyze and reflect on:

• What is democracy? (6.1.2.1) • How was the government of ancient Athens structured? (6.2.3.1) • How did government provide opportunities for participation in decision

making? (6.2.3.2) • How did identity, status & class structure impact citizenship? (6.2.3.3) • How did Athens social structure impact its political structure? (6.2.3.4) • How were equity and fairness part of government and society? (6.2.3.5)

Communication – 6.S.8.2 Values and Understanding - 6.2.1, 6.2.2

Preparation Ahead of time - Put sticky tabs on pictures of Athenian girls and women in any reference books

Materials blank sheets of paper BLM XX Jug outline (optional) for Activity 2 ntroducing the Concepts ctivity 1: How can today’s women participate? (DI - Kinesthetic, written)

• Ask the students to take a blank sheet of paper and fold it 4 times across the length, and 4 times across the width. Have students make the creases sharp and then unfold the paper. There should be 16 squares.

• Ask the students to neatly write 16 ways that Canadian women can participate in decision making in their families. (e.g. Women can decide what courses they are going to take. Women can decide if they are going to marry.) Students can help each other.

• Have the students turn the papers over and write 16 ways that women can participate in decision making in government and society.

• Discuss the opportunities that students noted. • Note: this activity will be followed up in Activity 3.

Activity 2: It’s a Woman’s World – What is valued in society? (DI - Kinesthetic, written, visual)

• Have students look at the pictures of women and girls in the reference books. Is there an apparent difference in status? What are the women doing?

• Ask the students to take the role of an Athenian general’s wife giving advice to her 12 year old daughter, who is about to leave home and get married. What would the mother tell her daughter about the new duties she would have? What would the mother tell the girl about her status, and that of others in society?

• Students can choose how they will present their ideas – as a dramatization, as a speech, or in letter form. (see option below)

• Students can also use the outline of a jug (BLMXXX) and draw and colour a mother giving advice to her daughter. The jug shape can be cut out and decorated. The advice letter can then be stapled behind the jug for display.

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Teacher note: During conference time students can present their work and compare the roles, status and future destinies of both girls and boys

eading and Reflecting <DI – Visual, Oral> Page 50

• Read: “Who’s Who in Ancient Athens: Women”. Look at the question that Alex is asking. Discuss this question with the class.

• Ask students to get out the folded sheets in Activity 1 • Ask the students to circle in red any decisions that Athenian women could make. • Discuss ways in which Athenian and Canadian women are the same or different. • Ask the students if Athenian women had ways of influencing decisions that they couldn’t

make. (e.g. collecting information from servants and passing this on to the men in the family, discussing matters with the family’s men, giving their opinions to the men in the family, expressing ideas from a woman’s perspective)

Pages 48-50 • Read the sections on Metics in ‘Who’s Who in Ancient Athens: Men’ and ‘Who’s

Who in Ancient Athens: Women’. Discuss whether a metic was treated with fairness and equity, since he had to pay taxes but couldn’t have the privileges that citizens had. How does that compare with foreigners in Canada? Can foreigners own property today?

• Point out to the students that people immigrating to Canada need a sponsor to help them get established. Ask what are other differences between Canadian immigrants and Athenian metics? (e.g. Canadian immigrants aren’t faced with the possibility of slavery. In times of emergency Canadian immigrants have the same rights for help as other Canadians.)

• Examine the illustrations and captions. Read the story. Page 47

• Read ‘Who’s Who in Ancient Athens: Children’. Ask what is fair and equitable in education today? (e.g. All children are eligible for school despite gender, status, ability, family finances. We think it is a responsibility of government to tax citizens to pay for education and for the government to provide an education system for all children.

• Examine the illustration and caption.

• Read: the story

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Literacy Links Remind the students that writers of historical fiction often use hints to build their readers’ knowledge. What are words or phrases on this page that inform the reader about the probable status of the men that were voting? Why was there such a range? What occupations were indicated in this story? What does this say about Athenian democracy?

Page 55 • Read: ‘Pynx Hill’. Examine the illustration and caption. Ask the students to supply

reasons why men of 50 could speak first. (e.g. acknowledgement of the wisdom and breadth of experience of older men, older men could be weaker than those younger and need to rest after speaking, the society valued their elders) Ask why voting was timed? (e.g. it was a sign of equality, that way one orator couldn’t monopolize the assembly, it gave opportunities for more speakers to have the platform.

• Read: the story. Ask why Athenian boys were expected to have military training. (e.g. they could provide leadership and skills in cases of war, military training was good for developing self discipline, Sparta was an enemy of Athens.)

ormative Assessment Make informal observations about which students are expressing reasons for their ideas and opinions. rovide positive feedback to those who are participating and encouragement to those who are reluctant to o so.

Working Towards the Big Picture • How did the social structure of ancient Athens affect those that had political power? • In what ways did the Athenian people have direct powers, and indirect powers, to make decisions?

HAPTER 3, LESSON 3.4 (SR pages 60-66) hat were the ideas behind democracy in ancient Athens?

Lesson Overview In this lesson, students have an opportunity to

• Appreciate how the values of a society and its model of government are related (6.2.1) • Value the role of participation by citizens in diverse democratic societies (6.2.2) • Critically evaluate ideas, information and positions (6.S.1.2) • Generate original ideas and strategies (6.S.1.4) • Use primary sources to interpret historical issues (6.S.2.1) • Reflect on the extent to which equity and fairness were part of the

government and society in ancient Athens (6.2.3.5)

Preparation Ahead of time Materials Poster paper - 6 sheets BLM XX Jaw Jar Chapter 3 BLM XX Writing for the Ancient Athenian Introducing the Concepts

Setting the Context: Be a Philosopher -Questioning the writings of Thucydides & Aristotle Page 60

• Read: the introduction What were the ideas behind democracy in ancient Athens? How fair and equitable were they?

Activity 1: Jigsaw Activity – Debating with the philosophers

• Divide the class into 6 groups. Assign each group one of the bullet points on page 51. Hand each group a sheet of poster paper (landscape orientation) and ask them to have somebody copy the saying neatly so that it can easily be seen. The source needs to be included, in smaller letters.

• Ask the students to talk about their assigned quotation. Does their quotation agree with what the students know about democracy in Athens? Can they think of examples where the statement is proven, or examples where the statement is disputed? Does the statement still hold true today?

• Regroup the class. Each group should post their philosopher’s statement in the classroom and then inform the class about what was talked about in their group.

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Formative Assessment During the small group discussions and presentations make observations and take notes, on howthe students are critically evaluating ideas (6.S.1.2) and participating in group discussions. (6.2.2)Give feedback to the students. Consider whether students need to revisit their personal guidelinesfor group work.

eading and Reflecting <DI – Visual, Oral, Written> Page 62

• Read: the front page of the Ancient Athenian, page 62

Literacy Link What features does this newspaper have in common with Canadian newspapers? (e.g. editorial, sports pages, articles by reporters, letters to the editor, editorial column, advertisements) Ask why are these common features? What do newspapers see as their duty to the public?

Page 63 • Read: the editorial page. Ask the students about what the editorial column does and

what letters to the editor do. Why is dissent and argument necessary in a democratic government? How can newspaper reporters and newspaper articles help keep governments honest and sticking to what they said they would do?

ctivity 2: Writing for the Ancient Athenian <DI - Writing> • Hand out BLM XX: Writing for the Ancient Athenian.

• Ask the students to think/pair/share what is expected. Page 61

• Read: the chart. Ask the students if these questions could be applied to any other forms of government? (Yes, this will be a comparative model used with the Iroquois Confederacy, our provincial government and local governments).

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Teacher Note The chart can be used by the students for asking each other questions, as a chapter review.

ctivity 3: Jaw Jar Chapter 3• Hand out BLM XX Jaw Jar Chapter 3. • Challenge the students to write their own discussion questions to be added to the jar.

orking Towards the Big Picture • Primary sources are good at providing information but should they be looked at critically? Why? • Would Athenian democracy have been different if their society had different values? Support

your answer.

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BLM :: 3XPerformance Task Rubric

Level

Criteria

Constructs a m

ap(6.S.3.1)

Explainshistorical context(6.S.2.3, 6.2.2.4,6.2.2.5)

Identifiesgeographic issues

(6.S.3.5)

4

Excellent

Constructs a m

apin a precisem

anner,containing sitessignificant

todem

ocracy.

Explains historicalcontext of thesites andA

thenian societyin a perceptivem

anner.

Identifies aninsightfulgeographic issuethat affectedA

theniandem

ocracy,supported w

ithan explicitreference fromancient A

thens.

3

Proficient

Constructs a m

apin an accuratem

anner,containing sitesrelevant todem

ocracy.

Explains historicalcontext of thesites andA

thenian societyin an appropriatem

anner.

Identifies alogicalgeographic issuethat affectedA

theniandem

ocracy,supported w

ith aspecific

referencefrom

ancientA

thens.

2

Adequate

Constructs a m

apin a generallycorrect

manner,

containing sitesrelated

todem

ocracy.

Explains historicalcontext of thesites andA

thenian societyin a sim

plisticm

anner.

Identifies apredictablegeographic issuethat affectedA

theniandem

ocracy,supported w

ith aclear referencefrom

ancientA

thens.

1

Limited *

Constructs m

apin an inaccuratem

anner,containing sitesirrelevant

todem

ocracy.

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BLM :: 3XMap Out Your Knowledge –True/False1. Use the maps on pages 39 and 40. Crete is still part of Greece. – True

2. The maps on pages 39 and 40 have the same scale – False. Themodern map of Greece on page 39 has a unit of measurementshowing 250 km. The historical map of Greece on page 40 has a unitof measurement showing 50 km.

3. The map on page 39 shows that Greece is surrounded by threedifferent seas. False, All are part of one sea, but different areas of thesea have different names.

4. Look at the map on page 37. In a time of war the Athenians wouldhave needed to protect the Eridanus River. True

5. The map on page 39 definitely shows that Athens is the capital ofGreece. False. Although Athens is the capital of Greece, the map doesnot have a symbol or legend to indicate that. It is important to look atthe legend on a map and not make assumptions.

6. A ship could sail from Greece to Canada. True. A ship could sailthrough the Mediterranean Sea and across the Atlantic Ocean toeastern Canada.

7. The map on page 39 will definitely be current in ten years. False.Political maps show boundaries and names of countries. These changefrequently so there is no guarantee that a political map will beaccurate in a year’s time, let alone ten. That is why it is important tocheck when a map was published.

8. Looking at the map on page 40 it is easy to see that Sparta and Athensare over 500 km apart. False

9. Sparta is shown on the map on page 40. It is southwest of Athens. True

10.Look at the map on page 39. Greece is southeast of Italy, but Italy isnorthwest of Greece. True

11. Looking at the map on page 37 there are 10 gates through the citywall. True

12.The map on page 40 shows that Greece is composed of a series ofislands. False. Although Greece has many islands, it also has amainland.

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BLM :: 3XJaw JarWhat did democracy mean in ancient Athens?

Ostracism occurred when a citizen was sentaway and not allowed back to Athens for tenyears. This was to prevent an individual frombecoming too powerful. In what way didostracism show fairness and equity? In whichway did it not?

In ancient Athens, it was expected that allcitizens would go to vote during importantdebates. Those not attending could face fines.Did this show fairness and equity? Why?

Athenians had ideas about slavery andwomen. Beliefs have changed since then.What has changed about the way we valuepeople since then? What might have causedthese changes in thinking?

Many metics wanted to obtain Atheniancitizenship but few got that privilege. Whatwere the benefits of citizenship? If you had been a metic would you wantAthenian citizenship?

What was the role of women inancientAthens? In what ways could womenhave power? In what ways could they haverespect?

Every citizen in Athens could have his namedrawn to become a council member. Whatwere the advantages and disadvantages ofthis system? Would that work here inCanada?

Democracy means “power of the people”. Itis also said to mean “rule by the people”.Thinking of Athenian society and the peoplein it, did they really have a democracy ruledby ‘the people’? Why?

Status means a person’s importance in agroup. Capable politicians had a very highstatus in ancient Athens. Is this the same inour society today? Support your answer.

Would a direct voting system like they had inancient Athens work today? Think of theBoule and the Assembly at Pnyx Hill beforegiving your answer.

Some slaves, particularly educated ones,were able to earn money and save enough tobuy their freedom. Why would this be worthworking for, if a slave had a comfortable lifeworking for a family?

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BLM :: 3XConstructing an AthenianSocial HierarchyThe Athenian Class Hierarchy

A hierarchy is a system in which people are divided into groupsbecause of their status. In a hierarchy, one group is ranked aboveanother.

Athenian citizens were freemen who had Athenian born parents.Freemen were divided into many classes. Aristocrats were at the top.They owned large estates or were military captains. In the middleranks of citizens were small farmers. The lowest class of citizenswere the thetes who were urban craftsmen and trireme rowers. Onlycitizens could take part in government.

Metics were freemen who were not citizens. Although they could bewealthier than citizens, they were beneath them in social status.Slaves had no rights and could be bought and even killed. Howevertheir status depended on what they did. Women were considered theproperty of their fathers or husbands. Like their children, women hadno rights or voice in the government.

Women married toaristocrats Children Educated Slaves

Slave Labourers

Aristocrats Small Farmers Thetes Metics

Women married tofarmers

Women married totrireme rowers or

craftsmenUrban Craftsmen Trireme Rowers

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BLM :: 3XGreek Jug

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BLM :: 3XGreek Kylix Cup

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BLM :: 3XWriting for the Ancient AthenianHello fellow Athenian! Here’s your chance to speak out! You havethe opportunity to write for our newspaper, The Ancient Athenian, asa guest editor. Or, you can choose to write a letter to the regulareditor. Here is the burning question for the next issue of the AncientAthenian.

If you have creative ideas about how to make our Atheniangovernment and society better, tell it the way you see it. Justremember, your ideas need to be supported and your writing needsto be really short and to the point!

To what extent is the government and society of Athens fair and just?

The Ancient Athenian

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BLM :: 3XMultiple Choice QuestionsRead each question carefully and select the BEST answer.

6.2.3.3 How did identity, status and class structure impactcitizenship in ancient Athens?

Use the following information to answer question 1.

My name is Solon. I live in the city of Athens, as my father and hisfather also did. Now I have a cheese stall in the Agora and I paytaxes to the city. Though I cannot vote on political matters, I enjoylistening to the political discussions in the Agora.

1. Based on the experiences of Solon, predict the social status heMOST likely has.

a. slave

b. metic

c. citizen

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BLM :: 3X

6.S.3.4 Use scale to determine the distance between places on mapsand globes

Use the map to answer the questions 2 and 3.

2. What is the approximate distance from the Parthenon to the Agora?

a. 500 m

b. 1000 m

c. 2500 m

6.S.3.3 use cardinal and intermediate directions to locate places on maps andglobes

3. Which directions would be MOST accurate if you had to explain to afriend how to get from the Theater of Dionysus to Pnyx Hill?

a. facing south at the theatre, turn west and walk until you reachPanathenaic Way, then turn east and walk until you reach Pnyx Hill.

b. facing north at the theatre, turn east and walk until you reach the Wallof Cimon, then turn south, following the wall until you reach Pnyx Hill.

c. facing south at the theatre, turn west and walk until you reach the Wallof Cimon, then turn north, following the wall until you reach Pnyx Hill.

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BLM :: 3X

6.S.7.4 Draw and support conclusions based on informationgathered to answer a research question

6.2.3.2 How did the structure of the government in ancient Athensprovide opportunities for citizens to participate in decision-making?

Use the following information to answer question 4.

Research about Athenian Government

• Citizens had to have an Athenian father and mother.

• Male citizens over the age of 18 could vote in the Assembly.

• It was the responsibility of all eligible men to attend theAssembly.

• Officials in the Assembly were selected because of their skills.

• Members of the Boule were paid so that all citizens couldcontribute.

4. Which statement is BEST supported by the research?

a. Everyone is equal before the law.

b. In positions of responsibility, what counts is the ability of aman.

c. Liberty and equality are achieved when all persons share ingovernment.

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BLM :: 3X

Use the following chart to answer question 5.

Citizens

Metics

Slaves

5. What would be the MOST appropriate title for this chart?

a. Distribution of Athenian Citizens

b. Political Structure of Ancient Athens

c. Distribution of the Social Classes of Athenians

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BLM :: 3X

6.2.3.2 How did the structure of the government in ancient Athensprovide opportunities for citizens to participate in decision making?

6. Select the MOST important role of a citizen in the democraticprocess of Ancient Athens.

a. voting at Pynx Hill

b. discussing issues at the Agora

c. providing service in the army

6.S.7.4 Draw and support conclusions based on informationgathered to answer a research question

6.2.3.3 How did identity, status and class structure impactcitizenship in ancient Athens?

Use the following information to answer question 7.

Rules of the Assembly

• Citizenship begins at age 18 for young men

• Men must be 30 years old before they can serve on Council

• All citizens may speak in the Assembly, but men over 50 willspeak first

7. Based on the information, what can you conclude was thequality MOST valued in citizens?

a. age

b. wealth

c. experience

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BLM :: 3X

6.S.3.5 identity geographic problems and issues and pose geographicquestions

Use the map of the Agora to answer question 8.

8. Based on the information from the map, select the MOSTsignificant geographic challenge for Ancient Athenians as theyused the Agora.

a. the Panathenaic Way disrupts trade

b. the size of the Agora makes it crowded

c. the Agora stone is not at the centre of the Agora