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Final: Learning Experience
EDU 327—Teaching to the Standards
NYS Social Studies Standard World History- Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the
broad sweep of history from a variety of perspectives.
Megan Day
“Ancient Greek Culture”
Grade level: 6
May 04, 2010
2
Learning Context
Purpose/Rationale for the Learning Experience
The purpose of this learning experience is to teach students about
Ancient Greek customs, traditions, religious and spiritual beliefs.
Enduring Understanding
Distinguishing cultural differences regarding customs, traditions,
religious and spiritual beliefs is essential for living in a multicultural world.
Essential Questions
Why is it important to learn about other cultures?
Guiding Questions
What do you know about Ancient Greece?
What was Greek religion like?
How did the Greeks honor their Gods?
What are customs and traditions of the early Greeks?
Objectives
1. The students will be able to identify religious and spiritual beliefs of a
Greek city-state.
2. The students will be able to create a shield that represents the
religious and spiritual beliefs of a Greek city-state.
Grade Level/Ability
This learning experience is designed for a sixth grade 15:1:1 (15 students,
1 teacher, and 1 classroom aide) self-contained social studies class. However,
there are only five students in the class this year. Many of the students in the
social studies class are also in the self-contained 15:1:1 class for ELA,
Mathematics, and Science. The class consists of a total of five students—two
boys and three girls. The students’ ages range from eleven to twelve years.
All students have a documented disability and all students have an
Individualized Education Plan (IEP) that must be followed. Three students have
a language-based learning disability, one student is labeled as other health
impaired (OHI), and one student has Asperger’s Syndrome. All students receive
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speech twice a week—once in group and once individually—and one student
sees a Reading Specialist once a week. The students in this class demonstrate a
wide range of abilities—some students perform at the sixth grade level, while
others perform at a second grade level.
Congruency Table
Level: Intermediate
Grade Level: Sixth
New York State Learning Standard: Social Studies
Content Standard: World History- use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments,
and turning points in world history and examine the broad sweep of history
from a variety of perspectives.
Key Idea: (1) The study of world history requires an understanding of world
cultures and civilizations, including an analysis of important ideas, social and
cultural values, beliefs, and traditions. This study also examines the human
condition and the connections and interactions of people across time and space
and the ways different people view the same event or issue from a variety of
perspectives.
Performance
Indicators
Instructional
Task
Learning
Objectives
Student Work
Assessment Tool
Students will
know the social
and economic
characteristics,
such as customs,
traditions, childrearing practices,
ways of making a
living, education
and socialization
practices, gender
roles, foods, and
religious and
spiritual beliefs
that distinguish
different cultures
and civilizations.
Using multiple
resources,
students will
create a shield
that represents
the religious
and spiritual
beliefs of a
Greek citystate assigned
to each
student.
To identify
religious, and
spiritual beliefs
of a Greek citystate.
A shield that
represents the
religious and
spiritual
beliefs of a
Greek citystate.
A four point rubric
will be used to assess
the student’s
knowledge of the
religious and
spiritual beliefs of
the Greek city-states
based on their shield
and paragraph.
To create a
shield that
represents the
religious and
spiritual beliefs
of a Greek citystate.
A typed
paragraph
describing the
religious and
spiritual
beliefs on the
Ancient Greek
shield.
The rubric will
include the following
attributes—content
(accuracy), creativity
and neatness,
paragraph and
sentence structure,
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(p. 37)
and mechanics.
Overview of what the students need to know:
Prior to Learning Experience:
 Listen and follow written and verbal directions.
 Focus and remain on task.
 Ask for assistance, if needed.
 Students should be able to type a paragraph using Microsoft Word.
During Learning Experience:

Read and underline important characteristics of Greek city-state using
the textbook and Ancient Greek city-state supplements.
 Draw or print out pictures that represent a Greek city-state’s customs,
traditions, religious and spiritual beliefs.
 Utilize creativity and neatness by cutting and gluing pictures onto shield.
After Learning Experience:

Write a short paragraph describing the customs, traditions, religious and
spiritual beliefs of an assigned Greek city-state.
 Type paragraph describing the customs, traditions, and religious and
spiritual beliefs of Greek city-state.
 Present shield and read paragraph to class.
Key Subject-Specific Vocabulary:
During the learning experience, students will learn and review the following
vocabulary words:

traditions- the handing down of statements, beliefs, legends, customs,
information, etc., from generation to generation, esp. by word of mouth
or by practice
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
customs- a habitual practice

city-state (polis): basic unit of government in Ancient Greece

Zeus- ruler of Greek gods

Mount Olympus- highest mountain in Greece, where it was believed the
most important Greek Gods lived

Myth- a story that people create to explain beliefs about their world

Olympics- games held every 4 years as part of a festival to honor Zeus

Epic poem- a long poem that tells a story

Fable- story that tells a moral and usually involves animals

Peninsula- body of land surrounded by water on three sides

Peloponnesus- name for the peninsula at the southern tip of Greece

Isthmus- narrow strip of land that connects two larger land masses

Phoenician- Mediterranean culture from whom the Greeks developed
their written language

Alphabet- a system of symbols that represent sounds

Athens, Sparta, Corinth, Megara, Argos- Ancient Greek city-states
Assessment Plan
This learning experience includes assessments that are diagnostic, formative,
and summative.
The diagnostic assessment includes a KWL chart that students complete as a
class. Each student must participate by stating at least two comments about
the “what you know” section or “what you want to know” section. This will
evaluate the students’ prior knowledge of Ancient Greece. The students’ prior
knowledge of Ancient Greece will most likely to be minimal; therefore, the
teacher needs to scaffold students intensely in order to activate their schema.
The following is the KWL chart created by the students.
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K (What you know)
W (what you want to know)
-
-
-
Olympics
Gods/goddesses
Poseidon (God of
sea)
Zeus (God of sky)
Lightning
Gladiators
Beasts
-
How did they live?
What language did
they speak?
What Gods did they
worship?
How did the Olympics
start?
What events did they
have?
L (What I learned)
-
-
-
-
Greeks were
separated by
mountains and
Mediterranean Sea
Spoke Greek
Zeus, Athena, Hera,
Hercules
Olympics were held
to honor Zeus
Types of Olympic
events: foot races,
javelin throw,
wrestling
People lived in citystate (polis)
Different types of
government
(Oligarchy,
aristocracy,
democracy)
2 main city-states—
Athens and Sparta
Helot-slave
Mt. Olympus is
highest point in
Greece; believed to
be home of the most
important Gods
The formative assessment includes the lesson quizzes that the students will
take after each lesson.
The summative assessment includes the final product the student completes
including the shield and the typed paragraph describing the components of the
shield. Students will use the Ancient Greek Shield Checklist (page 20) to selfassess their work. Using the Checklist, students will put a check mark next to
make sure that they have included all aspects of the task.
The Ancient Greek Shield Rubric is aligned to the NYS Standards and
Performance Indicators with the words “religious and spiritual beliefs”. These
words can be found in Key Idea 1, and the performance indicator on page 37 of
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the NYS Social Studies Learning Standards, found on the New York State
Education Department website (page 21).
Student Work
The sixth grade special education students create a shield to represent their
assigned city-states’ religious and spiritual beliefs (see page 41).
Student work is graded based on a 4 point rubric. A score of 14-15 indicates
that the student has demonstrated a firm grasp on the grade level concept. This
level of competence is the “distinguished” range and means that the student
understands the important customs, traditions, religious and spiritual beliefs of
a Greek city-state.
A score of 12-13 indicates that the student is skilled at identifying the customs,
traditions, and religious and spiritual beliefs of a city-state with at least 80%
accuracy. This score would be in the “proficient” range.
A score of 8-11 indicates that the student cannot identifying the correct
number of customs, traditions, and religious and spiritual beliefs of a Greek
city-state or write a paragraph describing the shield. This score would be in the
“developing” range.
This learning experience was administered to five students in a sixth grade
special education classroom. The teacher displays an exemplar of an Ancient
Greek shield of Olympia and paragraph describing the shield.
Summative Assessment Results
Number of Distinguished
students
Score: 15-14
Proficient
Developing
Score: 13-12
Score: 11-8
3
2
×
1
×
2 students
×
×
1 student
×
2 students
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After scoring each student’s shields and paragraphs, two fifths (40%) of the
students were able to create a shield at the distinguished level. One student
scored at the proficient level, and two students scored within the developing
level. The students who scored within the developing range struggled to follow
the Ancient Greek Shield Student Checklist.
Procedure:
Day One
Anticipatory Set
-
Teacher will ask the students, “What do you know about Ancient Greece?”
-
Students complete the “K” and “W” section of a KWL chart with the
teacher while writing down the KWL chart in their notes. Teacher must
scaffold students intensely in order to obtain prior knowledge of the
subject.
Input/Modeling
-
Students will take turns reading lesson 1: The Geography of Ancient
Greece from the McDougall-Little Ancient Civilizations textbook. Teacher
will ask comprehension questions throughout the reading.
Guided/Independent Practice
-
Teacher will hand out the “Re-teaching Activity” and complete the first
few questions with the students
-
Students will complete the rest of the “Re-teaching Activity” using the
text independently
-
Students will make flash cards from the following vocabulary words:
peninsula, Peloponnesus, isthmus, Phoenician, alphabet.
-
Teacher will check the students’ flash cards for the correct vocabulary
word and definition
Closure
-
Students will study their vocabulary words with a partner
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-
If time allows, students will play a review game. The class is split in half;
each team gets a small white board, marker, and eraser. Teacher reads
definition of vocabulary word and students must work as a team to write
down the correct vocabulary word. If the students write the correct word,
the team throws a bean bag at a Velcro target board on the wall.
-
Students will complete a study guide for the lesson 1 quiz next class.
Day Two:
Anticipatory Set
-
Students will take the lesson 1 quiz, and then complete a map activity.
-
Teacher will ask students, “What did we learn about last class?” Scaffold
when necessary.
Input/Modeling
-
Teacher will begin reading lesson 2: Beliefs and Customs. Then students
will take turns reading.
-
Teacher will ask comprehension questions throughout the reading.
Guided/Independent Practice
-
Teacher will hand out Venn diagram to students
-
Teacher will draw and label Venn diagram on chart paper
-
Students will compare and contrast the Modern Olympics with Ancient
Olympics together as a class
-
Teacher will hand out “Practice Activity” and read the directions aloud to
the students
-
Students will complete the “Practice Activity” independently
-
Students will write the following vocabulary words and definitions on
index cards (Zeus, Mount Olympus, myth, Olympics, epic poem, fable)
Closure
-
Students will study their vocabulary cards independently or with a
partner
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Day Three:
Anticipatory Set
-
Ask students what the U.S. uses to represent our country. Tell them to
think about the Olympics. Give more hints for students to guess a flag, as
needed.
-
Tell students that the Ancient Greek warriors used shields in battle. Their
shields represented their city-state of which they were extremely proud.
Input/Modeling
-
Hand out worksheet on Ancient Greek shields. Read aloud as students
follow along.
Guided Practice
-
Assign Greek city-states to each student and pass out Ancient Greek citystate supplemental material to each student (i.e. student with city-state of
Corinth receives material on Corinth)
-
Choose the city-state of the student with the lowest reading ability
-
Ask students to read their material independently and raise their hand if
they need help reading and read the city-state supplemental material
together while the students follow along.
-
Tell students to underline religious and spiritual beliefs of their assigned
city-state
-
Show students shield and paragraph exemplar
-
Hand out student checklist and explain
Independent Practice
-
Tell students they can use computer to look up more information and to
print out pictures
-
Have construction paper, glue, scissors, Greek alphabet, and tape ready
for student use
-
Walk around to monitor student progress
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Closure
-
Students will tell teacher one religious and spiritual beliefs that they
learned about assigned city-state
Day Four
Anticipatory Set
-
Teacher asks students what they learned about their assigned Greek citystates
Input/Modeling
-
Teacher presents Greek shield paragraph to the class again
-
Teacher asks students what they need to finish to complete shield and
paragraph
Independent Practice
-
Students finish creating Greek shield and typing paragraph on class
computer
Closure
-
Students take turns presenting shields and paragraphs to the class while
the teacher uses the rubric to grade
Modification Table
Classroom Set-up: Since the social studies class consists of five students, all
of the students are seated preferentially. The teacher can easily provide extra
attention to all students.
Modification Table: Since this is a special education classroom, all of the
lessons in each subject are modified to meet the individual needs of the
students according to their IEP’s.
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Modification Task
Specific Modification
Rationale
Benefits
Use of preferential seating.
Students are close to the
teacher to receive extra
support when necessary.
Helps students remain on
task and get additional
support as needed.
Overview of classroom
rules/procedures
Many of the students have
poor memory and can be
impulsive, if they are
reminded of the classroom
rules and procedures, they
will be more likely to
follow them.
Students are responsible
for their own actions.
Instructional
Directions repeated as
necessary.
As per students IEPs,
directions must be read to
them.
Aids students who have
difficulty processing
information and memory
deficits to stay on task and
focused on task.
Content/Materials
Visual model
Students will be provided
with teacher exemplar as a
reference tool.
Students will be able to
refer to the teacher
exemplar whenever
necessary.
Tasks
Set time limits for specific
task completion.
Students will have a
specific amount of time to
complete the task.
Helps students remain on
task and focused until
completion of task.
Specific students will
require extra time to
complete the task during
academic enrichment or
encore.
Students with fine motor
and language deficits are
able to complete the task
with better accuracy and
mastery.
Environmental and
Management
Allow extended time for
completion of the task.
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Resources and Materials Required for Instruction
Resources:

McDougall-Littell’s Ancient Civilizations: Chapter 11 (Ancient Greece)

http://ancienthistory.mrdonn.org
 http://www.emsc.nysed.gov/ciai/socst/socstand/home.html
Supplies:
 Letter home (p. 24)
 Ancient Civilizations textbook
 Lesson 1-2 quizzes
 Lesson 1-2 study guides (p. 39 & 40)
 Lesson 1-2 re-teaching activity
 Construction paper
 Venn diagram
 Chart paper/markers
 Computer/internet
 Glue sticks
 Scissors
 List of Greek Gods (p. 37-38)
 Ancient Greek Shield Student Checklist (p. 20)
 Ancient Greek city-states supplemental material (p. 25-36)
o Megara, Athens, Sparta, Corinth, Argos
Technology:
Students will be able to use the computer in the classroom to explore the
internet to find more information regarding their assigned Greek city-states.
The students will also be able to find pictures on the internet or use clip art on
Microsoft Word.
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Teacher Exemplar
The teacher exemplar for this learning experience includes a shield of
Ancient Olympia and a paragraph describing the shield. The exemplar is shown
to the students because the shield and paragraph describe Olympia, which is
not one of the five Greek city-states assigned to the students. This exemplar
will aid the students while writing their paragraphs and decorating their shields
(pages 22-23).
Time Required
Planning: 2-3 hours due to creating a shield and writing a paragraph
Implementation: Four 72 minute lessons (block scheduling)
Assessment: At least 10-15 minutes for KWL chart.
At least 5 minutes per student for final product.
Schedule: This unit on Ancient Greece is designed to last 12 class days. The unit
before this was Ancient Egypt and the unit after this will be Ancient Rome. All
sixth grade students in New York State are required to study Ancient
Civilizations.
Reflection
This learning experience was designed to teach the students about the
different religious and spiritual beliefs of the Ancient Greeks. Ancient Greece is
a unit within the sixth grade social studies curriculum, which focuses on
ancient civilizations. The students in this class tend to do better on projects
versus quizzes and tests and many of the students are very artistic. This is why
I wanted to create a project in which students could apply their knowledge of a
group of people and use their artistic ability to create something to represent
those people. Many of the students stated, “The shields were fun to make.”
Unfortunately, I was unable to teach day three of this learning experience
due to an illness. My cooperating teacher informed me that the lesson went
well, but I would have liked to teach the lesson. Therefore, I am not exactly sure
how the lesson was implemented. I did leave plans for my cooperating teacher
to follow, but again, I am not positive if she followed them exactly.
I believe that I did meet my teaching objectives and the students met the
learning objectives. The majority of the students were able to read and research
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about their assigned city-state and choose pictures to represent the customs,
traditions, and religious and spiritual beliefs of the city-state and create a
shield. Also, the majority of the students were able to write a paragraph
describing their shield. While some students struggled to put their ideas in
writing, the majority of the students received a passing grade.
I was not surprised by the lack of prior information regarding Ancient
Greece. We had read an article on the Olympics prior to the start of this unit
which is why the students knew that the Ancient Greeks started the Olympics. I
was surprised, however, by the final results. I expected a few of the students to
struggle more than they did with writing the paragraph. I did expect certain
students to be more creative with their shield, but then realized that they
struggle with symbols and what symbols can represent.
This learning experience encompasses many components that prepare
students for life outside of school. First of all, this learning experience required
students to learn about people from a different culture. Since our country is
becoming more diverse, students need to be aware of different cultures and
beliefs. This is especially important to these students, since their area is not
very diverse; they are not exposed to many different types of people or
different cultures. Succeeding in today’s world requires people to be aware of
different cultures, ideas, and beliefs.
This learning experience incorporates independent reading and writing.
Students need to be able to read and comprehend the material in order to
complete the project. Being able to read and comprehend what is read are
extremely important in and outside of school. Students must be able to read
and comprehend what they have read in order to succeed in many aspects of
life. In order to take the SATs, go to college, and have a career, students must
be able to read and comprehend what they have read. Many of the students in
this class struggle with reading and/or comprehension.
This learning experience also provided students with the opportunity to
practice writing skills, which we just recently reviewed, and practice typing. The
students have difficulty writing mechanically and grammatically correct
sentences and writing sentences with varied structure. The more practice the
students have writing, the better their writing will become. Writing is essential
in and outside of school. Students must be able to write in the real world in
order to get a job, attend college, etc. The students also struggle with using the
computer, especially typing. In our technological society, being able to type is a
necessity.
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This learning experience does not include some of the commercially
made teaching aids listed in the resources section. I did not make copies of the
following commercially made teaching aids: lesson quizzes and re-teaching
activities. However, the study guides include the same questions on the lesson
quizzes but in a different format. For example, if a lesson quiz has multiple
choice questions, the study guide has fill-in-the-blank questions.
Overall, I believe this learning experience proved to be beneficial for the
students and myself. The students did learn a lot about individual city-states in
Ancient Greece and were able to apply that information to the rest of the unit.
This was evident when we read a lesson on Sparta and Athens. The students
were already aware of the tense relationship between the two main city states
and their locations. The students were also able to practice the writing skills we
recently reviewed in ELA (compound/complex sentences, correct punctuation
and capitalization) and typing skills.
If I were to complete this learning experience again, I would change
several things. I would have the student’s research information on the Ancient
Greek city-states in the library. I would also give the students more time to
write a more well-developed and descriptive paragraph. I would also take time
to describe and discuss symbols and provide examples; this would be especially
beneficial to the students with Asperger’s Syndrome.
The peer review session on Tuesday, March 23, 2010 provided me with
warm and cool comments to improve my learning experience. After presenting
my learning experience to four of my peers and a Buffalo Public School Teacher
I noted the areas of my learning experience that required improvement. My peer
review group provided me with many supportive warm comments and
encouraging cool comments to improve my learning experience. They gave me
suggestions on how to incorporate more technology into the lesson and adding
a presentation rubric to the assessment plan. One member of my group asked
me, “Were students able to work cooperatively in groups?” If I were to teach
this lesson again, I would allow students to work in partners or groups to
create a more in depth research paper or poster on a city-state. After
completing the peer review process, I am fully aware of the benefits of gaining
perspectives and ideas from fellow educators.
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Classroom Rules
1. Follow directions given by the teacher.
2. Keep hands, feet, and objects to yourself.
3. Raise your hand before speaking.
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Classroom Procedures
Monday Mornings
Breakfast
Agendas
Homework
Pledge
Bathroom
Asking for assistance/Questions
Fire Drills
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Arrival:
Monday Mornings: When students enter the school building they go to their
lockers to put their coats/back packs away.
Agendas: When students walk into class on Monday mornings, they will write
their homework for the week in their agendas. A teacher or aide must check
each student’s agenda to make sure they wrote the correct information for all
content areas.
Breakfast: Students who eat breakfast will walk down to the cafeteria and eat
their breakfast. Students must return to class before the bell rings and the
announcements begin.
Pledge: When the bells rings at 7:35 am, the students stop what they are
doing, and stand and face the American flag to say the Pledge of Allegiance.
Homework: Students must turn in homework to the round table in the back
of the room during Homeroom. Homework for every subject is due the next
day. Students who return their homework late or unfinished must complete the
homework for the next day along with additional homework assigned that day.
Students who receive less than 70% on their homework must do corrections.
Miscellaneous:
Bathroom: Students who need to use the bathroom will fill out a bathroom
pass in their agenda with the date, time, and place clearly labeled and then ask
the teacher or aide to sign the pass.
Asking for assistance/Question: Students will raise their hands and wait
for the teacher or aide to address their needs or answer their question.
Fire Drills: Fire drills will occur throughout the school year. When the alarm
sounds, the students stand up quietly, push in their chairs, and line up at the
door. The windows must be closed and the teacher must take the student
information clipboard located at the front of the classroom by the door. The
class will exit to the right and walk to the designated area on the road in front
of the school. The principal will announce when the students and staff can
return to the building.
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Name ___________
Ancient Greek Shield Checklist
1. My information is accurate. _____
2. I included at least 2 symbols that represent the religious
and spiritual beliefs of my Greek city-state. ______
3. My shield is original, colorful, and includes at least 2
Greek symbols. ______
4. My paragraph contains 4-6 sentences. Sentences are complete
thoughts and include varied structure. For example,
compound and/or complex sentences. ______
5. My grammar, spelling, capitalization, and punctuation are
correct. There are no errors. ____
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Olympia
The people of ancient Olympia were very proud to be Greek,
but even more proud to be from their city of Olympia. Because
the Greeks were so proud, I wrote “pride” using the ancient
Greek alphabet. I also drew a thunder bolt on my shield to
represent Zeus, the god of all gods. He was the patron god of
Olympia and was believed to be born there, as well. Pegasus, a
winged horse, transports thunderbolts to Zeus. Finally, I drew
Mount Olympus, the home of the twelve Olympian Gods, which the
Greeks believed was found about the mountain in the sky.
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Teacher Shield Exemplar
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Dear Parents/Guardians:
This month should prove to be very busy and exciting! We will be starting a new
unit in Social Studies on Ancient Greece. The students will be learning about the
geography, people, government, and history of Ancient Greece. We will also be
holding our own Olympics! In addition to the usual lesson quizzes and unit
tests, the students will be creating a project.
The project will include the following:


Shield that represents the religious and spiritual beliefs of an assigned
ancient Greek city-state
Paragraph of 4-6 sentences describing the paragraph
The students will be making the shield and writing the paragraph in class.
However, you could work with your child at home typing on the computer and
using Microsoft Word, if you know the program.
I will keep you informed as the project unfolds. Thank you for your interest
and cooperation.
Sincerely,
Miss Day
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Argos
The ancient city-state of Argos had a nearby
harbor for trade and commerce. But Argos
was located on a plain. The weather was hot
and dry in the summer, and cold and wet in
the winter. The soil was not especially fertile.
The people of Argos had to fight to grow
food. This they did, quite successfully.
They did many things successfully. Many
scholars credit Argos with the invention of
coinage in ancient Greece, an invention that made trade much easier.
Argos was actively involved in the arts. Their magnificent stone sculptures of athletes,
rippling with stone muscles, were the envy of many a Greek city-state. Argos was
famous for their wonderful musicians and poets. Drama reached new heights in their
polis (city-state).
Like all Greek city-states, they had their own way of doing things. Their government
was a monarchy - Argos was ruled by a king.
When Athens and Sparta asked Argos to send supplies and troops to help fight the
Persians, after the battle of Thermopylae in 480 BCE, the king of Argos refused. The
other Greek city-states held Argos in disgrace for that decision for many years
thereafter.
Athenians thought of themselves as the shining star of the Greek city-states. They
were famed for their literature, poetry, drama, theatre, schools, buildings, and
government.
Before the Greek dark ages, Athens was a small village, home to a tribe of Ionian
people. After the Greek dark ages, Athens grew rapidly until Athens was one of the
two most powerful city-states in the ancient Greek world. (The other was Sparta.) The
Athenians were very different from the ancient Spartans. The Spartans were famed for
their military strength. Athenians were famed for their commitment to the arts and
sciences.
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The Greeks believed that each city-state in ancient Greece had a god or a goddess in
charge of it, their special patron. For Athens, the patron was Athena, goddess of
wisdom. Perhaps because Athena was their patron, Athenians put a great deal of
emphasis on education.
Girls learned at home from their mothers. They learned how to run a home, and how
to be good wives and mothers.
Boys were educated quite differently. Until age 6 or 7, boys were taught at home by
their mothers. From 7-14, boys attended a day school outside the home. There, they
memorized Homeric poetry and learned to play the lyre. They learned drama, public
speaking, reading, writing, math, and perhaps even how to play the flute. After middle
school, they went to a four year high school and learned more about math, science,
and government. At 18, they attended two years of military school. There was just
cause for Athens to be proud of its system of education for its citizens.
The men of Athens met each week to discuss problems. They worked on solutions.
Most Greek city-states were ruled by kings. The men of Athens experimented with
government. For about 100 years, Athens was a direct democracy!
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Name______________
Ancient Greece
Shields
In ancient times there were no flags. The Ancient Greeks in place of flags had shields
bearing distinct and symbolic signs, which they called Episemon/Episema in plural (Standards),
Parasemon/Parasema (Orders), Semeon/Semea (Marks or Signals), Mesomphalion/Mesomphalia
(Shield Bosses) and through which they recognized their fellow-soldiers in battle.
These signs were in the center of the shield. On their shields, they gave
their military oath, and that oath-giving was a sacred ceremony. The man who
abandoned his shield was called Ripsaspis (he who abandons his shield, the
recreant) and was disesteemed by all. The greatest dishonor was a shield fallen into the hands of
the enemy (like today when the flag falls into the hands of the enemy).
The Shield (Hoplon, meaning weapon), was made of wood, which was hollowed inside to
allow for the soldiers to fit into it. The surface of the Hoplon was covered in bronze or leather or
both and the design was painted or etched accordingly.
City-States Episema
Athens: The letter A (alpha, for Athens), or the owl (Glaphx, the owl was the symbol of goddess
Athena the patron goddess of Athens), or the Medusa's head (when Perseus killed Medusa, he
dedicated her beheaded head to Athena's temple in Athens)
Sparta: The most common Spartan Standard, the Greek letter Λ (Lamda) for Lacedaemon.
Lacedaemon-Sparta's ancient name-was the capital of a south eastern region of the Peloponnese,
called Laconia. Lacedaemon was the son of Zeus and Taygete, daughter of Atlas and Pleione. It was
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Lacedaemon who founded the city of Sparta, which was named after his wife. Sparta was often called
Lacedaemon, as well, and the two names were often used interchangeably
The Royal Standard on the shield carried by the King. It probably symbolizes the Moon (the symbol
of goddess Artemis, the patron goddess of the city).
The symbol of the Dioscuri, the Krotalon. Musical rattles normally consisting of tuned lengths of
bone or hardwood suspended at one end from a hand-held frame and used by dancers in the worship
of Dionysus and Kybele (Cybele) or the Dioscuri. A Greek letter Π, with two snakes (the Dioscuri)
& the spider (the symbol of goddess Athena, the protectress of the Spartan Army). The Dioscuri were
Castor and Polydeuces, the twin sons of Leda and Zeus and the brothers of Helen of Troy. Polydeuces
was a formidable boxer, and Castor was a great horseman. The cult of the Dioscuri was indigenous of
Sparta.
The Snake-Dragon of the Aegiads, a clan that had descendents from the Sparti people of Boeotia.
Drakon (Dragon) was also the legendary primogenitor of Spartans.
Corinth: The Pegasus (the winged horse of Greek myth, named for the Pegae , water-priestesses who
tended the sacred spring in Pirene in Corinth)
Argos (the second oldest city of Greece): Argive’s distinctive feature was the Hydra (water-snake)
symbol, which is associated with Argos after Heracles killed the water-snake at Lerna, near Argos.
Megara: The god of Megara is Apollo, the god of music. Megara is known for its textiles, temples,
statues, and its open air theatres.
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Corinth
As a coastal city-state, Corinth had a glorious history as a
cultural and trade center. Corinth was a monarchy. The
people were ruled by a king. The king had many advisors.
Together, Corinth's government solved many problems
that face cities today.
For example, Corinth had a problem with unemployment. To solve this, they created a
huge and successful public works program. This gave people work, like building new
aqueducts, while solving other city problems, such as the need for an additional
source of drinking water.
To solve the problem of foreign money pouring into their polis, the government of
Corinth created its own coinage. They forced traders to exchange their coins for
Corinth's coinage at the bank of Corinth, for a fee of course. Corinthians were very
good with money.
Although Corinth's schools were not as fine, perhaps, as those of Athens, their boys
were educated in the arts and the sciences. As a child, kids were taught at home. From
age 7-14, boys attended a nearby day school, where they studied poetry, drama, public
speaking, accounting, reading, writing, math, science, and the flute. Boys attended a
higher school if their parents could afford it. All boys went to military school for at
least two years.
Literature, culture, art, and businesses thrived in Corinth. Corinth was a highly
respected city-state in the ancient Greek world.
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You are a Spartan!
Be proud! You have endured unbelievable pain and hardship to become a
superior Spartan soldier and citizen! Taken away from your parents at age 7, you lived
a harsh and often brutal life in the soldiers’ barracks. You were beaten by older
children who started fights to help make you tough and strong. You were often were
whipped in front of groups of other Spartans, including your parents, but never cried
out in pain. You were given very little food, but encouraged to steal food, instead. If
caught stealing, you were beaten. To avoid severe pain, you learned to be cunning, to
lie, to cheat, to steal, and how to get away with it! Some of you are members of the
Spartan secret police and enjoy spying on slaves. If you find a slave who is showing
signs of leadership, you have orders to kill them immediately. You are fierce, capable,
and proud of your strength. You know you are superior and are delighted to be
Spartan!
Spartan Goals and Behavior at the Olympics: Win at all
costs. Lie, cheat, and do whatever it takes. If you can't win, at least beat your
archrival, those silly citizens of Athens. You are the proud and fierce Spartans! Dress
alike with matching arm bands or buttons. Be loud but polite to your teacher who is
your superior officer. Be on time. Be disciplined. Keep records. Make up a chant for
Sparta, and chant it, while marching in unison, wherever you go. Make up a secret
salute, and salute your fellow Spartans; plot secretly with other Greek city-states to
sabotage any Athenian chance at victory. Cheer only for your fellow Spartans at each
event. Lie, cheat, steal, but do not get caught, because that is the Spartan way. Good
luck at the games.
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You are an Athenian!
Be courteous. You have been superbly educated in the arts and the sciences,
and trained to be extremely productive and capable in times of peace or war. You are
an achiever. Until age 6 or 7, you were taught at home by your mother, or by a male
slave. From age 7-14, you attended a day school in the neighborhood where you
memorized Homeric poetry and learned to play that magnificent instrument, the lyre.
You learned drama, public speaking, reading, writing, math, and perhaps even how to
play the flute. You attended four years of higher school, and learned more about math
and science and government. At 18, you attended military school for two additional
years! You are proud to be an Athenian! Famed for its literature, poetry, drama,
theatre, schools, buildings, government, and intellectual superiority, you have no
doubt that your polis, Athens, is clearly the shining star of all the Greek city-states.
Athenian Goals and Behavior at the Olympics:
You know
your archrival, those horrible Spartans, will do anything to win, even lie and cheat, but
you are Athenians - you would never stoop to such boorish behavior. Cooperate with
your fellow Athenians to defeat those brutish Spartans, and do your personal best! Say
witty things to impress representatives from other city-states. Be courteous to all
Greeks, no matter what inferior city they represent. Make up a clever chant for
Athens, and sing or say it each time an Athenian wins an event or a makes a witty
comment. Shake hands with your fellow Athenians, whenever you greet them. You
are Athenians, the clever, creative, courteous representatives of that shining example
of all that is fine and noble, the polis of Athens. Good luck in the games!
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You are a Corinthian!
As a coastal city-state, you have a glorious history as a cultural and trade
center. Although your schools are not as fine, perhaps, as those of Athens, you have
been educated in the arts and the sciences. As a child, you were taught at home by
your mother, or by a male slave. From age 7-14, you attended a day school near your
home where you memorized poetry and studied drama, public speaking, reading,
writing, math, and the flute. You attended a higher school, if your parents could afford
it. You also went to military school for at least two years. Your polis is famous for its
bronze statues, pottery, and vase painters. You are creative problem-solvers. To solve
the problem of foreign money pouring into your coastal polis, your city-state created
its own coinage, forcing traders to convert their coin at your banks. (For a fee!) To
solve your problem of unemployment, you created a huge and successful public works
program. Literature, culture, art, and businesses thrive in your city-state. You are
proud to be a practical, productive Corinthian!
Corinthian Goals and Behavior at the Olympics:
If you
can't win, help Argos and Megara to defeat those vain Athenians, and those animals,
the Spartans. Do what it takes, but be honest about it. You cheer the winner of each
event, whoever that might be, and greet your fellow Corinthians with warmth and
good sportsmanship whenever you see them. You do not need the nonsense of secret
handshakes or salutes. You roll your eyes each time you see one. You are Corinthians!
You are proud of your abilities, your achievements, your honesty, and your obviously
superior city-state. Good luck in the games!
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You are an Argive!
You have been educated in the arts and the sciences, and trained to be
productive and capable in times of peace or war. You have much of which to be
proud. Although your close neighbor, Corinth, is on the coastline, your polis is located
on a plain, where the weather tends to be hot and dry in the summer, and cold and wet
in the winter. Your soil is not especially fertile, and you must fight the elements to
grow food. In spite of this hardship, your magnificent stone sculptures of athletes,
rippling with muscle, are the envy of many a Greek city-state. You are famous for
your wonderful musicians and poets. Drama reached new heights in your polis. Plays
are performed in open-air theatres, drawing crowds of 20,000 or more Argive citizens!
Unfortunately, you have a problem. When Athens and Sparta asked your polis to send
supplies and troops to fight the Persians, after the battle of Thermopylae in 480 BCE,
you refused. For this decision, you are held in disgrace by the other Greek city-states.
Argive Goals and Behavior at the Olympics: Your goal is to
reverse the negative reputation you currently hold in the ancient Greek world. You
will have to work hard to convince other city-states that your athletes, soldiers,
scholars, orators, architects, poets, dancers, and artists are as fine, if not superior, to
the other city-states. You cheer Argive victories, and win as many events as you can.
Your goal is to make sure that Athens and Sparta don't win at all. (Your plan is to
throw your support to Corinth or Megara toward the end of the competition if it
appears you cannot win.) You are Argives, hard-working, honest, loyal, clever,
creative, courteous representatives of Argos, and of her glorious past. Good luck in
the games!
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You are a Megarian!
Be proud that you are a Greek and come from such a respected city-state as
Megara. As a coastal city-state, your history is similar to Corinth's, your neighbor.
You believe your schools are as fine as those of Athens, although you have no doubt
that any Athenian would disagree. You have been trained in the arts and the sciences.
As a child, you were taught at home by your mother, or by a male slave. From age 714, you attended a day school near your home where you memorized poetry and
studied drama, public speaking, reading, writing, science, poetry, the flute, the lyre,
and a great deal of mathematics.
Like most Megarians, you love money and have been trained to be an excellent
accountant. You attended a higher school, and went to military school. Your polis is
famous for its glorious textiles, which are the envy of other Greek city-states. You
have, of course, your own coinage, an idea you copied from Corinth. Literature,
culture, art, and businesses thrive in your city-state. You believe you offer your
citizens even more freedom than Athens. (After the Peloponnesian War, Athens'
famous philosopher, Plato, moved to Megara, where he remained for 10 years, so
perhaps you are right! You also founded the city of Byzantium, also called
Constantinople, now called Istanbul, way back in 630 BCE.) You are proud of your
city-state's past and present achievements, and proud to be a Megarian!
Megarian Goals and Behavior at the Olympics:
If you
can't win, help Argos and Corinth to defeat those boastful Athenians and those
militant fanatics, the Spartans. If it comes down to Athens or Sparta, cheer for Sparta,
loudly. (They might be militant, but those are good friends to have in time of war!
Besides, you are tired of hearing about wonderful Athens.) You are Megarians, proud
of your history, your flourishing businesses, your world famous textiles, your
freedoms, your schools, your coastal advantage - your rich and vibrant city-state,
Megara. Good luck in the games!
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Megara
Megara was a highly respected city-state in ancient
Greece. As a coastal city-state, their history was
similar to Corinth's, their neighbor. Any Megarian
would have told you that their schools were as fine
as those of Athens; although they would have had
no doubt that any Athenian would disagree.
Boys were trained in the arts and the sciences. As a
child, kids were taught at home by their mother or by a male slave. From age 7-14,
boys attended a day school near their home where they memorized poetry and studied
drama, public speaking, reading, writing, science, poetry, the flute, the lyre, and a
great deal of mathematics. Boys then attended a higher school, and went on to military
school for at least two years.
Like Athens, Megara offered its citizens a great deal of freedom. Like nearly all Greek
city-states, Megara had beautiful temples, gorgeous statues, and open-air theatres.
They were famous for their glorious textiles, which were the envy of other Greek citystates.
As a coastal town, Megara did a great deal of trading. They had their own coinage, an
idea they copied from Corinth (who copied it from Argos.)
They were also explorers. Like all Greeks, they loved to establish new towns. The
city-state of Megara founded the city of Byzantium, also called Constantinople, now
called Istanbul, way back in 630 BCE.
The ancient Greeks referred to themselves as citizens of their individual city-states.
Each city-state (polis) had its own personality, goals, laws and customs. Ancient
Greeks were very loyal to their city-state.
The city-states had many things in common. They all believed in the same gods. They
all spoke the same language.
But if you asked an ancient Greek where he was from, he would not say, "I live in
Greece." If he was from Sparta, he would say, "I am a Spartan." If he lived in Athens,
he would say, "I am Athenian." The city-states might band together to fight a common
foe. They also went to war with each other. Greece was not yet one country. Ancient
Greece was a collection of Greek city-states.
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Because Greece was not yet one country, there was no central government in ancient
Greece.
Each city-state had its own form of government. Some city-states, like Corinth, were
ruled by kings. Some, like Sparta, were ruled by a small group of men. Others, like
Athens, experimented with new forms of government. Sometimes these city-states
cooperated, sometimes they fought each other.
Five of the most powerful Greek city-states were Argos, Athens, Corinth, Megara, and
Sparta.
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Greek Gods
Zeus was the most powerful of the gods.
Should he have to bring order, he
would hurl a thunderbolt. Share in the adventure of Zeus, Hera, and little Io.
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 the lord of the underworld.
Ares Zeus' son, was the god of war.
He was tall and handsome, but cruel and
vain.
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.
Athena was the goddess of wisdom.
Hestia was the goddess of hearth and home, and Hera's sister.
Demeter was the goddess of the harvest, and Hera's other sister. Persephone
was Demeter's daughter and the Greek's reasons for the seasons.
Aphrodite was the goddess of love and beauty.
Hephaestus was the son of Zeus and Hera, god of fire and forge, and the
husband of Aphrodite.
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Heracles was another of Zeus' sons.
He was half man, half god, and very
strong.
Eros was the son of the goddess of love. He carried a bow and arrow to shoot
people. When you were shot with Cupid's arrow, you fell in love with the very next
person you saw.
Orpheus was the son of Apollo and Calliope. He was the most famous
musician in all of Greece. The story of Eurydice and Orpheus is a famous love
story.
Pandora was the first woman formed out of clay by the gods. Zeus ordered
Hephaestus to create her. Zeus sent Pandora down to earth to marry Epimetheus.
Pegasus was a winged horse who could fly.
Cerberus was the three-headed dog that guards the entrance to the
underworld. Cerberus was friendly to those arriving. He only became dangerous to
those trying to leave without permission.
The Minotaur was a mythical creature, half man/half beast that lived in the
center of a huge maze.
The Muses were the 9 daughters of Zeus and Mnomosyne.
They made such
beautiful music with their singing that it brought joy to everyone who heard them.
The Muses were patrons of the arts and sciences.
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Name_____________
Ch. 12 Lesson 1 study guide
1. The strongest leader of Athens, _________________, emerged after the Persian
Wars.
2. The Athenians practiced __________ democracy.
3. Athens direct democracy was a system in which _____________ participated in
running the government.
4. The Greek city-states formed the ____________ ________ for mutual
protection.
5. The important monuments and temples of Athens were built on the
____________, or “high part”.
6. The Greeks built the ___________ to honor the goddess Athena.
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Name ________________
Ch. 12 lesson 2 study guide
1. One of the main reasons for war between Athens and Sparta was that Athens grew
from a _______ - __________ to a ____________ empire.
2. The ____________ War broke out when Sparta attacked Athens.
3. Pericles ordered the Athenians inside the city walls for ______________.
4. Athens lost as many as one-third of its people in the second war of the war due to
____________.
5. Athens and Sparta signed a (n) _________ to end the Peloponnesian War.
6. The Peloponnesian War lasted ___ ______________.
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Student Work
Erin
Justin
Developing
Proficient
TJ
Distinguished
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Peer Review Comments
Warm Comments
Relation to Standards

Good alignment across the congruency
table.
 Directly associated with the lesson
plan.
Intellectual Challenge

Good comparing information to
modern day.
 Liked how each Greek city state was
assigned to the student.
 Great writing activity for critical
thinking and analysis.
 Good closing by making students state
things they learned.
Assessment Plan



Great rubric.
Good use off the KWL chart.
Good checklist for students to use.
Engagement

Good to keep parents in the loop, liked
the letter home.
 Art was a great way to keep the
students interested and engaged in the
lesson.
 Good ideas having the students
present the shield to the class.
Adaptability

Great/appropriate activity for 6th
graders.
Cool Comments
Relation to Standards


Intellectual Challenge




It was good to allow them to explore
the internet for information.
Good use of the computer- Microsoft
Word
Day 1 and 2 are both reading days, did
the students become bored?
Make the paragraph they are required
to write longer so it’s more
challenging.
Assessment Plan

Is there an assessment tool for the
presentation?
 The distinguished student had
grammar errors; according to the
rubric she should have had none.
 Did each student provide 2 comments?
Engagement


Did students lose interest because it
was a block time frame (72mins)?
It may be a good idea to allow more
group work so the students can
exchange ideas with each other.
Adaptability


Technology Integration
Bold the words in the key idea.
Weren’t there other standards used?
May want to modify the lesson slightly
for those not at the 6th grade level.
Where was the classroom setup?- rules,
procedures
Technology Integration

What were the websites used?
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