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Assignment #1 - Part B

Dana Lacombe and Courtney Greenway


Grade 6 Social Studies Unit Plan
Ancient Athens

Outcome:

We chose the unit on Ancient Athens because it is an interesting area of study and we feel that we
could take this unit and create engaging and meaningful lesson plans and activities. The purpose of
this unit is to guide students to form a deeper understanding of what a democratic society is, how it is
structured, where it originated and how it runs. By doing this, we will compare and contrast Canadian
society with that of the Ancient Athens. Through this process the students will be given opportunities
for role play, discussion and critical thinking within the context of democracy.

Expectations:

Student understanding of Canadian and Ancient Athens societies will be supported through stories,
role play games, class discussion, group work and hands on activities.

Unit Goals:
● Students will understand the connection between the values of a society and the model of
government.
● Students will understand the different levels of social class structure and participation within
democracy.
● Students will be able to identify the various government structure that make up

Grade 6 Social Studies


Historical Models of Democracy: Ancient Athens and the Iroquois Confederacy
Students will demonstrate an understanding and appreciation of the democratic principles
exemplified by ancient Athens.

By the end of Grade 6 students will:


● See themselves as part of a democratic society, including the social class, values and impact
which it plays on their everyday life.
● Identify and explain the structure of a democratic society and the various ways citizens can
participate in decision making.
● Describe how the democratic society impacted Ancient Athens and it’s citizens.
● Explain how the social structure impacted the political structure within the democratic
society of Ancient Athens.
Teaching and Learning Goals:
● To help students understand where their family and themselves fits into our democratic
society.
● To help students become informed and engaged citizens with positive citizenship values.

Overview:
In this unit students will learn how participating within the democratic process is a way to affect
change with their communities. They will examine the way principles and ideals within a democracy
reflect the structure, as well as the function of the different levels of their government. Students will
develop an understanding of the democratic processes within the Athens society and how they have
helped shape our current society.

Rationale:
Grade 6 students will develop an understanding of what it means to live in a democratic society,
various roles that people play and where democracy comes from by comparing and contrasting our
society to others before us.

Terms and Concepts:


● Canadian Charter of Rights and Freedoms
● Collective identity
● Consensus
● Democracy
● Electorate
● Equity
● Fairness
● Justice
● Local government
● MLA
● Provincial government
● Representative democracy

​Learning Outcomes:
● General Outcome​ Students will demonstrate an understanding and appreciation of the
democratic principles exemplified by ancient Athens.

● Specific 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)
○ Dimensions of Thinking
■ Students will:
■ 6.S.2 develop skills of historical thinking:
● use primary sources to​ interpret​ historical events and issues
● explain​ the historical contexts of key events of a given time period
● 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
■ 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
■ 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
● collaborate ​with others to devise strategies for dealing with problems
and issues
● use ​data gathered from a variety of electronic sources to address
identified problems
● use ​graphic organizers, such as mind mapping/webbing, flow
charting and outlining, to present connections among ideas and
information in a problem-solving environment
■ 6.S.5 ​demonstrate​ skills of cooperation, conflict resolution and consensus
building:
● work collaboratively​ with others to achieve a common goal
● record​ group brainstorming, planning and sharing of ideas by using
technology
○ Research for Deliberative Inquiry​:
■ Students will:
■ 6.S.7 ​apply​ the research process:
● 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
● 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)
● reflect​ on and​ describe​ the processes involved in completing a
project
○ 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
● respond​ appropriately to comments and questions, using language
respectful of human diversity
● listen​ to others to understand their perspectives
● communicate ​effectively through appropriate forms, such as
speeches, reports and multimedia presentations, applying
information technologies that serve particular audiences and
purposes
Enduring Understandings​:
Students should take away a clear understanding of how a democratic society is formed, how it
functions and the history of where it comes from.

Essential Question:
As a 6th grade student who lives in a democratic society, how can I use my knowledge, resources and
experiences to compare the structure of government, citizen participation and social structure of the
Ancient Athens to my own?

How this unit is consistent with the front matter of POS:


● The Role of Social Studies:
○ Social studies develops the key values…..to become active and responsible citizens,
engaged in the democratic process and aware of their capacity to effect change in
their communities, societies and world.
■ Knowing about a democratic government will help students understand our
society
● Values and Attitudes
○ Value the diversity, respect, the dignity and support the equality of all human beings
■ A big idea we will be focusing on is social structure. Understanding identity
and class structure will give students an understanding of what human rights
are, and how they can and have been different.
● Knowledge and Understanding:
○ Understand their rights and responsibilities in order to make informed decisions and
participate fully in society
■ Citizens must understand where they fit into their social structure and
political structure to know how to properly participate within their society.
● Skills and Processes:
○ Engage in active inquiry and critical and creative thinking
■ To be able to know how to think about our society through another lense
other than their own.

Assessment:

1. Formative. No mark assigned when initially submitted. Students are required to re-submit
with final assignment (Part D).
2. Summative. ​Pass in a revised copy and the original when you pass in the full assignment in
December ; w ​ ill be reassessed and graded with the unit plan.

Due Date: ​October 16 @ the beginning of class.