Download Ancient Greece Resources - Sixth Grade Content Vocabulary Wiki

Ancient Greece Word Bank
City-state
Athens
Sparta
Marathon
Peloponnesus
Agora
Acropolis
Parthenon
Olympics
Mount Olympus
Oligarchy
Tyranny
Democracy
Monarchy
Assembly
Drama
Philosophy
Socrates
Aristotle
Persian Wars
Golden Age of Athens
Ancient Greece Glossary
Colony: a settlement created by an established city-state in order to help the city-state
obtain needed goods.
Monarchy: Government with one central leader who usually inherits his throne.
Oligarchy: Government with several leaders from the upper class of a society.
Tyranny: Government with one central leader who usually gets his throne by war or
intimidation.
Democracy: Government in which the power is shared by all citizens.
Assembly: A law making group.
Pelopennesus: a hand-shaped peninsula in the Mediterranean sea on which many
Greek city states were located.
Agora: Huge marketplace in the center of a Greek city-state.
Athens: Famous Greek city state which valued art, literature, and learning.
Sparta: Famous Greek city-state which valued physical strength.
Persian War: Series of wars between the Greek city-states and the Persian Empire.
!
Mount Olympus: Fabled home of the Olympian gods and goddesses.
Acropolis: A hill above Greek city-states on which temples to the gods and goddesses
were built.
Drama: Stories told through acting in theatres.
Philosophy: The study of the meaning of life.
Socrates: Famous Athenian philosopher.
Olympics: Sporting event held every four years to honor the god Zeus. Our modern
Olympics originated from the Greek Olympics.
Golden Age of Athens: Brief period after the Persian war when the art, architecture and
culture of Athens were the most highly developed.
Ancient Greece Flashcards
City-state
Small settlement with its own laws,
customs, and leaders.
Athens
Famous Greek city-state which valued art,
literature, and learning.
Sparta
Famous Greek city-state which valued
physical strength.
Marathon
Greek city twenty-five miles from Athens.
During the Persian Wars the fastest
runner in Greece died after running from
Marathon with a message. A marathon
running event was added to the Olympics
in Athens to commemorate his run.
Peloponnesus
A hand-shaped peninsula in the
Mediterranean sea on which many Greek
city-states were located.
Agora
Huge marketplace in the center of a
Greek city-state.
Acropolis
A hill above Greek city-states on which
temples to the gods and goddesses were
built.
Parthenon
Famous temple built on top of the
Acropolis to honor the goddess Athena.
The word parthenon means “house of the
maiden.”
Olympics
Sporting event held every four years to
honor the god Zeus. Our modern
Olympics originated from the Greek
Olympics.
Mount Olympus
In Greek mythology the home where
Olympian gods and goddesses lived.
Oligarchy
Government with several leaders from the
upper class of a society.
Tyranny
Government with one central leader who
usually gets his throne by war or
intimidation.
Democracy
Government in which the power is shared
by all citizens.
Monarchy
Government with one central leader who
usually inherits his throne.
Assembly
A law making group.
Drama
Stories told through acting in theaters.
Philosophy
The study of the meaning of life.
Socrates
and
Aristotle
Famous Greek philosophers.
Persian Wars
Series of wars between the Greek citystates and the Persian Empire.
Golden Age of Athens
Brief period after the Persian wars when
the art, architecture and culture of Athens
were the most highly developed.
Ancient Greece Visualizing Glossary
City-state
Small settlement with its own laws,
customs, and leaders.
Athens
Famous Greek city-state which
valued art, literature, and learning.
Sparta
Famous Greek city-state which
valued physical strength.
Marathon
Greek city twenty-five miles from
The Boston Marathon is based
Athens. During the Persian Wars
on the first international Olympic
the fastest runner in Greece died
games in Athens.
after running from Marathon with a
message. A marathon running
event was added to the Olympics in
Athens to commemorate his run.
Peloponnesus
A hand-shaped peninsula in the
Mediterranean sea on which many
Greek city-states were located.
Agora
Huge marketplace in the center of a
Greek city-state.
Acropolis
A hill above Greek city-states on
which temples to the gods and
goddesses were built.
Parthenon
Famous temple built on top of the
Acropolis to honor the goddess
Athena. The word parthenon
means “house of the maiden.”
Olympics
Sporting event held every four years
to honor the god Zeus. Our modern
Olympics originated from the Greek
Olympics.
Mount Olympus In Greek mythology the home where
Olympian gods and goddesses
lived.
Oligarchy
Government with several leaders
from the upper class of a society.
Tyranny
Government with one central leader
who usually gets his throne by war
or intimidation.
Democracy
Government in which the power is
shared by all citizens.
Monarchy
Government with one central leader
who usually inherits his throne.
Assembly
A law making group.
Drama
Stories told through acting in
theaters.
Philosophy
The study of the meaning of life.
Socrates
and
Aristotle
Famous Greek philosophers.
Persian Wars
Series of wars between the Greek
city-states and the Persian Empire.
Golden Age of
Athens
Brief period after the Persian wars
when the art, architecture and
culture of Athens were the most
highly developed.
Unit Topic: Ancient Greece Introductory Lessons
Essential Questions:
What are the enduring legacies of Ancient Greece?
What words and strategies are essential to use in order to ask questions, answer questions,
and make comments pertaining to Ancient Greece?
Learning Objectives:
Students will be able to define key words and concepts related to Ancient Greece.
Students will be able to ask and answer questions, and make comments during discussions in
small group language lessons and classroom activities on the topic of Ancient Greece.
IEP Benchmark Objectives:
Students will be able to use active listening strategies (listening for and highlighting key
words) while viewing Ancient Greece videos.
Within the context of curriculum-related assignments, students will be able to use strategies
(visualizing, illustrating, graphic organizers, visual aids) to understand, retrieve and express
Ancient Greece vocabulary.
Background or Lesson Set up:
Use these preview lessons to introduce and practice using key words related to the Ancient
Greece before students start learning about the topic in class.
Key Strategies/Skills:
Listening for and highlighting key words, visualizing, illustrating, using visual aids and
graphic organizers
Materials:
Ancient Greece word bank, glossary, visualizing glossary, and flashcards, videos in wiki
Procedures:
1. Introduce Ancient Greece unit by pretesting to determine what vocabulary students
already know pertaining to the topic. Using Ancient Greece flashcards cut up words
and definitions and instruct students to match definitions to target words and/or ask
them to generate definitions for target words.
2. Brainstorm possible words to include in an Ancient Greece word bank.
3. Provide students with word banks. Activate schema by viewing Ancient Greece
videos in wiki; students listen for key words and highlight words on word bank as
they hear them.
4. Using visual aids (videos in wiki, pictures and diagrams in text) discuss the meaning
of each word in the glossary.
5. Create a set of flashcards (each student makes their own set) using the template in the
wiki. Fold two column chart in half so that the word is on one side and the definition
is on the other side. In pairs, students take turns stating words and associated
definitions.
6. Students use the strategies of visualizing and illustrating to draw their own pictures
on the Ancient Greece visualizing glossary table (word, definition, picture).
7. Create a wordle word bank (wordle.net). Students take turns selecting a word and
asking another student to provide the definition. If needed, have definitions available
so students can match definitions to target words. Students use selected words in
sentences to demonstrate that they know what the word means.
8. Encourage students to use their word banks and picture glossaries during small group
language lessons and classroom activities to facilitate accurate and efficient retrieval
of target words.
Assessment:
Matching definitions to words.
Definitions generated by students.
Highlighted word banks.
Completion of visualizing glossaries.
Oral responses during discussions.
Use of word banks and glossaries during discussions and classroom activities.
Performance on quizzes and unit tests.
Unit Topic: Ancient Greece
Lesson: Summarizing information regarding daily life in Ancient Greece
Essential Questions:
What are the enduring legacies of Ancient Greece?
Learning Objectives:
Students will be able to summarize key concepts and information related to daily life in
Ancient Greece.
IEP Benchmark Objectives:
Students will be able to retell, summarize, and explain relevant information stated in
curricular materials.
Within the context of curriculum-related assignments, students will be able to use
strategies (visualizing, illustrating, graphic organizers, visual aids) to understand,
retrieve and express Ancient Greece vocabulary.
Background or Lesson Set-up:
This lesson should be utilized after students have been introduced to various aspects of
daily life in Ancient Greece.
Key Strategies/Skills:
Using visual aids (word banks, glossaries)
Using graphic organizers
Monitoring responses
Making corrections
Materials:
Ancient Greece word banks and glossaries
Ancient Greece resources (books, and videos)
Oral summary graphic organizer
My Summary Rubric
Procedures:
1. Each student chooses a topic related to daily life in Ancient Greece.
2. Students use available resources to research their selected topic.
3. Students use oral summary graphic organizer for recording important information as
they research their topic.
4. Students rehearse and view their presentation in PhotoBooth.
5. Students evaluate their performance using My Summary Rubric.
6. Students present their oral summaries for other students who provide feedback.
Assessment:
Completed graphic organizers
Oral presentations
Videos of oral presentations
Student self-evaluation of oral presentations
Oral Summary Graphic Organizer
Topic: Ancient Greece
Introduction (State the subtopic that you will be summarizing)
Body (Include at least five facts about your subtopic...5Ws and H)
Conclusion
(Summarize your ideas with power. Remember to restate your opinion!)
Self-evaluation:
My Oral Summary Rubric
CATEGORY 4 WOW!! 3 GOOD
2 OK
1 Ho-hum
Includes all 5 Missing 1 W or Missing 2 Ws or Missing 3 Ws or
Content
Ws and H.
H.
H.
H.
Introduction
Introduction is Introduction is
interesting
boring or
and accurate. inaccurate.
Introduction is
boring and
inaccurate.
Does not have
an introduction.
Conclusion
Conclusion is Conclusion is
interesting
boring or
and accurate. inaccurate.
Conclusion is
boring and
inaccurate.
Does not have a
conclusion.
Posture and
Eye Contact
Stands up
straight, looks
relaxed and
confident.
Establishes
eye contact
with everyone
in the room
during the
presentation.
Stands up
straight and
establishes eye
contact with
everyone in the
room during the
presentation.
Sometimes
stands up
straight and
establishes eye
contact.
Slouches and/or
does not look at
people during
the
presentation.
Speaks
Clearly
Speaks
clearly all the
time.
Speaks clearly
most of the
time.
Speaks clearly
some of the
time.
Often mumbles
or can not be
understood.
Volume
Volume is
loud enough
to be heard by
all audience
members
throughout
the
presentation.
Volume is loud
enough to be
heard most of
the time.
Volume is loud
enough to be
heard some of
the time.
Volume often
too soft to be
heard by all
audience
members.
Listens to
Other
Presentations
Listens
intently. Does
not make
distracting
noises or
movements.
Listens intently
but has one
distracting noise
or movement.
Sometimes
does not
appear to be
listening but is
not distracting.
Sometimes
does not appear
to be listening
and has
distracting
noises or
movements.
Other Comments:
Unit Topic: Ancient Greece
Greek Vocabulary sorted by the “GREATS”
Essential Question:
What are the enduring legacies of Ancient Greece?
Learning Objectives:
Students will be able to define and use words pertinent to the study of Ancient Greece.
Given a chart with “The GREATS” and cards with vocabulary words from the Ancient Greece
glossary, students will be able to categorize words into the categories of government, religion,
economy, art/architecture, technology, and social structure and levels and explain how
vocabulary words are related to the categories that they selected.
IEP Benchmark Objectives:
Within the context of curriculum-related assignments, students will be able to use strategies to
understand, retrieve and express grade level vocabulary.
Students will be able to explain relevant information stated in curriculum-related materials
Background or Lesson Set up:
Use this lesson after students have been introduced to a
Key Strategies/Skills:
Review the acronym GREATS that sixth grade social studies students are taught in order to learn
about the characteristics of a civilization.
G-Government
R- Religion,
E-Economy
A-Art and architecture
T-Technology (includes written language)
S-society (includes social structure and levels)
This is a review activity which is most appropriate after the words have been previewed and
students have been exposed to the words in class.
Materials:
1. Greek vocabulary glossary
2. Sorting mat with the GREATS
3. Vocabulary words for sorting
4. Answer key explaining possible word associations
Procedures:
Note: Activity can be used with one student or a small group. Procedure outlined here turns the
activity into a game for use as a small group. The activity can also be easily adapted to use with
any social studies glossary specific to an ancient civilization. (Some vocabulary words already
introduced have been added to the Greece glossary words. This activity doesn’t use all words
from the glossary of Ancient Greece words.)
1. Gather students around the sorting mat and review each of the GREATS.
2. Pass out vocabulary cards to each of the students as if dealing for a card game—or place
all of the words face-up next to the sorting mat.
3. Move around the table giving each student a turn. Students may pick one of their “cards”
if you dealt them—or pick from one of the words on the table.
4. At each student’s turn, they must match the word to the appropriate category on the
GREATS sorting map and define the word and explain and why it belongs in that
category.
5. When all the cards are sorted, discuss the connections among the words.
6. Extensions: Play again, but challenge students to sort some of the words differently. For
example, the word “agora” could fit with both economy and architecture. Challenge
students to compare Greek vocabulary with the vocabulary of other ancient civilizations
in each category of the GREATS.
7. Have students write an acrostic poem for GREECE using as many vocabulary words and
connections to the GREATS as they can. Share the poems in the group.
Assessment:
Observations or oral responses while sorting words and during discussion following game.
Sorting selections and oral explanations.
Written and oral presentation of Greece poems.
GREATS Sorting Mat
G- government
R-religion:
-
E-economy:
A-art and architecture
T- technology
S- social structure and
levels
Greek word cards for sorting—copy and cut before use! Most students will benefit from
physically sorting the words.
Colony
Monarchy
Agora
Olympics
Mount Olympus
Philosophy
Polytheistic
Oligarchy
Democracy
Assembly
Drama
Acropolis
Artisan
Citizen
City-state
Tyranny
While not officially part of the glossary, students may need to be familiar with the following
terms and ideas as well:
Mythology
Trade
Columns
Sculptures
Advances in Medicine
Slave
Educator answer key:
This will provide a framework regarding the connections most students will make while sorting the words.
There may be times when a student sorts differently and as long as he or she can make an accurate
connection, the answer should be considered “correct.” Encourage students to identify the most common
relationship.
Colony—Colonies were set up for trade, generally, so economics is a good answer. Also acceptable is
government, as these were set up as part of the government and sometimes administered differently.
Monarchy— Government is a good answer, but social Structure works as well as the ruler would represent
the highest level of society.
Agora—Economics is the best answer as the agora was the marketplace where trade took place. Art and
architecture could be defended as it was outside and within a set of stately building in the Greek style.
Olympics—Religion is the best answer since it is a festival to Zeus, the head of the Greek gods. It also says
a lot about the value of sports and a healthy body to the Greeks, so society can be a defensible answer.
The athletes also enjoyed a high social level.
Mount Olympus—Religion is the best answer as it is the mythological home of the gods. Since the gods
would be considered the very highest part of society, it might also fit in social level—although if students
say this, you may want to point out that the gods weren’t real.
Philosophy—This one could go in technology since the Greeks invented philosophy. Many philosophers
also recorded their thoughts in writing, although Socrates, the one students will be most familiar with, did
not. It could also fit in Social Levels as deep thinkers were usually valued. Some students may put it into
government because Socrates was condemned to death partly for encouraging young people to question
the government. I would allow this connection if the students are specific. This one is actually very hard!
Polytheistic—religion
Oligarchy—Could go with government or social levels as the oligarchs came from the aristocracy.
Democracy—Could go with government or social levels if well explained.
Assembly—goes best with government.
Drama—Drama goes best with Art and Architecture as drama was a new art form. Drama could be argued
to go in technology since the Greeks invented it. The love of plays also suggests something about the
society. Additionally, most drama festivals were celebrations for the gods.
Acropolis—Acropolis works best with religion or architecture as Greek acropoli were generally made into
temple complexes for the gods. Some students might mention that the hill also allowed the government to
look for invaders and argue that it belongs in government.
Artisan—Goes well in economy since it was a job category and items were made to sell. Also works in art
and architecture as most artisans made beautiful items with distinctive Greek designs. In addition, an
artisan was on a specific spot in the Greek social structure. Some students might even connect it to religion
as the motifs on most artwork involved mythology.
Citizen—relates best to government or social structure.
City-state—political unit—works best in government.
Tyranny—works best in government.
Mythology—works best in religion, but could also fit into art and architecture.
Trade—works best in economy. Some may say that trade was a specific job and part of the social structure.
Columns—works in art and architecture and also in technology as a building technique.
Sculptures—art and architecture. Also related to technology and social structure as sculptors were artisans.
Advances in medicine—belong in technology.
Slave—belongs in social level and economy. Some students might say government if they explain that
many slaves were taken during wars.