introduction and Rationale
Unit Title: Ancient Greece, The Tradition of Questioning
Subject/Topic Areas: Ancient Greece, The Persian War, Philosophy, Socrates, The Peloponnesian War, Inquiry
Time Frame: Two weeks, Introduction to a larger Unit on the History of Europe
Key words: Socrates, Socratic Method, Mock Trial, Ancient Greece, Persian War, Peloponnesian War
Designed by: Stefanie Graefe
Rationale for and Brief summary of Unit:
This two-week long, sub-unit on Ancient Greece introduces a larger unit on European history in my 9th Grade World History class. My world history curriculum is organized by geographic regions. Each geographic region has an overarching theme. For example, the previous unit on African history focused on the concept of economics. For Europe, I will focus on the theme of philosophy, or the history of ideas. With each European historical period I intend to highlight the works and ideas of at least one philosopher. Students will be challenged to consider whether their philosophies supported their society’s general goals or challenged them. Students will be asked to explore life’s ‘big questions’ along with the philosophers that they study.
I will introduce this European history unit with a sub-unit on Ancient Greece. This sub-unit introduces the concept of questioning and inquiry in addition to reviewing the history of Ancient Greece and its most famous philosopher, Socrates. Through studying Socrates and Ancient Greece, students will learn how to generate questions about the world around them. We will specifically explore four reasons to question in our class; 1) To direct further research 2) To challenge or analyze a historical narrative 3) To critique or understand an argument 4) To help develop our own arguments. This unit is particularly well suited for my magnet students partially because of the challenging final project. However, it is also useful because my high achieving students are taught to value answers not questions. I want to encourage them to ask more questions in class and ask more questions of the world around them.
Lessons 1-3 focus on the first purpose of questioning, to direct further research. Through a group activity, we will use these questions to develop general themes. Groups will then use those questions to direct their research and create a short presentation surrounding their group’s theme. Ultimately, this first project and assessment in the unit, reinforces the importance of curiosity, and how specific questions can channel that curiosity into thoughtful research. The fourth lesson addresses the 2nd purpose of questioning, analyzing and critiquing historical narratives. Students will challenge the traditional Persian war, east vs. west, narrative.
Lessons 5 and 6, explore the most famous argument technique in history, the Socratic method. Students will first learn the method from ancient and modern examples. They will then individually refine and practice their own Socratic questioning method by working with partners. Ultimately, the goal of the two days is to demonstrate how questioning can analyze and critique an argument.
The second week of my sub-unit is largely dominated by a 4-day long simulation activity, a mock trial of Socrates. This simulation activity encourages critical thinking, synthesis of multiple sources, and persuasive writing/speech. It also addresses the last purpose of questioning that we will explore in class; using questions to form our own arguments.
Subject/Topic Areas: Ancient Greece, The Persian War, Philosophy, Socrates, The Peloponnesian War, Inquiry
Time Frame: Two weeks, Introduction to a larger Unit on the History of Europe
Key words: Socrates, Socratic Method, Mock Trial, Ancient Greece, Persian War, Peloponnesian War
Designed by: Stefanie Graefe
Rationale for and Brief summary of Unit:
This two-week long, sub-unit on Ancient Greece introduces a larger unit on European history in my 9th Grade World History class. My world history curriculum is organized by geographic regions. Each geographic region has an overarching theme. For example, the previous unit on African history focused on the concept of economics. For Europe, I will focus on the theme of philosophy, or the history of ideas. With each European historical period I intend to highlight the works and ideas of at least one philosopher. Students will be challenged to consider whether their philosophies supported their society’s general goals or challenged them. Students will be asked to explore life’s ‘big questions’ along with the philosophers that they study.
I will introduce this European history unit with a sub-unit on Ancient Greece. This sub-unit introduces the concept of questioning and inquiry in addition to reviewing the history of Ancient Greece and its most famous philosopher, Socrates. Through studying Socrates and Ancient Greece, students will learn how to generate questions about the world around them. We will specifically explore four reasons to question in our class; 1) To direct further research 2) To challenge or analyze a historical narrative 3) To critique or understand an argument 4) To help develop our own arguments. This unit is particularly well suited for my magnet students partially because of the challenging final project. However, it is also useful because my high achieving students are taught to value answers not questions. I want to encourage them to ask more questions in class and ask more questions of the world around them.
Lessons 1-3 focus on the first purpose of questioning, to direct further research. Through a group activity, we will use these questions to develop general themes. Groups will then use those questions to direct their research and create a short presentation surrounding their group’s theme. Ultimately, this first project and assessment in the unit, reinforces the importance of curiosity, and how specific questions can channel that curiosity into thoughtful research. The fourth lesson addresses the 2nd purpose of questioning, analyzing and critiquing historical narratives. Students will challenge the traditional Persian war, east vs. west, narrative.
Lessons 5 and 6, explore the most famous argument technique in history, the Socratic method. Students will first learn the method from ancient and modern examples. They will then individually refine and practice their own Socratic questioning method by working with partners. Ultimately, the goal of the two days is to demonstrate how questioning can analyze and critique an argument.
The second week of my sub-unit is largely dominated by a 4-day long simulation activity, a mock trial of Socrates. This simulation activity encourages critical thinking, synthesis of multiple sources, and persuasive writing/speech. It also addresses the last purpose of questioning that we will explore in class; using questions to form our own arguments.