Mission Pack: I Spy Greece: Ever Wanted To Be A Spy?

Mission Pack: I Spy Greece
Ever wanted to be a spy?
6 13
GRADE SOCIAL STUDIES WEEKS
Topics include: Ancient Greece and Geography
Version 1.0
Mission Pack I Spy Greece pg. 2
“An isthmus, we got an isthmus!” says a student as he looks at the card.

“So what do we do with it?” asks another student. All four students
look down at a big piece of brown paper covered with different
symbols. “Maybe we can connect our continent with that other group?
Let’s ask,” says one student. Minutes later, two groups of students
are working together to link their continents on an imaginary planet
with an isthmus.
Visit Quest Learning in Action to see more.
www.instituteofplay.org
About This Curriculum

At Quest schools, our curriculum and instruction This curriculum resource is designed to give you
is grounded in game-like learning. Game-like an idea of how Institute of Play and Quest teachers
learning is a research-based theory of learning that transform the learning of content and skills into
draws from what we know games do best: drop game-like experiences that engage and excite
players into inquiry-based complex problem spaces students. Even though Quest teachers actively
in which challenges are leveled to deliver just-in-time engage in the role of designer and innovator during
learning. Games also use data-driven feedback to curriculum development, it is important to note that
help players understand how they are doing, what Quest teachers use more well-known activities and
they need to work on, and where they need to go assessments in addition to game-like experiences.
next. Lastly, games provide engaging contexts for This curriculum resource does not include those
students to build content knowledge along with types of learning activities and assessments because
21st century skills, such as systems thinking, design we know that they can be found in other web-based
thinking, communication, collaboration, creativity, resources or textbooks. Institute of Play designed
and innovation. this resource to share the unique approaches that
Quest students experience and provide you with
Game-like learning frames the way we plan units. All ideas and materials to bring game-like learning into
learning units are organized into “missions.” When your classroom.
a mission is introduced, students are faced with an
immediate “need to know” that engages them in
solving a mission’s complex challenge. Sometimes Curriculum at Quest schools empowers
these missions are organized around narratives; students to become active problem-solvers
sometimes not. Students are also often given roles to and innovators in the 21st century. We design
play during missions, such as being detectives, spies, opportunities for students to build 21st century
or journalists. skills, such systems thinking, design thinking,
and social-emotional skills. As systems thinkers,
At the beginning, students don’t know how to solve students identify parts and relationships within
the mission’s complex challenge; they must solve systems, discover patterns and feedback loops,
a series of “quests” that help them build essential and find possible leverage points for systemic
knowledge and skills needed to complete the mission change. As designers, students brainstorm,
challenge. During quests, students use games and prototype, test, and iterate ideas and solutions
other project-based learning experiences to build to challenges. As community members and
their understanding of content and practice new citizens, students work on listening,
skills. At Quest schools, teachers also creatively communicating, collaborating, leading,
evaluate student learning through assessments that and mediating.
are technology-based, game-based, and/or have a
connection to the real world.
The sections of this resource include:
MISSION SUMMARY TEACHER COLLABORATOR BIO

A summary of the narrative of the mission and the challenge(s)
posed to students, as well as essential questions and enduring
understandings for the content of the mission.
MISSION OVERVIEW
A list of quests in the mission with the length and summary
for each one.
FINAL ASSESSMENT OF MISSION

Ross Flatt attended Gettysburg
A description of the final assessment that students complete College where he earned a Bachelors
at the end of the mission. in History, with a content specialty in
World History and a particular focus on
QUEST-BY-QUEST DETAILS Modern Europe. He has taught History
at St. Joseph Regional High School in
The collection of quests in the mission with more information Montvale, NJ, History and Sociology in
about learning goals, game-like learning experiences, and other Robbinsville, NJ, and Global Studies
at The Scholar’s Academy in New
assessments used in each quest. York, NY. In 2009, Ross became part
of the founding faculty at Quest to
APPENDIX Learn school in New York, NY as its first
Being, Space, and Place (Humanities)
Includes helpful resources, such as: teacher for the 6th grade. Since then,
• Differentiation strategies Ross earned his Master’s degree in
Educational Leadership and Supervision
• Final assessment support materials and rubric from Fordham University and has taken
on the leadership role of Curriculum
• Additional resources Designer and Lead Teacher at
• Lists of standards aligned to the mission Quest to Learn.
Since collaboration and iteration are

important to our work at Institute of Play,
we want to hear your feedback about
this resource and its impact on your
teaching. To share your thoughts and
ideas, please join our Google+ community
by clicking on this link: Institute of Play
Google+ Community.
Mission Summary
Students ready themselves to create a Spartan military formation with their hoplons (shields).
In this mission, students take on the to reflect on Ancient Greece and how
I Spy Greece is terrific for student
role of spies to advise the Emperor that time period still influences their
learning. In a lot of ways, it combines
Darius of Persia. The emperor wants to own lives.
the best elements of Quest missions:
expand the Persian Empire. To do so, he
it immerses students in an exciting
must make an informed decision about Essential Questions
learning experience as well as gives
whether to invade Athens or Sparta, • Is geography destiny?
them a real-world task that motivate
two prominent Greek city-states. The • What is power?
them for learning. As Persian spies for
content of the mission centers both • Does might make right?
Emperor Darius, students have a natural
on the study of geography and of • How does the past impact
entry point for learning as much as they
Ancient Greece. the present?
can about the Greeks, and they want to
learn about its geography and unique
To adequately advise the emperor, Enduring Understandings
systems of government. Spies must
students study geography, culture, • Geography is oftentimes key to
collect a wealth of information as well as
power and government, warfare and the survival of a civilization.
assess its importance when delivering it
alliances, and unintended consequences. • War and warfare is central
to a superior (such as Darius).
The mission culminates with a debate to the history and development
held in front of the Persian emperor and of civilizations.
- Ross Flatt, 6th grade teacher,
his war council about whether Persia • Elements from past civilizations
Quest to Learn, New York, NY
should invade with Athens or Sparta are oftentimes reflected in
or neither. Throughout the mission, modern societies.
students use their knowledge and skills
Mission Overview
QUEST TITLE LENGTH* DESCRIPTION
Operation Land and Sea 3 weeks Students learn about how geography and climate impacts people
and use their own lives as a self-study of the impact of geography
and climate.
Operation Government Infiltration 2 weeks Students are challenged to figure out how Athens or Sparta
would respond to Persian rule. They learn about political systems
focusing on Greek, Persian and current U.S. political systems.
Operation City-states 3 weeks Students are challenged to discover which city-state is more
valuable culture-wise, Athens or Sparta. They also investigate
cultural artifacts from Ancient Greece that are still important in
our society today.
Operation Persian Wars 3 weeks To help Emperor Darius prepare for war, students learn about
causes and consequences of wars, military tactics, and the
complexity of allegiances.
Operation Peloponnesian War 2 weeks Students debate about which city-state to invade in the
Peloponnesian War.
* Based on an assumption of 50-minute classes that meet 5 days a week.
Final Mission Assessment
Students support their argument to invade Sparta during the final mission assessment.
For the mission’s final assessment, choice. Using research and knowledge
students engage in a debate that gained throughout the trimester,
focused on Sparta and Athens. As students present their findings in a
spies well-versed in knowledge about class debate to a the emperor’s war
Sparta and Athens, students debate to council which includes the teacher and
convince Emperor Darius to invade community members. Student groups
Sparta, Athens or neither city-state in choose their position (Sparta, Athens
the Peloponnesian War. Their debate or neither) and are given a wide range
focuses on three aspects of Spartan/ of primary and secondary sources to
Athenian civilization—Culture, Military, find evidence to support their side of
and Legacy (how the city-state will the debate.
influence Persia presently and in the
future)—and includes predictions of
the consequences of the emperor’s final
Quest-by-Quest Details
This section provides more detailed information about each quest to help you
develop and design your own version of this mission for your students. Within
each quest, we describe its game-like learning experiences and list the types
of assessments produced by students as evidence of their learning.
Note that all games designed by Institute of Play are italicized.
A group of students play Inhabitation, an Institute of Play board game designed to help students learn about the growth of civilizations.
All assessments used at Quest students to be successful in college, • Ask students to change the game to
schools evaluate not only subject career, and life in the 21st century, and help players learn different content
matter knowledge and skills of we believe students need support in and/or skills.
students (aligned to national and building knowledge and skills beyond • Create game play scenarios and
state Standards), but also assess those measured on standardized tests. ask students about possible next
game moves.
21st century skills. These skills
include collaboration, empathy, Additionally, when Quest students play
problem-solving, systems thinking and games to learn, there are numerous It is important to note that all of the
design thinking. Quest assessments ways that teachers assess learning resources bolded in blue in the rest
of the document are active weblinks.
range from embedded and formative through game play. Some examples are:
Check out the example below:
(happening while students are • Circulate around the room to
learning to help teachers guide check for student understanding
Read our Games and Learning Design
instruction) to traditional (quizzes/ by observing student game choices,
Pack for more information about using
tests) to performance-based (tasks listening to student conversations,
games in your classroom.
and asking questions to students.
similar to those in the real world) to
• Ask students to create a strategy to
self-assessments. We want to prepare
help new players win the game.
Quest 1: Operation Land and Sea 3

WEEKS
Students receive notification that they TOPICS & SKILLS COVERED

have been hired by Emperor Darius of
Persia to be his spies. For the first time,
• Geographical terms
they hear about Emperor Darius’ goal
• Map reading and interpretation
to invade Greece to expand the borders
• Persian geography, government
of Persia. After students learn of their
and culture
new job, they learn about Persia—the
• Ancient Greece geography
geography, government and culture.
• Geographical impact on people
Then, they receive a letter from the
• Central ideas in texts
emperor asking them to learn as much as
• Summarizing texts
they can about Greece’s geography and
• Use of multiple media and formats
climate to help him begin to strategize
how Persia might invade Greece.
GAME-LIKE LEARNING EXPERIENCES ASSESMENT TYPE DESCRIPTION
Galactic Mappers Card and Students play Galactic Mappers, an Institute of Play game
design game designed to help students learn physical geography terms and
map-making skills.
Persia Wiki Page Writing As a class, students create a student-friendly wiki page about
(informational) Persia. They are assigned different topics and are required to
share their research on the class wiki page. They ask for feedback
from high school students taking courses connected with
early civilizations.
Interactive Ancient Greece Map Research and Students use National Geographic’s Mapmaker Interactive Tool
presentation to research Greece’s geography and climate. They share their
research in a presentation tool (e.g. Keynote, Powerpoint).
Inhabitation Board game Students play Inhabitation, an Institute of Play game designed to
help students learn factors that enabled ancient hunter-gatherers
to first establish settled, agrarian communities.
Your Neighborhood Digital map Students use Scribble Maps to show the geography of their
and writing neighborhood and they write about how the geography impacts
their actions and decisions on a regular basis.
Quest 2: Operation 2
Government Infiltration WEEKS
As part of their mission, Emperor Emperor Darius governs. With all this TOPICS & SKILLS COVERED
Darius asks students to learn about information about political systems
the leaders of Athens and Sparta and in-hand, students work on defining
• Different types of political systems
about the city-states’ governments to political power in their own ways
(e.g. oligarchy and democracy)
help him anticipate how the Greeks and investigate who holds power in
• Power defined
might respond to Persian rule after different political systems, including
• Power in different political systems
the invasion. Students reach out to a brief study of the current U.S.
• Organization of current U.S.
their contacts in Athens and Sparta political system.
government
and ask for government information.
• Central ideas in texts
Also, students study the Persian
• Summarizing texts
government to learn more about how
Political System Comics Comic strip and Students use Comic Life to explain a variety of political systems.
writing Pairs of students choose one political system to research and use
as the focus of their comic.
U.S. Government Mind Mapping Mind Map Students use mind mapping software (like XMind) to create a
visual of the U.S. government system with its different parts and
the relationships among the parts.
People’s Voice Board game Students play People’s Voice, an Institute of Play game designed
to help students understand the difference between government
systems where decisions are made by a single leader versus
democratically by a group vote.
A Brave New World Digital game Students play Minecraft in multiplayer worlds, forming mini-
societies, collecting resources and building structures. Over the
course of play, they experience different styles of government
inside their mini-societies.
Quest 3: Operation: City-States 3

WEEKS
To help him strategize more about his identifying what cultural aspects of TOPICS & SKILLS COVERED
invasion plans, Emperor Darius needs Sparta and Athens are part of our
his spies to get him more information culture today. At the end of the quest,
• Cultures of Athens and Greece
about which city-state will bring the students decide what they would
• Cultural connections of today to
most value to the Persian empire, include in a time capsule for historians
Athens and Greece
Sparta or Athens. Students must to find in 3014 to help people in the
• Use of artifacts to understand a
gather intelligence about education, future understand what life in 2014
historical time and place
art, economy, religion, and civil rights is really like.
• Arguments, claims, and evidence
of Sparta and Athens. Students bring
• Discussion skills
their learning to the current time by
A Day in the Life Video Students use iMovie to film a 3-4 minute documentary about a
day in the life of a Spartan or Athenian of their choice (e.g. child,
woman, slave, teacher, etc.).
Royal Letter Writing (argument) Students write a letter to Emperor Darius arguing about which city-
state, Athens or Sparta, to invade based on which city-state will
add the most value to the Persian empire. They revise their letters
based on peer review feedback.
Find it! Physical game and Students visit a cultural institution with artifacts from Ancient
writing Greece and participate in a scavenger hunt focused on this
region of the world. They then make connections between
what they see at the cultural institute and current culture. For
example, students might find Greek “egg and dart” designs in
contemporary architecture.
Socratic Smackdown Pen and paper game Students play Socratic Smackdown, an Institute of Play game
designed to help students learn how to discuss texts and use
textual evidence to make connections and ask thought-provoking
questions, to discuss Greek myths.
3014 Writing and Students create an online personal time capsule filled with images
visuals (e.g. and sounds that would help future historians in 3014 understand
photos, scanned what life is like in 2014.
documents)
Quest 4: Operation Persian Wars 3

WEEKS
Emperor Darius uses all of the spies’ Students study Sparta’s war tactics to TOPICS & SKILLS COVERED
intelligence information to decide help improve Persia’s military as well
to invade Athens. The invasion fails as learn about any other significant
• Ancient Greek wars and
because of an unexpected alliance wars in Ancient Greek history and the
military tactics
between Athens and Sparta. After the associated causes and consequences.
• Common causes and
failed Persian invasion of Athens, the Lastly, students compare Sparta’s
consequences of war
emperor recalls his spies from the war military tactics to the tactics used in
• Current military tactics
front and asks them to recount how wars today.
Sparta helped Athens defeat his army.
Hoplons Shields Students research Spartan military tactics and use that
information to inform the design and construction of their own
hoplons (Ancient Greek shields).
Time to Phalanx Physical game Student groups compete to be the best group at getting into
different Spartan phalanx formations quickly and effectively
with their self-designed hoplons.
War Flowchart Flowchart and Students create digital flowcharts using gliffy or paper
writing flowcharts showing common causes and consequences
(intended and unintended) of wars.
Diplomacy Board game Students play Diplomacy, a commercial board game designed
for players to strategize how to gain land and supplies during
a war, to help them learn more about military tactics and the
complexity of war.
Quest 5: Operation 2
Peloponnesian War WEEKS
Emperor Darius surprises his spies TOPICS & SKILLS COVERED

by telling them that Sparta and Athens
are now going to war with each other.
• Causes of Peloponnesian War
The emperor wants to invade the
• Definition and roles of allies
weaker city-state and ally with the
• Arguments, claims, and evidence
stronger city-state. He asks his spies
• Debate and presentation skills
to gather intelligence about the war
between Sparta and Athens, then
debate about which city-state should
be invaded, and wait for a decision by
the Persian War Council.
Diplomacy Board game Students play Diplomacy again to help them learn more about
decision-making regarding wartime
The Emperor’s Decision Presentation Student groups present arguments about whether Persia
and writing should ally with Sparta or Athens during the war. Some student
groups also present an argument for not participating in the
Peloponnesian War at all . They must convince the Persian War
Council who directly advise Emperor Darius. Topics in the debate
include military strength, culture, benefits to Persian and its future,
and a student groups’ secret topic.
Appendix
DIFFERENTIATION STRATEGIES • Peer feedback and time
• Word wall of vocabulary and for iteration
definitions (with visuals when • Use of physical experiences
appropriate) (e.g. phalanx formations)
• Student role assignments • Research guides with appropriately
• Guided support materials for leveled readings
projects, such as Clash of the • Students paired in
Greeks Debate Packet mixed ability groups
• Student choice about ways to • Various websites target the same
show learning (e.g. physical vs. material but at different reading/
digital model) comprehension levels
• Students choice to orally present • Students in groups will be given
research by recording it in iMovie different project components to
• Students split strategically focus on depending on difficulty
into groups based on ability. level (e.g. economy vs. geography)
For example, some forms of
government, such as oligarchy are
easier to analyze as a system, as
opposed to democracy, which has
many complicated components
and challenges.
Final Assessment Name
Supporting Materials Class
Clash of the Greeks Debate Packet
Document #1: Debate Schedule
Document #2: Sparta and Athens Background Information
Document #3: Research Tools
Document #4: Brainstorming
Document #5: Evidence Building
*Hint from Apollo: Set up a GoogleDoc for your specific group.
Document #1: Debate Schedule
BAD MEDICINE DEBATE PREP PACKET
On ,
your class will present your research and arguments to the panel. The debate format will go as follows…
ROUND #1 INTERMISSION
Opening Arguments (2 min each) COUNCIL DISCUSSES QUESTIONS (3 Min)
• Ally with Sparta (invade Athens)
• Ally with Athens (invade Sparta) ROUND #4
• Remain neutral (invade neither) Questions from the Council (4 min each)
• Questions for Military Groups
ROUND #2 • Questions for Culture
Topics to Debate (3 min each) • Questions for Benefits
• Military Strength • Question for Secret Topic
• Culture
• Benefits to Persia ROUND #5
• Group Secret Topic Closing Arguments to Council (2 min each)
• Ally with Sparta
ROUND #3 • Ally with Athens
Rebuttals (2 min each) • Remain neutral
• Ally with Sparta
• Ally with Athens
• Remain neutral
Good luck, and may the gods be with you!
Document #2: Sparta and Athens Background Information
Complete this table based on your research.
CRITERIA ATHENS SPARTA
Government Limited democracy Oligarchy
Population
(431 BCE)
Political
Organizations
Social Structure 3 classes
Allies Delian League Peloponnesian League
Military Strength
Life Style
and Values
Role of Women Wives considered property of her husband.
Cultural
Achievements
Document #3: Research Tools
To create your arguments for the debate, visit the following sites:
Getting Started
Site Name ABOUT the
Site Name Mr. Donn’s History Page Peloponnesian League Legacy
URL http://greece.mrdonn.org/ URL http://ancienthistory.about.com/
General Information
Site Name The British Museum of od/sparta/g/101107PelopLeag.htm
Site Name Are We Athens
Ancient Greece Focus on Athens or Sparta?
URL http://www.ancientgreece.co.uk/
Site Name The Athenian Navy URL http://www.irascibleprofessor.
menu.html
URL http://www.agathe.gr/ com/comments-01-20-05.htm
Site Name BBC: The Ancient Greeks democracy/the_athenian_navy.html
Source Name History Alive!
URL http://www.bbc.co.uk/schools/
Site Name Warfare in Athens Location Chapter 31, pages 297-303
primaryhistory/ancient_greeks/
URL http://www.h2g2.com/approved_
entry/A22766420 Focus on Sparta
Site Name A History of Sparta
Site Name The Delian League
Military Strength URL http://www.livius.org/de-dh/
URL http://www.sikyon.com/sparta/
delian_league/delian_league.html history_eg.html
General Information
Site Name Athens vs. Sparta – Focus on Athens
A Military Comparison Site Name The Legacy of
URL http://plaza.ufl.edu/tlombard Culture Ancient Greece
URL http://history-world.org/
Site Name Ancient Greek General Information greece%20legacy.htm
Military Technology
URL http://www.mlahanas.de/ Source Name History Alive!
Greeks/WarTech.htm Textbook
Location Chapter 27, 259-269
Site Name Education in Location Chapter 29, 279-287
Ancient Greece
Focus on Sparta
URL http://greece.mrdonn.org/
education.html Site Name Ancient Sparta
(Cultural Study)
Source Name History Alive! URL http://www.h2g2.com/approved_
Textbook entry/A9565437
Location Chapter 28, 271-277
Focus on Athens
Focus on Sparta
Site Name Culture (Athens focus)
Site Name Peloponnesian League URL http://www.crystalinks.com/
(Sparta & Allies) greekculture.html
URL http://www.livius.org/so-st/
sparta/peloponnesian_league.html
Remember, you can use any books from the class library.
Document #4: Brainstorming
BRAINSTORMING
My team’s assignment is
I am working with &
AS A TEAM, USE YOUR KNOWLEDGE TO BRAINSTORM AT LEAST THREE ARGUMENTS.
Argument #1 Argument #2
Argument #3 Argument #4
Remember, you also need plenty of solid evidence to back up your claims. You will need to xdraw on expert opinion and historical facts.
Final Assessment Rubric Categories

Below are categories used by Quest teachers to evaluate student knowledge, skills, and
21st century skills for this mission. Please feel free to expand the rubric to include different
degrees of understanding and mastery (e.g. novice, apprentice, senior and master).
CATEGORY CRITERIA DESCRIPTION PTS
Debate Prep Brainstorming Includes a minimum of three reasonable and relevant 20

(Individual) arguments on “Brainstorming” handout in debate packet.
Main Arguments • Includes a minimum of three reasonable and relevant 20

arguments on “Evidence Building” handout in debate packet.
• Includes a minimum of three pieces of evidence to support
each argument.
• Includes a source for each piece of evidence.
Outside Research Shows evidence of research done both in and out of class 20
by providing a bibliography with annotations.
Teamwork • Works together with a team to plan and coordinate work 20

towards a mutual goal.
• Demonstrates leadership skills, including the ability to persuade
and guide others; and resolve conflicts cooperatively.
Time Management Completes all tasks efficiently and effectively in and out of class. 20
Debate Persuasion • Uses clear arguments to convince judges to take your side. 20
Performance • Rebuts arguments of opposing teams.
(Individual) • Answers all questions correctly and clearly.
Use of Evidence Uses evidence that is clear, specific, and based on historical fact. 20
Presentation Clearly rehearsed, uses eye-contact, speaks to judges respectfully 20

and clearly, and is well-prepared.
Debate Greek Identity Greek Identity 20

Performance
(Group)
Organization Team is well organized and has obviously worked together to 20

prepare for the final debate.
Standards Alignment
Common Core Standards
ELA Standards
CCSS.ELA-Literacy.RH.6-8.2 CCSS.ELA-Literacy.SL.6.3
Determine the central ideas or Delineate a speaker’s argument and
information of a primary or secondary specific claims, distinguishing claims
source; provide an accurate summary that are supported by reasons and
of the source distinct from prior evidence from claims that are not.
knowledge or opinions.
CCSS.ELA-Literacy.SL.6.4
CCSS.ELA-Literacy.RH.6-8.3 Present claims and findings, sequencing
Identify key steps in a text’s description ideas logically and using pertinent
of a process related to history/social descriptions, facts, and details to
studies (e.g., how a bill becomes law, accentuate main ideas or themes; use
how interest rates are raised appropriate eye contact, adequate
or lowered). volume, and clear pronunciation.
CCSS.ELA-Literacy.RH.6-8.4 CCSS.ELA-Literacy.SL.6.5
Determine the meaning of words Include multimedia components and
and phrases as they are used in a visual displays in presentations to
text, including vocabulary specific clarify information.
to domains related to history/
social studies. CCSS.ELA-Literacy.W.6.2
Write informative/explanatory texts
CCSS.ELA-Literacy.RI.6.2 to examine a topic and convey ideas,
Determine a central idea concepts, and information through the
of a text and how it is conveyed through selection, organization, and analysis of
particular details; provide a summary relevant content.
of the text distinct from personal
opinions or judgments. CCSS.ELA-Literacy.W.6.3
Write narratives to develop real
CCSS.ELA-Literacy.RI.6.7 or imagined experiences or events
Integrate information presented using effective technique, relevant
in different media or formats (e.g., descriptive details, and well-structured
visually, quantitatively) as well event sequences.
as in words to develop a coherent
understanding of a topic or issue.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
Standards Alignment
New York State Social Studies Standards
Time can be measured in years, Civilizations and cultures of the

decades, centuries, and millennia. Eastern Hemisphere (China, India,
Greece, and Rome) are explored
The geographic diversity of the through the arts and sciences,
Eastern Hemisphere has significantly key documents, and other
influenced physical mobility and the important artifacts.
course of human development.
Internal and external factors altered
Civilizations developed where civilizations in the Eastern Hemisphere
geographic conditions were and eventually contributed to
most favorable. their decline.
Individuals and groups in the Eastern Internal and external factors altered
Hemisphere played important roles civilizations in the Eastern Hemisphere
and made important contributions and eventually contributed to
to history. their decline.
Geographic features and climatic Political boundaries change over
conditions in the Eastern Hemisphere time and place.
influence land use.
Present systems of government have
The civilizations and cultures of the their origins in the past.
Eastern Hemisphere have contributed
important ideas, beliefs, and traditions
to the history of humankind.
Standards Alignment
21st Century Skills
At Quest schools, we integrate 21st century skills in all Missions and Quests.
Systems Thinking A systems thinker takes a dynamic systems perspective, demonstrating understanding
of part-to-whole feedback dynamics (including time factors); using visual mapping tools,
writing, and physical models to learn about how systems work, and to represent, invent,
and communicate about systems.
Communication Use of oral, written, performative, and visual forms of language to formulate, exchange,
present, and reflect on ideas: shared understanding is the aim of communication.
Teamwork Students plan and coordinate work towards a mutual goal; understand and regulate
themselves as a team member; demonstrate leadership skills, including the ability to
persuade and guide others; and resolve conflicts cooperatively.
Time Management Time management is the ability to achieve an effective use of time while performing
goal-directed activities. It encompasses the ability to complete tasks within an expected
time frame while maintaining outcome quality, through mechanisms such as planning,
organizing, prioritizing, or multitasking.
Continued Learning
Now that you’ve explored this mission pack, we hope you are inspired to learn more
about game-like learning. Below is additional information to support you in continuing
to build and share your learning.
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Mission Pack: I Spy Greece: Ever Wanted To Be A Spy?

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Mission Pack: I Spy Greece: Ever Wanted To Be A Spy?

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Mission Pack: I Spy Greece

Ever wanted to be a spy?

Topics include: Ancient Greece and Geography

“An isthmus, we got an isthmus!” says a student as he looks at the card.

About This Curriculum

The sections of this resource include:

MISSION SUMMARY TEACHER COLLABORATOR BIO

FINAL ASSESSMENT OF MISSION

Since collaboration and iteration are

* Based on an assumption of 50-minute classes that meet 5 days a week.

Final Mission Assessment

Quest 1: Operation Land and Sea 3

Students receive notification that they TOPICS & SKILLS COVERED

GAME-LIKE LEARNING EXPERIENCES ASSESMENT TYPE DESCRIPTION

GAME-LIKE LEARNING EXPERIENCES ASSESMENT TYPE DESCRIPTION

Quest 3: Operation: City-States 3

GAME-LIKE LEARNING EXPERIENCES ASSESMENT TYPE DESCRIPTION

Quest 4: Operation Persian Wars 3

GAME-LIKE LEARNING EXPERIENCES ASSESMENT TYPE DESCRIPTION

Emperor Darius surprises his spies TOPICS & SKILLS COVERED

GAME-LIKE LEARNING EXPERIENCES ASSESMENT TYPE DESCRIPTION

Final Assessment Name

Supporting Materials Class

Clash of the Greeks Debate Packet

Document #1: Debate Schedule

Document #2: Sparta and Athens Background Information

Document #3: Research Tools

Document #4: Brainstorming

Document #5: Evidence Building

*Hint from Apollo: Set up a GoogleDoc for your specific group.

Document #1: Debate Schedule

BAD MEDICINE DEBATE PREP PACKET

Good luck, and may the gods be with you!

Document #2: Sparta and Athens Background Information

Complete this table based on your research.

CRITERIA ATHENS SPARTA

Government Limited democracy Oligarchy

Social Structure 3 classes

Allies Delian League Peloponnesian League

Role of Women Wives considered property of her husband.

Document #3: Research Tools

Document #4: Brainstorming

I am working with &

AS A TEAM, USE YOUR KNOWLEDGE TO BRAINSTORM AT LEAST THREE ARGUMENTS.

Final Assessment Rubric Categories

CATEGORY CRITERIA DESCRIPTION PTS

Debate Prep Brainstorming Includes a minimum of three reasonable and relevant 20

Main Arguments • Includes a minimum of three reasonable and relevant 20

Teamwork • Works together with a team to plan and coordinate work 20

Presentation Clearly rehearsed, uses eye-contact, speaks to judges respectfully 20

Debate Greek Identity Greek Identity 20

Organization Team is well organized and has obviously worked together to 20

Time can be measured in years, Civilizations and cultures of the

We want to hear from you We want you to share these resources

We want you to learn more

Q Curriculum Design Pack

Q Systems Thinking Design Pack

Print and Play Games

About Institute of Play

A Selection of Our Work

An unprecedented collaboration With a hands-on exploration of A live hour-long webinar series,

For more information, please visit www.instituteofplay.org