Download Social Studies: 10 Day Unit Plan for Ancient Greece Bill Konichek

Social Studies: 10 Day Unit Plan for Ancient Greece
Bill Konichek
Lesson #1 Introduction Ancient Greece
Lesson Topic: Introduction
Type of Lesson: Introductory
Lesson Objectives:
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
TSWBAT using proper terminology, identify and describe terms associated with
geography.
TSWBAT, using proper terminology, locate and name Greece and its surrounding
seas on a map.
Materials:
1.
2.
3.
4.
5.
6.
7.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Overhead transparency map of Ancient Greece.
Lesson Background: This is the introductory lesson of a unit on Ancient Greece. This
lesson will build on our knowledge of Ancient Civilizations with locations, distance, and
topography similarities and differences from Egypt. It will also explore the Grecian
economy and why it developed the way it did.
Lesson Procedures:
Drill (5-10 minutes): (Activity #1) the vocabulary words are written on an overhead
transparency. Students know to copy these into their notebooks in the vocabulary/drill
section.
Developmental Activity (5 minutes): List several activities associated with the sea. Fishing,
trading, transportation, communications. Discuss very briefly the importance of the sea to
each activity.
Transition Statement: Class, we are about out of time so if I could have your attention.
Culminating activity (2-5 minutes) (activity 5). Vocabulary words.
Accommodations: For Zach I will try to make the unit as visual as possible to help with his
learning. For Kyla I would have her use a computer and have her type out the words to
help her understand.
Lesson #2 Ancient Greek Culture
Minos & Mycenae
Lesson Topic: Ancient Greek Culture
Type of Lesson: Developmental
Materials:
1.
2.
3.
4.
5.
6.
7.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Maps of, the World, Europe
Lesson Background: This is the second lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into the the Early
Greek civilizations, and their effect on later Greek civilizations.
Objectives:
1. The Student will be able to, with the help of a graphic organizer, compare the Greek
civilizations of Minos, and Mycenae.
2. The student will be able to describe what a "dark age" is
3. The student will be able to discuss oral history, its accuracy and reliability, as well
as why historians use it today.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy todays drill questions on their drill sheets for turn in.
2. Drill questions: The Mycenaens built their cities on ___________. Minoan cities
included underground plumbing and ______________ and ______________.
3. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Students take out graphic organizer we were working on last week.
We are going to finish this today.
Developmental Activity: Students will fill in with the help of the textbook, the graphic
organizer on Mycenae.
Transitional Statement: Please put the graphic organizer in your notebooks. You will need
these notes for your Unit Quiz. Now let us turn our attention to the "Greek dark ages".
Who can tell me what a "dark age" might be. Have them write their thoughts in their
notebooks as an important concept.
Overhead: The Early Greeks
How did geography and climate influence ancient Greece in the following areas?
How did geography contribute to Greece's development as a group of individual city
states?
What were some of the things the Minoans achieved and the Mycenaeans adopted in these
areas?
Answer these questions:
1. When did the Greek city-states develop?
2. What was the Age of Expansion?
Developmental Activity:
1. Define Epic, discuss oral history.
2. Begin reading the Odyssey (the Cyclops cave) as an example of Oral history that
was later written down.
Safety Valve: Map Activity, Have students find on a map of Europe then a map of the
world, Greece, Egypt, Mesopotamia, Crete, Turkey (Asia Minor). Discuss trade.
Review/Conclusion: Have students give examples, using their graphic organizers of
similarities and differences between Minos, and Mycenae.
Accommodations: Prior to the class I would ask Zach or Kyla if they would be willing to read
to the class when their turn comes. If not They can follow along with the reading or find
another way to include them in the class.
Ancient Greece: Lesson #3 Athens as a City-State
Lesson Topic: Athens as a City State; introduction of Democracy; introduction to Sparta
Type of Lesson: Developmental
Lesson Objectives:
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
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TSWBAT explain the political evolution of the city-state
TSWBAT define democracy
TSWBAT explain the structure of Athenian society and economy
Materials:
1.
2.
3.
4.
5.
6.
7.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list characteristics of Athens and Sparta.
Overhead transparency Venn Diagram.
Lesson Background: This is the third lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of democracy, and its importance to Athens. It will also
touch upon Athenian society and economy.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. A selected student will read aloud today's Objectives from the blackboard.
Transition Statement: You have heard many times in your life that we live in a democracy.
Have you ever wondered what a democracy really is?
Developmental Activity:
1. Have students define "Democracy". Write their ideas on a blank transparency.
2. Have students look up "Democracy" in their textbook. write this definition under
their ideas.
3. Give a dictionary definition of "Democracy" write this under the textbook
definition.
4. Have students compare the three definitions, and discuss their comparisons.
Transition Statement: The Greek city states were among the first practitioners of
Democracy. Lets take a look at two of the most famous of the Greek cities.
Developmental Activity:
1. Have students read aloud the background information on Athens and Sparta.
(Teacher will provide additional material). List important notes on each in columns
on a blank overhead.
2. On blank overhead draw a Venn Diagram. Label one section Sparta, label the other
outside section Athens, label middle shared section similarities. Have students
provide information from the list into each section.
Conclusion: Review with students, democracy, the growth of the City-states, Athens and
Sparta
Accommodations: The visuals will help Zach understand the material better. For Kyla I
would allow her to type the vocabulary and ideas down to remember them better.
Ancient Greece: Lesson #4 Rise of the City States
Lesson Topic: The rise of the City States in Greece
Type of Lesson: Developmental
Materials:
1.
2.
3.
4.
5.
6.
7.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Maps of, the World, Europe
Lesson Background: This is the fourth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of the rise of the city-states in Greek and the
development of democracy.
Objectives:
1. The Student will be able to define democracy.
2. The student will be able to describe what a "city-state" is
3. The student will be able to discuss who was able to participate in Athenian
democracy.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in. Drill questions:


The Minoans & Mycenaeans both spoke ____________
During the Dark Ages _________came to a standstill.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Today we are going to try an experiment. Today, you will write on
the overhead. The first word you will write is Democracy. Who would like to do that?
Developmental Activity: Students will brainstorm ideas on what democracy is. Teacher
will write these ideas on a blank overhead. Tell students that we will look at this
transparency at the end of the day to see if they might change what they believe a
democracy is.
Define Democracy, Monarchy, Oligarchy. Have students write down definitions as notes.
Developmental Activity: Read Aloud "Understanding Democracy". Discuss with class why
they think Athenian democracy can or cannot work in the U.S.
Review/Conclusion: Take out transparency of student ideas on democracy. Discuss with
students how they would change this overhead now.
Accommodations: I would let both Zach and Kyla type their notes for better understanding.
The other idea is to have fill in the blank notes for both students were they would enter the
correct word to make the sentence correct.
Lesson #5 Sparta and Athens
Lesson Topic: The Greek Gods, Sparta and Athens
Type of Lesson: Developmental
Materials:
1.
2.
3.
4.
5.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
6. Completed Cutouts with symbols drawn on.
Lesson Background: This is the fifth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into Greek
mythology, the differences between Sparta and Athens, and the Persian Wars.
Objectives:
1. The Student will be able to, describe additional Greek Gods
2. The student will be able to compare Spartan training with Athenian training.
3. The student will be able to list several causes for the Persian Wars
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we introduced two more Greek Gods. I would like to
introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Developmental
Activity: Sparta and Athens. Have students take out Graphic organizer from yesterday for
notes
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian
education vs. Spartan education. Review with students; Olympics, government, and daily
living in Greece.
Accommodations: I would have Kyla fill out her notes by typing to help her understand
the material. The use of visual aids will help Zach with the material.
Ancient Greece: Lesson #6 Daily Life
Type of Lesson: Developmental
Materials:
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2.
3.
4.
5.
6.
7.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Filmstrip on daily life in Athens.
Lesson Background: This is the sixth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into the the daily
life of the Greeks.
Objectives:
1. The Student will be able to, define democracy
2. The Student will be able to describe the daily life of a typical greek citizen.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Yesterday we started a discussion about democracy in ancient
Athens, and how it compares to democracy today. We will continue that lesson today, and
in addition look at the daily life of a Greek by using the filmstrip. Take out some paper to
write down some notes.
Developmental Activity: Show filmstrip, discussing appropriate sections with the students,
having them take notes about democracy in Athens, and daily life in Greece.
Accommodations: Both Zach and Kyla could use devices to type their notes for better
understanding. The other idea would to have fill in the blank notes to help them with their
understanding.
Day 7 activities:
-The student will have a work day on their projects they have selected at the beginning of
the unit. The students will use class time to work on or complete their work on the Greeks.
=Lesson #8: The Greek Gods, Sanctuaries, and the Olympics
Type of Lesson: Developmental
Materials:
1.
2.
3.
4.
5.
6.
7.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Overhead transparency list of terms.
Cutouts for students to draw symbols on.
Lesson Background: This is the eighth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into the the
origin of the Olympic games, and Greek mythology.
Objectives:
1. The Student will be able to, define Olympics.
2. The student will be able to list some events that took place during the Greek
Olympics.
3. The student will be able to compare modern Olympics with Greek Olympics.
4. The student will be able to discuss the Greek beliefs in Gods and myths.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Last week we ended the week starting to learn a little about the
Greek Gods. We will continue with that lesson a little later today.
Developmental Activity: . Ask students what they know about the olympics today. With a
graphic organizer, compare the original Olympics with modern Olympics.
Transitional Statement: It said in our textbook that the Olympics were held to honor the
Gods. The Greeks believed in many Gods. They believed that the gods controlled every
thing in nature, and liked to interfere with men's lives. The reason I had you start drawing
a symbol for the God that you were representing is that we are going to build a family tree
of Greek Gods. Each of you is going to be given the opportunity to present your symbol
and explain to the class why you chose that symbol to represent that God.
We are then going to place them in their correct spot on our Greek God family tree. You
will be receiving a grade on your project. The grade will be based on completion of work,
appropriateness of your symbol, and your presentation.
Developmental Activity: Hand out shapes, and information sheets on the Greek Gods.
Have students design a symbol to Represent the God they have been given. Have students
work in pairs. Inform them that we will be developing a Greek God family tree. (have
students put their names on the backs of their designs. Work on this for the rest of the
class. Tell students that we will be introducing a new God or Gods each day next week
2. If we have time we will present our first two Gods today.
Greek Gods: The ancient Greeks explained the wonders around them and the happenings
in their lives as being the work of the gods. The gods and goddesses looked much like
people. However, the gods and goddesses were more beautiful, handsome, clever, and
powerful. They not only looked much like people, they acted like people. They had
quarrels, played tricks, and were often jealous. Their homes were not the heavens but just
the top of mountain in northern Greece - Mount Olympus. The mountain was much too
difficult a climb for mere mortals. The Greeks made stories about their gods and
goddesses which are called myths. These myths are still read today. Zeus and Hera were
the King and Queen of the Greek gods.
Accommodations: The visuals will help Zach and Kyla would be able to type her notes for
better understanding
Lesson #9 The Greek Gods
Lesson Topic: The Greek Gods
Type of Lesson: Developmental
Materials:
1.
2.
3.
4.
5.
6.
Notebook/Paper
Textbook
Pencil/Pen
Blackboard/Chalk
Overhead projector
Completed Cutouts with symbols drawn on.
Lesson Background: This is the ninth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into Greek
mythology.
Objectives:
1. The Student will be able to, describe additional Greek Gods
2. The Student will be able to finish presentations on Greek Gods.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Last week, we introduced several Greek Gods. I would like to
introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone
let us have a little fun today. I need an artist. (Select one or two students to draw a family
tree using handout as a model. We are going to place our symbols on the family tree. I
would like everyone to finish and color in your symbol today. You may take the rest of the
class to do so. I am going to place this tree up on the back bulletin board so do a good job.
Developmental Activity: Have students finish coloring in symbols.
Review/Conclusion: Review the Gods we have in our family tree.
Accommodations: The visual will help Zach better understand the Gods of Ancient
Greece. Kyla would be able to type her notes for better understanding.
Lesson #10 The Persian Wars
Lesson Topic: The Persian Wars.
Type of Lesson: Developmental
Materials:
1. Notebook/Paper
2. Textbook
3.
4.
5.
6.
Pencil/Pen
Blackboard/Chalk
Overhead projector
Graphic Organizer
Lesson Background: This is the tenth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into the Persian
Wars.
Objectives:
1. The Student will be able to, complete their list of the four main battles of the Persian
Wars
2. The Student will copy the rubric for their Persian War assessment.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Last week you worked on a graphic organizer for the Persian Wars.
Now that you have the information, you need to do something with it. You are going to
write a paper explaining the Persian Wars.
Developmental Activity: Hand out the Rubric for writing the Assessment. Go over in class.
Ensure all students understand.
Transition: Hand out copy of writing rubric. Tell students, We have finished with chapter
11. What usually happens when we finish a chapter? We are going to have a test. To get
you ready for the test we are going to have a little review.
Review: Use flash cards, and break up into teams.
Writing Assessment Rubric: Using your graphic organizer, you will write a paper about
the Persian Wars. This paper will include:
1. An introduction paragraph which will also include the causes of the Persian Wars.
2. Three additional paragraphs each of which will discuss one of the following battles.
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Marathon
Thermopalyle
Salimis
3. Each of the paragraphs discussing the three battles will include:
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Who is involved
Where was it fought
When was it fought
What happened.
Who won.
Details of the battle if known.
4. A conclusion paragraph.
This assessment is due (due date)
Accommodations: The visuals will help Zach understand the material. Kyla would be able to
type out her notes for better understanding.