Social Studies Unit Plan Historical Models of Democracy

1/1/2012
Grade 6 Social Studies | Magrath Elementary School

RILEY
LAIRD
SOCIAL STUDIES LONG RANGE PLANS

Grade 6 Historical Models of Democracy Unit 2
Table of Contents:
Cover Page
1
Table of contents
2
Course Summary and Key Concepts
3
Unit Rationales
3
Topic: Historical Models of
Democracy:
4
Unit 1: Ancient Athens GLOs
4
Unit 2: The Iroquois Confederacy
GLOs
4
Long Range Calendar
8
Tentative Major Activity and Lesson
Schedule
12
List of major materials and resources

Grade 6: Democracy: Action & Participation
Focusing Questions
Focusing Questions:
1. What is a Direct Democracy?
2. What do we know about life in Ancient Athens?
3. How did ancient Athens contribute to our current day system of government?
4. What were the democratic principles exemplified by ancient Athens democracy?
5. What were the social structures in ancient Athens and how did they contribute to their system of
democracy?
6. What were the democratic principles exemplified by the Iroquois Confederacy?
7. What were the social structures in the Iroquois Confederacy and how did they contribute to their
system of democracy?
Key Concepts
The following concepts are developed in this unit and may also be addressed in other units at other grade
levels.
The democratic principles exemplified by ancient Athens and by the Iroquois Confederacy
How these historic models of government contributed to Canadas current democratic model
The social structure and arrangement of historic models of government and how they compare to
current models of government
Equality in democracy then and now
Unit Overview
Grade 6 students will examine how participation in the democratic process is a means for governments and
citizens to effect change in their communities. They will explore how democratic principles and ideals are
reflected in the structure and functions of their local and provincial governments. Students will examine how
ancient Athens and the Iroquois Confederacy have influenced Canadas democratic processes.
Rationale
Grade 6 students will broaden their understanding of democracy in the Canadian experience and develop an
awareness of the active role that engaged citizens can play within the democratic process by examining past
systems of democracy. We will begin by reviewing the basics of democracy. Then we will take a trip through
time to examine how it is that direct democracy came to be in ancient Athens. This part of the unit will look at
what life was like for all the citizens in ancient Athens and how they participated in their system of
government. The unit will move into the structure of Athenian democracy and how it was ran. The second
part of this unit will look at the Iroquois Confederacy and their social structure as well as system of
government. The students will conclude the unit by comparing the two systems of government and making
inferences as to how these historic models of government contributed to modern day Canadian democracy.
This unit will also integrate current events by including weekly presentations of new releases pertaining to
modern day Greece and/or the Iroquois people as well as other local and international news.

Historical Models of Democracy Unit:
General Learning Outcome
6.2 Students will demonstrate an understanding and appreciation of the democratic principles
exemplified by ancient Athens and the Iroquois Confederacy.

In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program
of studies provides the flexibility to include these topics within the time allotted for social studies.

Specific Learning Outcomes:
Values and Attitudes
Students will:
6.2.1 Appreciate the relationship between the values of a society and the model of government
adopted within a society (PADM)

6.2.2 Value the role of participation by citizens in diverse democratic societies (C, PADM)

Knowledge and Understanding
Students will:
6.2.3 Analyze the structure and functions of the democratic system in ancient Athens by
exploring and reflecting upon the following questions and issues:
How was the government of ancient Athens structured? (PADM)
How did the structure of the government in ancient Athens provide opportunities for citizens to
participate in decision making? (C, PADM)
How did identity, status and class structure impact citizenship in ancient Athens? (C, I)
How did the social structure of ancient Athens impact its political structure? (CC, PADM)
To what extent were democratic ideals of equity and fairness part of the structure of
government and society in ancient Athens? (I, PADM)

6.2.4 Analyze the structure and functions of the Iroquois Confederacy by exploring and
reflecting upon the following questions and issues:
How was the Iroquois Confederacy structured? (PADM)
What was the role and status of women within the Iroquois Confederacy? (I, PADM)
What are the advantages and disadvantages of consensus as a decision-making model for government?
(PADM)
How did the Six Nations use the consensus-building process? (PADM)
How did the Wampum Belt address collective identity? (I, PADM)
How did the social structure of the Iroquois Confederacy impact its political structure?
(CC, PADM)
To what extent did the decision-making process within the Iroquois Confederacy reflect
democratic ideals of equity and fairness? (PADM)

Skills: DIMENSIONS OF THINKING
Students will:
6.S.1 Develop skills of critical thinking and creative thinking:
Assess significant local and current affairs from a variety of sources, with a focus on
examining bias and distinguishing fact from opinion
Critically evaluate ideas, information and positions
Re-evaluate personal opinions to broaden understanding of a topic or an issue
Generate original ideas and strategies in individual and group activities
Seek responses to inquiries from various authorities through electronic media (ICT)

6.S.2 Develop skills of historical thinking:
Use primary sources to interpret historical events and issues
Use historical and community resources to understand and organize the sequence of historical
events
Explain the historical contexts of key events of a given time period
Use examples of events to describe cause and effect and change over time
Organize information, using such tools as a database, spreadsheet or electronic webbing (ICT)

6.S.3 Develop skills of geographic thinking:
Construct and interpret various types of maps (i.e., historical, physical, political maps) to broaden
understanding of topics being studied
Use geographic tools, including software, that assist in preparing graphs and maps
Use cardinal and intermediate directions to locate places on maps and globes
Use scales to determine the distance between places on maps and globes
Identify geographic problems and issues and pose geographic questions

6.S.4. Demonstrate skills of decision making and problem solving:
Propose and apply new ideas, strategies and options, supported with facts and reasons, to contribute to
decision making and problem solving
Consider multiple perspectives when dealing with issues, decision making and problem solving
Collaborate with others to devise strategies for dealing with problems and issues
Select and use technology to assist in problem solving (ICT)
Use data gathered from a variety of electronic sources to address identified problems (ICT)
Solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as
calculators, spreadsheets, databases or hypertext technology (ICT)
Use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present
connections among ideas and information in a problem-solving environment (ICT)
Solve issue-related problems, using such communication tools as a word processor or e-mail to involve
others in the process (ICT)
Generate alternative solutions to problems by using technology to facilitate the process

Skills: SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
6.S.5 Demonstrate skills of cooperation, conflict resolution and consensus building:
Demonstrate the skills of compromise to reach group consensus
Work collaboratively with others to achieve a common goal
Record group brainstorming, planning and sharing of ideas by using technology
Extend the scope of a project beyond classroom collaboration by using communication technologies,
such as the telephone and e-mail

6.S.6 Develop age-appropriate behaviour for social involvement as responsible citizens contributing to their
community, such as:
Demonstrate commitment to the well-being of their community by drawing attention to situations of
injustice where action is needed

Skills: RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
6.S.7 Apply the research process:
Determine reliability of information filtering for point of view and bias
Formulate questions to be answered through the research process
Use graphs, tables, charts and Venn diagrams to interpret information
Draw and support conclusions based on information gathered to answer a research question
Include references in an organized manner as part of research
Formulate new questions as research progresses
Design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions
to the plan, as necessary
Access and retrieve appropriate information from the Internet by using a specific search path or from
given uniform resource locators (URLs)
Organize information, using such tools as a database, spreadsheet or electronic webbing
Use a variety of technologies to organize and synthesize researched information
Reflect on and describe the processes involved in completing a project

Skills: COMMUNICATION
Students will:
6.S.8 Demonstrate skills of oral, written and visual literacy:
Express opinions and present perspectives and information in a variety of forms such as oral or written
presentations, speeches or debates
Express reasons for their ideas and opinions, in oral or written form
Use skills of informal debate to persuasively express differing viewpoints regarding an issue
Respond appropriately to comments and questions, using language respectful of human diversity
Listen to others to understand their perspectives
Organize information gathered from the Internet, or an electronic source, by selecting and recording the
data in logical files or categories
Communicate effectively through appropriate forms, such as speeches, reports and multimedia
presentations, applying information technologies that serve particular audiences and purposes

6.S.9 Develop skills of media literacy:
Detect bias present in the media
Examine and assess diverse perspectives regarding an issue presented in the media
Analyze significant current affairs
Identify and distinguish points of view expressed in electronic sources on a particular topic
Use selected presentation tools to demonstrate connections among various pieces of information
Recognize that information serves different purposes and that data from electronic sources may need to
be verified to determine accuracy or relevance for the purpose used

Unit Topic Structure
This unit will be divided into three parts, the most time will be spent on ancient Athens. Current events will occur
throughout the unit once a week.
Part 1: Ancient Athens
a) Direct Democracy review (Topics 1 and 2: 1 hr/ 1 class)
b) What have the Greeks contributed to in modern day society?
c) Ancient Athenian Life and Geography of past and present Greece (2 hrs/ 2 Classes)
d) What were the social classes and structures in ancient Athens?
e) How did identity, status and class structure impact citizenship and social structure?
f) What sites and locations were important to democracy in ancient Athens?
g) How was the government of ancient Athens Structured?
h) How did the government of ancient Athens provide opportunities for citizens to participate in decision making?
i) To what extent were the democratic ideals of equity and fairness part of the structure of government and
society in ancient Athens?
j) Greek Day! Fun activities and learning about other areas of Greek History as well as a unit review
Part 2: Iroquois Confederacy
a) How was the Iroquois Confederacy structured?
b) What was the role and status of women in Iroquois confederacy?
c) What are the advantages and disadvantages of consensus as a decision-making model for government?
d) How did the Six Nations use the consensus-building process?
e) How did the Wampum Belt address collective identity?
f) How did the social structure of the Iroquois Confederacy impact its political structure?
g) To what extent did the decision-making process within the Iroquois Confederacy reflect democratic
ideals of equity and fairness?
h) How does this model of government and social structure compare to that of ancient Athens?
Part 3: Comparison of Ancient Athens Democracy, Iroquois Democracy and Canadian Democracy
a) How do the two types of historic models compare to current day direct democracy?
b) Which model would you choose based on its ideals of equity and fairness?
c) Review

Unit Timeline:
Social Studies: Monday- Wednesday 1:05-2:05 (1Period =60 min)
Total Periods in unit: 38hrs

1. Ancient Athens Democracy
o January 16-March 7 2012
o Classes/hrs: 20 classes- 60 min each
o Includes 3 Flex days


2. Iroquois Confederacy
o March 12-April 18 20122
o Classes/hrs: 15 classes- 60 min each (Might lose 2 class to Theme V and book fair)
o Includes 3 Flex days

3. Comparing the historical systems to current day democracy
o April 23-April 15 2012
o Classes/hrs: 3
Unit Outline
1. Democracy Review/ Introduction to Greece
2. Greek Geography and Location
3. Mapping Skills
4. Greek Timeline and Citizenship
5. Social Structure of Ancient Athens
6. Site Important to Democracy in Ancient Athens
7. Decision Making in Ancient Athens
8. Structure of Democracy & Procedures for Making Decisions
9. What were the Ancient Ideas Behind Democracy
10. How Fair and Equitable was Ancient Greek Democracy
11. Interesting Facts About Greece (Greek Day!)
12. Review
13. Unit Exam

~ January 2012 ~
Mon Tue Wed Thu Fri
2

3

4

5

6

9
Practicum Starts
10

11

12
Introductions/
Icebreaker Activities
13
Comfy Day
16 Athens

Start Social St. Unit:
Intro to modern Greece
LP.1 Review
17 Athens

Mapping
18 Athens
Teacher Job Fair
Not Teaching
Substitute Lessons
19
No social studies
20

23 Athens
Long Range Plans Due
TPGP Due

First Current Events Due
24 Athens

25 Athens
Current Events Due
26
No social studies
27
Kindness Assembly
30
PD & PLC Day
No School

Inquiry Project Proposal Due
31 Athens
Substitute
Notes:
Need Sub notes/lessons for January 18 31

~ February 2012 ~
Mon Tue Wed Thu Fri
1 Athens
Current Events Due
2 No social studies

3

6 Athens
Current Events Due
Mini Athens Model and Research
Project Due

7 Athens

8 Athens
Current Events Due
9 No social studies

10
Mismatch Day
13 Athens
Family Dance

Current Events Due
14 Athens
Valentines Day
15 Athens
Current Events Due
16 No social studies 17
PLC No School
20
Family Day
No School
21
No School
22
No School
23
Teachers Convention
No School
24
Teachers Convention
No School
27 Flex Athens
Formative Report Due

Current Events Due

28 Flex Athens

Review
29 Flex Athens
Pink Shirt Day

Notes:
Valentines cards for students

~ March 2012 ~
Mon Tue Wed Thu Fri
Notes: Report Cards Due 1
Deadline for Graduation

2

5 Athens flex
Current Events Due
Greek Day Review Games

6 Athens flex
Review Athens

7 Athens
Blue and Gold Day
Current Events Due
Unit Quiz
8
No social studies
9
PD Day
No School
12 Iroquios
Current Events Due
13 Iroquios

14 Iroquios
Book Fair
15 No social studies
Celebration of Learning
Book Fair
16
Dress Green Day

19 Iroquios

20 Iroquios

21 Iroquios


23
Kindness Assembly
26 Iroquios

27 Iroquios

28 Iroquios
Report Cards

30
PLC Day
No School


~ April 2012 ~
Mon Tue Wed Thu Fri
2 Iroquios

3 Iroquios

4 Iroquios
Theme V

5 No social studies

6
No School
9
No School
10
No School
11
No School
12
No School
13
No School
16 Flex Iroquois

Flex Iroquois
Review Iroquois
17 Flex Iroquois
Walk Run Club

Flex Iroquois
Review Iroquois
18 Flex Iroquois

Flex Iroquois
Review Iroquois
Quiz

20
Deadline for Final Reports
23 Comparing Athens and Iroquois
Start Comparing 2 units
24 Comparing Athens and Iroquois 25 Comparing Athens and Iroquois


27
Last Day of Practicum
Class Party
30
Deadline for grades at registration
Notes:
Reminder final reports due

Lesson #
/Name
SLOs Covered Content
Activities/ Lesson
Description
Assessment Resources Needed
Tentative
Dates
LP.1
Getting
ready for
a trip
around
the world

LP.1.2
Getting
ready for
a trip
around
the world

Critical &
Creative
Thinking
6.S.1.1
Historic Thinking
6.S.2.1
6.S.2.3

Where Is Greece and whats it
all about?
-Set up procedures for this unit:
current events, Ancient Athens
Survival guide: unit vocabulary,
terms and concepts, focusing
questions, Greek Day, Greek
interesting fact of the week

-Review Direct democracy & 4
principles of democracy

-Geography of Greece/Athens
-Pictures of Athens (Modern and
Historic)

- top 10 Greek contributions
-Greek quick history
Set up dutang with
Survival guide and
current events
description, KWL chart
-KWL Chart

-Popsicle stick names,
Current events
calendar

-SMART Notes LP.1:
Greece Slide Show, 10
Greek Contributions,
Greek History video

-Google Map trip
from school to Greece

January 16
Start with a quick review
of Democracy, direct
democracy, and 4
principles of democracy
(put in survival guide)
Introduce the topic of
this unit by highlighting
chapter focusing
questions (write in
dutang)
-Brainstorm Greece
-KWL chart about Ancient
Greece/I can statement
checklist (SMART n.)
Slide show introduction
to modern and ancient
Greece
10 Great Greek
contributions
Introduction to Greek
history video
LP.2 A
Trip
Around
the World
Geographic
Thinking
6.S.3.1
6.S.3.3
6.S.3.4
6.S.3.5
Historic Thinking
6.S.2.1
6.S.2.3
Where is Greece?
How does physical geography
impact a country for trade,
resources, and protection?
What does Ancient Greece Look
Like?

Latitude, Longitude, Cardinal &
Intermediate Directions,
Hemisphere.
Add definitions of
Cardinal and
intermediate directions
to vocabulary.
Comparing
maps
worksheet
Labels maps
-Political, and other
example maps of
modern Greece and
Europe
-Map of Ancient
Greece
-Atlass
-Globes

January 17
Greece race. (see activity
1 in text) have students
race to find Greece, then
Athens on globe using
hints in cardinal
directions. (20 min)


Greek Geography

Basic Map Skills- Scale,
legend: put this
information in survival
guide.
Comparing maps
worksheet
Compare maps
worksheet: labels seas,
Athens, Sparta, major
Regions, geographic
Answer questions
Discuss importance of
physical geography
Compare political maps
to other types of maps in
a station setting. With
questions about the
various maps using
stations
LP.2.1
A Trip
Around
the World
Geographic
Thinking
6.S.3.1
6.S.3.3
6.S.3.4
6.S.3.5
Historic Thinking
6.S.2.1
6.S.2.3

Where is Greece?
What does Ancient Greece Look
Like?

-Scale
- Latitude, Longitude, Cardinal &
Intermediate Directions,
Hemisphere.

-Greek Geography
-Greek city states

Lesson on calculating
scale
Scale
Mapping
questions

Comparison maps:
Political of Europe,
Greece, Athens,
Ancient Athens,
Ancient Greece (all
with scale)

-String, rulers, scale
map worksheets

Current events about
Greece

-Decorate Classroom
after school
-movie on Athens
5:25-7:48

January 18
Sub Plans
Answer mapping
questions about scale
and calculating scale (20
min) Go over answers
Greek City states SMART
notes. Movie from
database (good intro)
Teacher Current Events
presentation about
Greece

LP.3
Whos
Who in
Ancient
Athens?
Knowledge &
Understanding
6.2.3
Geographic
Thinking
6.S.3.1
6.S.3.3
6.S.3.4
6.S.3.5
Problem Solving
6.S.4.5
What does it mean to be a
Greek citizen?
Whos Who in Ancient Athens?

-Timeline
-Citizenship past and present
-Lifestyles and sites of ancient
Greece

-ancient walking map of Greece
-Slaves Roles, Childrens role,
Mens Roles, Womens Roles in
society
Put up timeline, ask
students to label current
day. Visual placement of
events. Show case
important Greek dates
Show digital version of
timeline
Starting of:
Travel
Brochure
assignment
Digital timeline:
http://www.bbc.co.uk/schools/primaryh
istory/ancient_greeks/athens/
-Till tape pre made
timeline

-Smart notes about
Citizenship
-Example travel guide
books
-Brochure Worksheets

-Character roles
descriptions and
information sheets

-Social roles/rights
worksheet

-text books
- SMART notes to
review character roles
and rights
January 23
Dictionary hunt for
citizen and
think/pair/share. Go over
what it means to be a
citizen in ancient Athens.
Compare to current
definition of citizen. Put
in vocabulary.
-Jigsaw activity of about
different classes of
people using character
roles. Bring back to class
review (25 min)
-Brochure Map of
Greece: student s begin
constructing of scale map
-Begin reading Up and
Olive Tree or ancient
Greece book ?? *time*
LP.3.1
Social
Structure
Research
6.S.7.2
6.S.7.4
6.S.7.5
6.S.7.8
Communication
6.S.8.6
6.S.8.7
Knowledge &
Understanding
6.2.3.3
6.2.3.4
What was the Social Structure
Ancient Athens?
What are the rights and roles of
various citizens?

-Social class
-Hierarchy
-Current Events

Current events
presentations
Mind maps
Brochure
Current
events due
-Mind maps
-text books
-social hierarchy
worksheet

-pocketmod flipbooks
January 24

Current
events due
Mind map the rights and
responsibilities of various
Athenians
Read pages 60-64 in text
Human hierarchy using
character roles.
Social Hierarchy
worksheet
Citizen, metic, slave
flipbook

Time to work on
brochure about locals
LP. 4
Work
Period
Research
6.S.7.2
6.S.7.4
6.S.7.5
6.S.7.8
Communication
6.S.8.6
6.S.8.7

What sites were important to
democracy in ancient Athens?
-Agora
-Bouleterion
-Pnyx Hill
-Acropolis
-Parthenon

Introduce
Research/construction
project: divided into
groups of 4, pick
structures (24
th
)
-Computer lab
Research
- Map with reference
points
-Photocopies of or
textbooks with page
references
January 25
January 26
Show slide show of
pictures of structures, so
they have an idea of
what they are
researching (24
th
)
Work in computer lab to
research project (24-26
th
)
Design structure, plan
materials (25-26
th
)
Building time/brochure
time *time permitting*
(26
th
)
LP.5
Walking
tour of
Athens
Knowledge &
Understanding
6.2.3.1
-Agora
-Bouleterion
-Pnyx Hill

Building mini model time
30 min
Sites to see in
Athens part
of brochure

Mini model
final product
-SMART notes about
places in Athens
-building materials
-Ancient Athens tour
guide book
January 31
SMART slide show about
the places important to
democracy
Students fill in brochure
about places important
to democracy using
textbook
Reading from up the
olive tree or travel guide
LP.6
Presentation
Day
Knowledge &
Understanding
6.2.3.1
Research
6.S.7.2
6.S.7.4
-Agora
-Bouleterion
-Pynx Hill

Presentations of sites in
Athens
Self and
group
assessment

Athens mini
model
Self assessment forms
Group assessment
forms
February 1

Model
Research
project
Due
Group and self
assessment for Athens
mini model project

6.S.7.5
6.S.7.8
Communication
6.S.8.6
6.S.8.7

Mock democratic vote
about gym using
character roles

presentation
Reading from Ancient
Athens Travel guide book
LP.7
Structure of
Democracy

What opportunities did
Athenians have to participate in
decision making?

How was the government of
ancient Athens structured?

-Who participates in
government?
- Government structure
-Assembly of 500
-Boule
-Pnyx hill
-roping in citizens
-pg 69
Class discussion (review
class structure): Ask if
you were living in ancient
Athens who would you
want to be? Why?
-Decision
making
worksheet
-who has
power chart
-mind map
-Exit slips
Current
Events Due
-Decision making
worksheet
-Who has power chart
-Mind map
-SMART notes
structure of
democracy
February 6

Current
Events Due
Decision making in
Athens worksheet.
Class mind map of who
has power and influence
using pg 75
Use ws chart on power
Structure of Democracy
in ancient Athens lesson
LP.7.1
Structure of
Democracy
Contd

What was the Structure of
Democracy in Ancient Athens?
What was the procedure for
government decisions?
- Government structure
-Assembly
-Boule
-Pnyx hill
-Voting
-Draw for boule
Read the rest of olive
tree story
-Mind maps -Dawn of democracy
video:
http://www.youtube.com/
watch?v=Xtn-BZH_xU0
-text books or copies
of Jasons story
February 7
Mind map procedures for
government decisions
Video on voting (Dawn of
Democracy Part..)
11:12 minutes in -11:15
Dawn of clip. There is
more before
Mock vote using
character roles.
Class discussion about
fairness.

LP.8
The ideas
behind
democracy

What were the ideas behind
ancient Athenian democracy?
-Socrates
-Thucydides
-Aristotle
Why are primary sources
important in interpreting
history?
-Primary sources

Put primary sources
definition in vocab and
show some examples of
primary sources
-observation
sheet about
coins and
primary
sources
-text books
-Primary sources
examples
-coins examples
-Coins over time
pictures

-observation
worksheet about
primary sources
February 8
Examine Greek coins and
other coins. What can
they tell us?
Have students read the
ideas behind democracy
page 74
Discuss as class how their
ideas writings help us
understand democracy
LP.9
How fair and equitable was the
How does it compare to
Canadian democracy?
February
13
Flex Day
February
14
Flex day
February
15

Flex Day
Greek Day!
What are some interesting facts
about ancient Greece?
What are some of the cultural
components of Greece?
-Greek food, music, dress
-Olympics
- Clothing
- War
-Triremes
-Greek Gods and myth
February
27

Travel
Brochure
Due


Review
-four principles of democracy
-Athens democracy review
Jaw jar activity of
discussion questions
-Jaw jar cut
outs
February
28
Bingo review game
Jeopardy
Unit Quiz
Quiz -Quiz February
29

Assessment
Formative assessment for this unit will be made up of various worksheets and activities assessing for learning and of learning, they will be collected in a social
studies duo tang that will be taken in for marks bi-weekly. Some items will be given a grade, marked on a rubric, or marked on a complete/in-complete basis.
Some of the simple daily assessments for learning items will be the answers to the daily focusing questions in the form of exit slips. In the end the duo tang
should have a title page, complete vocabulary, complete KWL chart, 2 mapping worksheets, 3 mind maps, daily lesson focusing questions/answers, a rough draft
of their travel brochure, a rough draft of their mini Athens model, 2 flip books, and a page of review notes. These will be marked at the end of the unit, in
addition to any other assignments. Anecdotal observations will be recorded in the form of a checklist with space for comments. Students will collect and present
2 current event articles of their choosing. They must fill out an information sheet about them, to be handed in after presenting. These will be put in their duo
tangs as well.There are 2 major assignments, to be marked on a rubric basis. The brochure is individual work and the Athens Mini model is a group project. For
the group project a self assessment and group assessment will constitute part of their mark. Checklists will be provided, so students know exactly what
information should be provided in both assignments. There will be a unit test at the end of the unit. The answers to the daily lesson focusing questions will act as
mini quizzes throughout the unit.
Assessment Name Predominant Content
Weighting
%
SLOs Assessed
Formative or
Summative
Taxonomic Level
Knowledge Comprehension Application
Unit Test 20 Summative * * *
Mini Athens Model
and Research Project
The structure of democracy
and buildings important to
democracy
Visual map of ancient
Athens.
Historical content
20

Summative
* * *
Ancient Athens Travel
Brochure
Social structure of ancient
Athens and the buildings
important to democracy
15

Summative
* * *
Skit 5 Summative * *
Compete Duo-Tang
Includes all worksheets and
notes
10

Summative
* * *
Anecdotal
Observations
Teamwork, work ethic,
participation, behavior
15

Formative

Current Events
Must research and present a
summary of a news article.
There are a few questions to
answer about their article.
15

Summative
* *

Web Resources:
http://vod-education.uleth.ca/NDM/login.do
http://www.channel4learning.com/sites/wearefrom/greece/amazing_facts.html
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/
Part 1 http://www.youtube.com/watch?v=Xtn-BZH_xU0
Part 2 http://www.youtube.com/watch?v=tyYjgxDf4R8
Part 3 http://www.youtube.com/watch?v=QPhKybQQYIc (Ostracism) 7:27-7:44
Part 4 http://www.youtube.com/watch?v=8jSYLhH8G8U (Pericles building of Parthenon) 4:00-4:50
Part 6 http://www.youtube.com/watch?v=4xGTlJ0dnLM
http://pocketmod.com/
http://www.youtube.com/watch?v=9DgcO6NEpOU&feature=related
http://carlos.emory.edu/ODYSSEY/GREECE/welcome.html

Major Materials Needed:
Timeline paper (newspaper roll)
Building materials:
-marshmallows, cardboard, popsicle sticks etc

Social Studies Unit Plan Historical Models of Democracy

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Social Studies Unit Plan Historical Models of Democracy

Uploaded by

Copyright:

Available Formats

1/1/2012

Grade 6 Social Studies | Magrath Elementary School

You might also like