#21 Second Competition for Teacher Generated Materials / National and Historic Heroes / Grade 10-12

#21 Second Competition for Teacher Generated Materials / National and Historic Heroes / Grade 10-12

Overall Objective: Ss will be able to learn and analyze some historical facts about Georgian Queen Ketevan, identifying main points from her life and causes of death. They will be able to define the main concept of hero generally.

Language Objective:  Ss will be able to use new vocabulary, phrasal verbs and some unfamiliar proper names correctly from the text.

Civic Education Objective: Ss will be able to identify the main features and qualities of hero, the importance of heroic spirit and deeds for their country and I hope, they will try to use all the gained knowledge in real life.

Curriculum Connection:

Class Context and Needs: intermediate (B1) level, secondary students

Materials: text about Queen Ketevan, posters, proverbs, chart,

Overall Objective: Language Objective: Civic Objective:
Stage of Lesson	Activity	Time
Warm Up	Greeting. Motivating students for the lesson. Creating positive learning atmosphere. T shows Ss several photos of historic and modern persons who are considered as heroes and asks them to make suggestions who they are and what the topic of the lesson is.	3 min Handout1
Activity 1	T gives Ss slips of papers with different questions about heroes .Ss work in pairs. They share the ideas to each other and then introduce answer to the class. Questions: what do you think, who is the hero? Why?  Can you name any modern or historic hero?What features make hero a hero? Would you like to be a hero? What should you do to become a hero? Can a soldier or policemen be a hero? Why? (6 min) In this phase of lesson Ss also fill mind map on the board with adjectives characterizing heroes. Ss fill the map by themselves.	6 min Handout2
Activity 2	After answering the questions and making the collective “portrait” of a hero, the teacher chooses one of the photos and introduces it to the class. T asks if they know who she is, if they know something about her life and causes of death of Queen Ketevan.  T distributes TWL chart. Ss fill it with necessary information. At the beginning of the lesson Ss fill only first and the second column of the chart. Ss work individually and then share with a partner.	5 min Handout 3
Activity 3	T gives Ss text about Queen Ketevan and asks them to underline key information and circle new words and phrasal verbs. Ss read text silently and decide which information is the most important. Ss work individually and after finishing reading share information with a partner.	10 min Handout4
Activity 4	For checking understanding of the text teacher writes some questions on the board.  Who was Great Ketevan? Who was Constantine and why was he known as Accused? What did he ( Constantine ) do after committing crime ? why? Was the time of Queen ketevan’s reign peaceful and nice? Why did she go to Shah Abbas’s castle as a hostage? What was Shah Abbas’s demand? Can you describe Queen Ketevan using these  adjectives? Why did she become a hero ?	5 min
Activity 5	The evidence how well the students understood the topic; T collects the texts about Queen Ketevan and distributes cut slips of paper with information about her. Ss should make a whole correct story about her in chronological order. Ss work in 2 groups.	5 min Handout 5
Activity 6	Ss summarize all the information and express their point of view. Ss finish T  W L chart and introduce it to the class. T shows some proverbs written on the board and compares it with Ss ideas about the meaning of hero.	5 min
assessment	To write an essay “my favorite hero”.

Self assessment

Lesson went interesting without any difficulties and hesitations. The topic I’ve choose was especially interesting for students of secondary level and they were fully involved in activities. They worked in pairs and groups that developed their skills of communication and collaboration.  I always take into account student interest and need and try to plan my lesson according to this. I also take into consideration “gaps” from the former lesson that helps me to make my lesson plans more student centered and interesting for them. For example during this lesson I tried to give time to my student to think over the questions and answer, gave them opportunity to do activities by themselves without my help and assistance, I tried to give clear instructions and show directions. And also added some activates such as warm up activity with guessing the topic of the lesson or finishing the proverbs.  I think, lesson was productive for Ss and I hope in future they will b able to transfer and use the gained knowledge in real life.

If I had a chance to change my lesson I wouldn’t like to change it completely but some aspects. I would prepare some interesting activities and strategies like role play or something like this to make lesson more creative and unusual.   I also think that creating positive atmosphere also plays a vital role in achieving final result.

Handout 2

T	W	L

                                                Handout 3  

 What do you think, who is the hero? Why do you think so?

 Can you name any modern or historic hero?

 What features make hero a hero?

 Would you like to be a hero? What should you do to  become a hero?

 Can a soldier or policemen be a hero? Why?

                                      Handout 4

Great Martyr Ketevan, queen of Kakhetia, Georgia
13/26 September

Great-martyr Ketevan was of the royal house of Bagration, and was the great-granddaughter of King Constantine of Kartli (1469-1505). Having married David, heir to King Alexander II of Kakhetia (1577-1605), she herself ruled the kingdom. The queen’s profound piety was manifested in her particular concern for the needs of the Georgian Church, in her building of churches, orphanages, and hostels. Following her husband’s death, St. Ketevan became a solitary.

Her husband’s brother Constantine, known as the Accursed, adopted Islam, and at the instigation of Shah Abbas I dispatched assassins to kill his aged father, King Alexander II, and his brother Georgi. After committing this crime, Constantine ordered that the bodies of the murder victims be packed on camels and taken to Queen Ketevan. Horrified by the evil deed, the queen mourned the innocent victims and buried them in the Cathedral of Alaverdi. The impious one, however, made an attempt to encroach upon her honorable widowhood and asked for her hand, threatening her with force should she refuse.

Assembling the people of Kakhetia, Queen Ketevan took up arms against Constantine, and defeated the impious apostate. Together with a multitude of Persian warriors, he suffered an ignominious death. Under the wise rule of Queen Ketevan, peace and justice settled in Kakhetia. Shah Abbas I returned her son Teimuraz to her. Although Teimuraz lived for a number of years as a hostage in the Shah’s court, he maintained his Orthodox faith unsullied. Later, making threats that he could decimate Georgia, Shah Abbas forced the Kakhetian vassals to give up some important hostages. Queen Ketevan volunteered to be one of those hostages. Desiring to turn looming misfortune away from the Georgian people and the Holy Church, she went to Isfahan. Shah Abbas offered the righteous queen the opportunity to adopt Islam, but received a firm refusal. Then Queen Ketevan was cast into a dungeon in which she spent 10 years of suffering and torture. Nothing could shake the resolve of the one who suffered for Christ’s sake: not the Persian courtiers’ dirty tricks, not the Shah’s sly proposal to make her queen of the Persian state, not the offers of great treasures, not the appeals and prayers of the courtiers and important personages of Persia to spare herself by saying only a single blasphemous word against Christ. They crucified her on a tree, and tortured her with red-hot pincers. They placed a red-hot iron kettle upon her head. Thick smoke arose from her burning hair and head, and the Blessed Martyr gave up her holy soul to God On September 13, 1624.

As a sign of her spiritual victory, three pillars of light were seen descending upon the body of St. Ketevan. Queen St. Ketevan’s relics were translated to Rome, to the Cathedral of the Holy Apostle Peter, by monks of the Augustinian Order, who had witnessed the spiritual struggle of the confessor. Portions of her relics (the Martyr’s honorable head and right arm) were given by the Augustinian monks to King Teimuraz I and were placed under the Altar Table in the Cathedral of Great-martyr George in the Monastery of Alaverdi, Kakhetia. Catholicos-Patriarch Zachary (1613-1630) declared the Great martyr to be among the ranks of the Saints, and instituted September 13^th as the day of her commemoration.

                                              Handout 5

Great-martyr Ketevan was of the royal house of Bagration, and was the great-granddaughter of King Constantine of Kartli (1469-1505).

Her husband’s brother Constantine, known as the Accursed, adopted Islam, and at the instigation of Shah Abbas I dispatched assassins to kill his aged father, King Alexander II, and his brother Georgi.

After committing this crime, Constantine ordered that the bodies of the murder victims be packed on camels and taken to Queen Ketevan. Horrified by the evil deed, the queen mourned the innocent victims and buried them in the Cathedral of Alaverdi.

Assembling the people of Kakhetia, Queen Ketevan took up arms against Constantine, and defeated the impious apostate. Together with a multitude of Persian warriors, he suffered an ignominious death.

 Under the wise rule of Queen Ketevan, peace and justice settled in Kakhetia. Shah Abbas I returned her son Teimuraz to her. Although Teimuraz lived for a number of years as a hostage in the Shah’s court, he maintained his Orthodox faith unsullied.

Later, making threats that he could decimate Georgia, Shah Abbas forced the Kakhetian vassals to give up some important hostages. Queen Ketevan volunteered to be one of those hostages.

Desiring to turn looming misfortune away from the Georgian people and the Holy Church, she went to Isfahan. Shah Abbas offered the righteous queen the opportunity to adopt Islam, but received a firm refusal. Then Queen Ketevan was cast into a dungeon in which she spent 10 years of suffering and torture.

 Nothing could shake the resolve of the one who suffered for Christ’s sake: not the Persian courtiers’ dirty tricks, not the Shah’s sly proposal to make her queen of the Persian state, not the offers of great treasures, not the appeals and prayers of the courtiers and important personages of Persia to spare herself by saying only a single blasphemous word against Christ.

They crucified her on a tree, and tortured her with red-hot pincers. They placed a red-hot iron kettle upon her head. Thick smoke arose from her burning hair and head, and the Blessed Martyr gave up her holy soul to God On September 13, 1624.

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#20 Second Competition for Teacher Generated Materials / National and Historic Heroes / Grade 8

#20 Second Competition for Teacher Generated Materials / National and Historic Heroes / Grade 8

Overall Objective: Students will be able to  compare Past Simple and Past Continuous forms, construct the text about a hero containing Past forms, guess the meanings of new vocabulary, learn about Rosa Parks and define why is she in their opinion a hero.

Language Objective: Students will be able to make comparisons between Past Simple and Past Continuous forms, construct the text, guess the meanings of new vocabulary.

Civic Education Objective: Students will learn about Rosa Parks and define why is she in their opinion a hero.

Curriculum Connection: English curriculum.

Class Context and Needs : A 2 level. Secondary students. 24 students. No disabled person, no students with special needs.

Materials: Handouts, markers,mini white- boards, papers, pens, chalk,a computer, a projector.

Activities: Slide-show,group work, reading, matching.

Assessment: Asking students why is Rosa Parks in their opinion a hero.Writing opinions in groups on the mini white-boards.

Overall Objective: Students will be able to compare Past Simple and Past Continuous forms, construct a text about a hero containing past forms, guess the meanings of new vocabulary, learn about Rosa Parks and define why she is in their opinion a hero. Language Objective: Students will be able to compare Past Simple and Past continuous forms, construct the text , guess the meanings of new vocabulary Civic Objective: Students learn about Rosa Parks and define why she is in their opinion a hero.
Stage of Lesson	Activity	Time
Warm Up	Looking at the slideshow containing pictures about  ,, black ,, and ,,white,, people and about Rosa Parks. They write their associations connected to these pictures on the mini white-boards	5 min
Activity 1	Dividing the class into 5 groups. Giving instructions. Distributing papers containing information about Rosa Parks. Each group has to put the paragraphs in the right order to construct the text. Posting the texts on the board and checking.	10 min
Activity 2	Teacher makes a ,, T- diagram,, on the board. Reviewing differences between Past Simple and Past Continuous.	5 min
Activity 3	Distributing handouts about Rosa Parks. Giving instructions. Students should identify and highlight the Past Simple forms in the text using green markers  and  the Past Continuous forms using pink markers in groups. Teacher makes  a  “T- diagram” on the board. Students draw the similar diagram in groups and fill in with the examples from the text. One person from each group makes a presentation. Checking. Giving feedback.	15min
Activity 4	Distributing new vocabulary and their definitions in groups. Students  have to match new words with their definitions. Teacher posts the right definitions on the board. Self- checking.	7min
Assessment	Asking students why is Rosa Parks in their opinion a hero. Group number 1, 3 and 5 have to make a  sentence using Past Simple and define why is Rosa Parks in their opinion a hero. Group number  2 and 4 have to make similar sentences using Past Continuous.	3min

                               It all started on a bus

Rosa Parks, 42, was on her way home from her job in a department store in Montgomery, Alabama, USA on 1^st December 1955. At 6 pm she got on a bus for Cleveland Avenue, paid her fare, and sat down in the first row of ,,black,, seats.

In Alabama, as in most states in the USA at that time, there were laws to keep white and black people separate. For example, they could not eat in the same restaurants, sit in the same railway carriage or play pool together. White and black man could not even use the same toilets. And on the buses in  Montgomery, the front four rows of seats were for whites and the seats behind them were for blacks.

After the third stop, all  the ,, white,, seats on the Cleveland Avenue bus were full and a white man was standing. The bus driver told  Rosa  and three other black people to stand up. The others were doing  what the driver told. Rosa was moving…But only to the window seat in the same row.

The bus driver asked if she was going to stand up.  Rosa said, ,,No,,. And he said, Well, I am going to call  the police. She said, ,,You can do that,,

The police arrested Rosa Parks . As a result of her arrest black people refused to use buses in Montgomery for 381 days. The boycott ended when the US Supreme court decided that it was illegal to separate whites and blacks on buses.

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#19 Second Competition for Teacher Generated Materials / National and Historic Heroes / Grade 8-9

#19 Second Competition for Teacher Generated Materials / National and Historic Heroes / Grade 8-9

Overall Objective: students reads texts,describe hero,ansvering the questions by new vocabulary

Language Objective: useds questions wordsfor dicrib hero

Civic Education Objective: will reads text and speak about Qveen Tamar and her country to this time.

Curriculum Connection:

Class Context and Needs:

Materials: texts and students book,bleacbord

Activities: The lessio ruls students and halps them a teacher.students reads text about the Qveen,teacher askad them a several qvestions around the text.

        1. How many tims tamar reigned of Georgia?

        2. Whot kind of cenchery was her reingned that apoch

        3. Whot kind of Qveen was she?

        4. When Tamar became king?

Assessment: axstensive reading activity,how used qvestons words qoreqtly, to discrib the hero.

Overall Objective: Students reads texts and will be able to describe heros,Qveen Tamar. Language Objective: students will learn question words for diskcribQveen and hero. Civic Objective: Will reads text and speak about Tamar and her cenchery.
Stage of Lesson	Activity	Time
Warm Up	I give instruqcion to students about text.About whom is the text .	10mn
Activity 1	Children reads the text.I GAVE THEM SOME qvestions about texs.What kind of Qveen was she?What she did for country?What kind of country was Georgia by that time?	5mn
Activity 2	Teacher wrote down nthe sentensis on the bleakbord and students put in the new words	5mn
Activity 3	Teacher pleasd to students to shares to aech other whot they understend?	5mn
Activity 4	Teacher askd them who is or are for them the heros	5mn
Activity 5	How the students like The Qveen or whot they don’t like by the rula of Qveen teacher asked them	5mn
Activity 6	Teacher asked to students  if they knew any moor abot Tamar and that age?
Assessment	Students understend moor about the Qveen.THEY CAN ANALIZED what kind of person is hero

For six years, Tamar was a co-ruler with her father upon whose death, in 1184, Tamar continued as the sole monarch and was crowned a second time at the Gelati cathedral near Kutaisi, western Georgia. She inherited a relatively strong kingdom, but the centrifugal tendencies fostered by the great nobles were far from being quelled. There was a considerable opposition to Tamar's succession; this was sparked by a reaction against the repressive policies of her father and encouraged by the new sovereign's other perceived weakness, her sex.^[12] As Georgia had never previously had a female ruler, a part of the aristocracy questioned Tamar's legitimacy, while others tried to exploit her youth and supposed weakness to assert greater autonomy for themselves.^[12] The energetic involvement of Tamar's influential aunt Rusudan and theGeorgian catholicos Michael IV Mirianisdze was crucial for legitimizing Tamar's succession to the throne.^[14] However, the young queen was forced into making significant concessions to the aristocracy. She had to reward the catholicos Michael's support by making him a chancellor, thus placing him at the top of both the clerical and secular hierarchies.^[15]

Tamar was also pressured into dismissing her father's appointees, among them the constable Qubasar (ყუბასარი), a Georgian Kipchak of ignoble birth, who had helped George III in his crackdown on the defiant nobility.^[13] One of the few untitled servitors of George III to escape this fate was the treasurer Qutlu Arslan who now led a group of nobles and wealthy citizens in a struggle to limit the royal authority by creating a new council, karavi, whose members would alone deliberate and decide policy.^[15] This attempt at "feudal constitutionalism" was rendered abortive when Tamar had Qutlu Arslan arrested and his supporters were inveigled into submission.^[13] Yet, Tamar’s first moves to reduce the power of the aristocratic élite were unsuccessful. She failed in her attempt to use a church synod to dismiss the catholicos Michael, and the noble council,darbazi, asserted the right to approve royal decrees.^[15] Even the queen’s first husband, the Rus' prince Yuri, was forced on her by the nobles.^[15]

Pursuant to dynastic imperatives and the ethos of the time, the nobles required Tamar to marry in order to have a leader for the army and to provide an heir to the throne.^[3][13] Their choice fell on Yuri, son of the murdered prince Andrei I Bogolyubsky of Vladimir-Suzdal, who then lived as a refugee among the Kipchaks of the North Caucasus. The choice was approved by Tamar’s aunt Rusudan and the prince was brought to Georgia to marry the queen in 1185.^[16] Yuri proved to be an able soldier, but a difficult person and he soon ran afoul of his wife.^[3][13] The strained spousal relations paralleled a factional struggle at the royal court in which Tamar was becoming more and more assertive of her rights as a queen regnant.^[17] The turning point in Tamar's fortunes came with the death of the powerful catholicos Michael whom the queen replaced, as a chancellor, with her supporter, Anton Gnolistavisdze.^[17] Tamar gradually expanded her own power base and elevated her loyal nobles to high positions at the court, most notably the Kurdish family, known in Georgia as the Mkhargrdzeli.^[15]

Second marriage

Tamar as depicted on a 13th-century mural from the Kintsvisi monastery

In 1187, Tamar persuaded the noble council to approve her divorce with Yuri who was accused of addiction to drunkenness and "sodomy", and sent off to Constantinople.^[17] Assisted by several Georgian aristocrats anxious to check Tamar’s growing power, Yuri made two attempts at coup, but failed and went off to obscurity after 1191.^[13] The queen chose her second husband herself. He was David Soslan, an Alan prince, to whom the 18th-century Georgian scholar Prince Vakhushti ascribes descent from the early 11th-century Georgian king George I.^[18] David, a capable military commander, became Tamar's major supporter and was instrumental in defeating the rebellious nobles rallied behind Yuri.^[19]

Tamar and David had two children. In 1192 or 1194, the queen gave birth to a son, George-Lasha, the future king George IV. The daughter,Rusudan, was born c. 1195 and would succeed her brother as a sovereign of Georgia.^[20]

David Soslan's status of a king consort, as well as his presence in art, on charters, and on coins, was dictated by the necessity of male aspects of kingship, but he remained a subordinate ruler who shared throne with and derived his power from Tamar.^[19][21] Tamar continued to be styled asmep’et’a mep’e – "king of kings". In Georgian, a language with no grammatical genders, mep'e ("king") does not necessarily imply a masculine connotation and can be rendered as a "sovereign".^[22][2] The female equivalent of mep'e is dedop'ali ("queen"), which was applied to queens consortor the king's closest, senior female relatives. Tamar is occasionally called dedop'ali in the Georgian chronicles and on some charters. Thus, the title of mep'e might have been applied to Tamar to mark out her unique position among women.^[2]

Foreign policy and military campaigns

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