Download Ancient Greece Unit Plan

Multiple Intelligences
Unit Plan Template
EDUC 521
Unit Title: Ancient Greece
Teacher: Steve Lara
Grade Level: 6
Subject: Social Studies
Objective(s):
Intelligences:
The students will be
able to discuss the
geographic, political,
economic, religious,
and social structures
of Ancient Greece.
Verbal/Linguistic
when making
presentations and the
skits.
Time Frame: 9 days
Technologies: Standards:
(Include State and NET*S
Standards)
Computer
Power point
for
presentations.
Interpersonal when
organizing presentations Excel when
and making models.
entering data
on troop losses
for each
Bodily/Kinesthetic
when acting out the
captain.
scene of King Leonidas
receiving the Persian
Word
envoy.
Documents
Intrapersonal when
they write their own
personal reasons why
they voted as they did
concerning Persian
demands.
Visual when they make
they watch movie clips
on Sparta and organize
their 3D models into a
city.
Logical when they
figure out whether they
are winning or losing
the Battle of
Thermopylae.
Internet for
research
Vodcasts for
their reports
Wiki and Blog
where they
turn in
assignments
6.4 Students analyze the geographic,
political, economic, religious, and social
structures of the early civilizations of
Ancient Greece.
1.
Discuss the connections between
geography and the development of
city-states in the region of the Aegean
Sea, including patterns of trade and
commerce among Greek city-states
and within the wider Mediterranean
region.
2.
Trace the transition from tyranny and
oligarchy to early democratic forms of
government and back to dictatorship in
ancient Greece, including the
significance of the invention of the
idea of citizenship (e.g., from Pericles'
Funeral Oration).
3.
State the key differences between
Athenian, or direct, democracy and
representative democracy.
4.
Explain the significance of Greek
mythology to the everyday life of
people in the region and how Greek
literature continues to permeate our
literature and language today, drawing
from Greek mythology and epics, such
as Homer's Iliad and Odyssey, and
from Aesop's Fables.
5.
Outline the founding, expansion, and
political organization of the Persian
Empire.
6.
Compare and contrast life in Athens
and Sparta, with emphasis on their
roles in the Persian and Peloponnesian
Wars.
7.
Trace the rise of Alexander the Great
and the spread of Greek culture
eastward and into Egypt.
The ISTE
National Educational Technology Standards
(NETS•S)
and Performance Indicators for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes
using technology. Students:
a. apply existing knowledge to generate new
ideas, products, or processes.
b. create original works as a means of personal or
group expression.
c. use models and simulations to explore complex
systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance,
to support individual learning and contribute to
the learning of others. Students:
a. interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments
and media.
b. communicate information and ideas effectively
to multiple audiences using a variety of media
and formats.
c. develop cultural understanding and global
awareness by engaging with learners of other
cultures.
d. contribute to project teams to produce original
works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate,
and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and
media.
c. evaluate and select information sources and
digital tools based on the appropriateness to
specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and
Decision Making
Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems, and make
informed decisions using appropriate digital tools
and resources. Students:
a. identify and define authentic problems and
significant questions for investigation.
b. plan and manage activities to develop a
solution or complete a project.
c. collect and analyze data to identify solutions
and/or make informed decisions.
d. use multiple processes and diverse perspectives
to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal
issues related to technology and practice legal and
ethical
behavior. Students:
a. advocate and practice safe, legal, and
responsible use of information and technology.
b. exhibit a positive attitude toward using
technology that supports collaboration, learning,
and productivity.
c. demonstrate personal responsibility for lifelong
learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of
technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and
productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new
technologies.
Materials:
 History textbook for research
 Computer lab with Internet
 White, brown, yellow and blue construction paper for 3D
models
 Tape, stapler and markers for 3D models
 Premade sample models of a ship, agora market or temple
and shield of ancient Greece
 Projector for showing internet and maps to class
 Laptop to connect to projector
 History journals to record work
Intelligences:
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Procedures:
Intelligences:
Day 1 Intro to Greece, Geography, City States and Trade 100 minutes
Visual
Interpersonal
Intrapersonal
Logical
Verbal/Linguistic
1. Tell students we will go back in time to learn about the Ancient Greeks
from movies like Troy and 300. Have students turn in history journals each
day they work on them.
2. Show my Ancient Greece Introduction Video that uses parts of movie
trailers edited for content. Tell kids that the video shows parts of movies
about Greece that we will learn about later. 3 min
3. Tell students that to learn about Greece we will become a Greek city
state called Athens. We are going to make things to make us and our city
better than any other city.
4. Show students where Athens is in the textbook map of the
Mediterranean using the doc cam and discuss map. Ask students to note the
geography around Athens and Greece. Discuss how mountains surrounded
by sea makes overland travel difficult which causes each Greek city to feel
separate and thus become its own small country with its own army that
sometimes wars with other Greek city states. Greece is not a country yet so
people fight for their city, not for Greece. Before cars were invented travel
by boat was the easiest way to get to far away cities. 10 min
5. Ask students to open textbooks to the map of the Mediterranean area with
Greece in the center and ask them if they wanted to get rich by trading gold
we dug out from the mountains near us to buy horses from another city on
the map, what is the easiest way to get to another city before cars were
invented? Walking or by sea? Discuss in class to introduce idea of trade
routes and importance of trade by boat with far away cities. Remind
students how trade is still important today because of where most of their
toys, clothes and food come from. 10 min
6. Students get into groups and each group will make a map of the
Mediterranean area with cities and trade routes labeled on blue
construction paper. Each group should have at least one high student to
help low students. This model may not have to be premade as students can
just copy such a map from their textbooks. Color land areas brown and
trade routes are broken lines in brown or red between cities represented by
labeled dots. Since Greece has mountains it has lots of valuable metals such
as gold and bronze but little food and horses. We need food and horses.
Ask students what we could get from other cities by trading gold and iron?
(food and horses) Students look for cities on flat land such as Egypt and
draw grain and horse symbols near them to represent where our traders need
to go to get food and horses. 30 min
7. Each group presents to class how they will make themselves and our
city Athens rich and feed our city by making things (products) to sell to
other cities. Each group will choose something to make from the metal and
stone blocks we get from our mountains or fish from our sea and tell us how
they can sell it in another city and why someone would buy it. (They can
make many things out of metal to sell, such as tools like hammers, nails,
plates, cups, knives, gold or silver decorations as well as stone for building.
People who do not live near mountains would buy metal things. Other cities
may buy our fish because it is different from fish from other areas.) Six
groups could get 5 minutes each to tell class how their product will make
our city better. Students record their answers in their journals. 40 minutes
Day 2 Trade 90 min
1. Explain to students they will make 3D construction paper models
of Greek shields, ships, temples, agora markets and trade goods to
put in the ships such as vases of olive oil and olives.
2. Sample 3D construction paper models should be made before class
to show kids what their models should look like.
3. Show sample models to class and discuss value of each object.
Shields would be used by soldiers to defend the city and ships from
pirates, as well as for the police. Ships are used to take trade goods
to faraway cities and bring back things we want. The market place
is used to sell and buy goods in the city, while the temple will be
where we worship the gods and ask them for help. 10 min
4. Split class into five groups, each group will make one type of model,
either soldier shields, sailing ship, temple, market place, and trade
goods to fit in market and ships. Teacher will work on their own
model of each project to show them how to make each model. Use
document camera to give them a better view of how to make models.
60 min
Model one will be a Greek sailing ship with the hull made of a rectangular
brown construction paper, about 8” X 4”. See pictures of ancient Greek
ships for ideas. Curve the paper length wise without folding to leave a
reasonably flat bottom and staple the ends together like a canoe. Roll a long
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Verbal/Linguistic
strip of brown paper about 8” long to form the mast and then fold it in half
and tape it sticking up in the middle of the boat to from the mast. Then cut
a 4” X 4” white construction paper to form the sail, decorate it Greek style
with vertical stripes and tape it to the mast.
Quarter inch paper containers could be rolled up small to fit in the ships to
represent trade good to sell, such as stone building blocks, round jars of
olive oil, boxes of metal goods etc.
Model two will be a Greek temple or agora market. Use an 8” X 4” white
or brown construction paper as the foundation. Make the roof next by
folding an 8” X 8” white construction paper into a triangular prism shape
and hold it together with tape. Make 6 columns by rolling white papers that
are 4”X 4” into rolls about a quarter inch diameter. Tape these to roof and
tape this onto foundation. Use markers to decorate it as a temple or agora
market place.
Model three will be a round Greek shield made of yellow construction paper
about 18” or 12” diameter. Yellow represents bronze. This will be cut in a
round shape, decorated Greek style and a handle will be stapled or taped in
the middle of the back. The bronze shields can be hung in class to decorate
our Greek Government Meeting room.
5. The finished ship and building models will be put together to form a
city and the maps will be needed to show the class where our ships
will go to trade to make our city the best in the world. 5 min
6. Each group will record a 2 min vodcast to tell the king and the class
why their object is useful to our people. Students can write their
answers in their history journals and read them from there. Vodcasts
are then played out for whole class. 20 min
Day 3 Tyranny Oligarchy Democracy and Citizenship 70 min
1. Discuss the following with students. At first Greek city states are
ruled by kings called tyrants similar to Agamemnon from the movie
Troy so we don’t get to vote. Voting has not been invented yet.
Only the tyrant makes the rules. 5 min
2. Show Troy video clip from the movie that explains that
Agamemnon brought the Greek city states together for the first time.
5 min
3. Discuss the following and explain government types: People got
tired of kings getting to make unfair rules so we got rid of them and
started making governments where a small group of people would
rule, Oligarchies. Then someone got the idea that it would be fairer
if more people had the chance to vote on new laws. Democracy was
started. After a while someone got greedy, took over the
government and started a dictatorship where only one person made
the rules, like a king all over again. At least the idea of democracy
was started, something our country copies today. 10 min
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Verbal/Linguistic
4. Our pretend city Athens is now ruled by a king who makes all the
rules. Ask students if they want a king were they have no choice or
a democracy where they get to vote. (They should want to vote!!!)
5. The King steps down and the class city Athens is now a democracy!
The students now can choose what occupation or job they will have
in our city instead of having the king tell them what to do.
6. Remind students that only citizens get a right to vote and discuss
citizenship as people getting a chance to help make laws. People
like slaves or those from other cities are not citizens so are not
allowed to vote. We will vote on two things on a piece of paper for
each student. After voting the paper will be folded to keep the vote
secret. Tell class the first thing we will vote on is whether we
should allow slaves to be free citizens so they can vote or stay
slaves. 5 min
7. Before voting, allow a couple of students to get in front of the class
and try to persuade us which way to vote, for or against slavery.
Remind students that slaves did a lot of important hard work for free
to make us rich such as digging metal from the mines and now they
would have to be paid. No one wants to do such hard dangerous
work. 5 min
8. Students vote on slavery and citizenship for freed slaves then write
2 sentences explaining why they voted as they did in their history
journals. 10 min
9. Students keep paper and listen to a couple of students persuade them
on how to vote on whether to bring back a king to rule us and take
away democracy and voting. 5 min
10. On the same paper underneath the first vote they vote on whether we
should let ourselves be ruled by kings again. Students write 2
sentences in history journals explaining why they voted as they did.
10 min
11. Now turn in votes and read results to class. 10 min
Day 4 Athenian Direct Democracy and Representative Democracy 90
min
1. Tell students that when all citizens get to vote on every law, that is
direct democracy, the way Athens did it. Ask students if citizens of
this country get to vote on everything the President does today. (No)
Our US president is allowed to make some decisions without us
voting on them. He can pick some of the leaders for some positions
in government without us getting to vote, so we have a
representative democracy, not a direct democracy like Athens did.
In a representative democracy we vote to pick a president to
represent us, and then hope the president makes good decisions and
picks good leaders for us. 5 min
2. Using doc camera and laptop, explore and discuss with class the
Visual
Interpersonal
Intrapersonal
Verbal/Linguistic
website section on Greek Democracy.
http://www.historyforkids.org/learn/greeks/ 20 min
3. Remind students that the way we voted on slavery and having kings
was an example of direct democracy like Athens had. Now we
will try out representative democracy like our country has now to
see the difference. 5 min
4. Ask some students if they want to come in front of the class to ask
the class to vote for them to be class president. Students who want
to run for president should convince us they will make good
decisions for us and pick good leaders to make our city of Athens
better. 15 min
5. Students vote in their history journals on who from class they want
to be our president. Students write down under their vote 4
sentences on why they voted for this person. The president will
represent us and decide whether we keep slaves or not. 20 min
6. Students make a Venn diagram in their history journals that
compares Athenian direct democracy to our representative
democracy of today. 25 min
Day 5 Greek Mythology and Literature 80 min
1. Tell students we are going to learn about Greek gods and stories and
why they are important. Show students video on Greek
Mythology. Ask students if they know where the names of our
planets, months and days come from. (Roman God names that came
from Greek God names) Ask what a titan was (fathers of the gods,
and more powerful than gods) 10 min
2. Ask students to make a KWL chart in their history journal where
the fill out what they know, and what they want to know about
Greek Mythology and literature. They fill out what they learned at
the end of the lesson. 10 min
3. Show students the video of when King Leonidas of Sparta must
go to the temple in the movie 300 to ask for permission to declare
war on Persia. Because of tradition he must have permission from
the temple muse before he can go to war even when a Persian army
is coming to attack. Discuss with students why as king he did not
just ignore his people’s religion and tradition. (Religion and
tradition were too important to his people for him to ignore even if
he did not believe in them himself. Kings who get their people mad
enough can lose everything.) 10 min
4. Show students their city temple models and ask them if they have
seen any building in modern times that have the same style. (The
Oxnard Carnegie museum, the White House and many museums,
libraries and government buildings.) Ask students why we still copy
ancient Greek ideas in government and important buildings? (We
copied from the Greeks many important ideas such as democracy
and freedom that we learn about through their stories.) 10 min
5. Using doc camera connected to the lap top; explore with students the
website on Greek Mythology (religion) and literature, including
sections on The Iliad, The Odyssey and Aesop’s Fables.
http://www.historyforkids.org/learn/greeks/ 20 min
Visual
Interpersonal
Intrapersonal
Logical
Verbal/Linguistic
6. Show students example of a book report and have students do a
book report on one of the above books for homework. Hand out the
books they choose in class and say they just need to read enough to
answer the book report questions. Do not read the whole book.
They can also rent the movies on those stories to watch at home or
online. Those that can watch the movie do not need the book. This
is why they should be able to finish book report in 3 days. They can
turn in their book report on the class wiki instead of printed out. 10
min explanation
7. Students fill out what they learned on KWL chart. 10 min
Day 6 The founding and expansion of the Persian Empire 90 min
1. Tell students today we are going to learn about the biggest threat
faced by ancient Greek democracy. They show up as the attackers
in the movie 300, an empire of a thousand nations, whose arrows
would block out the sun. They wanted to turn the Greeks into slaves
and destroy democracy so that no one would ever remember the
Greek heroes. Show to students the video of Leonidas rejects
Persian demand to submit. “This is Sparta!” Tell students that if
the Persians came to our city saying the same thing how would we
vote? 10 min
2. Discuss vocabulary you feel students may need such as submission
and copy vocabulary in their history journals. Have students
make a skit in which they copy the scenes they just saw in the video
where King Leonidas meets the Persian envoy and rejects Persian
demands to submit to Xerxes God King. 10 min
3. Let some volunteer students get in front of the class and persuade
the class to vote either to reject Persian demands or to accept slavery
and Persian protection. Should we give up all the ships and good
things we worked to make in our city and become slaves? Let the
class vote in their history journals on whether to give up our city
to the Persians and write 4 sentences explaining why they voted as
they did. 30 min
4. Show students website on Persian Empire and go over it with
them. Discuss how Iran and Persia are the same thing and what type
of government they had. (a king) Persia started small in what is
now Iran and absorbed so many lands that it looked like it wanted to
take over the world. Greece was the next best land to take on the
way to take over Europe. As shown in the movie 300, kings of
Persia became so powerful they thought they were gods, but they
also had a reputation for wanting to seem kind to the people they
conquered. There is a legend that the Persian King Xerxes who
invaded Greece saw that an ocean storm was destroying a bridge his
troops needed to cross, so the King commanded his troops to whip
the ocean to calm it down and sure enough, the ocean did calm down
and his armies marched over the bridge into Greece. The Persian
King sometimes allowed conquered people to keep many things
such as their religion, customs and culture, as long as they did not
get him too mad. Discuss vocabulary and record them in history
journals. Persia placed leaders called satraps to rule conquered
lands and enslaved everyone they could take over. 30 min
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Verbal/Linguistic
Bodily/Kinesthetic
5. Show students the video where the King Xerxes of Persia tries to
convince King Leonidas to surrender Greece and offers to be kind
to Greece. Discuss why Leonidas will not surrender. (Freedom) He
saw all the Persians were slaves to a King. Do slaves get treated
kindly? 10 min
6. Tell class that each of them is now a captain in the Spartan army in
charge of 1000 men helping King Leonidas. Tell them they will
report to me how many men they lose each day from a number that I
write on the board. Tell them the Persian Army has half a million
men but it needs to get food from its ships and those ships have been
destroyed. It will take a couple of weeks for the enemy to run out of
food and for other cities to send us help. Students keep track of how
many men they have left after each day and then after 7 days we will
decide whether to continue to fight and die or make a strategic
withdrawal to wait for help. Running away means the enemy will
break out of the valley where we have them stuck for now and will
reach and burn our city. They will be able to surround and trap us if
we stay and fight in the city or out in the open. Students record
their numbers, label them and turn them in with a 4 sentence
written recommendation or battle report on what to do at the end
of the 7 days and why. (It should be obvious that if they continue
fighting after 7 days that all Spartans will die. Persian Army has too
many men, half a million. Spartans should retreat to other
mountains to ask other cities to send help. Spartans will have to wait
another week for help to arrive and for Persian Army to starve as
what happened in real life because Persian Navy was defeated so
Persians ran out of food.)
7. Hold class discussion about if it would have been good for us if
Persia had taken over Greece and destroyed Greek culture including
their stories and democracy. Record answers in a voice thread on
class blog. (If Persia had destroyed democracy, maybe we would
not have it today and we would still be ruled by kings. Xerxes said
Visual
he would erase the memory of Greek heroes.) 30 minutes
Interpersonal
Intrapersonal
Logical/Mathematical
Day 7 Compare and Contrast life in Athens and Sparta and discuss
Verbal/Linguistic
Persian War.
1. Tell students now we are going to get to choose which city we
would rather live in as average citizens, Athens or Sparta. Students
take notes on the advantages and disadvantages of each city as they
watch videos of me defending the lifestyle of each city. 5min
2. Show video of myself in Spartan toga saying why Sparta is better
than Athens. Give students time to write notes. 5 min
3. Show video of myself as Athenian saying why Athens is better than
Sparta. Same procedure as above. 5 min
4. Students form groups to research and discuss which city they
prefer, using their notes, textbook and internet. 40 min
5. Students then choose which city they would rather be an average
citizen in. 5 min
6. Then students choose what profession they want to be in their
chosen city. Soldier, metalworker etc. 5 min
7. Students write 4 paragraph essay on why they chose their city and
profession. Each paragraph has 3 sentences. 12 sentences total. 40
min
8. Students record this on voice thread, vodcast or in a power point
in class or for homework. 40 min
Day 8 60 min
9. Each group presents online projects and discusses it and answers
questions. 60 min
Day 9 The rise of Alexander the Great and Spread of Greek Influence
120 min
Visual
Interpersonal
Logical
Verbal/Linguistic
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Verbal/Linguistic
1. Ask students who was Alexander the Great? Make KWL chart and
fill out what they Know and what they Want to know sections.
What they learned is filled out at end off lesson. 10 min
2. Show Carnegie Art Museum/ Alexander video then discuss how
he affected us today. Cities and streets around the world are still
named after him, even in Oxnard. He spread Greek culture so that
we could know it today. 10 min
3. Show The Spread of Greek Culture Video and discuss. Students
take notes during video to answer question of why Alexander
became famous. 20 min
4. Show timeline of the Life of Alexander the Great and discuss
important points and legends, using scenes from the movie
Alexander as shown in video above. Discuss how he wanted to
conquer the world into one big country, and legends shown in the
movie, such as the taming of his black horse, the Gordian knot, and
the significance of his most important battles vs Persian King Darius
III and Porous of India. (He spread Greek culture to the ends of the
known world so we could learn about it today.) 30 min
5. In computer lab students write on wiki why they think Alexander the
Great became so famous that he still has streets named after him
around the world 2000 years after he died. Does he deserve this?
Why or why not? Students write 4 sentences (He spread Greek
ideas so they could be copied all over the world. He spread ideas
that all races are equal when he took a non Macedonian wife and
encouraged his men to do the same.) 40 min
6. Students fill out what they learned on KWL chart. 10 min
Products:
Intelligences:
Venn Diagram
History Journal
Voting records and explanations of choices made
Book Report (homework)
Persuasive speeches
3D models
Maps
KWL charts
Student notes in history journal
Wiki and blog entries
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Verbal/Linguistic
Kinesthetic
Vodcasts and Power points
Battle reports
Skit
Assessments:
Intelligences:
Day 1 Map
Day 2 Vodcast and 3D models and city setup
Day 3 Voting paper and history journal
Day 4 History journal and Venn diagram
Day 5 KWL chart and book report
Day 6 history journals battle report voice thread on class blog.
Day 7 Student notes 4 paragraph essay voice thread, vodcast or
in a power point
Day 8 online projects and presentations
Day 9 KWL chart Notes wiki
Visual
Interpersonal
Intrapersonal
Logical/Mathematical
Verbal/Linguistic
Kinesthetic
Presentation Ideas and Notes: (optional)
Technologies to be used:
Students could take notes on what they learned from
presentations from other groups and turn these in. All writing
assignments could be done in history journals. Battle reports
could be done on Excel in computer lab.
For the last assignment students can turn in a Power point of
what they learned about how the Ancient Greeks helped us, such
as democracy and ideas of freedom as well as heroic stories.
Internet
Doc Cam
Lap Top
Computer lab
Power point
Vodcast