Units
Mr
Donn's
Units
EARLY & CLASSICAL GREECE
| EARLY GREEKS - UNIT OVERVIEW |
| CLASSICAL GREECE - UNIT PLAN |
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THE EARLY GREEKS: UNIT OVERVIEW
Donald G. Donn; USA; Corkran Middle School, Maryland USA
I. Introductory Information
A. Subject: Ancient Greece
B. Grade & Ability level: 6th Grade
C. Unit Title: The Early Greeks
D. Time Frame: 7-15 days
E. Textbook page references are noted throughout this unit. I used several textbooks. Substitute appropriate pages from the textbook you are using.
II. Overview and Rationale
A. Scope and major concepts
1. This unit covers the early history of Ancient Greece.
2. This unit will include lessons on:
3. This unit will concentrate on geographic and language arts skills.
4. The Unit will focus on student personal discovery and challenge the student to express their own ideas and beliefs concerning world events.
B. Rationale: This unit is designed for 6th-grade students. The unit will broaden their horizons by showing how decisions made in one country can, and do affect other countries. It will also help prepare students for Maryland State exams by introducing concepts used in Maryland State, and U.S. government. It is designed to increase students map skills by giving them the opportunity to see how geography affects people and history.
III. Objectives (C = Cognitive, A = Affective, P = Psychomotor) (TSWBAT: The Student will be able to)
IV Evaluation Process
Ways to evaluate:
V. Subject Matter/Skills Outline
Following is a list of essential thinking skills and related concepts that will be related to each days activities. Each skill will be numbered and this number will be listed at the end of each days subject matter outline. This listing of skills is taken from the Dimensions of Learning handout given by the Anne Arundel County Public Schools, Office of Staff Development, Instructional Leadership
Program
Positive Attitudes and Perceptions
A. Classroom Climate
B. Classroom Tasks
Acquiring and Integrating
A. Declarative Knowledge
B. Procedural Knowledge
Extending and Refining
Directed Teaching of Thinking Skills
Meaningful Use of Knowledge
Productive Habits of the Mind
Self-regulation
Critical thinking
Creative Thinking
Lesson #1 Introduction Ancient Greece
Lesson Topic: Introduction
Type of Lesson: Introductory
Lesson Objectives:
TSWBAT using proper terminology, identify and describe terms associated with geography.
TSWBAT, using proper terminology, locate and name Greece and its surrounding seas on a map.
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Overhead transparency map of Ancient Greece.
Lesson Background: This is the introductory lesson of a unit on Ancient Greece. This lesson will build on our knowledge of Ancient Civilizations with locations, distance, and topography similarities and differences from Egypt. It will also explore the Grecian economy and why it developed the way it did.
Lesson Procedures:
Drill (5-10 minutes): (Activity #1) the vocabulary words are written on an overhead transparency. Students know to copy these into their notebooks in the vocabulary/drill section.
Motivation/Recall (5 minutes) (Activity #2)
Transition statement: You have just finished your unit on Egypt, now we will be moving across the Mediterranean Sea to look at Greece. Lets look at our map and find Greece. (Have a student come up to the Map and find Greece; give them some assistance if necessary)
Initiatory Activity: (Activity #3) Have students open their textbook to p-329 and study the map of Greece. Have them look for geographic aspects of Greece that they think may be important. Have them compare what they see to Egypt.
| EGYPT | GREECE |
| Desert | Very wet |
| One Coast (Mediterranean) | Surrounded by Seas (Med, Ionian, Aegean |
| One solid piece | Many peninsulas and islands |
| Flat | Mountainous |
| Nile River only fertile land | Much fertile land |
Transition statement. Good ! You have found all the major differences. Now look at the map of Greece again. Since all of Greece is near a sea, how do you think most Greeks traveled. (by boat, raft). Exactly. Now, where do you think most of the Greeks worked and what did they do?
Developmental Activity (5 minutes): List several activities associated with the sea. Fishing, trading, transportation, communications. Discuss very briefly the importance of the sea to each activity.
Transition Statement: Class, we are about out of time so if I could have your attention.
Culminating activity (2-5 minutes) (activity 5). Vocabulary words.
Lesson #2 Ancient Greek Culture
Minos & Mycenae
Lesson Topic: Ancient Greek Culture
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Maps of, the World, Europe
Lesson Background: This is the second lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the the Early Greek civilizations, and their effect on later Greek civilizations.
Objectives:
The Student will be able to, with the help of a graphic organizer, compare the Greek civilizations of Minos, and Mycenae.
The student will be able to describe what a "dark age" is
The student will be able to discuss oral history, its accuracy and reliability, as well as why historians use it today.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy todays drill questions on their drill sheets for turn in.
Drill questions: The Mycenaens built their cities on ___________. Minoan cities included underground plumbing and ______________ and ______________.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Students take out graphic organizer we were working on last week. We are going to finish this today.
Developmental Activity: Students will fill in with the help of the textbook, the graphic organizer on Mycenae.
Transitional Statement: Please put the graphic organizer in your notebooks. You will need these notes for your Unit Quiz. Now let us turn our attention to the "Greek dark ages". Who can tell me what a "dark age" might be. Have them write their thoughts in their notebooks as an important concept.
Overhead: The Early Greeks
How did geography and climate influence ancient Greece in the following areas?
| FARMING
1. 2. 3. |
TRADE
1. 2. 3. |
How did geography contribute to Greece's development as a group of individual city states?
| (The rugged mountains and the many bays divided Greece into small, isolated regions) |
What were some of the things the Minoans achieved and the Myceneans adopted in these areas? After you fill out the chart, put an X next to the achievements that were lost during the Dark Ages.
| AREA | MINOAN | MYCENEAN |
| ART | ||
| TRADE | ||
| BUILDING | ||
| LANGUAGE |
Answer these questions:
When did the Greek city-states develop?
What was the Age of Expansion?
Developmental Activity:
Define Epic, discuss oral history.
Begin reading the Odyssey (the Cyclops cave) as an example of Oral history that was later written down.
Safety Valve: Map Activity, Have students find on a map of Europe then a map of the world, Greece, Egypt, Mesopotamia, Crete, Turkey (Asia Minor). Discuss trade.
Review/Conclusion: Have students give examples, using their graphic organizers of similarities and differences between Minos, and Mycenae.
Ancient Greece: Lesson #3 Athens as a City-State
Lesson Topic: Athens as a City State; introduction of Democracy; introduction to Sparta
Type of Lesson: Developmental
Lesson Objectives:
TSWBAT explain the political evolution of the city-state
TSWBAT define democracy
TSWBAT explain the structure of Athenian society and economy
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list characteristics of Athens and Sparta.
Overhead transparency Venn Diagram.
Lesson Background: This is the third lesson of a unit on Ancient Greece. This lesson will develop the students understanding of democracy, and its importance to Athens. It will also touch upon Athenian society and economy.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy todays drill questions on their drill sheets for turn in.
A selected student will read aloud todays Objectives from the blackboard.
Transition Statement: You have heard many times in your life that we live in a democracy. Have you ever wondered what a democracy really is?
Developmental Activity:
Have students define "Democracy". Write their ideas on a blank transparency.
Have students look up "Democracy" in their textbook. write this definition under their ideas.
Give a dictionary definition of "Democracy" write this under the textbook definition.
Have students compare the three definitions, and discuss their comparisons.
Transition Statement: The Greek city states were among the first practitioners of Democracy. Lets take a look at two of the most famous of the Greek cities.
Developmental Activity:
Have students read aloud the background information on Athens and Sparta. (Teacher will provide additional material). List important notes on each in columns on a blank overhead.
On blank overhead draw a Venn Diagram. Label one section Sparta, label the other outside section Athens, label middle shared section similarities. Have students provide information from the list into each section.
Conclusion: Review with students, democracy, the growth of the City-states, Athens and Sparta
Ancient Greece: Lesson #4 Rise of the City States
Lesson Topic: The rise of the City States in Greece
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Maps of, the World, Europe
Lesson Background: This is the fourth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of the rise of the city-states in Greek and the development of democracy.
Objectives:
The Student will be able to define democracy.
The student will be able to describe what a "city-state" is
The student will be able to discuss who was able to participate in Athenian democracy.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy todays drill questions on their drill sheets for turn in. Drill questions:
The Minoans & Myceneans both spoke ____________
During the Dark Ages _________came to a standstill.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Today we are going to try an experiment. Today, you will write on the overhead. The first word you will write is Democracy. Who would like to do that?
Developmental Activity: Students will brainstorm ideas on what democracy is. Teacher will write these ideas on a blank overhead. Tell students that we will look at this transparency at the end of the day to see if they might change what they believe a democracy is.
Transitional Statement: Take out your textbooks and open them to page 338. Who would like to begin reading?
Developmental Activity: Have students read page 338, and the 1st paragraph on 339.
Define Democracy, Monarchy, Oligarchy. Have students write down definitions as notes.
Transition Statement: Turn to page 240 in your book.
Developmental Activity: Read Aloud "Understanding Democracy". Discuss with class why they think Athenian democracy can or cannot work in the U.S.
Review/Conclusion: Take out transparency of student ideas on democracy. Discuss with students how they would change this overhead now.
Ancient Greece: Lesson #5 Daily Life
Supplimental Material:
For printable information on ancient Greek daily life,
for classroom use, see Mrs Donn's Special Section:
Daily Life Ancient
Greece.
URL: ../Donnclass/Greeklife.html
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Filmstrip on daily life in Athens.
Lesson Background: This is the fifth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the the daily life of the Greeks.
Objectives:
The Student will be able to, define democracy
The Student will be able to describe the daily life of a typical greek citizen.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we started a discussion about democracy in ancient Athens, and how it compares to democracy today. We will continue that lesson today, and in addition look at the daily life of a Greek by using the filmstrip. Take out some paper to write down some notes.
Developmental Activity: Show filmstrip, discussing appropriate sections with the students, having them take notes about democracy in Athens, and daily life in Greece.
Safety Valve:
Have students turn to page 343 in their textbook "The economy of Athens."
Have students take notes and discuss the information contained on page 343.
Ancient Greece: Lesson #6 The Olympics and the Gods (1 of 2)
For a complete 3-4 day mini-unit, to suppliment
this section, and better position the importance of Greek city-states:
Ancient
Greek Olympic Games in the Classroom
URL: GreekOlympics.html
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Cutouts on which students will draw symbols. (Manilla folder sheets, cut in various shapes, works well)
Lesson Background: This is the sixth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the the origin of the Olympic games, and Greek mythology.
Objectives:
The Student will be able to define Olympics.
The student will be able to list some events that took place during the Greek Olympics.
The student will be able to discuss the Greek beliefs in Gods and myths.
Olympics Background: In 776 B.C., the Olympic Games were first held in honor of Zeus, through a festival in the Greek city of Olympia. The Olympics were very important to the Greeks. If any of the city states were at war when the Olympics started, the war would stop so that everyone could go to the Olympics. Only men could participate in the Ancient Greek Olympics, and only men could watch, because the participants in the games did not wear clothes. Chariot racing was the only game women could win, and only if they owned the horse. If that horse won, they got the prize.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we started a discussion of the life of the greeks. We talked about how Greeks developed coins for trade, and how rich Greeks were expected to pay for government functions. Today we are going to take a closer look at some things the Greeks found important in their lives. In other words we are going to discuss parts of the Greek culture. Take out a textbook and turn to page 345.
Developmental Activity: Students will read aloud p345. Ask students what they know about the Olympics today. With a graphic organizer, compare the original Olympics with modern Olympics.
Transitional Statement: It said in our textbook that the Olympics were held to honor the Gods. The Greeks believed in many Gods.
Developmental Activity: Hand out shapes, and information sheets on the Greek Gods. Have students design a symbol to Represent the God they have been given. Have students work in pairs. Inform them that we will be developing a Greek God family tree. (have students put their names on the backs of their designs. Work on this for the rest of the class. Tell students that we will be introducing a new God or Gods each day next week
Safety Valve:
1. Have students turn to page 344 in their textbook "Comparing Graphs"
Discuss with students the two type graphs shown. have them solve problems using the two type graphs shown using the try it section. Give them information from Towson state, In 1996, 10,000 students. growing to 25,000 by 2000 A.D. In 1996, 1000 students in fraternities, 4000 students living in the dorms, 5000 students commute. If percentages stay the same, how many students will commute in 2000 A.D.
2. Have students turn to page 342 in their textbook and study the graph. Inform them that this is called a bar graph, and it contains the same type information as the pie chart on page 344. See if students can convert the bar graph into a pie chart.
Lesson #7: The Greek Gods, Sanctuaries, and the Olympics (2 of 2)
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Cutouts for students to draw symbols on.
Lesson Background: This is the seventh lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the the origin of the Olympic games, and Greek mythology.
Objectives:
The Student will be able to, define Olympics.
The student will be able to list some events that took place during the Greek Olympics.
The student will be able to compare modern Olympics with Greek Olympics.
The student will be able to discuss the Greek beliefs in Gods and myths.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Last week we ended the week starting to learn a little about the Greek Gods. We will continue with that lesson a little later today. But for now I would like everyone to open their books to p 345.
Developmental Activity: Students will read aloud p345. Ask students what they know about the olympics today. With a graphic organizer, compare the original Olympics with modern Olympics.
Transitional Statement: It said in our textbook that the Olympics were held to honor the Gods. The Greeks believed in many Gods. They believed that the gods controlled every thing in nature, and liked to interfere with men's lives. The reason I had you start drawing a symbol for the God that you were representing is that we are going to build a family tree of Greek Gods. Each of you is going to be given the opportunity to present your symbol and explain to the class why you chose that symbol to represent that God.
We are then going to place them in their correct spot on our Greek God family tree. You will be receiving a grade on your project. The grade will be based on completion of work, appropriateness of your symbol, and your presentation.
Developmental Activity: Hand out shapes, and information sheets on the Greek Gods.
Have students design a symbol to Represent the God they have been given. Have students work in pairs. Inform them that we will be developing a Greek God family tree. (have students put their names on the backs of their designs. Work on this for the rest of the class. Tell students that we will be introducing a new God or Gods each day next week
2. If we have time we will present our first two Gods today.
Safety Valve: Have students turn to page 346 in their textbook "The Family of Greek Gods". Students will read this page aloud.
Greek Gods: The ancient Greeks explained the wonders around them and the happenings in their lives as being the work of the gods. The gods and goddesses looked much like people. However, the gods and goddesses were more beautiful, handsome, clever, and powerful. They not only looked much like people, they acted like people. They had quarrels, played tricks, and were often jealous. Their homes were not the heavens but just the top of mountain in northern Greece - Mount Olympus. The mountain was much too difficult a climb for mere mortals. The Greeks made stories about their gods and goddesses which are called myths. These myths are still read today. Zeus and Hera were the King and Queen of the Greek gods. For a list of Greek gods, click HERE.
Lesson #8 Greek Culture
Lesson Topic: The Greek Gods, Sanctuaries, and Greek Drama
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Cutouts for students to draw symbols on.
Lesson Background: This is the eighth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into Greek Drama and Greek mythology.
Objectives:
The Student will be able to define Tragedy and Comedy.
The student will be able to describe additional Greek Gods.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we introduced (worked on symbols for) some Greek Gods. I would like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your textbook to page 350, lets look at Greek Drama.
Developmental Activity:
Have students read aloud p350. As notes, define comedy and tragedy. Inform them that these will be tomorrows drill questions.
Discuss why the plays were written.
Compare to modern plays/films/tv shows
Review/Conclusion: Review the Gods we have in our family tree. Review Greek Drama.
Safety Valve: Have students turn to page 346 in their textbook "The Family of Greek Gods". Students will read this page aloud.
Lesson #9 Sparta and Athens (1 of 3)
Prior to comparing Sparta and Athens, we suggest,
if time permits, you take 3-4 days to run your own Olympics in the Classroom.
This link is also listed above, under Lesson #6: Olympics.
Mr Donn's
Ancient Greek Olympics in the Classroom
Lesson Topic: The Greek Gods, Sparta and Athens
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Completed Cutouts with symbols drawn on.
Lesson Background: This is the ninth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the Greek mythology, and the differences between Sparta and Athens.
Objectives:
The Student will be able to, describe additional Greek Gods
The student will be able to compare Spartan government with Athenian government.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your textbook to page 351.
Developmental Activity: Begin reading on page 351, Sparta and Athens. Read through page 353. Hand out a Graphic organizer for notes, review what we have learned about Athenian government from page 341.
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian Government vs Spartan Government.
Safety Valve: Have students turn to page 354 in their textbook "Growing up in Sparta and Athens". Students will read this page aloud reading each age group for both Sparta and Athens. The students will take notes and place them on a graphic organizer.
Worksheet Assignment:
Compare life in Athens with life in Sparta
| ATHENS | SPARTA | |
| physical education | ||
| cultural education | ||
| military obligations of citizens | ||
| form of government | ||
| government control of daily life |
Lesson #10 Sparta and Athens (2 of 3)
Lesson Topic: The Greek Gods, Sparta and Athens
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Completed Cutouts with symbols drawn on.
Lesson Background: This is the tenth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into Greek mythology, and the differences between Sparta and Athens.
Objectives:
The Student will be able to, describe additional Greek Gods
The student will be able to compare Spartan education with Athenian education.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your textbook to page 353.
Developmental Activity: Begin reading on page 353, Sparta and Athens. Read through page 355. Have students take out Graphic organizer from yesterday for notes
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian education vs Spartan education.
Safety Valve: Have students turn to page 354 in their textbook "Growing up in Sparta and Athens". Students will read this page aloud reading each age group for both Sparta and Athens. The students will take notes and place them on a graphic organizer.
Lesson #12 Sparta and Athens (3 of 3)
Lesson Topic: The Greek Gods, Sparta and Athens
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Completed Cutouts with symbols drawn on.
Lesson Background: This is the twelfth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into Greek mythology, the differences between Sparta and Athens, and the Persian Wars.
Objectives:
The Student will be able to, describe additional Greek Gods
The student will be able to compare Spartan training with Athenian training.
The student will be able to list several causes for the Persian Wars
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your textbook to page 353.
Developmental Activity: Begin reading on page 353, Sparta and Athens. Read through page 355. Have students take out Graphic organizer from yesterday for notes
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian education vs Spartan education. Review with students; Olympics, government, and daily living in Greece.
Safety Valve: Have students turn to page 354 in their textbook "Growing up in Sparta and Athens". Students will read this page aloud reading each age group for both Sparta and Athens. The students will take notes and place them on a graphic organizer.
Lesson #13 The Greek Gods
Lesson Topic: The Greek Gods
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Completed Cutouts with symbols drawn on.
Lesson Background: This is the Thirteenth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into Greek mythology.
Objectives:
The Student will be able to, describe additional Greek Gods
The Student will be able to finish presentations on Greek Gods.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Last week, we introduced several Greek Gods. I would like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone let us have a little fun today. I need an artist. (Select one or two students to draw a family tree using handout as a model. We are going to place our symbols on the family tree. I would like everyone to finish and color in your symbol today. You may take the rest of the class to do so. I am going to place this tree up on the back bulletin board so do a good job.
Developmental Activity: Have students finish coloring in symbols.
Review/Conclusion: Review the Gods we have in our family tree.
Safety Valve: Have students turn to page 355 in their textbook. Students will read this page aloud. The students will take notes.
Lesson #14 The Persian Wars (1 of 3)
Lesson Topic: The Persian Wars.
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Lesson Background: This is the Fourteenth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the Persian Wars.
Objectives:
The Student will be able to, list the causes for the Persian Wars
The Student will be able to describe the major phases of the Persian wars.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: So far we have just talked about Greece. Today I would like to move into the area of foreign affairs.
Developmental Activity: Students will work silently with partners to fill in the graphic organizer using pages 355 and 356 in their text. Advise students that they will be writing an assessment of the wars from the information that they gather and put on their graphic organizer. Have them work for 20 minutes, then return to their seats.
Transition: Have students break into pairs, reminding them that I have the option of breaking up a pair if they are not working.
Developmental activity: Review with students their assessment of the, causes of the, and the results of the Persian Wars.
Zerk the Jerk
As part of this discussion, to introduce the third and final major battle, the Battle of Salamis, as most students will have wandering interest at that point, and most probably will not have reviewed this important battle - introduce Xerxes, the Persian King, as Zerk the Jerk. Xerxes (pronounced Zerkzes) easily becomes Zerk the Jerk.
Talk about how Zerk the Jerk had his slaves carry his golden throne from Persia and set it up on a hillside so he could watch the Greeks be destroyed. The Greeks were greatly outnumbered, and the Persians had huge ships compared to the Greeks. But the Greeks surprised him. Their small ships could maneuver better. The Persians were caught on their ships, and destroyed. Zerk the Jerk ran away, leaving his army behind. Sparta marched north at full strength and defeated the Persian army. The Greeks took the day! Zerk the Jerk ran away. The Persian threat to Greece was ended!
Lesson #15 The Persian Wars (2 of 3)
Lesson Topic: The Persian Wars.
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Graphic Organizer
Lesson Background: This is the 15th lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the Persian Wars.
Objectives:
The Student will be able to, complete their list of the four main battles of the Persian Wars
The Student will copy the rubric for their Persian War assessment.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Last week you worked on a graphic organizer for the Persian Wars. Now that you have the information, you need to do something with it. You are going to write a paper explaining the Persian Wars.
Developmental Activity: Hand out the Rubric for writing the Assessment. Go over in class. Ensure all students understand.
Transition: Hand out copy of writing rubric. Tell students, We have finished with chapter 11. What usually happens when we finish a chapter? We are going to have a test. To get you ready for the test we are going to have a little review.
Review: Use flash cards, and break up into teams.
Writing Assessment Rubric: Using your graphic organizer, you will write a paper about the Persian Wars. This paper will include:
1. An introduction paragraph which will also include the causes of the Persian Wars.
2. Three additional paragraphs each of which will discuss one of the following battles.
Marathon
Thermopalyle
Salimis
3. Each of the paragraphs discussing the three battles will include:
Who is involved
Where was it fought
When was it fought
What happened.
Who won.
Details of the battle if known.
4. A conclusion paragraph.
This assessment is due (due date)
Lesson #16 The Persian Wars (3 of 3)
Lesson Topic: The Persian Wars.
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Graphic Organizer
Lesson Background: This is the Sixteenth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the Persian Wars.
Objectives: The student will be able to write an assessment of the Persian wars following a rubric.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday you were working on gathering information for a graphic organizer. Today we are going to use those graphic organizers again. Take out the graphic organizer, paper to write on, and something to write with.
Developmental Activity: Give students copies of the Rubric. Have students write a paper using the information from their graphic organizer, and following the format from the Rubric. Have them finish as homework.
Rubric: Write a paper on the Persian War containing at least 5 short paragraphs.
Each paragraph is worth 1 letter grade
Style and proper writing (mechanics) is worth 1 letter grade
5 = A, 4 = B, 3 = C, 2 = D, 1 = E, 0 = F
The Paragraphs should correspond to the following:
1. Introduce the war by writing about the causes (more then one) for the war.
2. Explain the Battle of Marathon including:
a. Who is fighting
b. Where are they fighting
c. Who was the winner
3. Explain the battle of Thermoplyae including:
a. Who is fighting
b. Where are they fighting
c. Who won, and how
4. Explain the battle of Salamis including:
a. Who is fighting
b. Where are they fighting
c. Who won and how did they win?
5. Explain the battle of Plataea:
a. Who is fighting
b. Who won
Additional information/research can be used to raise a mark with the exception of "A" papers.
Do not copy directly out of the book, but rewrite using your own words.
Lesson #17 Early Greek Unit Review
Lesson Topic: Ancient Greece Review
Type of Lesson: Developmental
Materials:
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Graphic Organizer
Filmstrip and Filmstrip projector.
Handout with filmstrip questions
Handout with textbook review questions.
Lesson Background: This is the Seventeenth lesson of a unit on Ancient Greece. This lesson will develop the students understanding of cultural diversity. It will also delve into the Persian Wars.
Objectives: The student will review using a filmstrip and textbook.
Lesson Procedures:
Motivation/Recall: (10 minutes)
Students will copy today's drill questions on their drill sheets for turn in.
A selected student will read aloud today's Objectives from the blackboard.
Transitional activity:
Last week you completed a writing assessment of the Persian Wars. I would like to return those papers now. (have selected students pass out papers.
Second, we will be going on the field trip tomorrow (at least some of you are). We will be having a special lesson tomorrow, as well as some additional review. Finally, I want to remind you that we will be having a test Thursday. We will be reviewing the material we have covered in two ways. First we will watch a film strip answering some questions. Then we will use the Review questions I have ready for you.
Developmental Activity: Have students view filmstrip on ancient Greece, answering questions as we go. Be sure and ask (and label stance questions from MSPP).
Transition: Keep these answer sheets to review with. The questions on this review will probably show up on a test somewhere. As we answer these questions, I would like you to take notes, I will be pretty specific so it would be a good idea to write down what I am telling you. Again we will probably see some of these questions on the test.
Developmental activity: Review with students questions drawn up from the test.
Safety Valve: Team questions, winning team is exempt from the drill tomorrow.
QUIZ
PERSIAN WARS
I. Define:
Polis
Demos
Patriotism
Phalanx
Prophecy
II. Place the following terms under the battle with which each belongs.
490 BC
phalanx
150,000
Strait
Darius
Greeks won
Persians won
triremes
4,000
a pass
Athens burns
Xerxes
Miltiades
Thermistocles
rowers
| Marathon | Thermopylae | Salamis |
III Essay (on back). Because you will be asked to change the outcome of the Persian War, you will need to know more about
the leaders
strategies
plans
results
details
Think about how the Persians could have won the war? What details of the battle would be different? How might Greek and Roman history have been affected?
Greek Vocabulary List
epic - a long poem that tells the story of a hero
barbarians - the name given by the Greeks to any people who were not Greek
colonies - areas set up in conquered lands by the Greek city states for use when they themselves became overpopulated
Minoan (min-o-un) - an ancient Cretan civilization
myths - legends or stories that attempt to explain natural events
Dorians - a group that invaded Greece around 1000 B.C.
Hellenes - the name the Dorians gave themselves
Acropolis - a hilltop fortress in Ancient Athens which included the Parthenon and other famous buildings where citizens met to discuss affairs of the community
agora - the central marketplace in Ancient Athens and the site of numerous temples and government buildings
mattock - a heavy hoe which was the chief tool of Greek farmers
drama - a serious play or theatrical event
metics - a class of people in Athens who were not citizens
Helots - one of the Spartan slave classes
city-state - a self governing unit made up of a city and its surrounding villages and farmland
Homer - a Greek epic poet and author of the Iliad and Odyssey
monarchy - a system of government in which a monarch - a king, queen, or emperor is the sole and absolute ruler
oligarchy - a system of government in which a few people rule
democracy - a system of government in which the people rule, either directly or through elected representatives
tyrant - a ruler who has absolute power (not limited by a constitution or by other officials)
polis - a city-state in Ancient Greece
trireme - a major sailing vessel powered by three banks of oarsmen
fresco - a painting done on fresh plaster with water colors
Peloponnesus - a hilly major peninsula in Greece
ostracized - shunned, avoided
oracle - places where the gods spoke directly to man
phalanx - special Greek battle formation where soldiers formed rows, closely pressed together
philosophy - the study of the meaning and knowledge of life
Sophocles - a famous Greek writer
Pericles - a Greek leader of the Golden Age
Ionia - a group of Greek cities on the coast of Asia Minor
Zeus was the most powerful of the gods. Should he have to bring order, he would hurl a thunderbolt. Zeus shared his powers and ruled with other great gods.
Hera was the wife of Zeus, and thus, the Queen. Hera was the goddess of marriage, children, and the home
Poseidon, the lord of the sea, was the brother of Zeus
Hades, another brother of Zeus, was lord of the dead.
Ares, Zeus' son, was the god of war. He tall and handsome but cruel and vain. Ares could not bear to suffer pain.
Hephaestus, god of fire, often made metal tools and weapons to aid the gods and some fortunate mortals.
Hermes was Zeus' son and the messenger of the gods. Hermes was noted for his pranks as well as for his speed.
Apollo was Zeus' son and god of the sun, light and music.
Artemis was goddess of the hunt
Dionysus was the god of wine.
Athena, for whom Athens was named, was the goddess of wisdom.
Aphrodite was the goddess of love and beauty
Eros was the god of love. He had a bow and arrow to shoot people and make them fall in love.
Dionysus was the god of life, hospitality, and wild things
Pan was half man, half goat, and the god of all nature. He was also the protector of shepherds and their flocks
Hercules was another of Zeus' sons. He was half man, half god, and very strong.
Centaur was half man, half horse, and tried to steal Hercules' wife.
Pegasus was a winged horse
Cerberus was the three-headed dog that guards the entrance to the underworld.
The Muses were daughters of Zeus. They made such beautiful music with their singing that it brought joy to everyone who heard them.
EARLY GREEKS - UNIT TEST
I. Matching - Match the words in column A with their definitions in column B. Write the letter from column "B" in the matching space in front of the word in column "A"
Column A Column B
| ____1. democracy | a. a king rules the country |
| ____2. monarchy | b. everyone participates in the government |
| ____3. oligarchy | c. a few people hold power over the country |
| ____4. tyranny | d. a single ruler, who seized power forcefully |
II. True or False. Read each statement carefully. Write out true or false in the blank.
1. ______ Sparta was ruled by an oligarchy during most of its history.
2. ______ Education in Sparta consisted mostly of art and music.
3. ______ Life in Athens and Sparta was the same for everyone including women and slaves.
4. ______ Spartans and Athenians both kept slaves.
5. ______ A tragedy was a type of Greek play that made fun of the gods or famous men.
III. Multiple Choice. Place the letter of the Best Answer in the blank.
____1. This army was defeated by the Athenians at Marathon.
a. Salamis
b. Persia
c. Macedonia
d. Rome
____2. What is not required for a citizen of Athens.
a. be male
b. be over 18
c. fight in a war
d. have a father who was a citizen
____3. In Sparta, which was not a physical skill.
a. running.
b. jumping
c. ice skating
d. wrestling
____4. Who won the battle of Thermopylae?
a. Athens
b. Sparta
c. Persia
d. Macedonia
____5. In Greece, a prediction or the name of the place where a prediction was told.
a. Athens
b. Eleusis
c. Olympus
d. oracle
IV. Matching - Match the words in column A with their definitions in column B.
Column A Column B
| ____1. Zeus | a. Goddess of marriage |
| ____2. Hera | b. God of the Sea |
| ____3. Ares | c. Father or Head of the Greek Gods |
| ____4. Poseidon | d. God of light and health |
| ____5. Apollo | e. God of War |
V. True or False - Write true or false in the space provided.
____1. Only those Greeks who lived in Athens worshipped Zeus
____2. Mt. Olympus was supposed to be the home of the Gods.
____3. Athletes were often killed in war on their way to the Olympics
____4. Xerxes watched his ships be destroyed at Salimis
____5. The Spartan army ran away at the battle of Thermopylae.
VI. Multiple choice - Choose the most correct answer.
1. The only occupation a man could have in Sparta.
a. trader
b. farmer
c. actor
d. soldier
2. A battle where the Persians were defeated, and the name of a 26 mile race.
a. Marathon
b. Plataea
c. Salimis
d. Thermopalyae
3. Who could be a Citizen in Athens.
a. a slave
b. a woman
c. a metic
d. a male
4. The type of Greek play where a man was brought down by a flaw in his character.
a. comedy
b. tragedy
c. mystery
d. horror
5. The Minoans built elaborate palaces that contained what.
a. running water
b. indoor plumbing
c. elaborate mazes
d. all the above
VII. Fill in the blank. Write in the word from the word bank that best completes
the statement. Use only words from the word bank. A word can be used once, more
then once or not at all.
1. __________ were independent, self governing units.
2. Sparta's emphasis was on a strong __________ ?
3. __________ had the most successful democracy
4. __________ and Athens were the two biggest city-states
5. __________ was the site of the festival that centered around sports, and honored Zeus.
Word Bank:
Athens
Sparta
Olympia
city-states
army
navy
Delphi
democracy
CLASSICAL GREECE - UNIT PLAN
With Additional
Unit Support: Activity Ideas (Paper Columns & Gift-Wrapped
Greeks)
Donald G. Donn; Corkran Middle School, Maryland, USA
I. Introductory Information
Subject: Classical Greece
Grade & Ability level: 6th Grade
Unit Title: Classical Greece
Time Frame: 5-7 days
II. Overview and Rationale
A. Scope and major concepts
1. This unit covers the history of Greece from after the defeat of the Persians until the defeat of Athens by Sparta. This time period, which covers only about 50 years, is of great importance to advances in democracy, art, literature, and architecture developed within Athens.
2. This unit will include lessons on:
The golden age of Athens.
The Peloponnesian War
Alexander the Great
Contributions of the Greeks
3. This unit will concentrate on language arts and cultural diversity skills.
4. The Unit will focus on student personal discovery and challenge to student to express their own ideas and beliefs concerning world events.
B. Rationale: This unit is designed for 6th-grade. The unit will broaden their horizons by showing how decisions made in one country can, and do affect other countries. It will also help prepare students for Maryland State exams by introducing concepts used in Maryland State, and U.S. government. It will also relate Greek ideas on art, literature, government, and architecture to present day U.S.
III. Objectives (C = Cognitive, A = Affective, P = Psychomotor)
TSWBAT analyze the role of slavery in maintaining the lifestyle of Athenian citizens. (C)
TSWBAT Contrast the lives of men and women in Classical Greece(C, A)
TSWBAT Identify the elements that led to the Golden Age in Athens (C, P)
TSWBAT demonstrate research skills. (C, P)
TSWBAT demonstrate presentation skills. (C, P)
TSWBAT demonstrate writing skills.
TSWBAT Identify the causes of the Peloponnesian War
TSWBAT Analyze opposing viewpoints concerning the trial of Socrates
TSWBAT Compare prewar and postwar Athens.
TSWBAT Analyze the effects of the conquering and colonising strategies of Alexander the Great.
TSWBAT Compare Alexander's strategies for controlling his empire with those uses by previous countries.
TSWBAT Identify examples of the influence of ancient Greece on contemporary American culture and Western civilization
TSWBAT Explain the significance of the questioning approach of ancient Greek philosophers, scientists, and historians.
TSWBAT give personal judgments and express values concerning world events. (C, A)
TSWBAT broaden their personal horizons through role playing and panel work. (A, P)
IV. Evaluation Process
A. Ways to evaluate:
1. The student's participation in classroom discussions, debates, completion of assigned homework, and activities will demonstrate the students understanding of the lessons.
2. The students are given a daily drill question to answer. The students will be graded mostly on effort and attempt to answer.
3. A directed writing activity will be assigned. The students will be graded on writing skills, and the appropriateness, and content of their work.
4. A quiz on the chapter will be given. Quiz will be T/F, multiple choice.
V. Subject Matter/Skills Outline
A. Following is a list of essential thinking skills and related concepts that will be related to each days activities. Each skill will be numbered and this number will be listed at the end of each days subject matter outline. This listing of skills is taken from the Dimensions of Learning handout given by the Anne Arundel County Public Schools, Office of Staff Development, Instructional Leadership
Program:
1. Positive Attitudes and Perceptions:
A.Classroom Climate
Acceptance
Comfort
Order
B. Classroom Tasks
Value
Ability/Resources to perform tasks
Clarity
2. Acquiring and Integrating
A. Declarative Knowledge
Construct Meaning
Organize
Store
B. Procedural Knowledge
Construct Models
Shape
Internalize
3. Extending and Refining
Directed Teaching of Thinking Skills
Comparing
Classifying
Inducing
Deducing
Analyzing Errors
Constructing Support
Abstracting
Analyzing Perspectives
4. Meaningful Use of Knowledge
Directed Teaching of Dimension 4 Mental Processes
Decision Making
Investigation
Experimental Inquiry
Problem Solving
Invention
5. Productive Habits of the Mind:
Self-regulation
Critical thinking
Creative Thinking
V. Daily Activities/Lessons
For links to detailed information on Ancient Greece daily life, sports, education, myths, architecture, olympics, & more lesson plans, units, and classroom activities by many authors, and for complete units on other ancient cultures, see Mr Donn's Ancient History Page
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