History IS Serious

 

Left:  Persians (the ones decked out like MC Hammer--loathesome and odious) engaging in the ongoing process of higher-order reflection on the authentic experience of having their butts whipped.

Right:  Persians (foreground, still dressed like excrescences from a new and a horrifying world)  trying to get past the Spartans at Thermopylae.  Silly asses.

Professor Plum is well aware--yes, WELL aware--that Dear Readers have been waiting with bated breath (not baited breath; that makes no sense.  How exactly do you BAIT breath?  An altogether silly idea and a waste of natural resources.) for the next portion of piffle on instructional design.  Thousands of Dear Readers have required continuous sedation and cold sheets to handle their agitation--if the recent jump in sales of major tranquilizers is any indication.

In the interest of emotional, spiritual, and gastrointestinal (not sure why I put that in, but there it is) wellbeing, here is the foreshadowed and much anticipated second helping that follows (pretty logically I think) from the first serving.  [Make sure to reduce meds slowly.  We don't want to hear that some Dear Readers have come down with a nasty case of the Heebie Jeebies or, for that matter, Hoof and Mouth disease.]

The following comes to us from Floyd Gabbert, whom Plum is honored to have had in his (Plum's) class last sem.  Mr. Gabbert is a Marine veteran of 25 years.  If Dear Readers will consult their history books, they will know that Mr. Gabbert has seen and done what few others  have.  He is a credit to our Nation.  Readers will also recall the similar and we might say essential contributions  made by the Spartan hoplites and the United States Marines to the history of western democracy, and how nearly identical is the role of the Marines  today (with the SAME enemy) as it was in the time of T. Jefferson.  How do YOU spell Tripoly?

   

Uh oh!  I shouldn't have juxtaposed those images.  Professor Plum is beginning to have tender feelings--tender feelings of a MANly sort, of course, but tender nonetheless.  Pardon while we sublimate.  Let's load a .45 pistol....   Okay! All better.  Whew!  That was a close one!  But now we're feeling nothing....and feeling fine.

Please note the comprehensiveness and attention to detail in Mr. Gabbert's outline of instruction.

Thermopylae

Honour to those who in the life they lead
define and guard a Thermopylae.
Never betraying what is right,
consistent and just in all they do,
but showing pity also, and compassion;
generous when they're rich, and when they're poor,
still generous in small ways,
still helping as much as they can;
always speaking the truth,
yet without hating those who lie.
And even more honour is due to them
when they foresee (as many do foresee)
that Ephialtis will turn up in the end,
that the Medes will break through after all.

Constantine P. Cavafy

THE GREEK-PERSIAN WARS

Mr. Gabbert (Floyd writes) begins with “standards” (general objectives) in the State Standard Course of Study (in italics). Using his own knowledge of the subject, he identifies "things" students will learn that are relevant to each standard.

STATE STANDARD COURSE OF STUDY

COMPETENCY GOAL 1: Historical Tools and Practices - The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history.

1.01 Define history and the concepts of cause and effect, time, continuity, and perspective.

Things Students Will Learn

1. Greek actions in the Ions lead to the Greek-Persian Wars.

2. A Greek defeat in the Greek-Persian Wars may have stopped the spread of democracy.

3. Greek system of city-states/democracy lead to a belief system and virtues which allowed them to be victorious in the Greek-Persian Wars.

1.03 Relate archaeology, geography, anthropology, political science, socioogy, and economics to the study of history.

Things Students Will Learn

1. Effects of geography on social organization.

2. Effects of geography on economic system (small farms).
Strong attachment to land. 

3. Greek city-states and democracy versus the slavery and repression of the Persian Empire.

4. Effects of geography on combat methods.

1.04 Define the themes of society, technology, economics, politics, and culture and relate them to the study of history.

Things Students Will Learn

1. Greek society consisted of a class system, however, Greek citizens were equal under the law.

2. Greek advancements in technology lead to better weaponry and armor.

3. Historically, technology influences combat tactics and techniques.

4. Greek democracy, which gave all male Greeks a voice in government, lead to tenacious fighting as the Greeks defended their homeland.

1.06 Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions.

Things Students Will Learn 

1. Development of a democratic government.

2. Family owned and operated businesses.

3. Greek advancement in the arts and sciences.

4. Greek development of organized religion.

COMPETENCY GOAL 2: Emerging Civilizations – The learner will analyze the development of early civilizations in Africa, Asia,
Europe, and the Americas.

2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period.

Things Students Will Learn 

Greek achievements include:

1.  Arts and sciences.

2.  Formation of a democratic system of government.

3.  Combat tactics and techniques that were nearly invincible on the battlefield.

4.  Virtues that were nurtured and passed from one generation to the next.

COMPETENCY GOAL 6: Patterns of Social Order - The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred.

6.01 Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements.

Things Students Will Learn

1.  Greek democracy vs. Persian kingship.

2.  Greek freedom vs. Persian slavery.

3.  Greek opportunity for social advancement vs. Persian social status depending on family lineage.

6.04 Relate the dynamics of state economies to the well being of their members and to changes in the role of government.

Things Students Will Learn 

1.  Greek family owned farms and business vs. Persian king ownership of almost everything.

2. Greek democracy required a majority vote to enact laws, levy taxes, and elect senators vs. the Persian monarchy.

ADDITIONAL RESOURCES AND THINGS TO TEACH

Herodotus. Xerxes Invades Greece, from The Histories.

Retrieved from: www.fordham.edu/halsall/ancient/herodotus-xerxes.html.

1.  Three hundred Persian ships were used to bridge the
Hellespont.

2.  Greek city-states that participated in the Battle of Thermopylae.

3. Greek troop strengths at the Battle of Thermopylae.

4.  Spartan King Leonidas ordered all but the Spartans to leave.

5.  Only the Thespians and the Thebans remained with the Spartans at Thermypolae.

6.  The death of King Leonidas and the bitter fight to recover his body.

7.  Remaining Greeks were killed by Persian archers.

“Here did four thousand men from Pelops’ land, Against three hundred myriads bravely stand, Go, stranger, and to Lacedaemon tell, That here, obeying her behests, we fell.”

[Jones, Chris. The Battle of Plataea. Retrieved from: www.fanaticus.org/DBA/battles/plataea.html.]

 8.  Supply difficulties lead to Xerxes return to Persia
with approximately one-half of the Persian army.

9. Persian forces in Greece left under the command of Mardonius.

10.  Approximately 60,000 Greek hoplites under the command of Spartan King Pausanius.

11. Persian cavalry attacks to cut the Greek lines of supply and communication.

12.  Theban Sacred Band wiped out by the Athenians.

Perl Foundation. The Phalanx. Retrieved from: http://qa.perl.org/phalanx/history.html.

 “Men wear their helmets and their breastplates for their own needs, but they carry shields for the men of the entire line.”—Plutarch.

13. Panoply consisted of a shield, helmet, breastplate, greaves, sword, spear, and tunic, and weighed about seventy pounds. The shield was called a hoplon and lead to the name hoplite. The hoplon was the hoplite’s defining piece of equipment.

The spear was the principle offensive weapon. The butt-spike was used for dispatching trampled-upon foes, or as the primary weapon after the spear shattered.

The sword was considered a weapon of last resort.

14. The phalanx typically consisted of eight ranks of hoplites, stretching abreast for a quarter mile or more.

The general—the strategos—took position in the front rank, at the extreme right, the most exposed position of the entire army.

Most Greek city-state phalanxes advanced at a trot, while the Spartan phalanx was known for its slow, methodical pace.

When opposing phalanxes collided, the battle became a scrum as each army tried to push the other’s line.

Greek phalanxes were nearly unstoppable in its intended mode of combat: head-on, on straight, level ground, with adequate protection on the flanks.

Hoplite combat was centered around a single idea: battle should be bloody, horrible, and decisive.

Public Broadcast Service. The Oracle at Delphi. Retrieved from www.pbs.org/empires/thegreeks/background/7_p1.html.

15.  The Oracle of Delphi was the most important shrine in all of Greece. Delphi was considered to be the center of the world.
People came from all over Greece to get answers about the future. Pythia, the priestess of Apollo provided cryptic answers.

Prior to the Battle of Thermopylae, Spartan King Leonidas was told by the oracle that a Spartan king must die or Sparta
would be destroyed.

Wheeler, Kevin. The Ancient Greek Battles of Marathon,
Thermopylae, Artemisium, and Salamis. Retrieved from: www.geocities.com/daesarkevin/battles/Greekbattles1.html.

16. THE FIRST PERSIAN INVASION.  Persian King Darius sent a punitive expedition to Greece, for the Greek sacking of Persian city of Sardis, in 492 BC. This expedition was struck down in a storm at Mt. Athos.

The Battle at Marathon.  In 490 BC Darius again invaded Greece.  Approximately 25,000 Persian troops face approximately 11,000 Greeks: 10,000 from Athens and 1,000 from Plataea.

After a seven-day standoff, the Greeks attack in a “suicidal frenzy.”  The Greek phalanx was thin in the middle and strong on the sides, so it hinged shut on the Persian flanks.

The better armored Greeks, surround, kill, and drive the Persians off the beaches of Marathon. Approximately 6,400 Persian were killed, while 192 Athenians were killed.

THE SECOND PERSIAN INVASIAN

Thermopylae.
In 481 BC, Darius’s son Xerxes sets out to invade Greece with an army of approximately 400,000.

The Corinthian League, headed by Sparta, is formed when the Persian army reached Sardis. Athens is evacuated when the Persian army reaches Greece.

Spartan King Leonidas is given command of the Greek force at Thermopylae.

A Greek named Ephialtes informs Xerxes of a mountain path around the Greek position.

Persians completely surround the remaining Greek defenders and fire thousands of arrows and spears at them.

Wheeler, Kevin. The Ancient Greek Battles of Platea, Mycale, and Salamis.  Retrieved from: www.geocities.com/daesarkevin/battles/Greekbattles2.html.

Battle at Plataea

The Battle of Platea occurs in 479 BC.

Prior to the Battle of Platea, Greek commanders decided to withdraw to Mt. Cithaeron.

One Spartan cohort commander, Amompharetus, refuses to withdraw in the face of the Persian army.

The remaining Spartan commanders refuse to leave Amompharetus.

Approximately 53,000 Greeks: 50,000 Spartans and 3,000 Tegeans, stand against the whole Persian army.

The fighting continues until the Persian general, Mardonius, is killed.

The Greeks take only 3,000 prisoners and the rest were slaughtered.

Herodotus states that 300,000 Persians were killed, but most historians believe that the number was no more than 70,000.

The Spartans suffered 52 killed.

White, DA. The Hoplite Experience. Retrieved from: www.holycross.edu/departments/classics/dawhite.

Philosophy of Greek warfare: the honesty of two armies facing each other in broad daylight.

Time leading to battle was a test of nerve as opposing armies eyed each other, courage tested by the knowledge of lie ahead.

Most Greek city-states had various styles of panoplies, while the Spartan formation was a uniform mass of scarlet cloaks and shinning armor.

Success of the phalanx depended on unit cohesion and discipline.

Failure of the phalanx resulted from gaps and lack of discipline.

The phalanx had to meet its enemy with enough momentum to move forward, but it had to maintain order within the ranks to prevent gaps.

The best troops were placed in the front and rear ranks. Front rank required courage to meet the enemy head on, while the rear rank had to have enough strength and bearing to maintain a constant push forward.

Hoplites in the front rank carried their spears underhand, aiming for the enemy’s groin and legs. Once the momentum of the phalanx was stopped, the front rank would hold their spears overhand, aiming for the enemy’s neck, shoulders, and face.

 
[MR. GABBERT NOW ARRANGES THE ABOVE KNOWLEDGE ITEMS INTO CHUNKS]

CHUNK 1: WHO WAS INVOLVED

1.  What rules (as big ideas) are revealed (and can guide future study) in the Greek’s responses to the Persian invasions?

2.  Whom did the Greeks fight?

3.  How many major battles were there?

CHUNK 2: MAP STUDY

2.  Identify on a map the locations of  Athens, Sparta, Salamis, Lydia, Thebes,  the Persian Empire, Persepolis.

3.  Locate on a map the places of the two main land battles.

3.  Trace on a map the route taken by the Persian invaders.

CHUNK 3: ARMAMENT AND COMBAT TECHNIQUES

1.  What were Greek infantry called?

2.  What weapons did the Greek infantryman carry?

3.  What was the Greek shield called?

4.  What were the four features of the Greek shield?

5.  In what formation did the Greek infantries fight? Explain its operating characteristic and effectiveness.

6.  Describe combat methods of the Greeks.

In addition to infantry, what other fighting forces did the Persians use?

CHUNK 4: THE FIRST PERSIAN INVASION

1.  Who was the Persian king during the first invasion?

2.  What did the Persian king expect to gain from the first invasion?

3.  Trace on a map the route taken by the Persian invaders.

4.  What was the date of the first land battle?

5.  Where was the first land battle?

6.  How far was the first battle from  Athens?

7.  Was Athens involved in the first battle?

6.  Was Sparta involved in the first invasion? Explain.

7.  What were the approximate numbers of troops on each side?

8.  Did the Persians have a navy involved in the first land battle?

9.  Who won the first major land battle?

10.  What rules (as big ideas) are revealed (and can guide future study) in the Greek’s responses to the Persian invasions?

CHUNK 5: THE SECOND PERSIAN INVASION

1.   Who was the Persian king during the second invasion?

2.  What did the Persian king expect to gain from the second invasion?

3.  Trace on a map the route taken by the Persian invaders.

4.  What was the date of the second land battle?

5.  Where was the second land battle?

6.  What is the English translation for the location of the second land battle?

7.  What did the Greeks expect to gain by fighting the Persians at the location of the second land battle?

8.  Was Sparta involved in the second land battle?

9. Describe the Greek forces in the second land battle?

10.  What was the approximate number of troops on each side?

11. How were the Greeks defeated in the second land battle?

12.  Did the Greeks accomplish what they came to do in the second land battle?

13.  What rules (as big ideas) are revealed (and can guide future study) in the Greek’s responses to the Persian invasions?

14.  In brief, what came next after the second land battle?

CHUNK 6: THE BATTLE OF PLATAE

1.  Why did Xerxes return to Persia, with approximately one-half of the Persian army, one year after his victory at Thermoplae?

2.  Whom did Xerxes leave in Greece to command the Persian army?

3. In what year was the Battle of Platea fought?

4.  Approximately how many Greek troops fought in the Battle of Platea?

5.  Who commanded the Greek forces at Platea?

6.  How or why did the Spartans become separated from the Greek army’s main force?

7.  What was the battle’s outcome?

8.  What event broke the fighting spirit of the Persian army?

9.  What rules (as big ideas) are revealed (and can guide future study) in the Greek’s responses to the Persian invasions?

CHUNK 7: CONCLUSION

1.  What rules (as big ideas) are revealed (and can guide future study) in the Greek’s responses to the Persian invasions?

[MR. GABBERT NOW DESIGNS INSTRUCTION FOR ONE OF THE ABOVE CHUNKS.]

CHUNK 5: THE SECOND PERSIAN INVASION:

CUMULATIVE OBJECTIVE: Summarize and describe the events leading up to the second Persian invasion of Greece and describe the second major land battle between the Persians and the Greeks.

SPECIFIC OBJECTIVE #1: Given a map of the ancient world, the student will trace the route taken by the Persian army during its second invasion of Greece, by marking the location of the Hellespont, the kingdom of Thrace, the kingdom of Macedonia, the Aegean Sea, and the location of the second major land battle between the Persians and the Greeks.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “Where is the Hellespont?” The student will point to the Hellspont within thee seconds.

(Verbal Association) When the teacher asks, “How do you spell Hellspont?” The student will spell Hellspont without error.

(Verbal Association) When the teacher asks, “Where is the kingdom  of Thrace?” The student will point to the kingdom of Thrace within thee seconds.

(Verbal Association) When the teacher asks, “How do you spell Thrace?” The student will spell ThracE without error.

(Verbal Association) When the teacher asks, “Where is the kingdom of Macedonia?” The student will point to the kingdom of Macedonia within thee seconds.

(Verbal Association) When the teacher asks, “How do you spell Macedonia?” The student will spell Macedonia without error.

(Verbal Association) When the teacher asks, “Where is the Aegean Sea?” The student will point to the kingdom of Thrace within thee seconds.

(Verbal Association) When the teacher asks, “How do you spell Aegean?” The student will spell Aegean without error.

(Verbal Association) When the teacher asks, “Where is Thermopylae?” The student will point to Thermopolae within thee seconds.

(Verbal Association) When the teacher asks, “How do you spell Thermopylae?” The student will spell Thermopolae without error.

SPECIFIC OBJECTIVE #2: Without the aide of reference materials or notes, the student will state the name of the Persian king at the time of the second invasion of
Greece and state what the Persian king expected to accomplish from invading Greece.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “Who was the king of Persia during the second invasion of Greece ?” The student will say “Xerxes” within three seconds.

(Verbal Association) When the teacher asks, “Who was Xerxes?” The student will answer, “The king of Persia during the second Persian invasion of Greece” within three seconds.

(Verbal Association) When the teacher asks, “How do you spell Xerxes?” The student will spell Xerxes without error.

(Verbal Association) When the teacher asks, “What did the Persian king expect to accomplish by invading Greece?” The student will state, “Avenge his father’s defeat by the Greek’s during the first Persian invasion of Greece and to subjugate the whole of Greece” within five seconds.

SPECIFIC OBJECTIVE #3: Given a multiple-choice list of dates and names, the student will select the date of the second major land battle between the Persians and the Greeks, the Greek name the battle came to be know by, and the English translation of the battle’s name.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “When was the second major land battle of the Greek-Persian Wars fought?” The student will answer, “480 BC” within three seconds.

(Verbal Association) When the teacher asks, “What happened in 480 BC?” The student will answer, “The second major land battle of the Greek-Persian Wars was fought” within three seconds.

(Verbal Association) When the teacher asks, “What was the name given to the second major land battle?” The student will answer “Thermoyolae” within three seconds.

(Verbal Association) When the teacher asks, “What was Thermopylae?” The students answer, “The second major land battle of the Greek-Persian Wars” within three seconds.

(Verbal Association) When the teacher asks, “What is the English translation of Thermopylae?” The students will answer, “Hot Gates” within three seconds.

(Verbal Association) When the teacher asks, “What is the Greek word for Hot Gates?” The student will answer, “Thermopylae” within three seconds.

SPECIFIC OBJECTIVE #4: Without the aide of reference materials or note, the student will state what the Greeks expected to accomplish by fighting the Persian invaders at Thermopylae.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “Why did the Greeks choose to fight at Thermopolae?” The student will answer, “Because of the narrowness of the pass, the Greeks hoped to delay the advance of the Persian army” within three seconds.

LEARNING OBJECTIVE #5: From memory, the student will list the composition of Greek and Persian forces that fought in the second major land battle, to include approximate troops strengths and types of combat units.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher says, “Name the Greek city-states that sent troops to fight at Thermopylae.” The student will answer, “Arcadia, Mantinea, Corinth, Mycenae, Orchomenus, Philius, Sparta, Tagea, Thebes, and Thespia” within five seconds.

(Verbal Association) When the teacher says, “Spell Arcadia.” The student will spell
Arcadia without error.

(Verbal Association) When the teacher says, “Spell Cornith.” The student will spell Cornith without error.

(Verbal Association) When the teacher says, “Spell Mantinea.” The student will spell
Mantinea without error.

(Verbal Association) When the teacher says, “Spell Mycenae.” The student will spell
Mycenae without error.

(Verbal Association) When the teacher says, “Spell Orchomenus.” The student will spell Orchomenus without error.

(Verbal Association) When the teacher says, “Spell Philius.” The student will spell Philius without error.

(Verbal Association) When the teacher says, “Spell Sparta.” The student will spell
Sparta without error.

(Verbal Association) When the teacher says, “Spell Tagea.” The student will spell Tagea without error.

(Verbal Association) When the teacher says, “Spell Thebes.” The student will spell
Thebes without error.

(Verbal Association) When the teacher says, “Spell Thespia.” The student will spell Thespia without error.

(Verbal Association) When the teacher asks, “How many Greek troops were in the vicinity of Thermopolae at the time of the battle?” The student will answer, “4,200” within three seconds.

(Verbal Association) When the teacher asks, “How many Greeks troops were actually involved in the fighting at Thermopylae?” The student will answer “1,400” within three seconds.

(Verbal Association) When the teacher asks, “How many Spartans were at the Battle of Thermopylae?” The student will answer, “300” within thee seconds.

(Verbal Association) When the teacher asks, “Why were so few Spartans involved in the Battle of Thermopylae?” The student will answer, “A religious festival in
Sparta prevented the Spartan army from marching to Thermopylae” within three seconds.

(Verbal Association) When the teacher asks, “What type of combat units did the Greeks have at Thermopylae?” The student will answer, “Infantry,” or “Hoplites” within three seconds.

(Verbal Association) When the teacher asks, “Who was given command of the Greek force at Thermopylae?” The student will answer, “Spartan King Leonidas” within three seconds.

(Verbal Association) When the teacher asks, “Who was King Leonidas?” the student will answer, “The Spartan king who was given command of all Greek forces at Thermopylae” within three seconds.

(Verbal Association) When the teacher asks, “How many Persian troops were facing the Greeks at Thermopolae?” The student will answer “400,000” within three seconds.

(Verbal Association) When the teacher says, “Name the types of Persian combat units involved in the Battle of Thermopolae.” The student will answer, “Infantry, cavalry, and archers” within five seconds.

SPECIFIC OBJECTIVE #6: Without the aide of reference materials or notes, the student will make a list of features, comparing the Greek force’s method of combat at Thermopylae to the more traditional method of Greek combat, which occurred at the Battle of Marathon. Compare its similarities and differences.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “What is the name of the formation that Greek forces normally fought in?” The student will answer, “The phalanx” within three seconds.

(Verbal Association) When the teacher asks, “What is a phalanx?” The student will answer, “The formation that Greek troops fought in” within three seconds.

(Verbal Association) When the teacher asks, “Was the phalanx used for offensive or defensive combat?” The student will answer, “Offensive combat” within three seconds.

(Verbal Association) When the teacher asks, “What are the features of combat between phalanxes?” The student will answer, “The phalanx normally stretched across a valley, consisted of shock combat, and was designed to penetrate the opposing phalanxes line” within five seconds.

(Verbal Association) When the teacher asks, “Did the Greeks fight in a phalanx at Thermopylae?” “Why or why not?” The student will answer, “The Greeks did not fight in a phalanx at Thermopylae because the narrowness of the pass would not allow it” within five seconds.

(Verbal Association) When the teacher asks, “Did the Greeks mainly use offensive or defensive combat at the Battle of Thermopylae?” The student will answer, “Defensive combat” within three seconds.

SPECIFIC  OBJECTIVE #7: Without the aide of reference materials or notes, the student will explain the event that lead to the deadliest combat at the Battle of Thermopylae.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “What single event lead to the bloodiest combat at Thermopylae?” The student will answer, “The fight to recover the body of Spartan king Leonidas” within three seconds.

(Verbal Association) When the teacher asks, “The fight to recover the body of Spartan King Leonidas resulted in what?” The student will answer, “The bloodiest fighting at the Battle of Thermopylae” within three seconds.

SPECIFIC  OBJECTIVE #8: From memory, the student will state why the Spartan king was so willing to fight to the death at the Battle of Thermopylae.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “What was the name of the shrine of Apollo?” The student will answer, “The Oracle of Delphi” within three seconds.

(Verbal Association) When the asks, “What was the most important shrine in all of
Greece?” The student will answer, “The Oracle of Delphi,” or “The shrine of Apollo” within three seconds.

(Verbal Association) When the teacher says, “Spell Oracle of Delphi.” The student will spell Oracle of Delphi without error.

(Verbal Association) When the teacher asks, “What was the name of the priestess of Apollo?” The student will answer, “Pythia” within three seconds.

(Verbal Association) When the teacher asks, “Who was Pythia?” The student will answer, “The priestess of Apollo” within three seconds.

(Verbal Association) When the teacher says, “Spell Pythia.” The student will spell Pythia without error.

(Verbal Association) When the teacher asks, “Why did people from all over Greece
go to the Oracle of Delphi?” The student will answer, “To get answer about the future” within three seconds.

(Verbal Association) When the teacher asks, “What did Pythia tell the Spartan king?” The student will answer, “A Spartan king must die or Sparta will be destroyed” within three seconds.

(Verbal Association) When the teacher asks, “Why was the Spartan king so willing to fight to the death at the Battle of Thermopolae?” The student will answer, “To save
Sparta” within three seconds.

SPECIFIC  OBJECTIVE #9: From memory, the student will describe how the Greek force at Thermopolae was defeated.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “Who order the rest of the Greek force leave Thermopylae?” The student will answer “Spartan King Leonidas”, within three seconds.

(Verbal Association) When the teacher asks, “What did Spartan King Leonidas do right before the battle ended?” The student will answer, “He ordered all but the Spartans to leave Thermopolae” within three seconds.

(Verbal Association) When the teacher asks, “Who remained with the Spartans at Thermopolae?” The student will answer, “The Thesipians and the Thebeans” within three seconds.

(Verbal Association) When the teacher asks, “Who was Ephialtes?” The student answers, “The Greek traitor that showed the Persians a way around Thermopylae” within three seconds.

(Verbal Association) When the teacher asks, “Who was the Greek traitor that lead the Persian army around Thermopylae?” The student will answer, “Ephialtes” within three seconds.

(Verbal Association) When the teacher says, “Spell Ephialtes.” The student will spell Ephialtes without error.

(Verbal Association) When the teacher asks, “Once the Persian army made its way around Thermopylae, how did they kill the remaining Greek defenders?” The student will answer, “By firing arrows and spears into them”, within three seconds.

(Verbal Association) When the teacher asks, “What is the inscription on the statue, dedicated to the Spartans, say?” The student will answer, “Go, stranger, and to
Lacedaemon tell, That here, obeying her behests, we fell” within five seconds.

SPECIFIC OBJECTIVE #10: Without the aide of reference materials or notes, the student will analyze the Battle of Thermopolae and state whether or not the Greek force accomplished its objective and justify your answer.

IMMEDIATE/DELAYED ACQUISITION TEST:

(Verbal Association) When the teacher asks, “Why did the Greeks choose to fight at Thermopylae?” The student will answer, “Because of the narrowness of the pass, the Greeks hoped to delay the advance of the Persian army” within three seconds.

(Verbal Association) When the teacher asks, “Did the Greeks delay the advance of the Persian army at the Battle of Thermopolae?” The student will answer, “Yes”, within three seconds.

[MR. GABBET NOW PREPARES A SCRIPT FOR TEACHING THE KNOWLEDGE RELEVANT TO SOME OF THE OBJECTIVES ABOVE.  NOTE THAT HE USESA THE GENERAL TEACHING FORMAT: FRAME THE TASK, MODEL THE INFORMATION, LEAD STUDENTS, TEST TO SEE IF STUDENTS GOT IT.]

SCRIPT

LEARNING OBJECTIVE #8: From memory, the student will state why the Spartan king was so willing to fight to the death at the Battle of Thermopylae.

REVIEW: "Today we will continue our study of the Greek-Persian Wars. During our last class, we discussed the event that lead to the bloodiest fighting at the Battle of ThermopYlae.

"When I give you the signal, I want the whole class to tell me the name of the Spartan king that was in command of the Greek force at Thermopylae. Get ready…now! [Provide correction and praise as needed.]

When I give you the signal, I want the whole class to tell me what was the event that lead to the bloodiest fighting at the Battle of Thermopylae. Get ready…now! [Provide correction and praise as needed.]

"Earlier this year, during our discussion of Greek culture, we learned that the Greek religion played a major role in the daily lives of the Greek population. Now, we will learn some interesting facts about just how important religion was to the Greeks.

FRAME: "Today, we will discuss the reason why Spartan King Leonidas was willing to fight to the death at the Battle of Thermopolae.

MODEL: "New fact, get ready to write. One of the most important religious sites in all of Greece was the shrine to Apollo, which was called the Oracle of Delphi.

When I give you the signal, I want the whole class to tell me the name of the shrine to Apollo. Get ready…now! [Provide correction and praise as needed.]

"When I give you the signal, I want the whole class to tell me what was the Oracle of Delphi. Get ready…now! [Provide correction and praise as needed.]

"Oracle is spelled O-R-A-C-L-E. [Spell Oracle a second time.]

"When I give you the signal, I want the whole class to spell Oracle. Get ready…now! [Provide correction and praise as needed.]

"Delphi is spelled D-E-L-P-H-I. [Spell Delphi a second time.]

"When I give you the signal, I want the whole class to spell Delphi.
Get ready…now! [Provide correction and praise as needed.]

[Call on individual students to state the name of the shrine of Apollo and to spell Oracle of Delphi. Provide correction and praise as needed.]

Write Oracle of Delphi on the board.

MODEL: "New fact, get ready to write. The priestess of Apollo was called Pythia.

When I give you the signal, I want the whole class to tell me the name of the priestess of Apollo. Get ready…now! [Provide correction and praise as needed.]

"When I give you the signal, I want the whole class to tell me who was Pythia. Get ready…now! Provide correction and praise as needed.

Pythia is spelled P-Y-T-H-I-A. [Spell Pythia a second time.]

"When I give you the signal, I want the whole class to spell Pythia. Get ready…now! Provide correction and praise as needed.

[Call on individual students to spell Pythia. Provide correction and praise as needed.]

Write Pythia on the board.

MODEL: "New fact, get ready to write. People from all over Greece
went to the Oracle of Delphi to have Pythia give them predictions about the future.
When I give you the signal, I want the whole class to tell me why people from all over
Greece went to see the Oracle at Delphi. Get ready…now! [Provide correction and praise as needed.]

"When I give you the signal, I want the whole class to tell me what did Pythia do for the people of Greece. Get ready…now! Provide correction and praise as needed.

Call on individual students to state why people from all over Greece went to see the Oracle of Delphi. Provide correction and praise as needed.

MODEL: "New fact, get ready to write. Before the Battle of Thermopylae, Spartan King Leonidas went to the Oracle of Delphi and was told that a Spartan king must die or Sparta would be destroyed.

"When I give you the signal, I want the whole class to tell me the prediction that Pythia gave to Spartan King Leonidas. Get ready…now! [Provide correction and praise as needed.]

[Call on individual students to state the prediction that Pythia gave to Spartan King Leonidas. Provide correction and praise as needed.]

MODEL: "New fact, get ready to write. Because of the prediction that he received from Pythia, Spartan King Leonidas was willing to fight to the death, at the Battle of Thermopylae, to save Sparta from destruction.

"When I give you the signal, I want the whole class to tell me why Spartan King Leonidas was so willing to fight to the death at the Battle of Thermopylae. Get ready…now! [Provide correction and praise as needed.]

[Call on individual students to state why Spartan King Leonidas was so willing to fight to the death at the Battle of Thermopylae. Provide correction and praise as needed.]

GENERALIZATION TO FURTHER LEARNING

A form of the Greek panoply, which consists of the armor and weapons that the Greek hoplite carried into battle, is still used today—body armor, helmet, and rifle.

The basic formation of the Greek phalanx was used for thousands of years and was the basic combat formation during, such wars as, the American Revolution and the American Civil War.

The virtues that lead the Greek hoplites to fight more intensely when fighting for their own homes and lands is still a virtue of fighting men today.

The idea that freedom and liberty is greater that one’s own life is still a virtue of fighting men today.

The defeat of the Greeks, during the Greek-Persian Wars, may have lead to the total destruction of today’s democratic system of government.

============================================================

[THE SCRIPTS, ABOVE, PAY ATTENTION EVEN TO SMALL DETAILS, SUCH AS USING  SIGNALS TO MAKE SURE STUDENTS RESPOND AS A GROUP; AND MAKING SURE THAT STUDENTS KNOW EVERY RELEVANT FACT.  THIS DEGREE OF PRECISION WOULD BECOME LESS OBVIOUS (THOUGH MR. GABBERT WOULD STILL BE AWARE OF EVERY DETAIL), AND STUDENTS WOULD RECEIVE LARGER CHUNKS OF INFORMATION, AS MR. GABBERT AND THE CLASS BEGIN TO WORK TOGETHER FLUENTLY. In other words, Mr. Gabbert will find that his students are learning to hear, write, and remember facts and rules.  Therefore, he does not have to teach and test these one small piece at a time.  But unless he BEGINS with that degree of precision and focus, his students may NOT learn to pay attention and to learn the details.  They will merely sit back and let Mr. Gabbert talk, and MAYBE get a few words.]

Comments

[Michael]

That's "Hellespont."

[Michael]

Seriously, it's an interesting outline. In order to evaluate it, however, I need a few more bits of information: the grade level for which this is intended (elementary, jr. high, high school); how long the unit of which this lesson is a part will take; and what the unit as a whole will teach. I'd love to see his unit plan.

[allen]

Shouldn't that be P-Y-T-H-I-A, not P-Y-Y-H-I-A?

[plum]

Thanks for the corrections!

Mr. Gabbert's instruction is pitched to middle school--maybe 8th grade.

[Michael]

If it's 8th grade, I have a real problem with the call and response spell things correctly thing. I would have been mightily annoyed with that stuff at that age, and would probably--had I not been such a wuss--been a real behavior problem. It would be better for 4th-6th grade.

That said, this level of detail is great for earlier grades; they like the feeling of mastery, and it builds things for high school. After all, they can exhibit no "higher order thinking skills" if they have nothing to think about.