Download History unit Ancient Greece (Depth Study 2: The Mediterranean

History unit
Ancient Greece
(Depth Study 2: The Mediterranean World)
Stage 4
Duration: 3 weeks
Detail: 15 lessons
The overview may be programmed separately or integrated, where relevant, within this unit of work
Key inquiry questions
 How do we know about the ancient past?
 Why and where did the earliest societies develop?
 What emerged as the defining characteristics of ancient societies?
 What have been the legacies of ancient societies?
Skills

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
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Comprehension: chronology, terms and concepts
Analysis and use of sources
Perspectives and interpretations
Empathetic understanding
Research
Explanation and communication
Outcomes
Historical concepts
A student:
•
Describes major periods of historical time and sequences events, people and societies from the
past HT4-2
The following historical concepts are integrated into the
lesson sequences:
•
Describes and assesses the motives and actions of past individuals and groups in the context of
past societies HT4-3
•
Uses evidence from sources to support historical narratives and explanations HT4-6
•
Uses a range of historical terms and concepts when communicating an understanding of the
past HT4-9
•
Selects and uses appropriate oral, written, visual and digital forms to communicate about the
past HT4-10
• Related Life Skills outcomes: HTLS-2, HTLS-3, HTLS-4, HTLS-5, HTLS-8, HTLS-11, HTLS-12, HTLS-13
Continuity and change: changes and continuities in the Ancient
Greece during this period.
Cause and effect: what may have influenced changes in Ancient
Greece during this period.
Perspectives: different points of view about Ancient Greece held by
people from the past and today.
Significance: the significance/importance of Ancient Greece.
Empathetic understanding: why people from this era of Ancient
Greece lived and thought as they did.
1
Content
Teaching, learning and assessment
Resources:
The physical features of Ancient Greece
society and how they influenced the
civilisation that developed there
(ACDSEH002, ACDSEH003, ACDSEH004)
Lesson 1:
Teacher initiates a brainstorm activity with the students to see what they know
about the Ancient Greece world. As a class a Wordle ( http://www.wordle.net/)
will be created of what the students already know, and students are asked to
include anything they would like to learn about the society.
Lesson 1:
Worlde:
http://www.wordle.net/
Describe the geographical setting and
natural features of Ancient Greek
society.
Explain how the geographical setting and
natural features influenced the
development of Ancient Greek society.
Teacher will then start a discussion on the Geography of Greece. Students will
watch the video “Greek geography challenges”
(https://www.youtube.com/watch?v=GnoNc6HVQnk ).
Mapping Activity: A map should be present, or put on a smart board and students
can draw on the more notable features. Students will be able to visualise how and
where they features are. Once completed students will be asked to copy the map
of Greece and there features into their workbooks. Students will also be given a list
of important city –states and features in Greek geography, these all should be
included in the map. Students are encouraged to display this in there workbooks.
Students may also use this website ‘Geography of Greece’
(https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Geography_of_Greec
e.html) to help.
Greek geography video;
https://www.youtube.com/
watch?v=GnoNc6HVQnk
Atlas, Blank Map of Greece,
Smart board
Activity: Lesson 1:
Introduction to Greece
‘Geography of Greece’
website:
https://www.princeton.edu/
~achaney/tmve/wiki100k/do
cs/Geography_of_Greece.ht
ml
Lesson 2:
Smart board or whiteboard
Lesson 2: Following on from last lesson teacher will ask students to name the main
features and describe the landscapes. This will then transition into a discussion on
how the students may feel this may impact on trade and where the ancient cities in
Greece were located. Discuss were the main ports are city-states and trade routes
Atlas and Blank map of
connecting them.
Greece.
Mapping activity: students will be given a worksheet discussing the influence of
geography in Greek city-states. Students will read this and complete the mapping
task below. Using the table students will map the trade between Greece and the
Activity: Lesson 2: Influence
2
Roles of key groups in Ancient Greek
society, including the influence of law
and religion. (ACDSEH032, ACDSEH035,
ACDSEH038)
Outline how the Ancient Greek society
was governed and organised including
the roles of law and religion.
rest of the Mediterranean world.
of Geography
Lesson 3: Government Structure/Law
Students are required to read pages 72-75 from the source text book, Retro
Active. This will be
done as a class and each student will have an opportunity to read a snippet
from the required reading.
To consolidate the information the students just read, they will be required to
complete an online quiz. To access this quiz the teacher will guide students to
the webpage “Learnclick” and provide students with the necessary username
and password to access the quiz.
Once this is completed students will be given a Think Pair and Share activity.
Using the scaffold provided, in pairs, students are required to compare and
contrast the government in Athens and
Sparta. In order to complete this activity sheet, the teacher will write on the
board the following questions, to act as a guide for students.
Questions include:
Did Athens and/or Sparta have Kings?
What were the leading officials called in both Athens and Sparta?
How many leading officials were there in Athens and Sparta?
How were people chosen for the council in Athens and Sparta?
Who could participate in the Government?
Lesson 3:
 Source text book:
Anderson, M, Keese,
I & Low, A. Retro
Active 1 Second
Edition, 2005.
 Access the quiz:
www.learnclick.com
 Think, Pair and
Share activity.
 To give the students
the questions:
Whiteboard and
markers
3
Outline how the Ancient Greek society
was governed and organised including
the roles of law and religion.
Lesson 4:
Teachers introduce students to Ancient Greek religion through viewing a video.
The video is called “The Greek Gods”, before playing the video to the class ask the
students to think about how each of the God’s could be identified?
The teacher will then write the names of the main God’s on the board, and will
question the class on which props belong to each God. For example the trident
belongs to Poseidon.
Following this, each student will receive a source booklet. As a class students will
read the secondary and primary sources provided.
Lesson 4:
 The Greek Gods:
https://www.youtube.co
m/watch?v=eJCm8W5RZ
es



Student’s task will be to create a storyboard of six frames that illustrates the
conception and birth of the goddess Athena. Following this task we will continue to
read provided material on “Temples and Sanctuaries” and the teacher will explain
the homework task that will need to be completed (task is within the source
booklet).
In concluding the lesson students will be give a Venn diagram, through the content
of the source booklet and teacher’s exposition throughout the lesson. The teacher
and students will complete a Venn diagram together looking at the differences and
similarities between Ancient Greek Religion and Christianity.

Whiteboard, write
names of the God’s in
the video.
Source Booklet (Ancient
Greek Religion).
Venn diagram (exploring
the differences and
similarities between
Ancient Greek religion
and Christianity).
Whiteboard, completing
the Venn diagram with
the class.
4
Describe the roles of appropriate key
groups in the Ancient Greek society.
The ruling elite, the nobility, citizens
Greece bureaucracy, women and slaves.
Lesson 5:
Teachers begin the lesson by presenting students with a map of Ancient Greece.
Teacher will ask students locate Athens and Sparta. The teacher will then draw up
two pyramids and outline the two different social structures of Athens and Sparta.
Students will be assigned to the jigsaw activity; they will explore the different
classes in Athenian society (Nobles, Athenian citizens, metics, slaves and women).
Following this they will all consolidate to fill in the provided retrieval charts.
Following this students will be grouped again, at the teachers disposal and will be
given “Pass the Paragraph” worksheet. Using the scaffold provided in the
worksheet and their retrieval chart, they are required to write a short paragraph
on their studied social group. They will then pass it around for their rest of the
group until completed. This will consolidate and synthesis the new content learnt.



Lesson 5:
Map of Ancient Greece:
http://media.web.britan
nica.com/ebmedia/19/64919-0045F13D85D.gif
Athenian Society
retrieval chart,
worksheet.
Athenian society, “Pass
the Paragraph”
worksheet
Lesson 6:
Describe the everyday life of men,
women and children in Ancient Greek
society.
Lesson 6: Everyday life
The teacher will introduce students to a web quest for today’s lesson. Students are
to be informed that this is a two part lesson and the second lesson will be a
continuation from the same Webquest.
Once students access the web quest they will be instructed to read the first tab
“Daily Life in Athens” which highlights many of the leisure activities Ancient
Athenians undertook in their daily life. Students are to draw out main points and
make sure they take notes. Once all students have completed this, there will be a
class discussion and all students are highly encouraged to contribute to the
discussion so they are able to demonstrate the knowledge they have gained.
The second part of the lesson is highly student based as students will be able to
guide their own learning.
The students are required to complete three tasks and two of the three tasks will
be informal as the teacher will assess the work and provide feedback.
The first task is a virtual tour of a typical Ancient Greek House where students are
required to label the different rooms within the house and are to explain the
purpose and the importance of each of the rooms. Once this is completed students
are to start the second activity which is entitled “Hosting a dinner party.” This is a

Webquest link for
“House activity”:
http://www.ancient
greece.co.uk/dailylif
e/challenge/cha_set
.html

Webquest link:
http://s00131487.wi
x.com/everyday-lifegreece

Information used:
Anderson, M, Keese,
I & Low, A. Retro
Active 1 Second
5
creative component where students are able to use their imagination and their
content knowledge from previously exploring the web quest and are to develop a
menu which depicts what Ancient Greeks would have served at a dinner party, The
students will find on the webquest instruction to guide them through this task.
The last task can be found on the tab “Athenians Vs. Sparta” which is a primary and
secondary source analysis of the different lives of Athenian boys and Sparta boys
when growing up. Students are able to complete a comparison table of the two.
Once the three activities are completed the teacher will hold a class discussion to
consolidate the Web quest and any questions students have, as well as questioning
the information and sources the students had analysed.
Edition, 2005.

Whiteboard and
markers

Athenians Vs.Sparta:
Comparison Table
found on the
Webquest.
Lesson 7: Everyday Life
Refer to detailed Lesson Plan
The significant beliefs, values and
practices of Ancient Greek society,
death and funerary customs
(ACDSEH033, ACDSEH036, ACDSEH039)
Explain how the beliefs and values of
Ancient Greek society are evident in
practices related to the following:
Death and funerary customs
Lesson 8: Death and Funerary Customs
The teacher will introduce the lesson by have a class discussion on what students
know about death and funerary customs in Ancient Greece society.
The teacher will use the whiteboard to create a mind map and write down key
words and themes.
After this the teacher will start the lesson with a prezi and will discuss what the
Greeks did to ward off death and look closely at what Gods were specific to death
in Ancient Greece.
Secondly, the teacher will look at the funeral rites and the three different stages
within the funerary procession. Once going through the information the teacher
will show the students a youtube clip which illustrates a funeral process in detail,
with reference to ancient sources.
After watching this clip, the teacher will inform the students on the first task which
is to complete a time-line of events of the process taken during a funerary rite.
After students complete this task the teacher will continue with the prezi and look
at the religious and social significance of death and funerary customs.
Lesson 8: Death and
funerary customs
http://www.ancientgreece.c
o.uk/dailylife/explore/exp_s
et.html
http://greekburial.webs.com
/ceremony.htm
Fine, V.A John. The Ancient
Greeks: A critical History,
1983.
Prezi:
http://prezi.com/nwnhxveh
6
Contacts and conflicts within and/or
with other societies, resulting in
developments such as the conquest of
other lands, the expansion of trade and
peace treaties (ACDSEH034,
ACDSEH037, ACDSEH040
Identify the contacts and conflicts of
Ancient Greek society with other ancient
civilisations.
The teacher will than give students their second task which is to access the website
provided and are to look at the primary sources provided and are to answer the
following questions. Questions include:
What was the role of women during a funeral ?
How long after the individuals death were they buried ? and at what specific time ?
Who were allowed to cry during a funeral ?
Why were rituals important ?
krp7/edit/#182_45341393
Lesson 9: Persian Wars (Ionian Revolt)
Teachers begin the lesson by presenting students with a map of Ancient Greece.
This map will be used over the next three lessons, which will explore the contacts
and conflicts between the Persian’s and Greek’s. This lesson will investigate the
origins of conflict between the Greeks and Persian, beginning with the Ionian
Revolt.
Lesson 9: Persian Wars
Handout: Ancient Greek
Map
Teacher’s access “My World
History Atlas”
Worksheet: Fishbone
activity, causes of the Ionian
Revolt.
www.googledocs.com
Teacher will access the same blank map on the online “My World History Atlas”
and will begin annotating the map with the students. Before revealing the
annotations, the teacher will ask students if they can mark any of the annotations
themselves.
Annotations will include:
1. Locating Greece and Persian in general.
2. Colouring the Persian Empire in orange.
3. Drawing an x on the location of the Ionian revolt.
4. Locate the city of Miletus in Asia Minor and label it.
Username:
[email protected]
Password: 15101992


http://ancienthistory
.about.com/od/wars
battles/p/072010The-Beginning-OfThe-IonianRevolt.htm
http://www.britanni
7
Following this the teacher will give an exposition, in terms of a background on the
Ionian Revolt while also bringing to light the Persian civilization.
Teacher will assign students to collaborative groups and will be given a Fishbone
activity exploring the causes of the Ionian Revolt.
Teacher will upload some reliable links, on the class discussion page (GoogleDocs).
These links will have both primary and secondary sources, which explores the
causation of the Ionian Revolt.
 http://ancienthistory.about.com/od/warsbattles/p/072010-The-BeginningOf-The-Ionian-Revolt.htm
 http://www.britannica.com/EBchecked/topic/244231/ancient-Greekcivilization/26495/The-Ionian-revolt
 http://www.iranicaonline.org/articles/ionian-revolt
ca.com/EBchecked/t
opic/244231/ancient
-Greekcivilization/26495/Th
e-Ionian-revolt
 http://www.iranicao
nline.org/articles/ion
ian-revolt
Whiteboard: enlarged
fishbone
Following the completion of the fishbone activity the teacher will draw a fishbone
on the whiteboard, and will summon on each group to provide various causations
of the Ionian Revolt, this will give the students to consolidate their knowledge and
share their knowledge.
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Describe significant contacts with other
societies through warfare and conquest.
Lesson 10: First Persian Wars (Battle of Marathon).
Teacher will direct students back to the map from previous lesson. This lesson will
investigate the 1st Persian Wars, including the Battle of Marathon 490BC.
Teacher will access the same blank map on the online “My World History Atlas”
and will begin annotating the map with the students. Before revealing the
annotations, the teacher will ask students if they can mark any of the annotations
themselves.
Annotations will include:
1. Students will label the following places: Sparta, Athens, Delphi, Lidus,
Mycale, and Salamis.
2. Label and draw an x on the location of the Battle of Marathon
3. Using a green highlighter, outline key routes of the 1st Persian War.
Lesson 10:
Handout: Ancient Greek
Map
Following this the teacher will give a short exposition in terms of the First Persian
War and invasion.
Teacher will then play a documentary titled Ancient Greece: Victory at Marathon |
History Channel Documentary. Teacher will ask students to consider, who is
involved? How many people participated? What kind of weaponry did they use?
Who were the leaders of the battle?
Victory at Marathon: History
Channel:
https://www.youtube.com/
watch?v=v7dZU8sPR18
Students will take notes during the documentary.
Teacher will provide each student with a source booklet. As a class students will
read the secondary and primary sources provided. Students will then move on to
completing the task at hand.
Task: “ Imagine you are an Athenian soldier who fought at the Battle of Marathon
in 490BC. It is now 488BC and you have been asked to write a memoir. You should
cover why both you and Athens as a whole went to war, how you were equipped,
and how you felt at different stages of the battle. You should also cover what has
been happening since the Persians were defeated and weather you have any more
Handout: Source booklet
Battle of Marathon
9
fear for the future.”
They will finish the task for homework; it will be handed to teacher next lesson for
marking.
Explain the consequences of these
contacts with other societies. Through
developments in trade, the spread of
religious beliefs, the emergence of
empires and diplomacy.
Lesson 11: Second Persian War (Battle of Thermopylae).
Lesson 11:
Teacher will direct students back to the map from previous lesson. This lesson will
investigate the 2nd Persian Wars, including the Battle of Thermopylae 480BC.
Handout: Ancient Greek
Map
Teacher will access the same blank map on the online “My World History Atlas”
and will begin annotating the map with the students. Before revealing the
annotations, the teacher will ask students if they can mark any of the annotations
themselves.
Annotations will include:
1. Colour in green the Neutral Greek-City states.
2. Colour in yellow the Greek opponents to Persia.
3. Colour in red the Persian vassal states.
4. Label and draw an x on the location of the Battle of Thermopylae
5. Using a blue highlighter, outline the key routes of the 2nd Persian War.
Handout: Battle of
Thermopylae.
Following this the teacher will give an exposition, in terms of a background on the
2nd Persian Wars and the Battle of Thermopylae.
Interactive website (Building
the bridge over
Hellespont):http://edsiteme
nt.neh.gov/studentresource/300-spartansbridge-over-hellespont
Primary Source from
Herodotus:
http://classics.mit.edu/Hero
dotus/history.7.vii.html#629
The teacher will give out a primary source from Herodotus (adapted), which
depicts the Battle of Thermopylae. Students will then complete the questions
individually.
Following this the teacher will direct the students to the following interactive
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website: http://edsitement.neh.gov/student-resource/300-spartans-bridge-overhellespont, The task will be set in pairs and they will have to construct the bridge at
Hellespont.
This account from Herodotus will help them in completing this task.
http://classics.mit.edu/Herodotus/history.7.vii.html#629
Lesson 12: Contact with other civilisations. E.g Trade.
The teacher will guide students onto the Web quest page to complete the lesson.
Once students have accessed this page they will click on the first link
“Information”, as a class everyone will watch the YouTube clip that is provided.
Than individually students will click on the two following links provided which will
take them to informative websites where they will be able to gain further and
detailed knowledge about the topic.
The teacher will than inform students to click on the tab “Questions” where they
are required to answer the following questions which relate to the previous
websites students were required to read.
The questions follow:
1. What were the main Greek foods that were imported ?
2. Why was transport by sea so important to the Greeks ?
3. Extended Question:
Using Source (1) Explain why Athens and Corinth would have been more involved
in trade with Greek colonies overseas than with Sparta.
Following this, the teacher will guide students onto the next tab “The Agora”
where the students will discover a Case Study entitled “Meeting in the Agora. ”
This page contains further information so students are able to focus on one
particular building and its significance within Ancient Greek Society. The teacher
will than have time for class discussion, regarding any questions the students may
have about the Agora.
Lesson 12:

Web quest:
http://s00131487.wi
x.com/ancientgreece-trade

Research websites
to answer questions:
http://www.timema
ps.com/civilization/h
ellenistic-period

Research websites
to answer questions:
http://www.penn.m
useum/sites/greek_
world/attic.html

Matthew, D &
Garland, L. Ancient
Greece 3rd Edition,
11
Students will then be allocated a number from 1 - 4 and will be required to move
into their assigned group number. Once students are sitting in their correct groups
the teacher will guide students on the Web Quest to their last task which is on the
link “Primary Source Analysis” Here each of the groups will be allocated a primary
source and are required to analysis that particular source and as a group discuss
the main points from the source. Student will present their main points to the class
through the WebTool “Wallwisher"
Final note: If time permits there is a short clip provided on the web quest called
“Horrible Histories” which the class may watch.
The role of a significant individual in
the ancient Mediterranean world
such as Hatshepsut,
Rameses II, Pericles, Julius Caesar or
Augustus (ACDSEH129, ACDSEH130,
ACDSEH131)
Using a range of sources, including
digital sources, investigate the role of
Pericles in the Ancient Greek world.
Lesson 13:
Students will be giving a timeline of Pericles life. Students will pair up and create a
‘fakebook’ of Pericles life. This should include any significant laws and
achievements he created during his life. Students have the ability to put
themselves in ‘Pericles shoes’ and can show higher order knowledge in their
assessment of Pericles influence in Greek culture and society.
2010.

Where students are
to locate the
Wallwisher: http://ict.wikispaces.com/
WALLWISHER

Horrible Histories
clip:
http://m.youtube.co
m/watch?v=OKJ_0S
WSKKg
Lesson 13:
Thucydides. The Landmark
Thucydides. Free Press,
1998.
Fakebook:
http://www.classtools.net/F
B/home-page
Acitivity: Lesson 13: Life of
Pericles
12
Assess the role and significance of
Pericles.
Lesson 14: Students will watch the YouTube video, “Pericles, the Delian league and
the Athenian Golden Age’ (http://www.youtube.com/watch?v=yXnEewb4GE4)
Teacher will hand out ‘Life of Pericles” hands out and students will take turns to
read out parts of the worksheet. Students will then be asked to create a eulogy to
be presented at the funeral of Pericles. They will also have access to the works of
Thucydides and his account of Pericles’ (http://www.csun.edu/~hcfll004/thucsp.html) last address to the assembly. In their response students show give an
assessment of his life and how important they felt he was to the development of
Ancient Greece.
Lesson 14:
‘Pericles, the Delian League,
and the Golden Age of
Athens video:
http://www.youtube.com/w
atch?v=yXnEewb4GE4
Thucydides account of
Pericles last speech:
http://www.csun.edu/~hcfll
004/thuc-sp.html
Activity: Lesson 14: Role and
Responsibly of Pericles
Explain the legacy of Ancient Greek
Society.
Lesson 15: Legacy of Ancient Greece
Students engage in a teacher-led discussion about what they think are the legacies
from Ancient Greece. Students will then receive a handout outline all the major
legacies from Ancient Greek civilisation. This should be read aloud out in class, and
students should highlight the important parts. For the task students will undertake
in how they feel society would be different if one of the legacies never existed or
came down through the ages. This will ask the students to draw on the knowledge
of modern and ancient societies and relate cause and effect of how things may be
different in modern times.
Lesson 15:
Whiteboard/ Smartboard.
Activity: Lesson 15: Legacy
of Ancient Greek Society
Wordle:
http://www.wordle.net/
Students will finish off the lesson with another worlde task. Much like the one they
undertook in lesson 1 students will pair up and map everything they have learnt in
the unit and compare that to the wordle they created in the first lesson.
13
14
Resources
Websites
http://www.ancient-greece.org/history/delphi.html
http://www.ancient-greece.org/architecture/delphi-temple-of-apollo.html
http://www.mythencyclopedia.com/Cr-Dr/Delphi.html
http://ancienthistory.about.com/od/warsbattles/p/072010-The-Beginning-Of-The-Ionian-Revolt.htm
http://www.britannica.com/EBchecked/topic/244231/ancient-Greek-civilization/26495/The-Ionian-revolt
http://www.iranicaonline.org/articles/ionian-revolt
http://classics.mit.edu/Herodotus/history.7.vii.html#629
http://edsitement.neh.gov/student-resource/300-spartans-bridge-over-hellespont
https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Geography_of_Greece.html
http://www.csun.edu/~hcfll004/thuc-sp.html
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Lives/Pericles*.html
http://socyberty.com/history/ancient-greece-the-influence-of-its-geography-on-greek-society/
http://www.eduplace.com/ss/socsci/ca/books/bkf3/reviews/pdfs/LS_6_11_01.pdf
http://history-world.org/greece%20legacy.htm
http://www.thegreatcourses.com/tgc/courses/course_detail.aspx?cid=464
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Clips/Video series
Process in consulting an oracle, https://www.youtube.com/watch?v=ilz8kYYjKwM
Ancient Greek gods, https://www.youtube.com/watch?v=eJCm8W5RZes
Victory at Marathon: History Channel: https://www.youtube.com/watch?v=v7dZU8sPR18
Greek Geography Challenges: https://www.youtube.com/watch?v=GnoNc6HVQnk
Pericles, the Delian League and the Golden Age of Athens: http://www.youtube.com/watch?v=yXnEewb4GE4
Books and articles
Abbott, Pericles and the Golden Age of Athens, 2006.
Addison, et.al, Pearson History S.B, Year 7, 2011.
Anderson, et. al, Retroactive 7 Australian Curriculum for History, 2012.
Brady, et.al, Nelson Connect with History: Year Seven, Volume 7, 2012.
Carr, The History and Geography of Greece, 1838.
Dillon. Matthew, Garland. Lynda, Ancient Greece: Social and Historical Documents from Archaic Times to the Death of Alexander the Great, 3rd ed London, Routledge,
2010.
Fine, V.A John. The Ancient Greeks: A Critical History. London, Harvard University Press, 1983.
Kennell, Nigel M. Spartans : A New History. West Sussex: Wiley-Blackwell, 2010.
Kershaw, Stephen. Classical Civilization: From the origins of democracy to the fall of the Roman Empire. London, Running Press Book Publishers, 2010.
M. I. The Ancient Economy, Chatto and Windus, 1973.
Thucydides. The Landmark Thucydides, 1998.
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