A. TITLE OF LESSON: Now Showing: Democracy as seen in Ancient Greece B. CONTEXT OF LESSON Students will have been learning about Greece for about a week and a half. My cooperating teacher will have mentioned democracy but not specifically direct democracy. During their government unit earlier this year, the students learned about the representative democracy of the United States. This was also evident during my Seeing Student Thinking Interview where both students were able to correctly identify that the United States has a representative democracy. I will build upon that knowledge by having them compare it with the direct democracy of Ancient Greece. I also noticed during my seeing student thinking interview that the students seem truly interested in Ancient Greece. This lesson has a lot to do with government because it focuses on the types of government (direct and representative democracies), but I will keep Ancient Greece involved as much as possible because they are so interested in it by using a simulation where we pretend that we are in a classroom in Ancient Greece. Developmentally, according to Piaget, most of these students are in the concrete operational stage of cognitive development. These students have more flexible thinking which is why a simulation will work for them. It requires some imagination, but these students still need hands- on, experiential learning (Developmentally Appropriate Practice, p. 272). These children can solve some abstract problems at this point, but learning simply through reading or direct instruction is not enough because they need that hands-on aspect in the classroom. C. LEARNING OBJECTIVES Understand what are the broad generalizations the students should begin to develop? (These can be difficult to assess in one lesson.) Know what are the facts, rules, specific data the students will gain through this lesson? (These knows must be assessed in your lesson.) Do what are the specific thinking behaviors students will be able to do or practice as a result of this lesson? (These will also be assessed in your lesson.) -Students will understand that people and events of -Students will know that a direct democracy is a -Students will compare and contrast the Caryn Foster March 26, 2014 at 2 pm
the past can influence people and events of the present. government in which people vote to make their own rules and laws. -Students will know that a representative democracy is a government in which the people vote for (elect) a smaller group of citizens make the rules and laws for everyone. -Students will know that the current government of the United States is based on ideas developed in ancient Greece. government of ancient Greece to the United States government today.
D. ASSESSING LEARNING Task:
Discussion questions at the end of simulation Venn Diagram Worksheet Exit Ticket Diagnostic features: Thoughtful answers to questions about fairness and effectiveness of the direct democracy-There really are no right and wrong answers here. Students should at least discuss that both women and slaves could not vote, and decide whether that was fair or not. Venn diagram will compare and contrast direct democracy and representative democracy. Students will direct which phrases and definitions go with the ancient Greek government or the United States government. The exit ticket should have at least one difference that we talked about with our Venn Support:
Some of these students will need individual attention-my cooperating teacher and aids will assist. The exit ticket, specifically, might cause some trouble for a few students. If necessary, we can have them look at their Venn Diagram again to brainstorm an idea. I plan to use lots of visuals for students that are not as focused on the discussion. The pictures will allow them to still be involved in what the conversation is about.
diagrams.
E. RELATED VIRGINIA STANDARDS OF LEARNING VA SOL: Social Studies 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. F. MATERIALS NEEDED Role cards for simulation Venn diagram handout for each student Computer Access/Smartboard Exit Ticket worksheets for each student Paper bag Sticky labels (for differentiation)
G. PROCEDURE Activity Element & Time (in minutes) Procedures and management
Students
Academic, physical, social & linguistic differentiation, resources, and support Introduction Cooperating Teacher will go over the students Daily Social Studies Review Questions (Students already have these in their binders-VA SOL Practice Questions) Students will be following along in the questions, correcting them if necessary. I will keep an eye on a few students to make sure they actually correct any wrong answers. Event 1
Ancient Greece Direct Democracy Simulation -Explain classroom Students will be participating appropriately and following the classroom I will have pictures to go along with the simulation expectations to the students: We need to remember our school rules to raise our hand for permission to speak and leave our seat. -Hand out the role cards to the students (Woman, Rich man, Slave) -We will pretend that we are a 3 rd grade class at an elementary school in Ancient Greece. We, as a class, are trying to decide on a class pet. We have narrowed it down between a goat, a pig, or a donkey. We are going to vote to make this decision as we would if we lived in Ancient Greece. -Pass out the role cards to students; have them randomly select one out of a hat with the cards mixed in them. -Explain to the students that only the students who have the Rich man cards can vote. Remember, every role is important. -Discuss the following questions: Who in our class was completely excluded from voting? What role cards did those people have? How was expectations as discussed. (pictures of each of the class pets & the role cards) There will be text on the Smartboard (the questions will be there particularly) that a fair way to vote? How was it not fair? Transition
Ask for final comments for the discussion. Then say that we are now going to look at the Smartboard again to learn more! Students will finish the discussion and then direct their attention to the Smartboard; they must make sure they can see it clearly.
Event 2
Smartboard Lesson -Direct democracy: In our activity, this is what we did. Who didnt vote? (Women and slaves), Who could vote? (The rich men), This is the type of government that Ancient Greece had. It is called a direct democracy because people vote to make their own rules and laws, directly! -The United States has a government that is a little bit different but has some similarities as well because we got some of our ideas from the direct democracy of Ancient Greece. We have what is called a representative democracy. That means that the people vote for (elect) a smaller group of citizens make the rules and laws for everyone. -What would our activity have looked like earlier if we had a representative democracy to vote for the class pet? The students will be active learners during this Smartboard lesson. I will refer back to our simulation to keep this more engaging. This is going to be as short as possible because I dont want the students to become disengaged, but it is necessary to look at a few definitions before moving on to the next part of the lesson. Transition Let the students know that Have a student help we will now be doing an activity on the Smartboard. Hand out the Venn diagram worksheets to the students. hand out the papers. The rest of the students will wait quietly in their seats. Event 3
Venn diagram to compare and contrast the ancient Greece government to the U.S. government I will have a Venn diagram at the end of the Smartboard presentation as a slide with different answers already written out. The students will tell me where each phrase and definition goes on the Venn diagram. The students will each have their own sheet to write down what we look at.
Students will brainstorm ideas for how the governments are similar and different. Students will write on their Venn diagram worksheet what we do on the Smartboard to keep in their binders for studying. I will have labels with the words on them for one particular student to put on his Venn diagram so writing is not necessary The Venn diagram will be projected on the screen so that all students can see it Physically active because the students will come up to the Smartboard Conclusion: Exit Ticket! What is one way that the direct democracy of Ancient Greece is different from the representative democracy of the United States? Students will be given a lined sheet with the question written on it (the question will also be up on the Smartboard) and they will write their answers for me to collect as assessment. A few students might need to look back at their Venn diagrams for this. One student will also need us to write what he dictates.
H. DIFFERENTIATION First, the students really seem to enjoy learning about Greece. While this lesson is heavily a civics lesson, I plan to incorporate Greece as much as possible. For example, we will pretend that we are in a classroom in Ancient Greece during the simulation. The simulation also uses a variety of activities that will help students with varied learning styles. There will be active participation in a direct democracy and discussion. For both parts of this, I will have pictures on the Smartboard and the questions will also be written up there so the students can see them again if just hearing me is not enough. When we get to the Venn diagram, I will have a couple of things to help students here. Some students might need to be up and moving at this point; I will have students come to the Smartboard to move the text to the correct spot on the Venn diagram. It will be projected on the screen so that all students can see it so they can copy it on their own Venn diagrams. One student has trouble writing more than just a couple of words. I will have sticky labels for this student with the words already on them so he can just peel off the sticker and put it on the correct part of the Venn diagram. Finally, for the exit ticket, a few students might need to look back at their Venn diagrams. I will allow them to do this, if necessary, but I will have them try to write it without looking back first. If they do need to look back, it is not taking away from their learning because they are simply using a resource that they worked to create.
I. RATIONALE While Ancient Greece may not seem that important, my hope in this lesson is that students will come to realize that people of the past can really influence people of the present. Democracy originated from Ancient Greece; what would the United States be like today if we did not have these foundations of democracy. Would we have a monarchy or a dictator or an aristocracy? Maybe eventually the idea of democracy would have come about because people might have been drawn to government by the people, but we will never really know. I want this to be a powerful lesson for my students, and I believe that a simulation really allows for that to happen. This means that it will be meaningful, integrative, value-based, challenging, and active. The use of a simulation will allow for this to happen during my lesson. It is meaningful because I am using an experience of something they can relate to, picking a class pet to demonstrate what it would be like to be a citizen of a direct democracy. It is integrative in that I am combining both civics and history. It is value-based because students must decide whether or not they feel that the simulation is fair since not all students will get the opportunity to vote. Students are learning what it is like to be an active citizen by voting. Decision making is required as well as application of critical thinking skills; this makes this lesson plan challenging. Finally, this lesson is active because the students will be engaged both physically and mentally. One way I am doing that specifically is by having the vote be about a class pet, something the students would be interested in (http://www.socialstudies.org/positions/powerfulandpurposeful). This lesson aids in the students development as citizens. If we want policies of the United States to actually reflect how our citizens feel, then we need every ordinary citizen to understand what a democracy means. Voting for a class pet is an example that 3 rd graders can relate to, but it is the beginning of understanding the democratic process that they will have the opportunity to be a part of as they get older. Students get to explore this idea in a safe environment of the classroom. I believe that this subject matter is very important because these students will be adults before they know it; they will be the ones making decisions for our country. Imagine if students never learned about what a democracy was, that could be a disaster for our country. This subject matter of democracy clearly goes beyond school. It is essential that they develop these understandings during their time in school so that they can contribute to their communities and to society. Being an active citizen is a part of this contribution. Students will get to vote and maybe even be representatives in our government. This is not a subject matter that can just be covered at a surface-level. Through a simulation, students get to experience democracy firsthand. There is no better way to get students actively involved and interested in their government than by making it relevant at a young age to simply teach them the process. The issues that we as adults vote for will become relevant as they get older. J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? If there are any problems with the Smartboard, it would definitely affect my lesson plan. My first back-up plan would be to have papers that I could put under the projector. The students would still be able to see the text and the pictures if I did this. If the projector did not work either, though, I would be writing on the whiteboard a lot more. I would also be doing the Venn diagram activity on the whiteboard as well if that happened. The students might get upset if they do not get to vote during the simulation, if they get a women or slave role card. Before we begin, I will explain that every role in this is important. It might not necessarily be the role you would like to have, but that role is essential to our class activity working correctly. In terms of their learning, some students might have trouble wrapping their minds around the representative democracy since we do not have time to do a simulation for both. I will try to give them a concrete example. If we were voting on a class pet in the present day United States, all students would vote on their representative. Then, these representatives would decide together on what the class pet would be. Students might also have trouble understanding that women were not allowed to vote in Ancient Greece. I will remind them that women could not vote in the United States until much later. A woman not voting does not make that type of government bad.
Venn Diagram: -Direct democracy -Works well for a smaller group of people -Citizens are directly responsible for making decisions -Only men could vote -People vote directly to make their own laws -Representative democracy -Citizens vote for or elect representatives -Representatives debate and decide laws -Works better for a larger group of people -Any citizen over 18 can vote Ancient Greece United States -People have a say in the government -Citizens take part in the law- making process