STRUCTURED ACADEMIC CONTROVERSY:

What was worse to live in, Ancient Greece or Ancient Rome?

Overview: In this lesson, students will analyze different types of evidence, take sides, and attempt
to reach a consensus on which place was worse to live in, either Ancient Greek civilization or Ancient
Roman civilization.
Grade Level: 9th-12th grade
Time: 2-3 class periods
Materials:
Document Set (A through F)
Structured Academic Controversy Graphic Organizer
Structured Academic Controversy Rubric
Objectives
Students will investigate primary sources related to Ancient life in Greece And Rome and use
this evidence to craft an argument
Students will participate in a Structured Academic Controversy, but presenting one of the two
sides of the argument.
Students will attempt to reach a consensus on the investigative question in small groups.
Minnesota Social Studies Benchmarks
6.4.1.2.1 - Students will use historical inquiry to analyze multiple sources, use evidence to
draw conclusions, and present supported findings.
9.4.3.8.2. Describe the development, characteristics, and decline of civilizations in Southwest
Asia and around the Mediterranean Sea (Mesopotamia, Egypt, Persia, Greece, Rome); describe
their interactions. (Classical Traditions, Belief Systems, and Giant Empires: 2000 BCE600 CE)
Common Core Standards

CCSS.ELA-Literacy.RH.9-10.1 - Cite specific textual evidence to support analysis of primary

and secondary sources.

CCSS.ELA-Literacy.RH.9-10.2 - 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.
CCSS.ELA-Literacy.RH.9-10.6 - Compare the point of view of two or more authors for how they
treat the same or similar topics, including which details they include and emphasize in their
respective accounts.

C3 Framework for Social Studies Standards

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape peoples
perspectives.
D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry
based on their maker, date, place of origin, intended audience, and purpose.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
D2.His.16.9-12 Integrate evidence from multiple relevant historical sources and
interpretations into a reasoned argument about the past.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while
acknowledging the strengths and weaknesses of the explanation given its purpose

Plan of Instruction
Please note: Before attempting this lesson, it would be beneficial to watch the Structured Academic
Controversy procedure video. It provides an overview of the format of Structured Academic
Controversies. It also shows teachers how to run the lesson format with their classes. The video can
be located at: http://www.dda.deliberating.org/index.php?
option=com_content&view=article&id=105&Itemid=58&lang=en

1. Anticipatory Set/Pre-Assessment: Ask students to do a think-pair-share and

respond to the following question: What was worse, living in Ancient Greece or
Ancient Rome? Students will do some online research to figure out some really
strong Arguing points that could be mentioned to hurt the other side. The
instructor could also help solidify a solid response that isnt covered by the
documents, such as the constant warring between Athens and Sparta for the
argument against Greece, or crazy Emperors like Nero for the argument
against Rome.
2. Instruct students that they will become historical detectives today. Their job is
to determine if it was worse to live in Ancient Greece or Ancient Rome.
Introduce the central task for the lesson: Today youre going to decide if it was
worse to live in ancient Greece or Ancient Rome.
3. Divide students into groups of four, and then into Team A and Team B. Team A
will argue that Ancient Greece was worse. Team B will argue that Ancient
Rome was worse.
4. Inform the students that they will investigate a set of clues or sources that
will help them develop their arguments. When they investigate the sources,
they should take notes on the graphic organizers. After students have
investigated the sources, the Structured Academic Controversy will begin.
5. Distribute the Documents and Graphic Organizer. Begin the investigation by
going over Document A together and completing the graphic organizer as it
corresponds to Document A. Make a decision as a group does Document A
against the Greece or Rome side of the argument? Take notes on the graphic
organizer accordingly. Model this step for students.
6. Students should complete an analysis of Document B with their teammate.
After five minutes, review the analysis as a whole class.
7. Students should complete an analysis of the remainder of the documents with
their teammate. Walk around the room to ensure that students are following
directions. Students should be taking notes on the graphic organizer after
they analyze each document.
8. Once all groups have completed their analysis, organize students into their
original groups of four. Students should sit next to their teammate. Team A
should be facing Team B.
9. Follow the instructions on the graphic organizer to complete the Structured
Academic Controversy. The times can be modified if necessary.
Evaluation
Students should submit their graphic organizers at the conclusion of the activity.
Use the rubric found at the end of the lesson to assess the essays.
Extension/Post Activity

Students can expand this topic to the opinions other countries have developed and compare why
other countries can only see negative. It makes them apply this concept to the real world and could
help them develop their arguments.

Document A Hellenica
Note: This document entails what it would be like if a commoner, won the Olympics in Greece.

If one should win a victory thanks to the swiftness of his

feet or when competing in the pentathlon there in the
sanctuary of Zeus by the streams of Pisa at Olympia, or
if one should gain the prize in wrestling or painful
boxing, or in that fearful contest people call all-infighting, to his fellow citizens he would be thought more
glorious to look on than ever, and he would gain from
his polis the right to meals at public expense and a gift
which would be his personal treasure. And if his victory
were won with horses, he would also gain all these
things, even though he is not as worthy as I.
Vocabulary:
Pentathlon- an athletic event comprising five different events for each competitor.
Pisa- ancient city in Greece.
All in Fighting- sport that combines Boxing and Wrestling.
Polis- City-State

Xenophon. "Hellenica." Ancient History Sourcebook: Accounts of the Hellenic Games, C. 470 BCE-175
CE. FordHam University, Aug. 1988. Web. 27 Apr. 2016.

Document B Xenapon: On Men and Women

Note: This document Addresses some of the role Greek men and women were expected to fufil.

"God from the first adapted the woman's nature, I think, to the
indoor and man's to the outdoor tasks and cares. For he made
the man"s body and mind more capable of enduring cold and
heat, and journeys and campaigns; and therefore imposed on
him the outdoor tasks. To the woman, since he has made her
body less capable of such endurance, I take it that God has
assigned the indoor tasks. And knowing that he had created in
the woman and had imposed on her the nourishment of the
infants, he meted out to her a larger portion of affection for
new-born babes than to the man. And since he imposed on the
woman the protection of the stores also, knowing that for
protection a fearful disposition is no disadvantage, God meted
out a larger share of fear to the woman than to the man; and
knowing that he who deals with the outdoor tasks will have to
be their defender against any wrong-doer, he meted out to him
again a larger share of courage. But because both must give
and take, he granted to both impartially memory and
attention; and so you could not distinguish whether the male
or the female sex has the larger share of these. Thus, to be
woman it is more honorable to stay indoors than to abide in
the fields, but to the man it is unseemly rather to stay indoors
than to attend to the work outside.

Vocabulary:
Meted- measured out

William Stearns Davis, ed., Readings in Ancient History: Illustrative Extracts from the Sources, 2
Vols., (Boston: Allyn and Bacon, 1912-1913), I: 265-271.

Document C Food

The Greeks ate three meals each day. Breakfast was eaten at
sunrise. They ate a small midday meal and a late afternoon
snack. The main meal was eaten at the end of the day. Greeks
made a large variety of breads including milk bread, rye bread,
wheaten bread, farmhouse bread, brown bread, braided bread,
and square bread. Greeks grew olives, grapes, and figs. Other
fruits that were eaten were apples, prunes, apricots, cherries,
and dates. These fruits were often baked into cakes and pies
which were sweeten with honey. In their gardens they raised
peas, navy beans, and lentils. Green vegetables were rare and
very expensive. The Greeks cultivated mushrooms beginning in
the fifth century B. C. They kept goats for milk and cheese.
Some kept chickens for their eggs. Many foods were cooked in
olive oil. Greeks usually drank water. Some drank goats' milk.
Another drink was made with fermented honey. Homemade
wine was very popular with the rich. It was thick and heavy and
had to be diluted with water. Meat was rarely eaten. It was
mostly used for religious sacrifices.

Vocabulary:
Lentil- seed of a plant in the legume family that is edible.

Stone, Tina. "Ancient Daily Life." Ancient Daily Life. ATG Articles, 2009. Web. 27 Apr. 2016.

Document D Macrobius:
Saturnalia Convivia, III.13: The Bill of Fare of a Great Roman Banquet, 63
BCE
Note- This article addresses what the nobles ate, keep in mind most poor Romans
ate cereal grains.

The Romans laid a vast stress upon the joys of eating.

Probably never before or since has greater effort been
expended upon gratifying the palate. The art of cooking
was placed almost on a level with that of sculpture or of
music. It is worth noticing that the ancient epicures
were, however, handicapped by the absence of most
forms of sugar. The menu here presented was for a
feast given by Mucius Lentulus Niger, when, in 63 BCE,
he became a pontifex. There were present the other
pontifices including Julius Caesar, the Vestal Virgins, and
some other priests, also ladies related to them. While
this banquet took place under the Republic, it was
probably surpassed by many in Imperial times.
Vocabulary:
Epicures-A connoisseur of fine food and drink.
Pontifex-member of the college of priests in ancient Rome
Vestal Virgins-Women sworn to chastity as they were servants of the God, Vesta

William Stearns Davis, ed., Readings in Ancient History: Illustrative Extracts from the Sources, 2 Vols.
(Boston: Allyn and Bacon, 1912-13), Vol. II: Rome and the West, pp.NA

Document E Seneca, Epistles 7: The Gladiatorial Games

Note: The following letter indicates how by the age of Nero cultured and elevated men were beginning to revolt
at the arena butcheries which still delighted the mob.

I turned in to the games one mid-day hoping for a little

wit and humor there. I was bitterly disappointed. It was
really mere butchery. The morning's show was merciful
compared to it. Then men were thrown to lions and to
bears: but at midday to the audience. There was no
escape for them. The slayer was kept fighting until he
could be slain. "Kill him! flog him! burn him alive" was
the cry: "Why is he such a coward? Why won't he rush
on the steel? Why does he fall so meekly? Why won't he
die willingly?" Unhappy that I am, how have I deserved
that I must look on such a scene as this? Do not, my
Lucilius, attend the games, I pray you. Either you will be
corrupted by the multitude, or, if you show disgust, be
hated by them. So stay away.

William Stearns Davis, ed., Readings in Ancient History: Illustrative Extracts from the Sources, 2 Vols.
(Boston: Allyn and Bacon, 1912-13), Vol. II: Rome and the West, pp.NA

Document F The Family

Note: This article addressed the male dominated Ancient Greece and shows just
how oppressed woman were.

In many cases Roman women were closely identified

with their perceived role in society - the duty of looking
after the home and to nurture a family, in particular, to
bear legitimate children, a consequence of which was
an early marriage, in order to ensure the woman had no
sexual history which might embarrass the future
husband. The Roman family was male-dominated,
typically headed by the most senior male figure.
Women were subordinate and this is reflected in Roman
naming practice. Male citizens had three names:
praenomen, nomen, and cognomen, whilst all women in
the same family were referred to using the feminine
version of the family name. A married woman could
keep her maiden name or be referred to using her
husband's name. Within the family women would attend
to the home and its slave workforce, work on

handicrafts, and upper class females might also study

academic subjects such as literature and philosophy.

Mark Cartwright. Women in the Roman World, Ancient History Encyclopedia. February 22, 2014.
April 27, 2016

Name:____________

Structured Academic Controversy

Dream or Nightmare: Newcomers Experiences in
Minnesota
Ancient Rome and Ancient Greece were both full of lots of Pros and Cons. However,
while most people compare on which is better, we are going to focus on the
negatives today and really see which was worse.
During todays class, you will work in teams to discuss whether it was worse to live
in Ancient Greece or Ancient Rome. Your goals for today should include looking at all
the issues, seeing both sides, and finding common ground.

SAC Question
During the SAC, you and your group will try to answer the following question:

What was to live in, Ancient Greece Or Ancient

Rome?
Team A will argue: Against Ancient Greece.

Team B will argue: Against Ancient Rome

Evidence
As you develop your arguments for the SAC, use as many of the documents/sources
of evidence as you can from the document set.

Procedure
30 minutes
With your teammate, read the documents in the document set.
Find four pieces of
evidence which support your side.
5 minutes Team A presents. BOTH PARTNERS MUST PRESENT.
Team B writes down Team As arguments, asks clarifying questions, and
then repeats
them back to Team A to prove that they were actively listening.
5 minutes Team B presents. BOTH PARTNERS MUST PRESENT.
Team A writes down Team Bs arguments, asks clarifying questions, and
then repeats
them back to Team B to prove that they were actively listening.
5 minutes Everyone CAN ABANDON their positions. Group of 4 attempts to develop
a consensus.

ORGANIZE THE EVIDENCE

Use this space to write down your main points and the main points made by the other
team.
(Team A)
List the 4 main points/evidence that
support this side.

(Team B)
List the 4 main points/evidence that
support this side.

1. From Document ___:

1. From Document ___:

2. From Document ___:

2. From Document ___:

3. From Document ___:

3. From Document ___:

4. From Document ___:

4. From Document ___:

Coming to a Consensus
STARTING NOW, YOU MAY ABANDON YOUR ASSIGNED POSITION AND ARGUE FOR
EITHER SIDE.
Use the space below to outline your groups agreement. Your agreement should
address evidence and arguments from both sides.

Small Group Reflection (complete this section after the deliberation)

What were the most compelling reasons for reach side?
Side A:
Side B:

What were the areas of agreement?

What questions do you still have/ Where can you get more information?

Individual Reflection
Which number best describes your understanding of the focus issue? [circle one]
1
2
3
4
5
No Deeper
Deeper
Understanding

Much

Understanding

What new insights did you gain?

What did you do well in the deliberation? What do you need to work on to improve
your personal deliberation skills?

What did someone else in your group do or say that was particularly helpful? Is there
anything the group should work on to improve the group deliberation?

SAC Rubric

o Student has clearly found evidence from the sources to support their
argument
o Student fully participates in the presentation of their side of the argument
o Student takes detailed notes to demonstrate that they have listened to the
opposing side
o Writing in the Coming to a Consensus page clearly demonstrates that
students have thought through both sides of the issue and found common
ground that incorporates details from both sides of the argument.
o Explanations are well written with few or no errors in sentence structure,
spelling, punctuation, and capitalization
o Student has found some evidence from the sources to support their
argument
o Student partially participates in the presentation of their side of the
argument
o Student takes partially developed notes to demonstrate that they have
listened to the opposing side
o Writing in the Coming to a Consensus page partially demonstrates that
students have thought through both sides of the issue and found common
ground that incorporates details from both sides of the argument.
o Is well written but includes some errors in grammar and spelling
o Student has found little evidence from the sources to support their
argument or the student has misunderstood most of the sources
o Student participates on a very limited basis in the presentation of their
side of the argument
o Student takes limited notes to demonstrate that they have listened to the
opposing side
o Writing in the Coming to a Consensus page demonstrates little proof that
students have thought through both sides of the issue and found common
ground that incorporates details from both sides of the argument
o Is generally written with complete sentences, but contains too many errors
in verb tense, agreement, punctuation, spelling, and capitalization
o The student is unable to find evidence to support their side of the
argument
o The student is unable to participate in the presentation of their argument
o The student listened to the opposing team but did not take notes.
o The student was unable to find common ground during the consensus
phase
o Contains serious errors in sentences structure and mechanics