Download File - World History

World History Unit 4
Early Greeks
Lesson 1: Introduction to Greece
Teacher Objectives:
1. I want my students to know how the geography of Greece influenced where they
settled and what they did.
2. I want my students to know about the Minoans.
Student Objectives:
1. Students will analyze a map of Greece.
2. Students will identify differences in the land in Greece and the land in Egypt and
Mesopotamia.
3. Students will read about the Minoan people.
Materials:
Text (pg. 116-118)
ISN
Pen/Pencil
Dry Erase Board/Marker
Strategies:
Groups
Bell Ringer
ISN
Map of Greece
Curriculum Connection (pg. 118)
Daily Narrative: 50 Minutes:
5 minutes: Today we will begin a new unit on the early group of people known as the
Greeks and how they lived off of the land. I want you to complete your bell ringers first
and then we will begin for the day.
20 minutes: Today we will start by looking at the geography of Greece and the
differences between the land there and the land in Egypt and Mesopotamia. The land was
different and offered advantages and disadvantageous. We will look at the art of the
Minoans also. I want you to examine the painting on pg. 118 and describe what you see
in your own words in your ISN.
20 minutes: So I want you all to get a better look at the people of Greece. I am going to
assign each group a section to come up with as many questions and answers to as you
can.
5 minutes: We are almost done for the day so I want everyone to get their things together
and get ready for the bell. I will dismiss you all when the bell rings.
Lesson 2: First Greek Kingdoms
Teacher Objectives:
1. I want my students to know about the very first Greek Kingdoms.
2. I want my students to know what the Dark Age was.
Student Objectives:
1. Students will examine the first Kingdoms of Greece.
2. Students will analyze the Greek alphabet.
3. Students will identify what changes occurred during Greece’s Dark Age.
Materials:
Text (pg. 119-120)
ISN
Pen/Pencil
Dry Erase Board/Marker
Strategies:
Groups
Bell Ringer
ISN
Using the Greek Alphabet
Daily Narrative: 50 Minutes
5 minutes: Ok class, get your bell ringers and have a seat and begin. We will continue our
unit on Greece today. As soon as you all get finished I will collect your bell ringers and
we will begin.
20 minutes: After looking at the geography and the Minoans, I want us to look at the first
Greek Kingdoms today. We will look at the first ones, what they were like and how they
obtained their power.
20 minutes: I want you all to look in your text on pg. 120. We will be looking at the
Greek Alphabet today also and comparing it to our own. We will also be studying the
“Dark Ages” and look at the specific things that caused them to be known that way. I
want you all to write your name using the Greek Alphabet and also write a short message
to someone in the group using the same lettering. I want you to swap ISN’s and have that
group member to decipher the message.
5 minutes: This will conclude our lesson today. I want you all to put everything away and
get ready to go home. I will dismiss you when the bell rings.
Lesson 3: Time to Colonize
Teacher Objectives:
1. I want my students to know why colonies formed in Greece.
2. I want my students to know about trade and its importance to Greece.
3. I want my students to know about the Polis.
4. I want my students to know about Greek citizenship.
Teacher Objectives:
1. Students will examine Greek trade routes on a map?
2. Students will read about the importance of trade in Greece.
3. Students will list specifics of the Polis on a chart.
4. Students will create a chart outlining the rights of Greek citizens compared to U.S.
citizens.
Materials:
Text (pg. 121-123)
ISN
Pen/Pencil
Dry Erase Board/Marker
Strategies:
Groups
Bell Ringer
ISN
Comparison Chart
Daily Narrative: 50 Minutes
5 minutes: Class, I want you to go ahead and complete your bell ringers and then we will
move on to today’s lesson.
20 minutes: Today we will be talking about trade and its importance for Greece. WE will
also be looking at City States and what they are called. We will be taking some notes so
just follow along in your ISN.
20 minutes: What I want you to do now is to look at the citizenship of Greece and
compare it with the citizenship of the United States. List differences and similarities of
the two.
5 minutes: Ok, I want you to finish looking at the citizenships and once the bell rings I
will dismiss you.
Lesson 4: Tyranny in the City States
Teacher Objectives:
1. I want my students to know about the tyrants of Ancient Greece.
2. I want my students to know about the beginning of Sparta and Athens.
Student Objectives:
1. Students will examine the city-states of Sparta and Athens on a map.
2. Students will list ways that tyranny took over the city-states.
Materials:
Text (pg. 124-126)
ISN
Pen/Pencil
Dry Erase Board/Marker
Strategies:
Groups
Bell Ringer
ISN
Paragraph on City-States(If time allows)
Daily Narrative: 50 Minutes
5 minutes: Today we will begin talking about tyranny among the city-states but first I
want you all to complete your bell ringer so that we can move on. When everyone is
finished I collect them.
20 minutes: Ok, now I want you all to look at your text on pg. 125. You can see the areas
in which Sparta and Athens were located and the region surrounding. Today we will
begin looking at both of those city states more closely.
20 minutes: I want to now turn our attention to the tyranny that began to take shape in
Greece and how control of the city states was lost or taken over. We will also look at how
the tyranny eventually faded to show the two main forms of government in Greece. Now
I want you to tell me that if you were able to choose, which city-state would you prefer to
live in and why. Use information from your text to support your reasons.
5 minute: I will dismiss the class when the bell rings.
Lesson 5: Sparta
Teacher Objectives:
1. I want my students to know about the structure of Sparta.
2. I want my students to know the differences in Sparta and Athens.
Student Objectives:
1. Students will be able to identify key elements of the culture of Sparta.
2. Students will list on a diagram the differences between Sparta and Athens,
Materials:
ISN
Text (126-128)
Markers
Dry Erase Board
Pen/Pencil
Strategies:
Groups
Bell Ringer
Note Taking
Lecture
ISN
Venn Diagram
Discussion
City-State paragraph
Daily Narrative: 50 minutes:
5 minutes: First today, I want you all to go on and complete your bell ringers and then we
will move on once I have those taken up.
20 minutes: Today we will look more closely at Sparta and then hopefully make it to
Athens so that we can compare the two city-states. I want you to work as a group and fill
in one side of your diagram with information about Sparta first. When we are finished
then we will move on and look at Athens so that we can offer a comparison for both.
20 minutes: I want you to write a paragraph on why you would rather live in Sparta or
Athens. Use supporting details from the text to back up your explanation and then I want
you to draw a picture of your city-state as you see it.
5 minutes: We are almost finished today so I want you to get your things together and
when the bell rings I will dismiss you.
Lesson 6: Athens
Teacher Objectives:
1. I want my students to know about the City State of Athens.
2. I want my students to know about the building of Democracy in Athens.
Student Objectives:
1. Students will be able to examine different aspects of Athenian City-States.
2. Students will compare the characteristics between Athens and Sparta
Materials:
ISN
Text (128-130)
Markers
Dry Erase Board
Pen/Pencil
Strategies:
Groups
Bell Ringer
Note Taking
Lecture
ISN
Discussion
Venn Diagram
Section Review Questions\
Daily Narrative: 50 Minutes
5 minutes: We need to get our bell ringers finished so we can take them up.
20 minutes: We will be looking more specifically at Athenian City States. I want you to
continue to fill in your diagram on the comparisons of Sparta and Athens. We will go
over it once it is complete.
20 minutes: I want you to work together to fill in your section review questions. I want
you to write the questions and the answers. I will check them for a grade.
5 minutes: We are finished for the day so go ahead and get your things ready to go and I
will dismiss you when the bell rings.
Lesson 7: Persia Attacks
Teacher Objectives:
1. I want my students to know about the Persian Empire.
Student Objectives:
1. Students will be able to identify geographical elements of the Persian Empire on a
map.
2. Students will list details of the Persian Empire.
Materials:
ISN
Text (132-133)
Markers
Dry Erase Board
Pen/Pencil
Strategies:
Groups
Bell Ringer
Note Taking
Lecture
ISN
Discussion
Flow Chart (3-part)
Daily Narrative: 50 Minutes
5 minutes: I want everyone to please complete their bell ringers so we can get those taken
up and move on to the lesson.
20 minutes: Today we will start talking about the Persian Empire and how strong it was
and what it was made up of. I want you to copy the chart that I have drawn on the board
and together we will fill it in.
20 minutes: We will make a timeline using the information in our chart that we just
collected. I would like you to illustrate each section of the timeline and also add color.
5 minutes: We will complete the timeline tomorrow if you have not finished today. I will
dismiss you when the bell rings.
Lesson 8: The Persian Wars
Teacher Objectives:
1. I want my students to know about the Persian Wars.
2. I want my students to know what caused the Persian Empire to fall.
Student Objectives:
1. Students will be able to identify causes of the Persian Wars.
2. Students will be able to examine different aspects of the Persian Wars.
3. Students will be able to list the causes of the fall of the Persian Empire.
Materials:
ISN
Text (134-137)
Markers
Dry Erase Board
Pen/Pencil
Strategies:
Groups
Bell Ringer
Note Taking
Lecture
ISN
Discussion
Critical Thinking Activity (predictions)
Section Review Questions
Daily Narrative: 50 Minutes
5 minutes: Ok class, go ahead and get your bell ringer folders and begin. We will take
them up shortly and begin our lesson for today.
20 minutes: Today we will be talking about the Persian Wars and what led to them, what
happened as a result, and how the Empire fell. I want you to create a list of predictions of
what you think will happen during this time period. As we read, I want you to check each
prediction off as it happens.
20 minutes: I want you all to complete the section review questions. You may work in
your group as you complete them.
5 minutes: Alright class, time to get ready to leave for the day. When the bell rings I will
dismiss you.
Lesson 9: Age of Pericles
Teacher Objectives:
1. I want my students know about the Athenian Empire.
2. I want my students to know about the differences in Athenian Government and
American Government.
Student Objectives:
1. Students will be able to examine different aspects of the Athenian Empire.
2. Students will list specifics of Pericles and his contributions to Athens.
Materials:
ISN
Text (138-140)
Markers
Dry Erase Board
Pen/Pencil
Strategies:
Groups
Bell Ringer
Note Taking
Lecture
ISN
Discussion
Comparison Chart
Daily Narrative: 50 minutes
5 minutes: Today we will go ahead and get our bell ringer finished and then move on to
our lesson for today.
20 minutes: Today we will look more closely at Athens and a ruler that specifically made
them more powerful and democratic. We will look specifically at the Democracy that
Athens had during that time in 479 B.C. and what that meant for the people of Athens. I
want you all to take notes as I go over the lesson.
20 minutes: We will now look more closely at the democratic systems of Athens and
what Pericles contributed as a leader to Greece. We will look at the difference in our
modern day democracy and the direct democracy that Athens had. I want you to look at
the chart on pg. 140 in your text and copy down the differences in both democracies.
5 minutes: Ok class, we are almost out of time for today so I want you to get your things
together and when the bell rings I will dismiss you.
Lessons 10 and 11: Daily Life in Athens before the Peloponnesian War
Teacher Objectives:
1. I want my students to know about the daily life in Athens, Greece during the 400’s
B.C.
2. I want my students to know why Athens was defeated and what led to it.
Student Objectives:
1. Students will examine aspects of Athenian life on a daily basis.
2. Students will compare Athenian households to modern day households.
3. Students will be able to identify the reason behind the Peloponnesian War.
4. Students will be able to list reasons for Athens’ defeat.
Materials:
ISN
Text (142-146)
Markers
Dry Erase Board
Pen/Pencil
Strategies:
Groups
Bell Ringer
Note Taking
Lecture
ISN
Discussion
Comparison Drawing
Primary Source reading (pg. 145)
Daily Narrative: 50 minutes
5 minutes: Class, go ahead and complete your bell ringers so that we can go on and begin
our lesson today.
20 minutes: Today we are going to focus on the economy and the roles of men and
women in Greece first. I want you all to know about the ways the economy worked in
Athens and also what roles men and women had during that time. I would also like you to
draw two pictures of a home. One of an Athens home and one of a modern day home to
illustrate the differences and highlight any similarities. This should be done neatly and
colored also.
20 minutes: I want us to switch gears for a few minutes and talk about the Peloponnesian
War and what it meant for Athens and for Sparta. I also want to discuss how Athens
ended up being defeated. I want you all to look at the primary source on pg. 145 about
Pericles’ funeral oration. I am going to give each group once sentence from it and I want
you to rewrite it in your own words. Then we will have one member to expressively read
your new version to the class.
5 minutes: Ok students, I want you all to get your things together and when the bell rings
I will dismiss you.
Lesson 12- Unit Exam
Materials:
Dry Erase Board
Pen/Pencil
Unit Exam
Strategies:
Bell Ringer
Discussion
Review
Unit Exam
Daily Narrative: 50 Minutes
5 minutes: Ok class, we have a test today so get your bell ringers completed so that we
can turn them in and briefly review before we take the test.
10 minutes: I want us to review briefly before we take the test so that if anyone has any
last minute questions that they needed answered then we can do that.
30 minutes: Ok, I am handing out the test so when you complete it, just come and bring it
up and turn it in. Remain quiet until all tests are collected.
5 minutes: We are about out of time so if you have a test still out, you only have a few
more minutes before we have to turn it in. I will dismiss you when the bell rings.