Part 1: Video Library
Videos on Ancient Greece
Who were the Greeks?
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A short video that provides an overview of Ancient Greece. It is part of a larger documentary. This is suitable for introducing this unit.
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The video below discusses the impact of Ancient Greece on our culture and it also provides a concise history of Ancient Greece.
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The two videos below are a documentary produced to delve into the ancient Greek civilization. The videos are well produced and are of very high quality.
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Where did the Greeks live?
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The video below describes the area known as ancient Greece. It also describes the City-States. The video discusses the similarity and differences of some of the City-States.
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The video below is a student project that portrays a map of Ancient Greece. The video does a good job of explaining the geography of Ancient Greece. The video also discusses politics, culture, economy, natural resources, food and religion.
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How did the Greeks live (daily life)?
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This video was created by a teacher. The video explains the daily life of many ancient Greeks. It also has some content about the Agoras and about the structure of their homes. Education and work life are also mentioned.
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This video was created by a museum in Greece. It is a recording of a live action portrayal of daily life in ancient Greece. The content is good but the video may appear to be a bit dry in the presentation because it is slower paced than that with which are youth are accustomed.
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Daily Life in Athens
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The video below portrays the daily lives of Athenians. The video describes clothing, the roles for men and women, homelife, family size, and education. The video appears to have been produced by a museum.
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Spartan Daily Life
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This video depicts a very different daily life in the Spartan City-State that that of the Athenians. It follows the life of a boy from birth to adulthood.
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Greek Contributions to the World and Society
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This is a documentary that does a very good job of discussing the contributions of the Ancient Greeks on the world. The video explores, social, economic, engineering, cultural, and political contributions made by the Ancient Greeks.
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Student video. This was created by a student. There are some grammatical errors in the text but it doesn't detract from the content in general which is a concise exploration of greek contributions to the world.
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The video below describes the Olympic games. The video discusses the origins of the Olympics and how the Olympics of ancient times relate to the games of today.
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The video is a nicely produced short video that describes the sport of Olympic Boxing. The video mentions three facts about the ancient sport.
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The video below discusses the Origins of the Greek Theatre. For middle school social studies the video can be stopped at the 5:45 minute mark. The latter part of the video is a discussion of Greek playwrights, which is out of the scope of a middle school social studies lesson.
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What was the Greek Economy Like?
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This is a video created by a student. The video briefly illustrates the economy of Ancient-Greece, trade, resources, jobs, geography, the City-State, military and their technology. The video concludes with questions that have the student reflect on what it would be like to live in Ancient Greece as opposed to our current society.
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The video below is more elaborate than the one above it as a discussion of the Greek economy. However, the video's creator appears to be reading an essay. The narrator reads quickly and this may be harder for some students to understand. I am including here because the content is detailed and accurate.
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What was the Greek Government Like?
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This video was created by an instructor to discuss the rise of democracy. The video is in lecture format. It is well produced and the content is very good. This is a good video to use to either introduce this topic, to use in a flipped classroom model, or to use as reinforcement.
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This is a short but well produced video on democracy in Ancient Greece. The video briefly discusses the origins of democracy.
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The video discusses the governments of the Greek City-States. This is a professionally produced video by a content publisher. The video discusses the origins of democracy. The video mentions that transition of power that would ebb and flow in the Greek City-States as different factions would attempt to cease control of the government.
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Who were some key historical Greek figures?
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This video discusses the life of Alexander the Great. It is professionally produced. The video is a good explanation of his rise to power and his military conquests.
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This video is a video produced by Discovery Education. It explains the Greek contribution of Philosophy along with a discussion about Socrates, Plato, and Aristotle.
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This appears to be a video created by a student. There is no sound to this video but the content is good and and is presented nicely. The video includes, Alexander the Great, Pericles, Socrates, Plato, Aristotle, Epicurus, Hesiod, Homer, Phidias, Praxiteles, Herodotus, and Xenophon,
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What are some key historical Greek artifacts?
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This video is compilation of Greek sculptures. It is set to music. The video appears to be student work. Severla sculptures are portrayed in this work. The video will give students an understanding of what sculptures in ancient Greece might have looked like.
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This video is a compilation of Greek statues and sculptures. It appears to be student made. The content is accurate and the images along with the descriptions are a good teaching tool to help students understand the importance of accurate sculptures to ancient Greek culture.
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The video below gives a brief overview of the architecture of the Ancient Greeks. Temples, theatres, and stadiums are shown. A full color picture of the Parthenon is included in the video. This video will show students the distinct architectural marvels of the ancient Greeks.
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Greek Music?
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The video below is a compilation of music that is similar to that of the Ancient Greeks. The video an or the audio alone can help students get into the world of the Ancient Greek's culture.
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What was the Religion of the Ancient Greeks?
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The video below discusses briefly the polytheistic beliefs held by the ancient Greeks. It discusses a commonality in beliefs among different Greek City-States despite the fact that some were fierce rivals.
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Real life commercial about Greece
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The video below is a commercial designed to get people to visit Greece. Severla people are shown from around the world and asked about what they like about Greece. Most give answers pertaining to Ancient Greece.
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Part 2: Video Enhanced Lesson
Nicolas Hernandez | Exploring Ancient Greece
Introduction:Content Area:Objective: |
This lesson is designed to provide students with an opportunity to learn about the Ancient Greek Civilization and how the 2,500 year old civilization continues to impact our daily lives today.
Middle School Social Studies
Students will gain an understanding of the Ancient Greek Civilization. They will be able to identify key contributions made by the ancient Greeks and they will be able to explain how those contributions are still impacting the world today.
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Standards Addressed:
§113.18. Social Studies (Texas)
(b) Knowledge and skills.
(1) History. The student understands that historical events influence contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
(A) identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution; and
(B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to:
(A) identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
(B) compare the characteristics of limited and unlimited governments;
(12) Government. The student understands various ways in which people organize governments. The student is expected to:
(A) identify and give examples of governments with rule by one, few, or many;
(B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
(C) identify historical origins of democratic forms of government such as Ancient Greece.
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication based on research;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and punctuation; and
(F) use proper citations to avoid plagiarism.
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
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§126.14. Technology Applications
(c) Knowledge and skills.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:
(A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files;
(B) create original works as a means of personal or group expression;
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to:
(A) participate in personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;
(B) communicate effectively with multiple audiences using a variety of media and formats
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to:
(A) create a research plan to guide inquiry;
(B) discuss and use various search strategies, including keyword(s) and Boolean operators;
(C) select and evaluate various types of digital resources for accuracy and validity; and
(D) process data and communicate results.
(4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to:
(A) identify and define relevant problems and significant questions for investigation;
(B) plan and manage activities to develop a solution, design a computer program, or complete a project;
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to:
(A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain;
(B) practice ethical acquisition of information and standard methods for citing sources;
(C) practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology
The above TEKS are from the Texas Essential Knowledge and Skills put forth by the Texas Education Association (TEA)
http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html
(b) Knowledge and skills.
(1) History. The student understands that historical events influence contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
(A) identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution; and
(B) evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
(11) Government. The student understands the concepts of limited and unlimited governments. The student is expected to:
(A) identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
(B) compare the characteristics of limited and unlimited governments;
(12) Government. The student understands various ways in which people organize governments. The student is expected to:
(A) identify and give examples of governments with rule by one, few, or many;
(B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
(C) identify historical origins of democratic forms of government such as Ancient Greece.
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication based on research;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
(E) use standard grammar, spelling, sentence structure, and punctuation; and
(F) use proper citations to avoid plagiarism.
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
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§126.14. Technology Applications
(c) Knowledge and skills.
(1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:
(A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files;
(B) create original works as a means of personal or group expression;
(2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to:
(A) participate in personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;
(B) communicate effectively with multiple audiences using a variety of media and formats
(3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to:
(A) create a research plan to guide inquiry;
(B) discuss and use various search strategies, including keyword(s) and Boolean operators;
(C) select and evaluate various types of digital resources for accuracy and validity; and
(D) process data and communicate results.
(4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to:
(A) identify and define relevant problems and significant questions for investigation;
(B) plan and manage activities to develop a solution, design a computer program, or complete a project;
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to:
(A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain;
(B) practice ethical acquisition of information and standard methods for citing sources;
(C) practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology
The above TEKS are from the Texas Essential Knowledge and Skills put forth by the Texas Education Association (TEA)
http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html
Relative Advantage:
The video content is engaging for students. Students will receive an experience that is rich in content. The videos will keep them engaged and make it easier for them to understand the material, the time period, culture, and geography. These concepts are harder to convey without the use of hypermedia. The rich media will also help to motivate students. Finally, in a project such as this one, the synthesis of a product using rich media content can foster higher order critical thinking skills (Roblyer & Doering, 2013).
Timeline:
The lesson will take 10 classroom days.
Materials:
Google Docs for Students:
Ancient Greece Data Sheet
Project Description
Project Preparation
Video Library from the EDTECH Hypermedia page (listed above)
Student Computers 1:1
iPads 1:1
Software:
Adobe Premier
Windows Movie Maker
We Video
iPad (iMovie)
Audacity
Online Resources:
morguefile.com
freepik.com
ipiccy.com
imgflip.com
pixlr.com
Misc:
Microphones and Headsets 1:1
Ancient Greece Data Sheet
Project Description
Project Preparation
Video Library from the EDTECH Hypermedia page (listed above)
Student Computers 1:1
iPads 1:1
Software:
Adobe Premier
Windows Movie Maker
We Video
iPad (iMovie)
Audacity
Online Resources:
morguefile.com
freepik.com
ipiccy.com
imgflip.com
pixlr.com
Misc:
Microphones and Headsets 1:1
Grouping Strategies:
The classroom has a 1:1 student to computer ratio as well as a 1:1 student to iPad ratio. Students will be assigned to a group of 3-4 students depending on class size.
Learning Activities:
Content Acquisition: Students will watch the videos that are located on the EDTECH 541 Hypermedia page.
Recording Information: Students will record information on the Ancient Greece Project Data Sheet while watching the videos.
Preparation: Students will select a project type and focus and record this information on the Project Preparation Sheet.
Synthesis: Students will create their project and submit it for final evaluation.
Recording Information: Students will record information on the Ancient Greece Project Data Sheet while watching the videos.
Preparation: Students will select a project type and focus and record this information on the Project Preparation Sheet.
Synthesis: Students will create their project and submit it for final evaluation.
Assessment:
Students will assessed via a rubric that outlines the expectations in detail. Students will also receive a grade for the completion of the Data Sheet, and the Project Preparation Sheet.
Adaptations for those with special needs:
Students who are receiving ELL services could benefit from being allowed to use Google Translate on all of the documents. Some of the videos may also be available in their native language which may help them understand the material. If that is not available then pairing them with a student who speaks their language but may be further along with the English language would be least restrictive.
Students with other special physical needs would be based on whatever is on the IEP. It could be that we need to provide overlays, graphic organizers, extended time etc. We might also need to provide an oral assessment after watching the videos rather than completing a project.
Students who are hearing impaired could use the CC option that is available on YouTube.
Students with other special physical needs would be based on whatever is on the IEP. It could be that we need to provide overlays, graphic organizers, extended time etc. We might also need to provide an oral assessment after watching the videos rather than completing a project.
Students who are hearing impaired could use the CC option that is available on YouTube.
References:
The images for the hypermedia graphics banner were designed by FREEPSDFILES
The information for the Standards portion of this page is from the Texas Essential Knowledge and Skills (TEKS) put forth by the Texas Education Association (TEA)
http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html
http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126b.html
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed. ed., pp. 25-26). Upper Saddle River: Pearson Education, Inc. United States.