Download Ancient Greece Lesson Plan

Goal-­directed Instructional Design Plan -­ Ancient Greece Author -­ Laura LaFrenier 1. A problem or a need – The educational need for my 7th Grade Social Studies course is that students need to be educated about the past (specifically societies in the Eastern Hemisphere). In order to have well-­‐informed citizens in this global information age, students must be familiar with other civilizations around the world. My goal is to give students a basic knowledge of where humanity originated, ancient civilizations, as well as modern societies in the Eastern Hemisphere. Students must compare and contrast the characteristics of these civilizations throughout our study. 2. A real-­world performance – The learning objectives for various lessons need to address developing a basic and working knowledge of ancient and modern societies in the Eastern Hemisphere. Students explore these societies and learn through reading and sharing. The objectives center around gaining knowledge and taking that knowledge to the next level by asking questions and comparing and contrasting characteristics. Students will make connections to our current society by making comparisons to how we live as well as identifying the items from these societies that are still present in America today (example: democratic/republican governmental structure and the use of the Greek column in architecture). 3. An instructional objective – · 7 – W3.1.5: Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy. 4. A set of essential content – Ancient civilizations have specific and unique characteristics that make them different as well as similar. They have major achievements that we can see have influenced modern societies. Students will study Mesopotamia, Ancient Egypt, Ancient China, Ancient India, Ancient Greece, and Ancient Rome. Our unit of study will be an overview of five topics: religion, government, labor/social structure, technology, and communication. **This specific lesson will focus on Ancient Greece. 5. An evaluation consisting of a test or observation – Choice assessment in the form of a PowerPoint presentation of knowledge in a basic aspect of the ancient civilization studied (religion, government, labor/social structure, technology, and communication), Prezi, Glogster, or video. A method to help participants learn – 1. To begin, review with students the definitions of civilizations, city-­‐states, and Empires. 2. Explain to students that they will get back into their groups from previous lessons. However, during this lesson, students within each group will cover two different Greek city-­‐states (Sparta and Athens) because life in one city-­‐state can be drastically different in another. 3. Provide students with the Greek City States Guiding Questions document. This document contains links to several resources needed to complete the Guiding Questions (see questions and links at the end of this lesson plan). 4. Give students independent research time (on laptop computers, using internet resource links) to complete their group’s section of Guiding Questions. 5. Collaborate: Instruct students to work in their groups -­‐ comparing answers and collaborating (to ensure that all group members have the same level of knowledge – may share answers orally or by comparing answers on their handouts). Then, create a presentation (PowerPoint, Prezi, Glogster, or video) displaying their knowledge of their assigned category. 6. Instruct students to take notes on other students’ presentations – using their Guiding Questions – pen and paper or on laptops. 7. Discuss presentations and fill in any gaps in learning that students may have missed in their presentations. • Motivation: ◦ Meaningfullness – Students will see how ancient Greece influenced our society today as well as other ancient civilizations. Students will experience the value of learning about other cultures in making us better people and citizens. ◦ Pleasant consequences – the student will have a knowledge base of ancient Greek civilizations that will carry them throughout their lives. Students will have the tangible product of a presentation that they have created to show this knowledge. ◦ Novelty – Students find ancient Greece (particularly Sparta) interesting due to the movie “300”. I will show a clip from this movie to get students interested in researching Ancient Greece. • Socialization -­‐ Students will be working together in small groups of 4-­‐5 members to discuss/share their learning of the ancient civilization studied. Students will then create a group project that represents their learning in a chosen format. • Audience – For what audience are you designing this lesson? Consider the following: ◦ Age: Seventh grade students (ages 12-­‐13) ◦ Skill level: Seventh grade students with previous experience with Internet and historical research at the Middle School level (previous lessons in my class and others) ◦ Prerequisite knowledge: Internet navigation knowledge (how to click on links and go back to previous pages) and PowerPoint Presentation creation knowledge are needed. Knowledge of historical research is also essential -­‐ reading information and pulling out the key elements that answer specific questions assigned, as well as summarizing information into usable chunks. Knowledge of group work and how to learn with and work with others is also needed. • Technology Needs – Students will need mini-­‐laptops (our school has carts that we can sign out), Internet access, time to research on the Internet, PowerPoint, Glogster, Prezi, or a video camera. Greek City States Guiding Questions Government Religion Communication Athens Describe Athenian democracy. • Who is in control in Athenian democracy? • Who could vote? • Who couldn’t vote? • What was the assembly? • Why was the Pnyx important? • How were people selected for the Boule? How did myths lead to the development of Greek religion? How were oracles used to communicate with Greek gods? Athena is the protector of Athens. Describe the myth of Athena and how she became the protector of Athens. Why is the Parthenon, Erechtheion, and the Acropolis significant in Ancient Athens? Describe the Greek Alphabet • What set the Greek Alphabet apart from earlier forms of communication that were based on symbols? • What was the major difference between the Greek Alphabet and the Phoenician Alphabet? • How was the Greek Alphabet written down...what material did they write on? • How did the simpler Greek Alphabet provide more learning and trade opportunities? Sparta Describe the Spartan government • What is the purpose of the king, Ephors, Council, and Assembly? How did myths lead to the development of Greek religion? How were oracles used to communicate with Greek gods? Ares is the protector of Sparta. Explain why Ares was chosen as the protector of Sparta. Describe the Greek Alphabet • What set the Greek Alphabet apart from earlier forms of communication that were based on symbols? • What was the major difference between the Greek Alphabet and the Phoenician Alphabet? • How was the Greek Alphabet written down...what material did they write on? • How did the simpler Greek Alphabet provide more learning and trade opportunities? Technology/Major Contributions Labor/Social Structure The Athens navy was very powerful in Ancient Greece. One invention was the trireme. Describe the benefits of this ship. Describe Ionic, Corinthian, and Doric style Greek columns. Provide an example of a temple that was constructed with each type of column. Describe the life of an Athenian male and female. The Spartans were a highly militaristic culture. The invented the Phalanx, which is a military maneuver. Describe the Phalanx. Spartans also had superior weaponry. They used a sword called a Xiphos. Describe the sword. Describe the life of a Spartan male and female.