Wednesday, 8/21: Intro to class
Essential Questions:
Essential Questions:
- Why do we even have governments?
- How did Greco-Roman political philosophy and political reforms in medieval England influence the development of democratic values?
| wh_syllabus.docx |
Thursday, 8/ 22: Island Activity
DO NOW: Notice where your desk is so that you can put it back at the end of class. Put all the desks in a circle.
You are stranded on a small tropical island the size of Redwood. You will never be rescued and you cannot escape or communicate off the island. All you have is what’s in your pockets and backpacks.
Your task is to:
First 15 minutes:
Second 15 minutes·
DO NOW: Notice where your desk is so that you can put it back at the end of class. Put all the desks in a circle.
You are stranded on a small tropical island the size of Redwood. You will never be rescued and you cannot escape or communicate off the island. All you have is what’s in your pockets and backpacks.
Your task is to:
- Figure out an immediate survival plan.
- Found a new nation by creating a rule book that ensures your island community will survive and thrive for generations to come.
First 15 minutes:
- Create a Google Doc on the projector computer. A student needs to type up your decisions here.·
- Decide a name for your island nation and get a student to start working on a flag, drawn in color.·
- A list on the Google Doc of whom in the class will perform the following duties + a justification for picking them (Example--“Bubba will gather food because he is the tallest”): Hunting, gathering food, cooking, shelter, defense/policing, fishing, health care, anything else important.
Second 15 minutes·
- What are the rules of your island nation? Rules should be realistic and make sense.·
- How will your community determine if someone is guilty of breaking rules?·
- What punishment will be meted out to those who break the rules? Why?·
- Who gets to make the rules? WHY?
| wh_syllabus.docx |
Friday, 8/23: More set up + Forms of Government
VIDEO (3): “Forms of Government”
DEBRIEF (5): On board—what kinds of government were mentioned and what are the pros and cons of each?
GOVERNMENT CARD SORT (10-15):
DEBRIEF
HW: Get syllabus signed by Monday.
Monday, 8/26: Ancient Greece Lecture
DUE: Syllabus signed. Check list worth five points.
TEXTBOOK
GO OVER STANDARDS FOR HW PACKET
LECTURE
VIDEO (3): “Forms of Government”
DEBRIEF (5): On board—what kinds of government were mentioned and what are the pros and cons of each?
GOVERNMENT CARD SORT (10-15):
- Match the cards and the situation. There is more than one possible right answer.
- Discuss with your group WHY your match makes sense. How does the type of government you picked help increase the chance of a positive solution to the problem?
- Everyone in your group must be ready to justify your match during the discussion. Your answer is “right” if you can justify it logically.
DEBRIEF
HW: Get syllabus signed by Monday.
Monday, 8/26: Ancient Greece Lecture
DUE: Syllabus signed. Check list worth five points.
TEXTBOOK
- Everybody grab a book and locate the T-number on the inside cover.
- Check for torn pages or other defects.
- Legibly write down the T-number on the roll sheet next to your name.
GO OVER STANDARDS FOR HW PACKET
LECTURE
| ancient_greece.pptx |
VIDEO: “Top 10 Spartan One-Liners”
HW: 1. HW #1 (Due Block Day)
2. Study for Practice Quiz (Block Day).
3. Study for Quiz (Friday)
HW: 1. HW #1 (Due Block Day)
2. Study for Practice Quiz (Block Day).
3. Study for Quiz (Friday)
| unit_i_hw_packet.doc |
| option_b_short_reading_on_plato__boris_johnson_.docx |
Tuesday 8/27: Athens vs. Sparta
VIDEO (5): “Athenian Democracy: Solon and Cleisthenes”
RECRUITMENT BROCHURE:
1. Start with this web site and then look for “Ancient Greece” + “Comparing Athens and Sparta”. Teacher will divide the groups into either Athens or Sparta. Your goal is to develop a brochure that:
a.Highlights how great it is to live in your city state and
b.Trashes life in the other, rival city state.
2. Each student is responsible for one part of the brochure (individual grade). Get a sheet of big ol’ paper and put your name on it. This is your page of the brochure to design and present.
3. 2-5 illustrations + 5 facts. Divide the work within your group. You can focus on military accomplishments, wealth, the status of women, level of freedom (for citizens and/or slaves), art, or any other topic you find interesting. Write clearly and do your best to make your page attractive.
4. If you use a source other than the one provided above, cite the URL.
5.The presentations are informal. You don’t have to memorize what you are going to say—just share it with the class. You will get 60 minutes of work time on block day.
HW: 1. HW #1 (Due Block Day)
2. Study for Practice Quiz (Block Day).
3. Study for Quiz (Friday)
Block Day, 8/28-8/29: Practice Quiz and Finish + Present Brochures
DUE: HW #1
PRACTICE QUIZ (10): Ancient Greeks
BROCHURES: Work Time
PRESENTATIONS OF BROCHURES:
HW: Study for quiz.
VIDEO (5): “Athenian Democracy: Solon and Cleisthenes”
RECRUITMENT BROCHURE:
1. Start with this web site and then look for “Ancient Greece” + “Comparing Athens and Sparta”. Teacher will divide the groups into either Athens or Sparta. Your goal is to develop a brochure that:
a.Highlights how great it is to live in your city state and
b.Trashes life in the other, rival city state.
2. Each student is responsible for one part of the brochure (individual grade). Get a sheet of big ol’ paper and put your name on it. This is your page of the brochure to design and present.
3. 2-5 illustrations + 5 facts. Divide the work within your group. You can focus on military accomplishments, wealth, the status of women, level of freedom (for citizens and/or slaves), art, or any other topic you find interesting. Write clearly and do your best to make your page attractive.
4. If you use a source other than the one provided above, cite the URL.
5.The presentations are informal. You don’t have to memorize what you are going to say—just share it with the class. You will get 60 minutes of work time on block day.
HW: 1. HW #1 (Due Block Day)
2. Study for Practice Quiz (Block Day).
3. Study for Quiz (Friday)
Block Day, 8/28-8/29: Practice Quiz and Finish + Present Brochures
DUE: HW #1
PRACTICE QUIZ (10): Ancient Greeks
BROCHURES: Work Time
PRESENTATIONS OF BROCHURES:
HW: Study for quiz.
| ancient_greece_quiz_study_guide.docx |
Friday, 8/30: Quiz on Ancient Greece
QUIZ (30)
READING: Women in Rome
HW: NONE, but… HW#2 will be due on block day and you’ll also need to study for the practice quiz based on Tuesday’s lecture, so doing HW #2 over the weekend might be a good idea.
MONDAY SEPTEMBER 2 LABOR DAY
QUIZ (30)
READING: Women in Rome
HW: NONE, but… HW#2 will be due on block day and you’ll also need to study for the practice quiz based on Tuesday’s lecture, so doing HW #2 over the weekend might be a good idea.
MONDAY SEPTEMBER 2 LABOR DAY
Tuesday, 9/3: Lecture on Roman Republic
LECTURE
LECTURE
| the_roman_republic_.pptx |
START ONLINE ACTIVITY: You are going to need to use both sites + Google the vocabulary. Clickevich among these 3 web sites to find the best translations: http://www.constitution.org/sps/sps01_1.htm http://avalon.law.yale.edu/ancient/twelve_tables.asp and https://sourcebooks.fordham.edu/ancient/12tables.asp
- Read your assigned Table, the discuss the following with your group:
- Which 2 laws make the most sense? Why?
- Which 2 laws make the least sense? Why?
- Which law reminds you the most of an American law? If you can’t find one, which law do you wish we had in the USA? Why?
- One person writes down your answers with the names of everyone in your group. Share it with [email protected]
- Be ready to discuss with the class.
GROUP 1--TABLE I.
GROUP 2-- TABLE IV.
GROUP 3—TABLE V
GROUP 4--TABLE VIII
GROUP 5--TABLE X.
HW: HW#2. Due Block Day.
HW: Study for Practice Quiz on Block Day.
Block Day, 9/4-9/5: 12 Tables.
COLLECT: HW #2
PRACTICE QUIZ:
ONLINE ACTIVITY: 30 minutes of work time.
SHARE OUT
BACK TO THE ISLAND: Out of the laws on the board, we can keep only keep 4 for the island. Which should we eliminate?·
- Open Island Google Doc on the screen + add a section entitled "From the 12 Tables".·
- Which ones should we eliminate and why?·
- If there is an objection to eliminating a rule, we’ll take a class vote. Only one objection per student allowed.
HW: Study for the quiz.
| roman_republic_quiz_study_guide.docx |
Friday 9/6: ROME QUIZ + READING
QUIZ
READING: “Magna Carta” Saudi Arabia HRW report excerpts.
Monday, 9/9: Medieval England Lecture + Skits
LECTURE
SKIT PREP: Prepare to perform a 1-2 minute skit illustrating the concept you were assigned. The goal is to make it clear enough for the class to guess what it is without using the actual word.
SKITS: Guess the word.
HW: 1. Study for practice quiz block day. 2. “Mad King” reading due Block Day.
QUIZ
READING: “Magna Carta” Saudi Arabia HRW report excerpts.
Monday, 9/9: Medieval England Lecture + Skits
LECTURE
SKIT PREP: Prepare to perform a 1-2 minute skit illustrating the concept you were assigned. The goal is to make it clear enough for the class to guess what it is without using the actual word.
SKITS: Guess the word.
HW: 1. Study for practice quiz block day. 2. “Mad King” reading due Block Day.
| magna_carta.pptx |
| mad_king_hw_reading.docx |
Tuesday, 9/10: PREP FOR DEBATE
QUESTIONS:
1. Which form of government had the best balance between efficiency and fairness?
2. Which right is the most important for a successful society? Common Law, Habeas Corpus, or Due Process?
NOTES: Take notes on a Google Doc with your table group and put your names on the sections you worked on, just in case you don’t get a chance to speak during the debate or there is some confusion about how to grade you.
Each student is responsible for a minimum of 1 page of notes (bullet points OK).
Share the notes with [email protected]
Stay focused and productive today. Off task web sites = point deductions.
Find evidence and cite 3-5 sources (URLs only). Show that you’ve deepened your knowledge about the topic.
ROUND 1: Which system had the best balance between being efficient and being fair?
ROUND 2: Without this right, any system of government is DOOMED
Debate Rules:
Opening Statements (“Why this system is the most efficient and just”)
Audience Counter-Arguments vs. a system of government (“Why you are wrong”)
Your system’s failures, including unrealistic and/or extreme views of how the world actually works.
This right is more important than the right you are advocating.
REPEAT with 5 new students
HW: 1. Study for practice quiz block day. 2. “Mad King” reading due Block Day.
Block, 9/11-9/12—Practice Quiz + Prep Debate/review
DUE: “Mad King” reading.
PRACTICE QUIZ: Magna Carta
PREP
DEBATE:
BACK TO THE ISLAND
100 years have passed and the founding generation is gone. You are their descendants. The population has grown to 500 people.
Like before, your teacher isn’t going to say or do much more than keep time and remind you of the goals, so you are in charge.
HW: None.
QUESTIONS:
1. Which form of government had the best balance between efficiency and fairness?
2. Which right is the most important for a successful society? Common Law, Habeas Corpus, or Due Process?
NOTES: Take notes on a Google Doc with your table group and put your names on the sections you worked on, just in case you don’t get a chance to speak during the debate or there is some confusion about how to grade you.
Each student is responsible for a minimum of 1 page of notes (bullet points OK).
Share the notes with [email protected]
Stay focused and productive today. Off task web sites = point deductions.
Find evidence and cite 3-5 sources (URLs only). Show that you’ve deepened your knowledge about the topic.
ROUND 1: Which system had the best balance between being efficient and being fair?
- Athens’ direct democracy (Solon, Cleisthenes): “Citizens! We need to hear everyone’s voices.”
- Plato’s philosopher kings—Rule by a morally and intellectually superior elite. “Don’t worry your pretty little heads about it, we’ve got this.”
- The Roman Republic: Representatives elected by citizens make decisions but can’t go beyond the Constitution (12 Tables). “There’s a reason we conquered the known world. JOIN US.” The Greek/Roman historian Polybius has some useful arguments for why the Romans' system of government was superior.
ROUND 2: Without this right, any system of government is DOOMED
- Common Law
- Due Process
- Habeas Corpus
Debate Rules:
- Be ready to argue all sides throughout the debate. You won’t know which side you’re on until the moment the debate starts.
- I will randomly call students to the debate circle of 5 desks for each round. Once a student has spoken once, it’s possible to substitute for that student by tapping the shoulder. You might get selected more than once after I shuffle the cards.
Opening Statements (“Why this system is the most efficient and just”)
Audience Counter-Arguments vs. a system of government (“Why you are wrong”)
Your system’s failures, including unrealistic and/or extreme views of how the world actually works.
This right is more important than the right you are advocating.
REPEAT with 5 new students
HW: 1. Study for practice quiz block day. 2. “Mad King” reading due Block Day.
Block, 9/11-9/12—Practice Quiz + Prep Debate/review
DUE: “Mad King” reading.
PRACTICE QUIZ: Magna Carta
PREP
DEBATE:
BACK TO THE ISLAND
100 years have passed and the founding generation is gone. You are their descendants. The population has grown to 500 people.
Like before, your teacher isn’t going to say or do much more than keep time and remind you of the goals, so you are in charge.
- What essential rights, either from Rome or the Magna Carta, will Islanders have? You can only have 2.
- Which other essential right are we missing (it can be any right you think of; it doesn't have to be from Rome or Magna Carta)? You can only have 1.
- It's time to change The Island’s government. Incorporate what you’ve learned about Ancient Rome to make your system both efficient and fair for you and all future generations of Islanders.
HW: None.
