Journal (5 minutes): Can war make peace? Is so, why? If not, why not? Review (10 minutes): Go over previous day s exit slips/vocab Quiz

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1 Day 3 Peloponnesian War Objectives: SWBAT: 1. Identify the causes and effects of the Persian and Peloponnesian Wars 2. Identify the major players in the two wars 3. Summarize the events of the two wars 4. Interpret two primary sources 5. Summarize the main ideas of two primary sources 6. Compare the thoughts in the primary sources to the current situation in Iraq 7. Compare and contrast the Peloponnesian/Persian Wars with the situation in Iraq 8. Relate the lessons of the two Greek wars to the situation in Iraq 9. Compose a memo explaining the two wars and the lessons learned as they apply to the situation in Iraq National Standards Met: Era 3: 2A - Compare Athenian democracy with the military aristocracy of Sparta. Era 3: 2A - Assess the importance of Greek ideas about democracy and citizenship for the development of Western political thought and institutions. Era 3: 2C - Analyze the major events of the wars between Persia and the Greek city-states and the reasons why the Persians failed to conquer the Aegean region. North Carolina Standards Met: 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period Classify within the broad patterns of history those events that may be viewed as turning points Analyze how the changing and competing components of cultures have led to current global issues and conflicts, and hypothesize solutions to persistent problems Assess the degree to which discoveries, innovations, and technologies have accelerated change Trace the changing definitions of citizenship and the expansion of suffrage. Journal (5 minutes): Can war make peace? Is so, why? If not, why not? Review (10 minutes): Go over previous day s exit slips/vocab Quiz Anticipatory Set (10 minutes): Students should choose to walk to either the Yes sign or the No sign. Once there, I will lead a brief discussion between the two sides or those in the neutral territory. I will finish with the connection of the Iraq war to the Peloponnesian War in Greece. 1. Do you know someone in the Iraq war? 2. In 2003, did you feel the Iraq war was necessary? 3. Do you feel we should still be in Iraq? 4. If the president requested you to sign up for the military, would you? 5. Do you think the war will end?

2 Presentation (20 minutes): Mini-lecture with PowerPoint on the Persian and Peloponnesian Wars (hyperlinked). Checking for Understanding (10 minutes): Complete two Episode graphic organizers for the Persian Wars and the Peloponnesian War while I lecture, review as class. I will also briefly discuss what Athens could have done to prevent the wars or make the wars shorter with the class (handout attached). Guided and Individual Practice (20 minutes): Students will read and summarize primary source material from Thucydides as a class and make individual comparisons (worksheet attached). 1. Volunteers read Funeral Oration to class write summaries in margins 2. Individually write comparisons with pre-war Iraq 3. Volunteers read the Dialogue write summaries in margins 4. Individually write comparisons to current Iraq Homework: Memo to George Bush on lessons learned from the Peloponnesian War that could be applied to the war in Iraq. Students will summarize their knowledge of the wars, compare the Peloponnesian War to the Iraq war, and give advice about what lessons were learned from the Peloponnesian War that could be applied to the Iraq War (worksheet attached). Review (5 minutes): Cause and Effect on the Persian and Peloponnesian War (attached).

3 Greek Wars Graphic Organizer Time: Duration: Main Events: Cause: The Persian Wars Time: Duration: Main Events: Cause: The Peloponnesian Wars

4 The Funeral Oration of Pericles Directions: Write a phrase summarizing each paragraph in the margins..our form of government does not enter into rivalry with the institutions of others. Our government does not copy our neighbors', but is an example to them. It is true that we are called a democracy, for the administration is in the hands of the many and not of the few. But while there exists equal justice to all and alike in their private disputes, the claim of excellence is also recognized; and when a citizen is in any way distinguished, he is preferred to the public service, not as a matter of privilege, but as the reward of merit. Neither is poverty an obstacle, but a man may benefit his country whatever the obscurity of his condition. There is no exclusiveness in our public life, and in our private business we are not suspicious of one another, nor angry with our neighbor if he does what he likes. And we have not forgotten to provide for our weary spirits many relaxations from toil; we have regular games and sacrifices throughout the year; our homes are beautiful and elegant; and the delight which we daily feel in all these things helps to banish sorrow. Because of the greatness of our city the fruits of the whole earth flow in upon us; so that we enjoy the goods of other countries as freely as our own. Then, again, our military training is in many respects superior to that of our adversaries. Our city is thrown open to the world, though and we never expel a foreigner and prevent him from seeing or learning anything of which the secret if revealed to an enemy might profit him. We rely not upon management or trickery, but upon our own hearts and hands. And in the matter of education, whereas they from early youth are always undergoing laborious exercises which are to make them brave, we live at ease, and yet are equally ready to face the perils which they face.. For in the hour of trial Athens alone among her contemporaries is superior to the report of her. No enemy who comes against her is indignant at the reverses which he sustains at the hands of such a city; no subject complains that his masters are unworthy of him. And we shall assuredly not be without witnesses; there are mighty monuments of our power which will make us the wonder of this and of succeeding ages. Main Idea of Oration: Comparison to Iraq:

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6 Directions: Using your notes on the Peloponnesian war and the comparison charts from class, think about what lessons were learned from the war. Write a paragraph memo to George Bush about the lessons learned from the Peloponnesian War and how they apply to the current situation in Iraq. Whether you oppose or support the war in Iraq, think of what advice you would give the President based on the lessons learned from history. Your paragraph should demonstrate your understanding of the events of the Peloponnesian War, the lessons learned, any comparison to the war in Iraq, and advice you would give the President to improve the situation there. MEMO: To: President George Bush From: Re: Lessons Learned from the Peloponnesian War Date: