Transcript 3/18 – Explain Spartan vs. Athenian education

3/3 – Locate the important geographical
features and historical places in ancient Greece
Do Now:
1. Get Greek
Geography
paper
2. Answer:
-What are 4
ways geography
affected ancient
civilizations?
3/3 – Locate the important geographical features and
historical places in ancient Greece
Directions:
1. Use text and atlas to
complete worksheet
2. Check w/ me when done
3. Extension:
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Sign out a chromebook
Select Greek Geography
link from my website
Answer “Bellwork” Qs
Answer next Qs 1-5
3/4 – Explain how the geographical features of Greece
affected its civilization
Do Now:
1. Get out Greek
Geography papers
2. TPS:
•
•
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Discuss predictions from
yesterday’s worksheet
Whose predictions are
proven best?
Whose geog is better –
Greece or China?
3/4 – Explain how the geographical features of Greece
affected its civilization
Directions:
1. Work individually OR
with a partner to take
guided notes w/ packet
2. Extension –
• Race: Use textbook to
find as many examples
as you can about how
geography affected
Greece!
3/7 – Construct a thesis and use transitions to explain Greek geography!
Do now:
1. Get out Greece
geography papers
2. Answer:
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What are transitions in
essays?
Where can they be
found?
What is their purpose?
3/7 – Construct a thesis and use transitions to explain Greek geography!
Transition practice!
1. Read this section
2. Find the transitions!
3. Which topics are
being used to
transition?
3/7 – Construct a thesis and use transitions to explain Greek geography!
Directions:
1. Construct a thesis answering
the EQ
2. Try for at least 3 paragraphs
3. Think of which details you
would use to support each
Transitions – once details are
planned, try writing transition
sentences to begin and end
paragraphs!
3/8 – Learn how to write a conclusion!
Do now:
1. Get out transition page
2. Either
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•
check your transitions
with a partner OR
Call me over to check
them
3. Answer – what do you
do in a conclusion
paragraph?
3/8 – Learn how to write a conclusion!
Conclusion Practice
Restate Thesis:
□
Should be re-worded, but doesn’t need to be. Should include the
same claim and evidence
Extend Topic (these should follow your thesis and make it stronger
without changing the focus):
□
Bring everything FULL CIRCLE – show how body paragraph topics
relate or compare to one another
□
Go into greater depth or make generalizations to allow the reader to
connect to the topic further
□
Make evaluations – discuss positive or negative effects of the topic
□
Explain importance of topic
□
Make connections to modern world (but DO NOT use personal
pronouns or informal language)
3/8 – Learn how to write a conclusion!
Directions:
1. Choose either the “Qin
vs. Han” EQ or the Greek
Geography EQ
2. Write a conclusion
paragraph for that essay
3. Mark off the suggestions
as you write them – try
to practice each one!
Extension – write a
conclusion for the other EQ!
Essay structure: What Goes Where?
A. 3 Concrete details & explanations
B. Conclusion/transition sentence
C. General Background sentences
D. Specific vocab terms/definitions
E. Thesis Statement
F. Topic/transition sentence
G. Expand on topic, discuss
importance, make connections
H. Restate thesis
3/9 – How did geography affect civilization?
Do now:
1. Sit in an area free of
distraction
2. Get the Common
Assessment prompt
3. Read it over; start
thinking about how you
could organize it and
what you’d need to
research
3/9 – How did geography affect civilization?
Directions:
1. Stay quiet; work individually
2. Use essay structure
blueprint to construct a
rough draft of your essay
3. Prepare to write the essay
on Friday!
3/10 – How did geography affect civilization?
Do now:
1. Sit in an area free of
distraction
2. Silently reflect –
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is the thesis you are
planning going to allow
you to include the
greatest amount of
details/vocab?
What will help you write
the best intro/conclusion?
3/11 – How did geography affect civilization?
Do now:
1. Sit in an area free of
distraction
2. Silently reflect –
•
What are the six parts of
our writing rubric and
which part(s) do you need
to work on the most?
3/11 – How did geography affect civilization?
Directions:
1. You may use UP TO the
first 15 minutes of class
to sharpen up your
blueprint
2. Once finished, sign out a
chromebook and
research Greek gods on
www.ancientgreece.co.uk
-Do the challenge!
3/14 – How did geography affect civilization?
1.
2.
3.
4.
Do now:
Sit in an area free of
distraction
Sign in to chromebook
Create a Google Doc –
you will end up printing
and deleting
You will have only this
period to finish writing
3/14 – How did geography affect civilization?
1.
2.
3.
4.
Directions:
Once finished, go to “print”
screen
Set printer to English Cart 1
Print
Hand in:
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Printed Essay – left bin
Blueprint – right bin
5. Delete Google Doc!
3/15 – Explain how monarchy was practiced in Greece
Do Now:
1. Get out Government HW
2. TPS:
•
•
Should 8th graders be
allowed to vote? Why?
What types of people
SHOULD be allowed to
vote? (age, education, etc.)
3/15 – Explain how monarchy was practiced in Greece
TPS:
• Should every citizen
have decision-making
power?
• This means not just
voting, but an actual say
in what decisions the
country makes – like
“majority rules”
3/15 – Explain how monarchy was practiced in Greece
Directions:
1. Move through the stations to learn about each form of gov.
2. Record its definition, how it worked, and how/why it ended
Once finished:
• Draw “visual” to help you remember it
• Extension readings by window
• Make a timeline of gov. types
• List pros/cons for each type
• Use text to make Athens/Sparta “T” chart
3/16 - Describe the Monarchy, Oligarchy, Tyranny, and Democracy of ancient Greece
Directions:
1. Move through the stations to learn about each form of gov.
2. Record its definition, how it worked, and how/why it ended
Once finished:
• Draw “visual” to help you remember it
• Extension readings by window
• Make a timeline of gov. types
• List pros/cons for each type
• Use text to make Athens/Sparta “T” chart
3/17 – To what extent did gov. improve over time in Greece?
Do Now:
1. Get out Government chart
2. SILENTLY:
• Make concept web for
Greek (Athenian)
Democracy
• Should contain at least 4
offshoots
• Should show how it worked
3/17 – To what extent did gov. improve over time in Greece?
Athenian Democracy
1. Polis had 30,000-40,000
citizens
2. Citizens Assembly
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How chosen?
How many?
3. Council of 500
•
How chosen?
3/17 – To what extent did gov. improve over time in Greece?
Directions:
1. SILENTLY:
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Get Government EQ paper
Write 5-8 sentence answer
Make it as detailed as
possible
Once finished, get Greece
vocab paper and begin
answering
3/17 – To what extent did gov. improve over time in Greece?
Directions:
1. Government EQ paper
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Circle your claim
Underline each
reason/concrete detail
*Star each vocab word
Try a counterexample!
3/17 – To what extent did gov. improve over time in Greece?
Questions:
1. How do you know what is
going on with our
government?
2. What is the difference
between rights and
responsibilities?
3/17 – To what extent did gov. improve over time in Greece?
Directions:
1. With remaining time, work
on vocab paper – define the
terms using your own words!
3/17 – To what extent did gov. improve over time in Greece?
Forms of Government:
1. Monarchy – one ruler, power
usually passed down
2. Oligarchy – a small group of
people rules the polis
3. Tyranny – one ruler, usually
got power by taking it
4. Democracy – the citizens all
have a say in decisions
3/18 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Do Now:
1. Get Athens/Sparta Control Sheet
2. TPS:
Is it better to be tough and strong or intelligent and cultured?
3/18 – Explain Spartan vs. Athenian education, government economy,
and treatment of noncitizens
3/18 – Explain Spartan vs. Athenian education, government economy,
and treatment of noncitizens
3/18 – Explain Spartan vs. Athenian education, government economy,
and treatment of noncitizens
Directions:
1.
2.
3.
4.
Choose 3 topics to study (Stations)
Research each topic for each polis; take notes
Decide which polis is more free, productive, successful
Make your slides presentation!
Spartan Values
 Strength
 Duty
 Discipline
Athenian Values
 Individuality
 Beauty
 Freedom
censored
A city of the Wise
Where:
City located on southern portion of the Greek
peninsula, not on Peloponnesus
Known For:
A city run by thinkers and known for both its military
might and wisdom in government and battle
Named After: named after Athena, goddess of
wisdom in battle and counsel
Art & Beauty
 Values art and beauty
above all
 Sculptures, buildings,
keeping oneself
beautiful very important
censored
 Art: culture, sculpture,
paintings, vases, poetry,
theater- ALL very
important
Government
 New, democratic ideas emerge from
Athenian culture and society:
 Direct Democracy: Citizens
directly make policy (decisions)
 Public Debate: Becomes an art in
Athens to discuss and argue
specifics of government
 Duties of the Citizen: All citizens
have responsibilities such as
voting, participating in the
government process
Practiced throughout Greece
and in Athens
• Slaves, usually barbarians
(non-Greeks), typically
captured in war.
• Others were born slaves or
their free parents sold them
into slavery for money.
The Warrior State
Sparta Video I
Sparta
It was here:
SPARTA
Focused on: war and building up
strength to fight (army only)
Why strict laws: An early slave revolt
causes the Spartans to create
strict laws that demanded public
allegiance to the state.
 NO artistic culture; only war skills
Sparta part II
 olig (few or little in Greek)
 arche (rule)
 Rule by a few
 the city-state was controlled by a king or by
an oligarchy
 Citizens are not encouraged to speak freely,
the few who rule were usually powerful
military leaders.
 Not allowed to travel
 Outsiders not welcome
 Discouraged from studying philosophy,
literature, or arts.
 Studied Art of War
 Sparta was a military culture
• Went toward developing a strong army
• Children were taught at home until they were seven
At Seven, began their training
•
Both boys and girls (boys more so) trained in
combat, but had pride for their women
• At 13, they were dropped off in the woods in
groups with nothing…had to survive (without
theft)
•
“The women did not bathe the babies with water, but with wine,
making it a sort of test of their strength. For they say that
the epileptic and sickly ones lose control and go into
convulsions, but the healthy ones are rather toughened like
steel and strengthened in their physique. The nurses
displayed care and skill: they did not use swaddling-bands,
making the babies free in their limbs and bodies. They also
made them sensible and not fussy about their food, not
afraid of the dark or frightened of being left alone, not
inclined to unpleasant awkwardness or whining. So even
some foreigners acquired Spartan nurses for their children.”
on Spartans
"They learned reading and writing for basic needs, but all the rest of
their education was to make them well-disciplined and steadfast
in hardship and victorious in battle. For this reason, as boys grew
older, the Spartans intensified their training, cutting their hair
short and making them used to walking barefoot and wearing
minimal clothing. When the boys reached the age of twelve, they
no longer had tunics to wear, but got one cloak a year. Their
bodies were tough and unused to baths and lotions. They enjoyed
such luxury only a few special days a year. They slept, in packs, on
beds which they got together on their own, made from the tops
of the rushes (plants) to be found by the river Eurotas. These they
broke off with their bare hands, not using knives."
• Men married at the age of 20
• Had to live in barracks for ten years
• If they wanted to see their wives, they had to
escape
• At the age of 30, men could finally move home
and were full citizens
• Still ate every meal in the military dining hall
• Food was sparse and plain
Spartan mother to her son as he goes off to war:
“Return with your shield, or on it.”
 To help ensure the physical superiority of their
people, babies were bathed in wine shortly after
birth.
• If they survived, they were taken to elders.
• If the elders deemed the baby unfit, it was left exposed
to die on a hillside (other city-states practiced
exposure).
Military Service and Children
Women
• Learned reading/writing
• Girls given similar harsh
physical training as the boys
• Received same amount/quality
of food as boys
• Could own/control property and
• Could overtake husband’s property
while he was @ war.
• Expected to defend it too and to put
down revolts.
• Not rushed into bearing
children.
3/21 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Do Now:
1. Get out Athens/Sparta Control Sheet
2. TPS:
How do you find out what our country’s leaders are doing?
3/18 – Explain Spartan vs. Athenian education, government economy,
and treatment of noncitizens
Directions:
1.
2.
3.
4.
Choose 3 topics to study (Stations)
Research each topic for each polis; take notes
Decide which polis is more free, productive, successful
Make your slides presentation!
3/22 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Do Now:
1. Get out Athens/Sparta Control Sheet
2. TPS: What is your opinion about people who don’t vote or
keep up with current events?
3/22 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Athenian Government:
1. Council of 500 2. Citizens Assembly -
3/22 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Athenian Government:
1. Council of 500 – 500 citizens randomly chosen by
lottery to make laws/decisions for one year. Met
each day
2. Citizens Assembly – 5,000-6,000 citizens meeting
every 10 days to debate issues and propose laws.
Any citizen could attend and speak
3/22 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Spartan Government:
1. Oligarchy
3/22 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Spartan Government:
1. Kings – 2 kings; government and military
2. Council of Elders – 28 elected men; served for life
3. Assembly – Like in Athens, but much less power
3/23 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Do Now:
1. Get out Athens/Sparta Control Sheet
2. TPS: What is economy and what makes it more
productive?
3/23 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Athenian Economy:
1. Traded with other poleis to get resources and products
2. Bought and sold goods at the Athenian Agora (marketplace)
3. Developed their own coins for trading – trade was highly
encouraged; culture flourished as a result
3/23 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Spartan Economy:
1. Traded with other poleis was discouraged – Spartans didn’t
want to share ideas and culture with anyone else
2. Because Spartans were soldiers only, they didn’t have
“regular” jobs – helots and perioikoi did those jobs
3. Instead of coins, Spartans used iron bars as currency
3/23 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Directions:
1. Slides presentation due at the end of the period!
2. You need:
•
•
3 concrete details WITH EXPLANATIONS – how they prove your
polis is more free, productive, or successful
Don’t just list all the details you researched – we’re using the
research to develop a thesis!
3/23 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Phalanx:
1. Battle formation invented by the Greeks –
overlapping shields to form an impenetrable wall
with spears sticking out
3/24 – Explain Spartan vs. Athenian education, government, economy,
and treatment of noncitizens
Do Now:
1.
2.
3.
4.
Sit with your partner
Decide: will you represent your polis in (verbal) battle?
If so, you will debate another team
If not, you may study for the quiz