Inequalities of Women in Ancient Greece

Angela A. Panigrosso

West Middle School

panigroa@binghamtonschools.org

Introduction:

You will be researching the inequalities (lack of equal rights) of women in ancient Greece. You will be looking at the specific lifestyles of the city-states of Athens and Sparta as you research and provide feedback on the treatment of woman.

Task:

You will work with a partner to research the information on the websites given below. As you read through the websites you will fill in the information on the worksheets provided in your packet. Once your research is complete, you will choose one task below and create a final product based on what you have learned. You and your partner will follow the steps given below to complete your research and final product.

Task Choices:

1) Poster: You and your partner will create a poster that displays the lifestyle of women living in ancient Greece. Your poster MUST properly show the living conditions for women in both Athens and Sparta.

2) Photo Journal: You and your partner will create a collage of pictures that represents the lifestyle of women in ancient Greece. You must find your own pictures from books and magazines to cut out and write captions under for explanation. Both city-states of Athens and Sparta must be represented in your collage.

3) Role Play: You and your partner will create a script that will be performed in front of the class. Your script must include a character from Athens and a character from Sparta who have met each other and are discussing their lives. You must dress appropriately for your performance. Props are welcome.

Process:

Follow the steps below by clicking on the hyperlinks to research your topics. Take turns reading the websites and writing the answers on your packet provided. Remember you are a team working together and must share the work, agree on answers, and cooperate with each other.

1. Identify the problem: Here you will restate the social problem in society, list problems that resulted from this dilemma, and relate themes and concepts to this situation. Read the introductory website below and write your notes on page 3 of the worksheets provided (or click here to type your answers).

• Women in ancient Greece

2. Gather Evidence: Here you will use the internet to research your problem and prove that it existed. Click on the following bullet links to help guide your research and write your notes on page 4 of the worksheets provided (or click here to type your answers).

· Look for specific examples of how women were considered unequal to men.

· Compare the lifestyle of women in Athens to women in Sparta.

· Identify the roles and responsibilities of women in ancient Greece.

3. Determining the Cause: Here you are looking to explain the reason for your problem. Go back and reread the above websites and look for information that explains why women are considered unequal to men. Write your notes on page 5 of the worksheets provided (or click here to type your answers).

4. Develop Public Policy Solutions: Here you will develop a new/original public policy solution for the inequalities of woman. A public policy must include a specific type of government action to reach the public policy goal. Look over all of your notes on previous pages and reread any websites to create 3 policies for women. Write your notes on page 6 of the worksheets provided (or click here to type your answers).

5. Selecting the Best Solution: Here you will look over your public policy solutions on the previous page and select which solution works best. You are looking to choose the most feasible and effect policy created. This means the solution must realistic for the government to enact (feasibility) and effective enough to show results in reducing the problems for women in ancient Greece. Write your notes on page 7 of the worksheets provided (or click here to type your answers).

Evaluation:

Below are the rubrics of how you will be graded for each task. You should look these over before deciding which project you will complete.

Making a Poster: Inequalities of Women Poster Teacher Name: Angela Pannigrosso
Student Name: ________________________________________
CATEGORY	4	3	2	1
Content - Accuracy	At least 5 accurate facts are displayed on the poster.	4-3 accurate facts are displayed on the poster.	2-1 accurate facts are displayed on the poster.	Only 1 accurate fact is displayed on the poster.
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.

Making a Collage: Photo Journal of Inequalities of Women Teacher Name: Angela Pannigrosso
Student Name: ____________________________________
CATEGORY	4	3	2	1
Attention to Theme	The student gives a reasonable explanation of how every item in the collage is related to the assigned theme. For most items, the relationship is clear without explanation.	The student gives a reasonable explanation of how most items in the collage are related to the assigned theme. For many of the items, the relationship is clear without explanation.	The student gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme.	The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.
Titles and Text	Titles and text were written clearly and were easy to read from a distance. Text varied in color, size and/or style for different text elements.	Titles and text were written clearly and were easy to read close-up. Text varied in color, size and/or style for different text elements.	Titles and text were written clearly and were easy to read close-up. There was little variation in the appearance of text.	Titles and/or text are hard to read, even when the reader is close.
Creativity	Several of the graphics or objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display	One or two of the graphics or objects used in the collage reflect student creativity in their creation and/or display.	One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop).	The student did not make or customize any of the items on the collage.
Time and Effort	Class time was used wisely. Much time and effort went into the planning and design of the collage. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.

Historical Role Play: Role Play of Women in Greece Teacher Name: Angela Pannigrosso
Student Name: __________________________________
CATEGORY	4	3	2	1
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were often in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Props/Costume	Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.	Student uses 1-2 props that accurately fit the period, and make the presentation better.	Student uses 1-2 props which make the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.

Standards:

Social Studies:

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

English Language Arts:

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Conclusion:

Congratulations on finishing your Webquest! By completing this process you have researched, analyzed, and created a product that discusses the social inequalities of women living in ancient Greece. You should now have a better understanding of women and people living in ancient times.