AAP377: Athens, empire and AAP377: Athens, empire and the Classical Greek worldthe Classical Greek world

IBL exercises in a lecture-based IBL exercises in a lecture-based modulemodule

Jane Rempel, Department of ArchaeologyJane Rempel, Department of Archaeology

AAP377 Learning ObjectivesAAP377 Learning Objectives InformationInformation

– Methodological and theoretical approachesMethodological and theoretical approaches– The archaeology of Athenian democracy and The archaeology of Athenian democracy and

empireempire– Impacts of the Greek past on modern worldImpacts of the Greek past on modern world

SkillsSkills– Source criticismSource criticism

Primary sourcesPrimary sources Synthetic interpretationsSynthetic interpretations

– Group work and presentationsGroup work and presentations– Information LiteracyInformation Literacy

Incorporation of IBLIncorporation of IBL1.1. Lecture Lecture 2.2. LectureLecture3.3. LectureLecture4.4. IBL sessionIBL session5.5. Presentation sessionPresentation session6.6. LectureLecture7.7. LectureLecture8.8. LectureLecture9.9. LectureLecture10.10. IBL sessionIBL session11.11. ------------12.12. Feedback sessionFeedback session

Assessment:Assessment:40% Presentation60% Essay

Lecture sessionsLecture sessions

Primary learning outcomesPrimary learning outcomes– InformationInformation

Methodological and theoretical approachesMethodological and theoretical approaches The archaeology of Athenian democracy and The archaeology of Athenian democracy and

empireempire

– SkillsSkills Group work and discussionGroup work and discussion

Small IBL and group tasks

Small IBL task - exampleSmall IBL task - exampleAs you go to the portico which they call painted, because of its pictures, there is a bronze statue of Hermes of the Market-place, and near it a gate. On it is a trophy erected by the Athenians, who in a cavalry action overcame Pleistarchus, to whose command his brother Cassander had entrusted his cavalry and mercenaries. This portico contains, first, the Athenians arrayed against the Lacedaemonians at Odeon in the Argive territory. What is depicted is not the crisis of the battle nor when the action had advanced as far as the display of deeds of valor, but the beginning of the fight when the combatants were about to close.Pausanias 1.15

IBL sessionsIBL sessions Primary learning outcomesPrimary learning outcomes

– InformationInformation The impact of the Greek past on the The impact of the Greek past on the

modern worldmodern world

– SkillsSkills Source criticismSource criticism Group work and presentationGroup work and presentation Information literacyInformation literacy

1.1. Mapping Athenian democracyMapping Athenian democracy

2.2. Classical Athens and Classical Athens and European nation buildingEuropean nation building

IBL Session - exampleIBL Session - example‘‘Mapping Athenian democracy’Mapping Athenian democracy’ The problem:The problem:

SupportSupport– CILASS collaboratoryCILASS collaboratory– University informationUniversity information– Key questions/issues to considerKey questions/issues to consider

The government has decreed that all universities must be restructured in order to function as ‘radical democracies,’ with full member participation in decision-making processes. The University of Sheffield has decided to use Classical Athenian democracy as a model for this restructuring, and you – as the resident experts – have been asked to create a proposal for how this new democratic University might work.

IBL Session - exampleIBL Session - example GoalsGoals

– Students actively engage with the Students actively engage with the structures and functioning of structures and functioning of Athenian democracyAthenian democracy

– Prompt consideration of the questions of Prompt consideration of the questions of inclusion, exclusion and participation in inclusion, exclusion and participation in Athenian democracyAthenian democracy

– Encourage comparison of Athenian Encourage comparison of Athenian ‘radical’ democracy and modern ‘radical’ democracy and modern representative democraciesrepresentative democracies Group discussion based on core readings Group discussion based on core readings

and considerations from IBL exerciseand considerations from IBL exercise

Things to think aboutThings to think about Student engagement in IBL sessionsStudent engagement in IBL sessions

– use of WebCT discussion boards to encourage use of WebCT discussion boards to encourage participation?participation?

– Create more group discussion/activity time in lecture Create more group discussion/activity time in lecture sessions?sessions?

– Incorporate IBL sessions into assessment?Incorporate IBL sessions into assessment? AssessmentAssessment

– Presentations were successful, but the traditional long Presentations were successful, but the traditional long essay assessment not the best reflection of the moduleessay assessment not the best reflection of the module

– Opportunities for continuous assessmentOpportunities for continuous assessment Portfolio of assignments, including IBL activities and shorter Portfolio of assignments, including IBL activities and shorter

essayessay TimeTime

– pressure to cover material in lecture sessions at odds with pressure to cover material in lecture sessions at odds with need to make time for meaningful discussion (of group need to make time for meaningful discussion (of group activity, core readings)activity, core readings)

– IBL sessions moved more slowly than I’d expectedIBL sessions moved more slowly than I’d expected Make tasks more explicit?Make tasks more explicit? Have students do a preparation exercise beforehand?Have students do a preparation exercise beforehand?