Essential+Questions

=Essential Questions=

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 * Resources:**

=Essential Questions Lesson=


 * Shawn Banks – CED 505 – Fall 2011 **

How does the story of the Trojan Horse apply to our lives? What make the story of the Trojan Horse feasible/not feasible? How are Trojan Horses used today? || Illinois State Standards covered:
 * Title: || The Trojan Horse ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Grade: 6th || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Subject: World History ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Overview: || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> In this lesson we discuss the Trojan Horse of ancient Greek legend. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Essential Question || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">What endears us to the story of the Trojan Horse for over 3000 years? ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Subsidiary Questions || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">What is the story of the Trojan Horse?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Connection to Standards ||
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">16.A.3b **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Make inferences about historical events and eras using historical maps and other historical sources.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">16.B.3b (W) **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T’ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">16.C.2b (W) **<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Describe the basic economic systems of the world’s great civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> ** 18.B.2a ** <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

<span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;"> ** 18.B.3a ** <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Analyze how individuals and groups interact with and within institutions (e.g., educational, military). || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Procedures || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Students will be divided into groups of no more than four. They will be presented with the question. They will list what they already know and decide what they need to know. Students with then break and individually research items, using the internet, on their need to know list. They will report back their findings to the group. They may at this time decide to generate subsidiary questions. Students will create a new need to know list. Students will then start to formulate their answer to the question. Some group members may have to do additional research as need requires. The students verify that their answer meets the criteria of the question. The students with then provide their answer for assessment as an oral presentation. || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">The group presents their answer to the class. Group will be graded using the following rubric: <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">[] ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Activities/Tasks
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Assessment ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Samples of Student Work || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">The story of the Trojan Horse is timeless because it is a story of love, betrayal, war, and cunning. You have the beautiful Helen of Troy who has caused this war by fleeing Menelaus to be with Paris, Prince of Troy. “The face that launched a thousand ships” had the whole of Menelaus’ brother, Agamemnon, at the gates of Troy ready to fight. Agamemnon, after days of fighting creates a ruse to infiltrate the walls of the city. They construct a large wooden horse, the symbol of the city and pretend to flee. The Trojans, thinking they had won the battle, took the horse as a tribute and brought it to the center of the city. During the night, after a raucous celebration, Agamemnon’s forces, who had been hiding inside the wooden horse, sneak to the gates and subdue the gatekeepers and let the whole of the army enter the city. The Trojans were caught by surprise and were butchered for it. This story smack of pride of the Trojans and the cunning of Agamemnon. I feel that though hard to believe, the story of the Trojan Horse probably has its origins in fact. The story was probably embellished as it was retold until it was recorded. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">Teacher Commentary Reflection || <span style="font-family: 'Arial','sans-serif'; font-size: 14.6667px;">World history students will have to analyze the story for its authenticity, historical ramifications, and as a literary commodity. They will have to understand the story, decide whether they believe that it is true or not, and analyze why the story has an effect on its readers over 3000 years after it happened/was told. This may be difficult for some students to comprehend. ||