- Learning Focus
- Knowledge Objectives
-
Knowledge Processes
- Government regulations
- Where do they come from?
- Interesting word chart
- What would happen?
- Combining ideas
- Government in Ancient Greece
- Interesting words chart
- Questions and venn diagram
- Putting all the information together
- The British Museum
- Life in Ancient Greece
- Interesting word chart
- Putting all the information together
- Role of women
- Interesting word chart
- Collating information
- Why? How?
- Putting all the information together
- Extension
- Comparing then and now
- The similarities
- Differences
- What is an information text?
- Parts of an information text
- Information text
- Knowledge Outcomes
- Learning Pathways
- About this Learning Element
- About the Authors
- Learning Focus
- Knowledge Objectives
-
Knowledge Processes
- Government control
- Who makes the laws?
- What does that mean?
- What our lives would be like?
- PMI
- What was the role of the government in Ancient Greece?
- Add more words
- Comparing governments
- PEC paragraph
- Daily life in Ancient Greece
- What was life like in Ancient Greece?
- What does that mean?
- PEC paragraph
- Women in Ancient Greece
- Add more words
- Tree Diagram
- Role of women
- PEC paragraph
- Comparing Ancient Greece and Australia
- Comparing Ancient Greece and Australia
- Why?
- I wonder why
- Read and rank!
- What do I need?
- Writing the information text
- Knowledge Outcomes
- Learning Pathways
- About this Learning Element
- About the Authors
Students write an information report comparing Ancient Greece with modern Australian soceity. This learning element is scaffolded so that students can feel comfortable to work independantly towards the end. It also offers extension tasks for students.
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Government regulations
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Combining ideas
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Government in Ancient Greece
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Interesting words chart
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Questions and venn diagram
-
Putting all the information together
-
The British Museum
-
Life in Ancient Greece
-
Interesting word chart
-
Putting all the information together
-
Role of women
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Interesting word chart
-
Collating information
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Why? How?
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Putting all the information together
-
Extension
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Comparing then and now
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The similarities
-
Differences
-
What is an information text?
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Parts of an information text
-
Information text
The 2007 ACT curriculum framework, Every chance to learn, provides public and non-government schools in the Australian Capital territory in Australia with the curriculum framework on which to base their school curriculum plans from preschool to year 10 (ages 4years - 16 years).
The curriculum framework comprises 10 curriculum principles to guide curriculum decision-making in schools and 25 Essential Learning Achievements that identify what is essential for all ACT students to know, understand, value and be able to do.
The curriculum framework is designed to ensure that all ACT students, from preschool to year 10, are provided with a comprehensive and balanced curriculum.
Your focus is comparing Ancient Greece and Australian society. You will write an information report that details the similarities and differences.
23.EA.6
The main features of Ancient societies and their relevance for contemporary societies
23.EA.7
The roles of women in different societies and periods of time relating to world issues or events
23.EA.6
Look and discuss the similarities between Ancient Greece and Australia. How has Ancient Greece impacted on Australian society?
23.EA.7
Look and discuss the similarities and differences between women in Ancient Greece and modern Australian society.
5.EA.2
Display cooperation and flexibilty in allocating and undertaking varying roles and tasks in groups
5.EA.2
Work coopearatively in small groups
9.EA.7
Read and interpret information and argument texts in printed and electronic formats that explore significant ideas and issues and may contain specialised language relating to different disciplines
9.EA.11
Recognise technical terms and subject-specific words in information texts and use resources to check meanings (e.g. dictionaries and glossaries)
23.EA.6
The main features of Ancient societies and their relevance for contemporary societies
23.EA.7
The roles of women in different societies and periods of time relating to world issues or events
23.EA.6
Look and discuss the similarities between Ancient Greece and Australia. How has Ancient Greece impacted on Australian society?
23.EA.7
Look and discuss the similarities and differences between women in Ancient Greece and modern Australian society.
8.EA.1
Listening and speaking as providing opportunities to explore and consider ideas and issues, advance opinions, and influence and persuade otehrs to a point of view
9.EA.7
Read and interpret information and argument texts in printed and electronic formats that explore significant ideas and issues and may contain specialised language relating to different disciplines
9.EA.11
Recognise technical terms and subject-specific words in information texts and use resources to check meanings (e.g. dictionaries and glossaries)
23.EA.6
The main features of Ancient societies and their relevance for contemporary societies
23.EA.7
The roles of women in different societies and periods of time relating to world issues or events
23.EA.6
Look and discuss the similarities between Ancient Greece and Australia. How has Ancient Greece impacted on Australian society?
23.EA.7
Look and discuss the similarities and differences between women in Ancient Greece and modern Australian society.
How does the government impact on your daily life? Using the placemat list as many ideas as possible.
Teachers may wish to use the following two documents as a guide which helps explain Australia's Government.
Read the flow chart/diagram aloud. Explain key ideas and concepts to the students. Allow students to ask clarifying questions.
This activity is important as many students may not have the knowledge and it is needed in the next activities.
After reading using the circle time structure discuss the key concepts in the flow chart. Using the circle time structure allows the students to clarify information.
Who has the power?
What didn't you know?
What was interesting?
Learning activity 1, 2 and 3 should take 1 and a half lessons.
Read through flow chart/diagram that displays the structure of Australian government with a focus on how laws are made.
Students are to draw up and interesting words chart in their books. As this chart will be used throughout the unit, ask them to make it a whole page.
Students add words to the chart. Individually students think of what the words might mean before checking the real meaning.
Some words you might like to include are:
territory - region or district of Australia not admitted to the Union as a state but having its own legislature
state - pertaining to or of the nature of a union of states under a central government distinct from the individual governments of the separate states
federal - pertaining to or of the nature of a union of states under a central government distinct from the individual governments of the separate states
legislation - the act of making or enacting laws
parliament - a legislative body in any of various other countries
Governor - General - In most Commonwealth realms, an official appointed by the reigning monarch to govern the realm as the monarch's representative
This activity enables students to fully understand the information and allows them to use the language.
To scaffold and model this task you might like to work through the first few as a group.And allow the others to work individually.
Students will continue to add and refer to this table throughout the unit.
It is important that this task is done well as it will help deepen the students understanding and help them understand the key ideas.
The interesting word chart can work well with spelling journals. It helps students to learn new words and also encourages students to further develop their reading and spelling strategies.
Learning activity 1, 2 and 3 should take 1 and a half lessons.
Draw up the intersting words list. You will use it throughout the unit, so use an entire page.
Add the following words to the list:
- territory
- state
- federal
- legislation
- parliament
- Governor-General
Each table group is given one scenario. Using the think/square/share strategy students attempt to answer the question.
The scenarios have been laminated and placed in the box.
The circle time structure (socratic dialogue) allows each student to share their ideas and help generate a discussion where everyone is involved. The scenarios will have helped to scaffold the discussion. During the circle time use the language from the interesting word chart to reinforce ideas.
Topics to consider during discussion:
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voting
-
women
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jobs
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education
After the discussion students write a PEC paragraph combining all their ideas.
PEC is a way of structuring a paragraph.
P - Point (1 sentence)
During todays discussion we talked about ...
E - Explanation/Evidence (3 - 5 sentences)
C - Conclusion/Comment (1 sentence)
Learning activity 4 and 5 should take 1 lesson.
In table groups students are given a scenario to discuss.
- What would Australia be like if there were no laws?
- What would happen if there was no speed limits/zones?
- What would happen if no law existed about wearing seatbelts?
Table groups share their responses back to the class and then write a PEC paragraph summarising their opinion.
Using the circle time (socratic dialogue) structure students theorise on what our lives would be like if we did not have this system?
Using a PMI students compile their information on government regulations. To help scaffold this unit, ask students to think about they discussed in the circle time. Students will have different opinions and ideas (and this is to be encouraged.)
Students then write a PEC paragraph summarising their ideas. The purpose of this activity is to allow students to compile their ideas.
A PMI (Plus/Minus/Interesting) chart is a lateral and creative thinking strategy used in de Bono's CoRT thinking program.
A PMI helps students learn to:
- see both sids of an argument
- view things from a different point of view
- think broadly about an issue
This information was taken from the Tasmanian Department of Education website.
Learning activity 4 and 5 should take 1 lesson.
Summarise your ideas in a PEC paragraph.
I think that ....
It is important to model this task to enable students to complete the next two by themselves.
Begin by reading the data set aloud. Remember to read and point out the source boxes.
Before moving onto the interesting word chart, it is important to discuss the information that you have read. Ask the students open ended questions to help clarify the information.
During this activity encourage students to read all parts of the text. It is important to help scaffold this task so that students read all parts of the page, including all of the breakout boxes, comments and pictures. This will help to increase their reading skills.
To extend students you may also like to give them
Spartan and Athenian Goverment
The data set can be found laminated in the box.
To enable all students to particpate in the circle time discussion you might like to use the circle time structure. This makes all students accountable.
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
As a class read through the information about the government in Ancient Greece.
What did you find interesting?
What surprised you?
Students go back to their original interesting word chart and add new words to the list.
It is advisable that you add the bolded words from the text.
democracy - government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system.
ostracism - (in ancient Greece) temporary banishment of a citizen, decided upon by popular vote.
slaves - a person who is the property of and wholly subject to another
metics - an alien resident of an ancient Greek city who paid a tax for the right to live there.
boule - a state legislative, advisory, or administrative council in ancient Greece.
citizens - a native or naturalized member of a state or nation who owes allegiance to its government and is entitled to its protection
ephorate - one of a body of magistrates in various ancient Dorian states, esp. at Sparta, where a body of five was elected annually by the people.
helots - One of a class of serfs in ancient Sparta, neither a slave nor a free citizen.
All answers are from www.dicitionary.com
Students are becoming more comfortable with this strategy. However you might like to scaffold this task using the think/pair/share (Kagan) strategy.
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Add the following words to your interesting word list:
- democracy
- ostracism
- slaves
- metics
- boule
- citizens
- ephorate
- helots
Pick 3 of your own.
Students then complete the question on the side. (Please note the questions to be answered are listed in the student side). Students share their answers with their table group. Each table group then reports back to the class.
Using the venn diagram students then compare ancient Athens and modern Australia.
This activity will help students when to write their information report. Students ist the similarities and differences between the Australian government and the Athens government.
Students should try and add information about the following topics:
- Citizenship
- Democracy
- Voting
- Laws
- Jury
To help scaffold this unit ask students to first complete individually and then share with a partner, adding ideas they didn't have.
Extension
Give students both options, let students know that the extension task isn't about more work but about extending themselves. Let the students know that they will get better marks if they extend themselves.
To extend students, ask them to compare Athens, Sparta and Australia using the triple venn.
Most students chose to extend themselves. Encourage students to extend themselves, however do not push them, it is their choice.
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Answer the questions
1. Who could be
(a) Athenian Citizens?
(b) Spartan Citizens?
2. What percentage of the people who lived in Athens were citizens?
3. What happened to you if you were ostracised from Athens?
4.What is the difference between the direct democracy of Athens and the representative democracy of Australia?
5. Study source A carefully and answer these questions:
(a) How were members of the boule chosen?
(b) How did people vote in the apella?
(c) Who prepared the proposed laws and policies in Athens and Sparta?
(d) Why could war generals become powerful in Athens?
(e) Why were the ephorate and gerousia so powerful?
Using the information provided compare the Australian Government with Athens. Remember to look back at the flow charts.
Ancient Greece and Sparta
Australia
What was similar? What was different?
Extension task: Compare Athens, Sparta and the Australian government using the triple venn.
After students have complete the venn diagram ask students to write a PEC paragraph compiling all the information. It is important to do this now as it will help the students to retain the information.
Help students by beginning the PEC paragraph:
P: Australia and Athen were both democracies, however they were different types.
E: Australia has a representative democracy, this means that the people vote for people (politicians) to represent them. The politicians then vote on behalf of the people. In Athens, they have a direct democracy, this means that all citizens are able to vote on laws.
For students who have extended themselves, show them this start.
P: Australia and Athen were both democracies, however they were different types. Sparta was completly different.
E: Australia has a representative democracy, this means that the people vote for people (politicians) to represent them. The politicians then vote on behalf of the people. In Athens, they have a direct democracy, this means that all citizens are able to vote on laws. Sparta war run by two Kings who were chosen by the Council of Elders.
Learning Activity 6, 7, 8 and 9 - should take approximately 2 lessons.
Using the information from the venn diagram, write a PEC paragraph summarising all the information. It is important to know that this PEC paragraph will be more then 5 - 6 sentences, as you need to include all the information. Try and write in a logical order. Begin by talking about the type of government system and move into who are citizens and how they vote.
Using the British Museum website students research information about daily life in Athens.
Students are given the chance to explore a day in the life of an Athenian. They can choose which character they want to be and are able to clearly see how life is different for different people.
They can also explore the city and play a challenge where they get to find the citizens.
This task allows the students to learn using interactive games.
While exploring students complete the retrieval chart.
Extension Task
Ancient Greek Society - Sparta
Students are able to follow an electronic story about how Sparta became a city of soldiers. They are also able to explore objects from Sparta. Students are to complete the extension task retrieval chart while they explore the website.
www.ancientgreece.co.uk
To help make students more accountable you might like to use the circle time format to get students to share their ideas. You could also get students to share their ideas in pairs or table groups. This will allow students to add ideas that they may have missed.
Information for teachers can be found on the staff page.
Learning activity 10 should take one lesson.
Use the website to explore daily life in Athens. What was a normal day like for the different people? Remember that different people had different rights. Read through the information, play the game and explore the city, while completing the retrieval chart.
If you are extending yourself, explore Sparta.
Students are required to read the following texts.
Although students have explored Athens (and Sparta) through the British Museum website, you may like the students to add more information to their retrieval chart.
These texts look at daily life in Athens, Greece, with a partcular focus on children. It is important to read the text aloud, focusing on all parts of the text, including the captions.
The followingare extenstion tasks. Encourage all students to extend themselves.
Sparta Information:
Education in Sparta (Boys and Girls)
More information about Greece:
Learning activity 11, 12 and 13 should take approximately 1 - 2 lessons.
Read through the data set of education in Athens. To extend yourself you might like to also look at the information about Sparta. Add information to your retrieval chart as you go along.
Students need to add the following 3 words to their interesting word chart and 3 of their own choice.
kitharistes - Kitharistes is a surname of the Greek Sun-god Apollon (Apollo). Apollo Kitharistes usually is depicted standing with kithara or lyra in the left arm and plektron in the right hand. A synonym is Aulaeites or Kitharoedes.
Additionally, in ancient Greece (especially Athens) a Kitharistes was a teacher of music: lyre (kithara), composition, and singing, as well as dance. Sometimes also a lyre-player.
gymnasia - a place where Greek youths met for exercise and discussion
Sophists - any of a class of professional teachers in ancient Greece who gave instruction in various fields, as in general culture, rhetoric, politics, or disputation.
All answers were found at www.dictionary.com
Learning activity 11, 12 and 13 should take approximately 1 - 2 lessons.
Add 6 more words to the interesting word chart. Add the 3 below and then choose 3 of your own.
- kitharistes
- gymnasia
- Sophists
After students have complete retrieval students write a PEC paragraph compiling all the information. It is important to do this now as it will help the students to retain the information.
Help students by beginning the PEC paragraph:
P: A child who was born in Athens (and Sparta) lived a very different life, to children born in Australia.
Learning activity 11, 12 and 13 should take approximately 1 - 2 lessons.
Using the information from the retrieval chart, write a PEC paragraph summarising all the information. It is important to know that this PEC paragraph will be more then 5 - 6 sentences, as you need to include all the information. Try and write in a logical time sequence, begin by writing about when a child is born, leading in education.
Students read through data set on women. There are more texts available in this data set. This is to help extend the students.
After reading the first text ask students to respond.
What did they find interesting?
What surprised them?
How has life for women changed?
Students then work individually or in pairs to read through the other texts.
First text:
Extra informationt texts:
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Read the data set aloud as a class.
Students need to add more words to the interesting word chart. Allow the students to pick 5 words of their own.
Encourage students to use all the tools they have been taught throughout the unit.
Tips:
- Reading before and after the word
- Looking at root words
- Thinking about the context
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Pick 5 words to add to the interesting word chart.
Using the tree retrieval chart, students gather notes about how women lived in Athens and Sparta.
Encourage students to use the note taking skills they were taught throughout the unit.
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Using the circle time format students discuss who and how the role of women has changed.
Remind students of the circle time rules.
If students seem hesitant or unsure of what to talk about use the following questions as guiding questions.
How did you feel about the way Athenian women were treated?
What surprised you?
How has life changed?
Why do you think life for women has changed?
When discussing the role of women, make sure students do not get confused about the role of women in Athens and Sparta. Women in Sparta were allowed much more freedom than women in Athens.
How has the role of women changed?
Why do you think the role of women has changed?
After students have complete the venn diagram ask students to write a PEC paragraph compiling all the information. It is important to do this now as it will help the students to retain the information.
Teaching Tips
Help students by beginning the PEC paragraph:
P: Women in Athens had very little rights, unlike women today in Australia.
Extension
P: Women in Athens had very little rights, unlike women in Sparta and Australia today.
Learning activity 14, 15, 16 and 17 should take approximately 1 - 2 lessons.
Using the information from the venn diagram, write a PEC paragraph summarising all the information. It is important to know that this PEC paragraph will be more then 5 - 6 sentences, as you need to include all the information. Try and write in a logical order
This unit allows you to extend students. Students can choose 1 or more of the following topics. It is important to help students by telling them to use a retrival chart or venn diagram to write down their information. Students should be encouraged to pick a topic that they are intereted in.
Encourage students who have chosen not to look at Sparta to partake in this extension paragraph.
Help students by giving them a retrival chart.
Year 7 students in 2009 who did not extend themselves by looking at Sparta, felt more confident to extend themselves at this stage.
You will find that students who choose to extend now, and didnt not extend earlier will finish a bit early than the other students and they will do this task while others work on the women task. Alternatively, students may choose to do this text at home.
Pick one of the following topics to help extend your information report.
Pick one that interests you:
- Clothing
- Warfare
- Death and Buriel
- Food and Drink
- Fun and Games
- Looking Good
- Sport
Using the double bubble map students collate their information writing down the similarities and the differences.
This activity may seem like you are repeating information, however in the information report students are required to write a personal paragraph that outline the similarities and differences. Students should use the double bubble map to compare what they think was the most important point in each topic.
Learning activity 20, 21 and 22 should take 1 lesson.
Collate all your information, put it into the double bubble map.
This activity allows students to use their opinion to think about why there are still similarities between Australia and Ancient Greece.
Learning activity 20, 21 and 22 should take 1 lesson.
Consider the double bubble comparison and think about why do similarties exist between then and now? Why hasn't it changed?
This activity allows students to think about and form an opinion on why and how things have changed.
Complete the retrieval chart
Extension students complete this retrieval chart
Learning activity 20, 21 and 22 should take 1 lesson.
Think about the double bubble map.
Why do differences exist between then and now?
Why has it changed?
Complete the retrieval chart.
Give the students 4 examples of information texts. Make it clear to the students that you are focusing on the writing of the text not the format.
Read the texts aloud to the class. Ask students to privately rank them from 1 - 4, giving reasons. Students than share their ideas in their table group before reporting back to the class.
If there are any inconsistencies or disagreements, as a class work through the correct answers. It is important that this task is well scaffolded so that they students are able to understand what is needed when they write their own report.
Most effective to least effective
- Sample 4
- Sample 3 or 1
- Sample 3 or 1
- Sample 2
Students will debate over sample 3 and 1. What is more important is that students understand why 4 is the best and 2 is the worst.
Learning activity 23 and 24 should take half a lesson.
Read through the 4 examples of an information text. Using the sheet below, rank the texts 1 to 4. 1 being the best, 4 the worst. Give reasons for your ranking. Share your ideas with your table group before reporting back to the class.
Show another long information text and students have to identify structure and language features.
From that you get a list of how the information text is put together and what lanugage is used in the text.
Language Features:
- written in the 3rd person (no 1)
- formal language
- consistent tense
- correct punctuation
- correct grammar
- PEC paragraphs
Layout (structure/set out)
- pictures (1 for each paragraph)
- sub title under picture
- headings
- dot points in the introduction
The teacher needs to add other features (explicitly tell them - diagram/map etc)
Learning activity 23 and 24 should take half a lesson.
Read the information text aloud. This is an example of a good information text. Using the information you have gathered from reading the text what do you think you need to include in an information text? Using a placemat list an many things as possible.
Using the noisy round robin strategy share your ideas to the class.
Write the information text!
Student return to their venn diagram, retireval chart, tree chart, PEC paragraphs and double bubble map to write the text.
It is important to encourage students to use their notes and not go on the internet. By encouraging students to use the information they have already gathered, the students will write in their own words. Using ABTutor teachers can block students access to certain applications and allow students to only access certain websites. Another way of discouraging the use of the internet is to give students a choice of pictures from the following:
Athens
Sparta
Examples of completed information reports:
Please note this is the students completed copy, they have not been edited by classroom teachers at all.
Typing should take approximately 2 lessons as students have already written the paragraphs in their book.
How is life different today to that of Ancient Greece?
Using the PEC paragraphs that you have already written in your book type up your information report.
Things to remember:
Font - Calibri
Size - 12
Spacing - 1.5
Below are examples of completed information reports. They are of varying degrees of abilities.
Peta Richards information report (not edited)
Future learning pathways will include writing essays, PEC paragraphs and more writing opportunities for students.
Learning about, analysing, creating and writing essays and PEC paragraphs.
Students will compare Ancient Greek government, society and the role of women with Australian Society today. Students are required to write an information report where they are offered the chance to extend themselves.
During this unit we will examine and compare Ancient Greece with Australian society. You will focus on government, daily life and women.
Prue is in her 4th year of teaching and during this time has worked in the Lanyon Cluster of Schools with the Learning by Design Framework. Prue is currently undertaking her Masters of New Learning through the University of Illinois.
Linda Palin is currently an English and studies of society and environment teacher at Lanyon High School in Canberra, ACT. She has been teaching for 4 years and have been using the Learning by Design Framework to design and implement curriculum across the middle years.
© Prue Gill, Anne Dunn, Linda Palin, 2010. All Rights Reserved.
Apart from fair dealing for the purposes of study, research, criticism or review as permitted by copyright law, no part of this Learning Element may be reproduced by any process without permission from the author. This learning resource may quote some copyright material. It has been created solely for educational purposes. Any reproduction of copyright material either involves permissions sought by the author, or is within the bounds of 'minimal use' or 'fair use'. Template and schema by Mary Kalantzis and Bill Cope, copyright © 2003-2010 http://www.L-by-D.com.
© Prue Gill, Anne Dunn, Linda Palin, 2010. All Rights Reserved.
Apart from fair dealing for the purposes of study, research, criticism or review as permitted by copyright law, no part of this Learning Element may be reproduced by any process without permission from the author. This learning resource may quote some copyright material. It has been created solely for educational purposes. Any reproduction of copyright material either involves permissions sought by the author, or is within the bounds of 'minimal use' or 'fair use'. Template and schema by Mary Kalantzis and Bill Cope, copyright © 2003-2010 http://www.L-by-D.com.
The purpose of this activity is for students to get an idea of what laws exist and how they are made.
Placemat responses from Red 7a (04/11/09)
To help scaffold this unit, ask students to think about what they do each day and how they think laws might affect this.
Create a class list to display around the room.
Students will draw on this knowledge throughout the learning element.
Learning activity 1, 2 and 3 should take 1 and a half lessons.