Athenian Social Structure and Decision Making CARC Social Studies

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6 General Outcome 6.2 Students will demonstrate an understanding and appreciation of the democratic principles e emplified b! ancient "thens and the #ro$uois Confederac!.
#n this instructional acti'it!, students e plore social roles in ancient "thens to de'elop a meaningful understanding of the effect that social roles had on decision making.

Grade Level

Time Frame

% & 2 class periods

Enduring nderstanding !"ur"ose o# the lesson)

Develo"ed $%

Sherri (ansen, )aurie Shapka, *wen +awes

Critical Challenge&$ig 'dea

Other ,uestions o# 'n*uir%

To (hat e)tent (as the #airness and e*uit% "resent in ancient Athens+

,hat were the social roles in "ncient "thens-

-alue and Attitude Outcomes

6.2.% appreciate the relationship between the 'alues of a societ! and the model of go'ernment adopted within a societ! (P"+./ 6.2.2 'alue the role of participation b! citi0ens in di'erse democratic societies (C, P"+./

.no(ledge and nderstanding Outcomes

/0102 anal%3e the structure and #unctions o# the democratic s%stem in Ancient Athens 6.2.1.1 2ow did identit!, status and class structure impact citi0enship in ancient "thens(C, #/ 6.2.1.4 2ow did the social structure of "ncient "thens impact its political structure- (CC, P"+./ 6.2.1.3 4o what e tent were democratic ideals of e$ualit! and fairness part of the structure of go'ernment and societ! in ancient "thens- (#, P"+./

Skills and 4rocess Outcomes

develo" skills o# critical thinking and creative thinking 6.S.%.2 criticall! e'aluate ideas, information and positions 6.S.%.1 re5e'aluate personal opinions to broaden understanding of a topic or an issue 6.S.%.4 generate original ideas and strategies in indi'idual and group acti'ities demonstrate skills o# decision making and "ro5lem solving 6.S.4.1 collaborate with others to de'ise strategies for dealing with problems and issues

Summative Assessment Strategies 'ntroductor% Activit%& The 6ook

This activit% is intended as an instructional activit% and is there#ore not summativel% assessed0
Activit% 78 $rainstorming 'deas %. 4ell the class the! are going to plan a part! period, afternoon6opportunit!. 7riefl! brainstorm some ideas with the whole class as to what the! might choose to do, building e citement for all.

Teaching& Learning Strategies and Activities

Activit% 18 Assigning Roles 2. 7reak students into planning groups. *roup 8ne9 students whose parents were both born locall! and the! were born locall!. *roup 4wo9 students whose parents mo'ed to the local area from somewhere else. *roup 4hree9 students wearing green (or whate'er colour !ou choose/ *roup :our9 remaining students 1. 4ell students the! will ha'e 3 minutes to plan within groups their idea of a great part!. 4o mo'e into their groups the! ha'e to do the following9 *roup 8ne students stand b! their desks in the middle of the room & 4hese students become citi0ens *roup 4wo students stand in one corner & 4hese students become metics *roup 4hree students use desks to the side of the room & 4hese students become women *roup :our sit on the floor in another corner & 4hese students become the sla'es 4. 2and out the ;ole Cards to the appropriate groups. 2a'e students read their ;ole Cards within their group and then one person from the group shares his<her role with the class. "sk students to figure out what their role will be in planning the part!, i.e., Citi0ens & appro'e or disappro'e plan ,omen & do the actual planning, but cannot be part of the part! .etics & will do nothing but attend the part! & if the! are in the fa'our of the citi0en, though the! will be of lower class Sla'es & will actuall! do all the work and will do what the! are told.

Activit% 28 De5rie# 3. 2a'e students share their ideas about their role in planning the part!, and how the! feel about their role. +iscuss as a class their ideas about fairness and e$ualit! of the roles the! had. "sk students what the! belie'e their role would be if

the! were either bo!s or girls. "sk students to complete the E it Card support document. Activit% 98 :ho;s :ho in Ancient Athens Social Structure+ !o"tional) 6. Students complete the handout ,ho=s ,ho in "ncient "thens- using the information from the simulation as well as from their te ts. Authori3ed Te)ts8 2arding, (. C., and Sears, ". (2>>?/. Voices in democracy: action and participation. +on .ills, 8ntario9 Pearson Education Canada. 4!erman, .., *errits, +. "., )!chak, P., @ogue, "., Parsons, (. (2>>?/. Taking part in our democracy. @elson Education )td. 4oronto, 8nt.

Resources

"dapted from9 ,iggins, *rant and (. .c 4ighe. (%AA?/. Understanding by Design, "ssociation for Super'ision and Curriculum +e'elopment #S7@ B >5?C%2>51%15? (ppk/

Role Cards

Citi3ens Since !ou ha'e alread! ser'ed in the arm! !ou are a'ailable to ser'e if asked again. )ike most men !ou know !ou rel! on farming !our land for !our basic income, though !ou generall! o'ersee the sla'es who do the actual work. ,hen !ou are not tending !our fields, !ou spend most of !our time in the agora shopping, 'isiting, and discussing things like politics. Dou also enEo! sports. Dou ultimatel! make all the decisions for !our famil! and for !our societ! as !ou ha'e the right to 'ote and to ser'e on Euries. Citi3en;s :i#e Dou ha'e a male guardian (usuall! !our husband/ who is in charge of !our life and ma! punish !ou as he sees fit. Dou manage the home and the sla'es and teach !our daughters how to become good wi'es, since the! do not go to school. Dou do all of the planning for e'er!thing that happens in !our house. Dou are not allowed out of !our home b! !ourself and do not interact with !our husband=s guests. #f !ou do not ha'e man! sla'es, !our time is spent cooking, cleaning, wea'ing and caring for children, though !our husband is unhapp! with !ou because !ou ha'e not !et gi'en him a son. )uckil! !ou li'e in the cit! otherwise !ou would ha'e to do the fruit and 'egetable har'esting as well. 4onight !ou will eat b! !ourself since !our husband has guests.

Metics Dou were born in another cit!, but !ou are allowed to li'e in "thens under the sponsorship of a citi0en, otherwise !ou risk becoming a sla'e. Dou ma! not own land or participate in an! of the decision5making, but !ou are allowed to become 'er! wealth! if !ou are successful in business, though !ou will alwa!s be of a lower social class than citi0ens. Dou are permitted to mo'e back to the area in which !ou were born and take !our wealth with !ou or continue to li'e in "thens, though !ou will ne'er be a citi0en. Slaves Dou ha'e been born into the role of sla'e. Dour $ualit! of life depends entirel! on !our owner. )uckil! for !ou !our owner wants !ou to work in his household cooking, cleaning, ser'ing, entertaining, and sometimes tending the fields. 4his is much better than being worked to death in the sil'er mines like some of the other sla'es. 8nce in a while !ou are also permitted to work for mone! since !ou are male. Dou must ha'e his permission to marr! other sla'es and to ha'e children who will also be sla'es. Dour responsibilit! in societ! is to follow the orders of !our owner no matter what those orders are. Dou are not respected and are referred to b! the name gi'en to !ou b! !our owner.

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E)it Card REFLECT'<G O< M= ROLE '< DEC'S'O< MA.'<G

Student 'nstructions8 Gse complete sentences to answer the following $uestions. %. ,ere !ou happ! with the role !ou were gi'en- ,h! or ,h! not.

2. )ist one positi'e and one negati'e conse$uence of the role !ou were assigned.

1. #n what wa!s was this situation fair- #n what wa!s was it e$uitable- E plain wh! !ou sa! what !ou do.

:ho;s :ho in Ancient Athens+

Gse the information in !our te tbook to answer the following $uestions. .ake sure !ou answer using complete sentences. %. )ist three roles<responsibilities of the following groups of people that made up the social structure of ancient "thens. ,omen9 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF F Citi0en men9 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF F *reek *irls9 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF F *reek 7o!s9 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF F Sla'es9 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF F .etics9 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF F 2. 8nl! men were considered citi0ens in ancient "thens. 2ow did a man get to become a citi0enFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

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1. 4he roles of girls and bo!s were 'er! different in ancient "thens. ,hat do D8G think one of the greatest differences was between the two roles- +o D8G think these roles were fairFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF FFFFFFFF Complete the following charts using the information from !our te t book on the social structure of "ncient "thens.

Men
#n the go'ernment of "ncient "thens

Men

Sla'es Citi0ens

.etics

:omen
#n the go'ernment of "ncient "thens

:omen

Sla'es "thenian women

.etics