Share My Lesson: Greek Culture 1 of 3: Intro to Alexander the Great

21st Century Lessons

Greek Culture 1 (of 3): Intro to Alexander the Great

Primary Lesson Designer:Nathan Taylor

1

Access 300,000+ free lesson plans like this one on Share My Lesson, developed by the American Federation of Teachers and TES Global: sharemylesson.com.

2

3

This project is funded by the American Federation of Teachers.

4

*1st Time Users of 21st Century Lesson:Click HERE for a detailed description of our project.

21st Century Lessons – Teacher Preparation

• Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets.

• Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly.

Please do the following as you prepare to deliver this lesson:

• Feel free to customize this file to match the language and routines in your classroom.

5

Lesson Objective

Lesson Description

Lesson Overview (1 of 3)

SWBAT define cultural diffusion and explain how cultures spread.

This lesson enables students to develop definitions of culture and cultural diffusion through reading passages, reflective questions, and whole-group instruction. A definition for culture is difficult for students to comprehend, so this lesson purposefully scaffolds instruction to allow students to define culture, then cultural diffusion. Following this lesson, students will apply their understanding of cultural diffusion to the life of Alexander. The homework assignment accompanying this lesson provides a timeline and key events in the life of Phillip II of Macedon. This assignment will set up the following lesson on Alexander.

6

Lesson Vocabulary

Materials Computer, LCD projector, PowerPoint Presentation, Student Handouts (printed on 8.5x11 paper)

Scaffolding A. Modify classwork and homework worksheets and expectations.B. Have students work in heterogeneous pairs, allowing stronger readers to support weaker readers.C. Give additional time for classwork or homework for struggling students. They can work on these assignments in a group, with a partner, teacher , or learning specialist.D. Annotate text for struggling students.

Enrichment 1. Students could identify and describe examples of cultural diffusion in their own lives.

2. Students could research the influence of Greek culture in the United States and prepare an oral report, podcast, or PowerPoint.

Online Resources for Absent Students

Lesson Overview (2 of 3)Culture- Culture is a collection of artifacts and elements that

define the way of life for different groups of peopleCultural diffusion- Cultural diffusion is the way in which

cultural elements move from one group of people to another.

http://www.historyforkids.org/learn/greeks http://www.ancientgreece.co.uk/knowledge/explore/exp_set.html http://www.pbs.org/empires/thegreeks/timeline/index_html.html

http://www.historyforkids.org/learn/greeks

7

Lesson Overview (3 of 3)Common Core State Standard

Reading – 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Massachusetts Social Studies Frameworks:6.31 Describe the rise of Alexander the Great and the spread of Greek culture.

Before and After

Before: Students should have an understanding of Greek government and the daily lives of some Greek city-states, especially Athens and Sparta. Students should have a broad understanding of the Peloponnesian Wars and should have a vague understanding of culture. After: After the lesson, students will connect cultural diffusion with the life of Alexander the Great, recognizing Alexander as a key figure in the spread of Greek culture to other parts of the world.

Topic Background

Understanding the impact of Greek culture is of great importance to the western world. Learning how cultures spread impacts students understanding of how people and governments affect one another’s culture.

Warm Up

OBJECTIVE: SWBAT define cultural diffusion and explain how cultures spread.

Agenda

8

The images at left are examples of culture. What comes to mind when you hear the word “culture”?

You have three minutes to list as many examples of culture as possible on your student handouts. You may use the images at left or create your own. When you finish, place your examples into groups.

Hint:One possible example is head scarf.

The group would be clothing.

Hint:One possible example is head scarf.

The group would be clothing.

Warm UpOBJECTIVE: SWBAT define cultural diffusion and explain how cultures spread.

9

TURN AND TALK:

What is culture?

Work with your partner to create your own definition of culture. We will discuss as a class in two minutes.

Discussion:What is your definition of culture? Discussion:What is your definition of culture?

Agenda

1) Warm Up: List and sort cultural terms. (independent) 2) Launch: Culture defined. (whole class & partner) 3) Explore: Passing the culture test. (whole class & partner) 4) Launch: Cultural diff… what? (independent) 5) Explore: Taking cultural diffusion to the next level. (independent)6) Assessment: A case study in cultural diffusion. (independent)

10

OBJECTIVE: SWBAT define cultural diffusion and explain how cultures spread.

Agenda:

Launch: What is culture?

Agenda

11

Culture is a collection of artifacts and elements that define the way of life for different groups of people.

There are 3 important characteristics of culture! We will learn each of these in today’s lesson.

There are 3 important characteristics of culture! We will learn each of these in today’s lesson.

Explore: Characteristic #1

12

Culture can be defined for any sized group. EXAMPLE: “The architecture of the ancient Greeks is a great example of Greek culture.“

GROUP SIZE: An entire civilization!

EXAMPLE: “Brian, Ashley, and Juan have a secret handshake. This handshake is an example of culture, it defines how they greet each other.

GROUP SIZE: 3 friends.

Agenda


13

Culture can be defined for any sized group.

Write-Pair-Share: On page 3, work with a partner to list different groups that could have

their own culture. You have 60 seconds to list as many groups as possible!

When the timer finishes, turn and compare your answers with your partner, adding their answers

to your list.

Write-Pair-Share: On page 3, work with a partner to list different groups that could have

their own culture. You have 60 seconds to list as many groups as possible!

When the timer finishes, turn and compare your answers with your partner, adding their answers

to your list.

Agenda


14

Examples of culture can be called artifacts or elements.

Artifacts:An artifact of culture is an

example that you can touch.

Artifacts:An artifact of culture is an

example that you can touch.

Elements:An element of culture is also an

example of culture. Elements can be things that you can touch, or ideas, emotions, or other things

that you cannot touch.

Elements:An element of culture is also an

example of culture. Elements can be things that you can touch, or ideas, emotions, or other things

that you cannot touch.

Agenda

Elements vs. Artifacts

Agenda

15

Cultural elements

Parts of culture you can touch OR can’t touch.

Cultural artifacts

Parts of culture you can touch.

PARTNER CHALLENGE:Place the following cultural artifacts and elements in the Venn diagram on your student handout.

Clothing Religion Architecture Government Food Technology

Santa Claus Rap Music Fireworks Birthday Party

PARTNER CHALLENGE:Place the following cultural artifacts and elements in the Venn diagram on your student handout.

Clothing Religion Architecture Government Food Technology

Santa Claus Rap Music Fireworks Birthday Party

ClothingArchitecture

FoodTechnologyFireworks

Example: XboxReligion

GovernmentSanta ClausRap Music

Birthday Party

Challenge Question:

Is it possible to have a cultural artifact that is not a cultural

element?

Challenge Question:

Is it possible to have a cultural artifact that is not a cultural

element?


16

If something is an example of culture, it must answer a simple question:

Stand Up | Sit Down: Decide if each image is an example of culture. If it is an example of culture, stand up. If it is not an example of culture, sit down. Be prepared to defend your answer!

Culture Test Question: Does this artifact or element define how

people live or used to live?

Culture Test Question: Does this artifact or element define how

people live or used to live?

Agenda


17

Stand Up | Sit Down: Decide if each image is an example of culture. If it is an example of culture, stand up. If it is not an example of culture, sit down.

Answer:

This XBOX is a cultural artifact. Answer:

This XBOX is a cultural artifact. Challenge Question:

How do we know that an XBOX is an example

of culture? Challenge Question:

How do we know that an XBOX is an example

of culture?

Agenda


18


Answer:

This artwork is a cultural artifact. Answer:

This artwork is a cultural artifact. Challenge Question:

How do we know this is an example of

culture? Challenge Question:

How do we know this is an example of

culture?

Agenda


19


ANSWER:

An exit sign is NOT a cultural

artifact!

ANSWER:

An exit sign is NOT a cultural

artifact! Challenge Question:

Why isn’t an “exit sign” a cultural

artifact? Challenge Question:

Why isn’t an “exit sign” a cultural

artifact?

Agenda


20


Westminster AbbeyA Christian cathedral in

London, EnglandAnswer:

Westminster Abbey is an

example of culture.

Answer:Westminster Abbey is an

example of culture.

Challenge Question:How could architecture define

how someone lives or lived?

Challenge Question:How could architecture define

how someone lives or lived?

Challenge Question:How do we know this is an

example of culture?

Challenge Question:How do we know this is an

example of culture?

Agenda

Summary: 3 Characteristics of Culture

21

1. Culture can be defined for ANY sized group.

2. All examples of culture are cultural elements. Examples that you can touch may be called cultural artifacts, but they are still cultural elements.

3. Cultural artifacts and elements define how a group of people lived.

Agenda

Explore: Is it Greek culture or not?

22

Partner Work: On your class handout, you have been given short descriptions and images of ancient Greece. With your partner, decide if each description or image is an example of Greek culture and answer the questions that follow.

Agenda

Launch: Where in the world?

23

Analyze the cultural artifact below. Where is this ancient artifact probably located? Place a star on the map for where this cultural artifact is likely located.

Agenda

ANSWER: Alexandria, Egypt

24

Analyze the cultural artifact below. Where is this ancient artifact probably located? Place a star on the map for where this cultural artifact is likely located.

HYPOTHESIZEWhy are Greek cultural elements found in Egypt?

HYPOTHESIZEWhy are Greek cultural elements found in Egypt?

Agenda

Explore: Why do cultures spread?

25

DIRECTIONS: Read the passage about cultural diffusion in your student handouts independently. Underline the definition of cultural diffusion and circle examples of cultural diffusion.

When you finish, work to complete the graphic organizer for cultural diffusion and answer the questions that follow.

Agenda

Explore: Why do cultures spread?

26

Cultural Diffusion: The spread of culture from one group to another.

Pop Quiz: Which of the following is the best example of cultural diffusion?

a)“Santa Claus” riding a camel. b)Barack Obama eating a hot dog.c)American citizens attending a 4th of July celebration.

CORRECT ANSWER: CORRECT ANSWER: a) Santa Claus a) Santa Claus

riding a camel. riding a camel.

Turn and Talk:Why is A the correct

answer?

Turn and Talk:Why is A the correct

answer?

Turn and Talk:Why is C incorrect?

Turn and Talk:Why is C incorrect?

Agenda

Assessment: Diffusion Case Study

27

DIRECTIONS: Analyze the photograph of the United States Supreme Court building. Answer the questions that follow independently.

Agenda

Homework: King Phillip of Macedon

28

Objective: Characterize Phillip of Macedon and place major events in the life of Phillip on a timeline.

Activity: Read the passage about Phillip of Macedon. Answer the questions that follow and complete a timeline of Phillip’s life.

Agenda

04/15/2329

Back to Overview

Welcome to 21st Century Lessons! We are a non-profit organization that is funded through an AFT (American Federation of Teachers) Innovation Grant. Our mission is to increase student achievement by providing teachers with free world-class lessons that can be taught via an LCD projector and a computer. 21st Century Lessons are extremely comprehensive; we include everything from warm–ups and assessments, to scaffolding for English language learners and special education students. The lessons are designed into coherent units that are completely aligned with the Common Core State Standards, and utilize research-based best practices to help you improve your students’ math abilities. Additionally, all of our lessons are completely modifiable so you can adapt them if you like.

Description of 21st Century Lessons:

Next Slide

30

1st Time Users of 21st Century Lessons

The lesson that you are currently looking at is part of a unit that teaches the following Common Core Standards:Reading:1. Cite specific textual evidence to support analysis of primary and secondary sources.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.8. Distinguish among fact, opinion, and reasoned judgment in a text.

Writing:1. Write arguments focused on discipline-specific content.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.9. Draw evidence from informational texts to support analysis reflection, and research.

Standards for This Unit

Back to OverviewNext Slide

31


In order to properly use 21st Century Lessons you will need to possess or arrange the following things: Required:• PowerPoint for P.C. (any version should work) Note: Certain capabilities in the

PowerPoint Lessons are not compatible with PowerPoint for Mac, leading to some loss of functionality for Mac PowerPoint users.

• An LCD projector• Pre-arranged student groups of 2 – (Many lessons utilize student pairings. Pairs

should be seated close by and be ready to work together at a moment’s notice.

•Scissors – at least 1 for every pair

Requirements to teach 21st Century Lessons:


32


• Computer speakers that can amplify sound throughout the entire class• “Calling Sticks” – a class set of popsicle sticks with a student’s name on each one• A remote control or wireless presenter tool– to be able to advance the PowerPoint slides from anywhere in your classroom• Personalize PowerPoints by substituting any names and pictures of children we included in the PowerPoint with names and pictures of your own students.• Since many lessons utilize short, partner-processing activities, you will want a pre-established technique for efficiently getting your students’ attention. (“hands-up”, Count from “5” to “0” etc.)•Project onto a whiteboard so you or your students can solve problems by hand. (Lessons often have a digital option for showing how to solve a problem, but you may feel it is more effective to show the work by hand on a whiteboard.)• Internet connectivity – without the internet you may not have full functionality for some lessons.

Strongly Suggested to teach 21st Century Lessons:


33


We suggest spending 30-45 minutes reviewing a lesson before teaching it. In order to review the lesson run the PowerPoint in “Slideshow “- Presenters View and advance to the “Lesson Overview” slide. By clicking on the various tabs this slide will provide you with a lot of valuable information. It is not necessary to read through each tab in order to teach the lesson, but we encourage you to figure out which tabs are most useful for you. Note: All of our lessons are designed to be taught during a 45-55 minute class. If your class is shorter than this you will have to decide which sections to condense/remove. If your class is longer we suggest incorporating some of the “challenge” questions if available.

Lesson Preparation (Slide 1 of 2)


34


After reviewing the overview slide, click your way through the PowerPoint. As you go, make sure to read the presenter note section beneath each slide. The note section is divided into two sections: “In-Class Notes” and “Preparation Notes.” The In-Class Notes are designed to be concise, bulleted information that you can use “on the fly” as you teach the lesson. Included in In-Class Notes are: a) a suggested time frame for the lesson, so you can determine whether you want to speed up, slow down, or skip an activity, b) key questions and points that you may want to bring up with your students to get at the heart of the content, and c) answers to any questions being presented on the slide. The Preparation Notes use a narrative form to explain how we envision the activity shown on the slide to be delivered as well as the rationale for the activity and any insight that we may have.

Lesson Preparation (Slide 2 of 2)


35


There are several features which have been incorporated into our PowerPoint lessons to help make lessons run more smoothly as well as to give you access to additional resources during the lesson should you want them. These features include: Agenda Shortcuts – On the agenda slide, click on any section title and you will advance to that section. Click the agenda button on any slide to return to the agenda. Action Buttons – On certain slides words will appear on the chalk or erasers at the bottom of the chalkboard. These action buttons give you access to optional resources while you teach. The most common action buttons are:

Scaffolding – gives on-screen hints or help for that slideAnswers – reveals answers to questions on that slideChallenge – brings up a challenge questions for studentsAgenda – will return you to the agenda at the beginning of the lesson

Features built into each PowerPoint lesson


36


Overview Slide Tab Descriptions (Slide 1 of 3)

# Category Description

1 Lesson Objective A description of what your students should know or be able to do by the end of the lesson. We also include a “Student-Friendly Objective,” written in a manner students can more easily comprehend and digest.

2 Lesson Vocabulary A list of the vocabulary used in this lesson, with student-friendly definitions.

3 Common Core State Standard

Over 40 states have adopted the Common Core State Standards. This tab lists the Common Core Standard being taught in the lesson. (Massachusetts state standards are usually identical to the Common Core, if the MA standard is different it is also listed here.) http://www.corestandards.org/


37




4 Lesson Description This is probably the most important tab on the overview slide. Here, in a narrative form, the lesson designer takes you from beginning to end of the lesson. We often describe the pedagogical approach that we are using as well as the rationale for using this approach. We also discuss the big ideas of this lesson as well as any essential understandings.

5 Background Information This tab covers: a) interesting historical facts related to the day’s objective, b) how the lesson’s history is used in the real world, and c) a brief description of the research supporting the practices used in the lesson (sometimes with a link to the source).

6 Scaffolding Description of what supports the lesson utilizes for ELL students, Special Education students, and those who may be struggling to learn the concept/skill.


38




7 Enrichment On this tab we state an “advanced” objective for students who have already mastered (or master quickly) the standard objective. We also give a short description on how teachers can support these students.

8 Materials This is a list of materials required for this lesson. Some of these items may be hyperlinked to the actual document or website. In addition, there is a lesson outline which can be printed out.

9 Online Resources for Absent Students

Links to videos and practice problems that students who are absent (or need a review) can use independently to learn the day’s objective.

10 Before and After An explanation on how the concept and skills in the day’s lesson fit into the larger mathematics picture (i.e. what related concepts have students learned previously and what future concepts are we helping build a foundation for). Back to Overview

39

The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons. These lessons are intended to:

•Support an increase in student achievement; •Engage teachers and students; •Align to the National Common Core Standards and the Massachusetts curriculum frameworks;•Embed best teaching practices, such as differentiated instruction; •Incorporate high-quality multi-media and design (e.g., PowerPoint); •Be delivered by exemplary teachers for videotaping to be used for professional

development and other teacher training activities; •Be available, along with videos and supporting materials, to teachers free of charge via the

Internet. •Serve as the basis of high-quality, teacher-led professional development, including mentoring between experienced and novice teachers.

21st Century LessonsThe goal…

40

Directors:Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues CommitteeTed Chambers - Co-director of 21st Century LessonsTracy Young - Staffing Director of 21st Century LessonsLeslie Ryan Miller - Director of the Boston Public Schools Office of

Teacher Development and AdvancementEmily Berman- Curriculum Director (Social Studies) of 21st Century LessonsCarla Zils – Curriculum Director (Math) of 21st Century LessonsBrian Connor – Technology Coordinator

21st Century Lessons

The people…

Visit sharemylesson.com to download this and other high-quality PreK-12 lesson plans shared by education professionals and content partners.

41

Share My Lesson: Greek Culture 1 of 3: Intro to Alexander the Great

Education

Transcript of Share My Lesson: Greek Culture 1 of 3: Intro to Alexander the Great