Angela Rutschke EDTECH 597 Blogging in the Classroom: Blogging Activity Description of Lesson: Students will individually explore

the Ancient Athens Virtual Field Trip. Once their research is complete, they will reflect on their learning and understanding of democracy in Ancient Athens. The group will then participate in a Greek Agora role playing simulation. Once they have completed the simulation, each student will reflect on their new understanding of class structure and the democratic processes of Ancient Athens. Curricular Goals of this Lesson (Alberta Program of Studies)
General Outcome Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient Athens and the Iroquois Confederacy. 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 mak ing? (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 anc ient Athens? (I, PADM) Dimensions of Thinking Students will: 6.S.1 Develop skills of critical thinking and creative thinking: Critically evaluate ideas, information and positions Re-evaluate personal opinions to broaden understanding of a topic or an issue Generate original ideas and strategies in individual and group activities 6.S.2 Develop skills of historical thinking: explain the historical contexts of key events of a given time period 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, spee ches or debates Express reasons for their ideas and opinions, in oral or written form Respond appropriately to comments and questions, using language respectful of human diversity Listen to others to understand their perspectives

Learning Activities: 1. Day 1: (60 minutes) Students explore the Ancient Athens: A Virtual Field Trip. (20-30 minutes) Students will comment on Mrs. Rutschkes post through KidBlog.
Mrs. Rutschkes Post Now that you have visited Ancient Athens, you will have learned a great deal about the class structures and democratic process of Ancient Athens. What did you specifically learn about democracy in Athens? How did the social structure of ancient Athens impact its political structure? You should post your response to this prompt as a comment on this blog. Each student must comment on this post to be given credit for this assignment.

2. Day 2: (45-60 minutes) Students will randomly select an Agora Character Profile. This is done to simulate how the Boule members were selected by a lotting machine. (Random Name/Word Picker) On their individual KidBlog, each student will write in character their views about Ancient Athens and what their individual role is in society. They will introduce themselves, including their name, class, profession, and relational ties to others in Ancient Athens. 3. Day 3: (45-60 minutes) Commenting: Students will comment on peer blogs, from their characters perspective. Citizens will discuss matters of politics and may comment on citizen, metic or slaves posts. Metics may try to influence citizens about politics or they may comment on other metics posts about politics or business. Slaves may only comment to other slaves, or interact with their masters. There should be no comments about politics. Women may comment to each other, or their husbands. Students should reply to comments made on their posts while remaining in character. 4. Day 4: (45 minutes) Agora Planning Students will use backchannel tool TodaysMeet to help determine the materials are required for the booths at the agora. This tool will be used during class discussion and brainstorming session. 5. Day 5: (90 minutes) Agora Role Play Simulation Students will dress in tunics and become their characters at the agora. Each merchant will be selling their wares, shoppers will be looking to bargain and the agora will be buzzing with political news and conversations. Food, merchandise, drachmas and other props will be used to create this simulation. Students are expected to remain in character and follow the appropriate behaviors for their characters social class, gender and profile.

6. Day 6: (20-40 minutes) Agora Reflection On their individual blog, students will reflect on their experience as an Ancient Athenian. They do not have to remain in character, but the post should reflect clear understanding of social structure and democratic process in Ancient Athens. To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? 7. Day 7: (20 minutes) Commenting: Students will read and comment on at least 5 peer Agora Reflections posts. Students will reply to any comments made on their posts. Assessement: Each blog entry will be assessed against the blog assessment rubric. Commenting will be assessed as a holistic unit, based on the blogging assessment rubric as well. Blog Assessment
Excelling Meeting Approaching Not Yet Purpose My posts have a clear purpose to The purpose of my posts is to share and collect opinions and share information and my information that meet or exceed opinions that meet the required the required assignments. assignments. Content My posts and comments reflect My posts and comments reflect deep understanding of the my understanding of the learning outcomes. I refer to outcomes. I refer to information information from a variety of from more than one viewpoint viewpoints and draw original and draw conclusions based on conclusions based on my my research. research.

My posts do not meet all of the My posts miss many or all of the required assignment criteria for required assignment criteria for purpose. purpose.

My posts and comments reflect limited understanding of the learning outcomes. I only present one viewpoint. I do not draw conclusions about the research.

My posts and comments demonstrate a lack of understanding of the learning outcomes. The information I present is missing critical content. I try to draw conclusions, but sometimes my conclusions are not based on the research. I rarely think about how my readers will respond to my blog. I write about what is interesting to me or is easy to find.

Audience My writing engages my readers. I ask good questions and describe interesting ideas to get my readers to respond. Voice My writing shows my personality or fulfills the requirements of the assignment. It reflects a deep commitment to the topic of my blog. Writing My writing style is interesting and appropriate for my readers. I have no errors in grammar, spelling, punctuation, capitalization, or sentences. Creativity I use language and blog features to communicate my message in original and effective ways.

I think about what my readers want to know and write my blog entries to answer their questions and concerns.

I try to think about my readers and answer their questions, but most of the time I just write about what I am interested in or what is easy to find. My writing sometimes shows that I care about the topic. I may forget to use a consistent voice in my writing.

My writing shows that I care about the topic I am writing about in my blog. It meets the requirements of the assignment.

My writing sounds like I do not care about the topic. I often forget to use a consistent voice in my writing, or I may use one inappropriate to the assignment.

I write so my readers can understand. Any errors in conventions do not take away from what I am saying.

I try to write so my readers can My writing is confusing and understand, but sometimes my often does not make sense to my writing does not make sense readers. because of errors in conventions.

I use language and blog features I try to use language and blog I do not try to use language and to communicate my message in features to communicate my blog features in original ways. interesting ways. message in original ways, but sometimes my attempts just take away from the purpose.