Download Grade 6 - Evesham Township Schools

Grade 6
Social Studies
Unit of Study
A Study of Authority
Revised by Robin Collins,
Sherrill Huston, Dori Aughenbaugh, and Elizabeth Kilroy
Summer 2008
Overview:
The purpose of this unit is for students to define authority and analyze the power
of the authorities of Ancient Greece and Ancient Rome and their influence on the
development of their civilizations. Students will examine how authority has been
demonstrated in the past and recognize similarities and differences in how it is
demonstrated today.
Unit goals:
1. Demonstrate an understanding of how different authorities influence your life.
2. Compare and contrast the development of authorities over time.
3. Identify the consequences of authority and its effect on society.
Driving questions:
1. What are the different authorities that influence your life?
2. What qualities of authorities are similar and different over time?
3. What are the positive and negative outcomes of the use of authority?
Scope:
12 weeks should be allotted for this course of study.
Suggested Sequence:
Introductory Lesson
• Defining authority
Section 1 Lessons: Power of ancient Greek Geography
• Ancient Greek Map
• Mycenaens and Minoans
• Farming in Ancient Greece
• Ancient Greece city-states of Greece
Section 2 Lessons: Power and Authority of Government in Ancient Greece
• Development of Government in Athens
• Other Governments in Ancient Greece
• Athens vs. Sparta
• Ancient Greek Wars
• Alexander the Great
Section 3 Lessons: Power and Authority of Religion in Ancient Greece
• Ancient Greek worship
• Gods and Goddesses
• Greek Mythology
• Olympics
Section 4 Lessons: Power of Greek Achievements
• Greek Achievements
Section 5 Lessons: Power of Roman Geography
• Romulus and Remus
• Map of Ancient Rome
• 5 themes of Roman geography
• Early Romans
• Pompeii
Section 6 Lessons: Power and Authority of Ancient Roman Government
• Patricians and Plebeians in the Roman Republic
• Punic Wars
• Julius Caesar
• Augustus Caesar and the Roman Empire
• Emperors of Ancient Rome
• Constantine
Section 7 Lessons: Power and Authority of Roman Religion
• Early Roman Beliefs
• Changes in Religious Beliefs in Ancient Rome
Section 8 Lessons: Legacies of Ancient Rome
• Roman Achievements
Culminating Activity
• Authority Collage
Culminating Activity
Authority Collage
Resources
1. Interdisciplinary Thematic Unit, Teacher Created Materials
Ancient Greece – 1-55734-575-9
Ancient Rome – 1-55734-576-7
Middle Ages –
2.
History Pockets – Evan-Moor
Ancient Greece 1-55799-903-1
Rome
3.
Ancient Greece Independent Learning Unit – Good Apple 0-86653-583-7
4.
Ancient Civilizations – Greece – T.S. Denison 513-02190-6-6
5.
Ancient Civilization – Rome – T.S. Denison 513-02189-2-2
6.
Ancient Greece Grades 4-8 - Scholastics 0-439-05919-4
7.
Aegean Civilizations – Milliken - Troy, Crete, and Mycenea 1-55863-515-7
8.
Greece, The Hellentistic Age – Milliken (2 Books) 1-55863-516-5 and 1-55863-517-3
9.
Greece:Exploring Ancient Civilizations – Teaching and Learning Co. 1-57310-307-1
10. Greek and Roman Civilizations by: Heidi Diercks, Ph. D., Social Studies Activity
Book, Mark Twain Publishing Company
11. Integrating Ancient Civilizations with Reading Instructions, Creative Teaching Press
1-57471-907-6
12. Choose Your Own Ending History Stories – J. Weston Walch, Publisher
0-8251-1907-3
13. Greek and Roman Mythology – Mark Twain -CD – 1829
14. Ancient Greece Thematic Unit – Teacher Created Materials 1-55734-297-0
15. Ancient Greece – Creative Teaching Press CTP 2464 CTP 2470
16. Building Skills by Exploring Maps: Ancient Civilization CTP2511 1-59198-124-7
17. Classroom Plays for Social Studies – EDUPRESS – 1-56472-240-6
18. Greek and Roman Mythology by McDonald MCR295 – 1-55708-186-7
19. Rome Frank Schaffer Publications – 0-7647-0151-7
20. Ancient Greece: A Comprehensive Resource for the Active Study of Ancient Greece
– World Tea
21. Prentice Hall; The Pageants of World History, 1994. 013-016924-2
Internet Sites
• MrDonn.org : Free Lesson Plans and Activities for K-12 teachers and students
• ReadingQuest.org : Making Sense in Social Studies
Introduction Section: My Definition of Authority (1 day)
Rationale: Authorities are important in modern day society within the school
community students need to recognize and respect authority.
Objective:
• Students will define authority and power in their daily lives.
Materials:
¾ Carousel brainstorming direction sheet
¾ Chart paper
Procedure:
1. Post the following questions at the top of chart paper for the Carousel brainstorming
activity:
• What is authority?
• Who has authority at school?
• Who has authority at home?
2. Once the original question is rotated back to the original group, have the groups
reflect upon the information given. Each group is to determine an “answer” to the
question and share it with the class.
3. Discuss student responses.
Assessment:
• Completed Carousel activity for effort and accuracy
• Informal teacher observation of students’ work
Strategies for Reading Comprehension
Carousel Brainstorm
What Is a Carousel Brainstorm?
Whether activating background knowledge or checking understanding after studying a topic, a
carousel brainstorm allows you to have students pull out and think about what they know about
subtopics within a larger topic.
How Does It Work?
Begin by putting students in groups of 3 or 4. Give each group a sheet of newsprint/chart
paper. Each group's sheet has a different subtopic written on it. One student serves as the
recorder and has a particular color of magic marker. Explain that the students will have a short
time (say, 30 seconds) to write down on their chart paper all the terms they can think of that
they associate with their topic. Explain upfront that you will then have them pass their sheet
over to the next group, and a new topic will be passed to them. Make it clear which direction
you'll have them pass the sheets so that this is orderly AND so that each group will receive each
of the subtopic sheets. At the end of the 30 seconds, tell them to cap their markers, remind
them to keep their markers, but have them pass their sheets to the next group according to the
pre-determined path for passing. After three or four passings, you will probably want to extend
the writing time to 40 seconds, then 45 seconds, and perhaps up to a minute, because all the
easy ideas will have been taken by previous groups, and the students will need more time to
talk about and think of other terms to be added to the brainstorm list. Keep having students
brainstorm, write, and pass until each group has had a chance to add ideas to each of the
subtopic sheets. Let them pass it the final time to the group who had each sheet first.
Isn't This Like "Graffiti?"
Yep, almost exactly like it, but the difference is that with Graffiti, the sheets are posted on the
wall, and the students move around from sheet to sheet. With Carousel Brainstorming, the
students stay seated and the sheets are passed. Otherwise, it's hard to tell the difference.
How Might I Push It a Step Further?
I like to go beyond the simple brainstorm and have the group who started with the sheet look it
over when it returns to them, note all the other ideas that were added after it was passed
around to the other groups, and then circle the three terms that they think are most essential,
most important, or most fundamental to the topic at the top of their sheet. That way, they
spend some time critically evaluating all the possible terms and topics and making decisions
about which are most representative of or most closely associated with the given topic.
Sometimes, students do this quickly or almost glibly, but often the groups will spend quite a
while hashing this out. That tells me that they are really thinking about it. Then, I'll have them
try to write a definition for their topic, a statement that explains to someone who is unfamiliar
with it what that topic is really about. I tell them that since they have already circled three
terms that they consider essential or fundamental to their topic, they'll probably want to USE
those three terms in their definition, or be darned sure to consider them for inclusion in their
definition. While this has the limitation of having students think deeply about only ONE of the
subtopics (the sheet they have before them, not all the other subtopics on the other sheets), I
still find great value in the depth of thinking and conversation as we take the strategy this much
further.
URL for this page: http://www.readingquest.org/strat/carousel.html.
Section 1 Power of Geography
Lesson 1: Ancient Greece Map (1 day)
Rationale: The geography of Greece led to the development of various city-states.
By labeling a map with major geographic features, students will identify the problems
which led to small city-states.
Objective:
• Students will identify how the geography of the Aegean area led to the development
of Ancient Greece.
• Students will label major geographical features on a blank map of Ancient Greece.
Materials:
¾ Masters of Ancient Sea A1-1
¾ Selective Underlining Strategy
¾ Geography A1-2
¾ Overhead map A1-3
¾ Assorted maps A1-4
¾ Optional HW Greek/Italian geography, Finding Your Way A1-5
¾ National Geographic Ancient Greece Picture Pak #2
Procedure:
1. Use National Geographic Ancient Greece Picture Pak #2 and discuss how
geographical features in Greece are different from Ancient Egypt.
2. Teachers read orally or students in pairs/independently read Masters of the Seas
sheet. After modeling how to highlight important information, have students
complete the reading and highlighting of important information. (See Selective
Underlining Strategy.)
3. Students will label the map of Greece independently, with a partner or as whole
class using map direction sheet. (Assorted maps are given. Choose one to use with
your class.)
Assessment:
• Students will compare their map with answer key on the overhead.
Strategies for Reading Comprehension
Selective Underlining
What Is Selective Underlining?
Well, there's underlining, and there's underlining selectively. [By the way, even though I'm
using the word "underlining," you can feel free to know that that also means highlighting.] The
way to make underlining useful as a tool for comprehension is for it to be strategic, selective,
and purposeful. The underlining must be undertaken toward particular ends.
Do you remember how wonderful it was to discover the highlighter, perhaps when you were in
college? I know that for me, I was more likely NOT to read the stuff I was highlighting. For
some reason, that's the effect that a highlighter had on me. Or maybe I'd look back at the
selection and find I'd pretty much colored the whole darn thing yellow. With selective
underlining (and highlighting!), the idea is to underline ONLY the key words, phrases,
vocabulary, and ideas that are central to understanding the piece. Students should be taught
this strategy explicitly, given time and means to practice, and reinforced for successful
performance.
How Can I Teach My Students to Selectively Underline?
There are several ways to go about it. You may be saying, "Selective underlining is all well and
good, but have you eggheads up in the university forgotten that we use textbooks, and that our
kids only get to use them for the year, but we have to use them at least five years??" That's a
fair question, so how can you teach this strategy anyway?
1. First of all, let's realize that not every single bit of text you have students read is in a
textbook and untouchable.
2. Second, consider seeking out appropriate content sources, such as newspapers, that
students can indeed learn this strategy with while still pursuing meaningful social studies
goals.
3. Third, think about how you can get around the problem of textbooks that can't be marked
in. For instance, in order to teach the strategy, you might photocopy a page or two out of
the text that students use and distribute it to them. Make an overhead of that selection for
yourself. Model for them and guide them in practicing the strategy on the photocopies.
Alternatively, if you have enough of the materials available to you, give each student a
sheet of transparency film, some paperclips, and some overhead pens. Let them practice
directly on their texts by using the transparencies.
Think about how this strategy would work when combined with power thinking. Students might
put a box around Power 1 ideas; an oval around Power 2 ideas; and an underline under Power
3 ideas. Students might also use different colors in their underlining. Power 1s could be blue,
Power 2s could be red, and Power 3s could be green.
Practice selective underlining for different purposes: underline key vocabulary and its definitions
or explanations, and use this as an opportunity to focus on how authors reveal the meaning of
new terms within the context. Or have students underline cause and effect. Or ask them to
underline the facts and concepts that support a particular viewpoint, as might be useful with a
strategy such as Opinion-Proof. Remember, you're limited only by your own imagination with
teaching and applying selective underlining.
URL for this page: http://www.readingquest.org/strat/underline.html.
Insert A1-1 Master of the Ancient Seas p. 6
Insert A1-2 Geography p. 7
Name ___________________________________________
Period_______
A1-4
Ancient Greece Map Activity
Directions: Using your resources (including textbook pages 80, 86, and 88),
identify and label the following features on your blank map of Greece.
1. Label and Color BLUE:
•
The Mediterranean Sea
•
The Aegean Sea
•
The Ionian Sea (hint – look for the Ionian Islands which are located in the
Ionian Sea.)
2. Label and color the Island of Crete ORANGE.
3. Label and color the area of Greece called Peloponnesus RED.
4. Label and color the part of the Persian Empire (or Persia that you can see
on your map) PURPLE.
5. Label and color the region of Greece called Macedonia GREEN.
6. Label Athens and put a STAR on it.
7. Label Sparta and put a DOT on it.
8. Label Troy and put a TRIANGLE on it.
Name ___________________________________________
Period_______
Map of Ancient Greece
A1-4
Name ____KEY_______________________________________
Period_______
Map of Ancient Greece A1-4
A1-4
Name ___________________________________________
Period_______
A1-4
Notes on the Geography of Ancient Greece
Directions: Use an atlas or Pageant of World History pp. 96, 100 and 105 to
complete the following.
Label the following on your map:
Mdeiterranean Sea Pindus Mountains
Aegean Sea
Griva Mountains
Ionian Sea
Peloponnesus
Crete
Persia
Macadonia
City of Athens
City of Sparta
City of Troy
City of Alexandria
Shade in the water blue, the land green, and the mountain ranges brown.
Name ___________________________________________
Period_______
A1-4
Make a Map
Directions: Use an atlas and the directions below to label the map of Ancient Greece
1. Three seas have played an important role in the history of Greece. Label them:
Mediteranean Sea, Aegean Sea, and Ionian Sea.
2. Ancient Greece was made up of the following areas. Label them on the map:
Persian Empire, Macedonia, Thessaly, Attica, Peloponnesus, and Thrace.
3. Greek civilization began on the island of Crete in the city of Knossos. Lable the
island of Crete and the city of Knossos.
4. Label the following important city-states: Mycanae, Troy (a.k.a. Abydos).
5. The Greeks believed their gods lived atop their highest mountain. Label Mount
Olympus.
6. Label the following cities: Athens, Sparta, Delphi, and Argos.
Insert Greece T.S. Deniston & Co p. 9 A1-4
Greek and Roman Mythology p. 14, A1-4
Greek and Roman Mythology 11, 17 (need a new copy) A1-5
Finding Your Way Around p. 8 9(?)A1-5
Lesson 2: Minoans and Mycenaens (1-2 days)
Rationale: The Minoans and the Mycenaens influenced the development of Ancient
Greece and their civilization was influenced by the geography of the Aegean area.
Objectives:
• Students will compare and contrast how the geography of the Aegean area shaped
the civilization of the Minoans and Mycenaens.
• Students will compare and contrast how life differs depending on the physical
environment of an area.
Materials:
¾ Minoan and Mycenaen info sheets A2-1
¾ Assessment/Enrichment sheets A2-2
¾ Minoan and Mycenaen Venn diagram graphic organizer A2-3
¾ Aegean World, Arizona Smith video
Procedure:
1. (Purpose) As students enter the class have them begin to work on the following
reflection as a Do-Now:
• How is life an island different from life on the mainland? (i.e. LBI and Marlton)
2. Have students share their response with a partner and briefly discuss the differences
as a class.
3. (Purpose) Brainstorm with a partner problems that occurred in Ancient Rome.
4. After previewing the Venn Diagram, show the Arizona Smith video, Aegean World,
or have students read using Minoan and Mycenaen information sheets. Direct
students to complete the Minoan and Mycenaen Venn diagram independently or
with a partner. Check diagrams for accuracy when completed.
Assessment:
• Journal Response: Based upon what you have just learned about the two ancient
Greek cultures, which would you rather have been: a Minoan or Mycenaen? Explain
your response. (Accept all reasonable responses. Score using the 4 Point Rubric)
Possible Rubric for Journal Resonse:
4
3
2
1
0
A 4-point reflective clearly demonstrates understanding of the task,
completes all requirements, and provides an insightful
explanation/opinion that links to or extends aspects of the simulation
and debates
A 3-point response demonstrates an understanding of the task,
completes all requirements, and provides some explanation/opinion
that links to the simulation and debates
A 2-point response may address all of the requirements, but
demonstrates a partial understanding of the task, and uses aspects of
the simulation and/or debates incorrectly or with limited success
resulting in an inconsistent or flawed explanation
A 1-point response demonstrates minimal understanding of the task,
does not complete the requirements, and provides only a vague
reference to the simulation and/or debates
A 0-point response is irrelevant or off-topic
Name ___________________________________________
Period_______
History
Location
Culture
(Way of Life)
Art
Myth
Mysterious Decline
Mycenaean
Minoan
A2-3
Name ___________________________________________
History
Location
Art
Myth
A2-3
Named for King Minos
1st Navy
Writing – system
for record keeping
Island of Crete
Trojan War
King Agamemnon
Mycenae – City in Southern Greece
Protection walls – 40 ft. high by
20 ft. thick
Culture
writing system
(Way of Life) bathtubs beehive tombs
warlike
trade
economic center - palace
Period_______
Ruled the seas
Trading
Palace center of ecomony
Center of life – palace
Female freedom
ladder to get in
and out of houses
olive oil (exported)
trade
plumbing
paved roads
bull fights
Writing
System
Frescoes (all paintings)
sculpture (cups)
pottery
bronze weapons
gold masks
Cyclops – one eyed monster
(Cyclopian walls)
Mysterious Decline
DARK AGES –
we don’t know
much about it
historically.
Myths connected to monsters
war with Troy
failed leadership
mauders
Mycenaean
The Minotaur – monster
½ man, ½ bull
fire
tidal waves
earthquakes
Myceneans invaded
Minoan
Luxurious life
Palace – Center
of civilization
Lesson 3: Farming in Ancient Greece (1-2 days)
Rationale: Farming was a major occupation of the ancient Greeks and the students
need to identify the crops were limited due to the geography of Ancient Greece.
Objectives:
• Students will analyze how the geography of Ancient Greece influenced the farming
of the ancient Greeks.
Materials:
¾ Image of Greek landscape/farming A3-1
¾ Pathos the Farmer A3-1
¾ Draw a picture or diagram graphic organizer A3-2
¾ Farming info sheets A3-3
Procedure:
1. (Purpose) As students enter the room, have them look at a picture of Greek
landscape and/or farming. As a Do-Now, have them respond to the following
question:
• How do you think the geography of Ancient Greece will affect farming?
2. Have students share their response with at partner. Briefly discuss their thinking.
3. Preview the Response Questions as a class. Then have students read Pathos the
Farmer independently, in pairs or as a whole class. Have students respond to the
reading by completing the Response Questions. Check answers for accuracy.
4. Use additional farming information sheets as needed.
Assessment:
• Have the student return to their Do-Now and reflect upon any changes in their
thinking about Greek farming.
• Draw a picture or diagram about something you learned about Greek farming.
A3-1
Name ___________________________________________
Period_______
A3-1
Pathos the Farmer Response Questions
1. How is the mountains and islands help city-states develop?
2. How is the location of Greece on the Mediterranean Sea beneficial for trading and
expansion?
3. In what ways did the sea shape the following:
• Greek culture
•
myths
•
economy
•
Trade
4. Why didn’t the ancient Greeks have large herds of animals or large quantities of
grain?
5. Describe a typical Acient Greek farm.
6. Why are olives such an important crop?
7. Define the following words:
• peninsula
•
archipelago
Lesson 4: Ancient Greek City-States (1 day)
Rationale: The formation of Greek city-states led to diverse political authorities
throughout the history of Ancient Greece.
Objective:
• The students will identify the changes of ancient Greek city-states.
Materials:
¾ PH pg. 97-98
¾ City-state flowchart graphic organizer A4-2
Procedure:
1. (Purpose)In order to build background and access prior knowledge, teacher will ask:
• Who ruled all ancient Egyptians?
2. Teacher will read orally as students read silently PH (97-98) section: City-states
Grew Powerful in the Age of Kings.
3. After reading students will complete city-state graphic organizer. This can be done
independently or in pairs)
Assessment:
• Exit ticket: How did language help unite the Greek city-states? (Score using the 4
Point Rubric)
Name ___________________________________________
Period_______
A4-2
The Development of City-States in Ancient Greece
The Beginning
of City-States
Explanation:
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Graphic:
Then…
Explanation:
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Graphic:
Finally…
Explanation:
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Graphic:
Name ___________________________________________
City-States Circle Chart
Period_______
A4-2
Section 2: Power and Authority in Ancient Greek Government
Lesson 1: Development of Government in Athens (2 days)
Rationale: Democracy is our country’s form of government which is based on the
democratic authorities of Ancient Athens.
Objectives:
• Students will explain how democracy originated in Ancient Athens.
Materials:
¾ Government Fast Fact sheet B1-1
¾ Who Has the Vote sheet B1-2
¾ Optional HW Comparing Democracy Venn Diagram B1-3
¾ Democracy graphic organizer B1-4
Suggested Key Terms/Concepts:
Procedure:
1. Begin by having the students complete the simulation activity, Who Has the Vote.
2. At the end of the simulation, have students list as many ideas as possible about
democracy.
3. Students will the read independently or in pairs about Greek democracy and list 5
important ideas on the democracy graphic organizer. Conduct a whole class share
of important ideas.
4. Use additional democracy info sheets as needed.
Assessment:
• Use relay summary sheet to list important facts about Greek democracy.
• Journal Response: How does democracy in Ancient Greece compare to the
definition of democracy today? (Score using the 4 Point Rubric)
Name ___________________________________________
Period_______
B1-4
Brainstorm
List your ideas about democracy:
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Lesson 2: Other Governments in Ancient Greece (1-2 days)
Rationale: The government and power in Ancient Greece evolved into different forms
of government including democracy.
Objective:
• The students will examine the forms of government that evolved in the city-states of
Ancient Greece.
Materials:
¾ Evolution of Democracy in Athens graphic organizer B2-1
¾ Acremedes the Assemblyman B2-2
¾ Kidipede.com article
Procedure:
1. (Purpose) Have students think about the simulation they experienced. Based on
that, with a partner have students develop a definition of democracy as defined by
the ancient Greeks.
2. In expert groups, have students define the terms monarchy, oligarchy, and tyranny
and why they believe that form of government didn’t last in Ancient Greece.
3. Teacher reads orally or students read (independently or in pairs) Acremedes the
Assemblyman while highlighting bold face terms and explanations. As an
alternative, read Ancient Greek Government by Kidipede.com.
4. Complete Evolution of Democracy graphic organizer.
Assessment:
• Check for accuracy on Evolution of Democracy sheet.
• Journal Response: Considering the other forms of government, why are we as
Americans lucky to live in a democratic society? (Score using the 4 Point Rubric)
(Kidipede.com)
Ancient Greek Government
The Greeks had a lot of different kinds of governments, because there were many
different city-states in ancient Greece, and they each
had their own government. In addition, people's ideas
about what made a good government changed over
time.
Aristotle divided Greek governments into monarchies,
oligarchies, tyrannies and democracies, and most
historians still use these same divisions. For the most part, Greece began by having
monarchies, then oligarchies, then tyrannies and then democracies, but at each period
there were plenty of city-states using a different system, and there were many which
never did become democracies or tyrannies at all.
In the Late Bronze Age (the Mycenean period), between about 2000 and 1200 BC, all
Greek city-states seem to have been monarchies, ruled by kings. Homer's Iliad, and
Greek mythology in general, shows us a whole series of kings like Agamemnon and
Theseus, and some of their palaces have survived for archaeologists to dig up.
After the Dark Age, though, only a few Greek city-states still had kings.
Sparta is the most famous of these, though actually Sparta had two
kings, usually brothers or cousins, at the same time. One would stay
home and the other go off to fight wars.
Most city-states in the Archaic period were ruled by oligarchies, which is
a group of aristocrats (rich men) who tell everyone else what to do. Then in the 600's
and 500's BC a lot of city-states were taken over by tyrants. Tyrants were usually one
of the aristocrats who got power over the others by getting the support of the poor
people. They ruled kind of like kings, but without any legal right to rule.
In 510 BC, the city-state of Athens created the first democratic government, and soon
other Greek city-states imitated them. Even city-states that weren't Greek, like Carthage
and Rome, experimented with giving the poor people more power at
this time. But Athenian democracy did not really give power to
everyone. Most of the people in Athens couldn't vote - no women,
no slaves, no foreigners (even Greeks from other city-states), no
children. And also, Athens at this time had an empire, ruling over
many other Greek city-states, and none of those people living in the
other city-states could vote either. Of course it is a lot easier to have
a democratic government when you are only deciding what other people should do.
(And many Greek city-states kept oligarchic government, or tyrannies, or monarchies,
through this whole time).
Then in the 300's BC, Greece was conquered by Philip of Macedon, and all of Greece
began to be ruled by him as their king (in theory he was only leading a league of Greek
city-states, but really he acted like a king). Athens and other Greek city-states still kept
their local democracies or oligarchies for local government, but bigger decisions were
made by Philip, and then by Philip's son Alexander the Great.
After Alexander died in 323 BC, Greece became a
kingdom ruled by a series of Macedonian kings, until it
was gradually taken over by the Romans between 200
and 146 BC. From 146 BC on, Greece was a province of
the Roman Empire. Even after the Roman Empire in the
West collapsed, Greece was still part of the Eastern
Empire. In the 1100's and 1200's AD, parts of Greece
were taken over by Normans, who built castles and ruled
as kings.
And finally, in 1453 AD, the Turks took over and established Greece as a province in
their Ottoman Empire; there was not very much change in the system of government
from the Roman Empire.
How do I cite this page?
Copyright 1998-2007 Dr. Karen Carr, Associate Professor of History, Portland State University.
This page last updated Monday, Oct 6, 2008
Teachers - check out our social studies lesson plans for middle school ancient
history! Kidipede covers Egyptian Art, the Middle Ages, Ancient Rome, Native
Americans and much more. Instant museum in your classroom.
Lesson 3: Athens vs. Sparta (2 days)
Rationale: All Greek city-states were not alike in their political beliefs and authorities.
By studying Athens and Sparta students will identify different political authority.
Objectives:
• The students will compare and contrast the societies found in ancient Athens and
Sparta.
Materials:
¾ Social Structure chart B3-1
¾ Athens and Sparta info sheets B3-2
¾ Optional HW Who's the Winner sheet B3-3
¾ Arizona Smith video Greece
¾ Enrichment activities: Debate, Talk show B3-4
¾ National Geographic Ancient Greece picture #11
¾ Infer Meaning B3-5
Procedure:
1. (Purpose) As students enter the room, have them look at a picture pak #11 on
overhead and have them respond to the following question as a Do-Now:
• Do you think this picture is an Athenian or a Spartan boy? Why?
As an alternative Do-Now, have students complete the Infer Meaning using the
picture pak as the illustration. Students will write three “facts” from the picture and
3 “inferences.” Using the inferences, have students try to decide whether the
picture is of an Athenian boy or a Spartan boy.
2. Students will in small groups/pairs/independently research life in Athens and Sparta
using social structure chart. Whole class will review answers.
3. Following research students will complete Venn diagram using either Arizona Smith
video or Brain vs. Brawn reading.
Assessment:
• Exit ticket: I think ______could have ruled all of Ancient Greece because_______.
(Accept all reasonable responses. Score using the 4 Point Rubric.)
• Alternative Exit ticket: I think the picture was of a boy from _________________
because _______. (Accept all reasonable responses. Score using the 4 Point
Rubric.)
Name _____________________________________________________
Period _____ B3-5
Infer Meaning
Look at the picture below. Then write 3 sentences shown in the picture and
3 sentences that can be inferred about the picture.
Write 3 sentences about the information shown in this picture.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
Write 3 sentences that can be inferred about this picture.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
Lesson 3: Ancient Greek Wars (2 days)
Rationale: Due to differing political authorities and societies, the Greeks were
involved in wars throughout their history.
Objectives:
• Students will organize the causes of the wars that were fought in Ancient Greece.
Materials:
¾ Ancient Greek Wars sheet B4-1
¾ SBG text pps.86-89 B4-2
¾ Greek Wars graphic organizer B4-3
Procedure:
1. (Purpose)
2. Have students complete Ancient Greek Wars sheet using SBG reading pages 86-89.
3. Students will complete Persian War section of graphic organizer (in pairs or as whole
class). Check Persian War responses together.
4. Students will independently complete Peloponnesian section of graphic organizer.
Whole class will review responses.
Assessment:
• Journal Response question: If you were an ancient Greek warrior, which Greek war
would you have felt obligated to participate in and why? (Accept all reasonable
responses. Score using the 4 Point Rubric.)
Name ___________________________________________
Period_______
Ancient Greek Wars
Use this page with the readings on the Persian War, pp 86-89
1. A tribute is..
2. How did the GreekPersian War begin?
3. How long did the
Persian Wars last?
4. Where does our
information on Persian
Wars come from?
5. What made Xerxes
invasion different from
other Persian
Invasions?
6. Why do you think that
the Persians burned
Athens after the Battle
of Thermopylae?
7. Why was the Persian
attack on Salamis a
mistake?
8. What was the result of
the Persian Wars?
B4-1
Name ___________________________________________
Period_______
B4-3
Greek Wars
Answer these questions.
1. What authorities
were involved?
2. What were the
major battles?
3. Why were the
authorities at war?
4. Who was victorious?
5. How did the war
affect Greek history?
Persian War
Peloponnesian War
Name _____KEY___________________________________
Period_______
B4-3
Greek Wars
Answer these questions.
Persian War
The Persian authorities were Darius and Xerxes.
1. What authorities
were involved?
Peloponnesian War
All of the political and military leaders of Greek citystates including Pericles.
2. What were the
major battles?
The major battles were at Marathon, Thermopylae,
Salamis and Plataea.
The major battles surrounded Athens and the Aegean
Sea.
3. Why were the
authorities at war?
The Persians wanted the Greeks to pay tribute.
The Athenians wanted all cities to belong to the league.
The cities asked Sparta to support them.
4. Who was victorious?
The Greeks finally won and made peace with Persia in
449 B.C.
The Spartans defeated the Athenians in a naval battle
and starved the city into surrender.
5. How did the war
affect Greek history?
The Athenians began to force all Greeks to belong to a
league.
Sparta became the most powerful city but other citystates fought and Greece was not united.
The Greek leaders were Spartan and Athenian
commanders.
The Greeks did not want to and wanted to be
independent.
Lesson 4: Alexander the Great (2 days)
Rationale: The authority of Alexander changed ancient Greek history and the
development of civilization throughout the Mediterranean World.
Objectives:
• Students will design a cube that supports why Alexander is “Great”.
Materials:
¾ Cube graphic organizer sheet B4-1
¾ Alexander the Great, Teacher Created Materials pp. 129-135 sheets B4-2
¾ SBG text pps.90-92 B4-3
¾ United Steaming Alexander the Great
Procedure:
1. (Purpose) As students enter the room, have them respond to the following Do-Now:
• Give examples of leaders today who would be considered great.
2. Explain the Jigsaw Activity for Alexander the Great (Teacher Created Materials pp.
129-135.
3. As an alternative, you may have students read SBG pp. 90-92 independently or with
a partner and list key words and or phrases that describe Alexander the Great and
his authority.
4. Use additional Alexander info sheets as needed for assessment.
Assessment:
• Students will follow directions on cube graphic organizer using their key
words/phrases from the reading.
• Journal Response: Choose one of the leaders from your “Do-Now” list and compare
him/her to Alexander the Great in terms of ability to lead a nation. (Accept all
reasonable responses. Score using the 4 Point Rubric.)
Section 3: Power and Authority in Religion
Lesson 1: Ancient Greek worship (1 day)
Rationale: The worship of religious authorities was an important part of Greek
society.
Objective:
• Students will summarize the worship practices of the ancient Greeks.
Materials:
¾ Anticipation Guide Greek Religion sheet C1-1
¾ Greek Religion graphic organizer C1-1
¾ Religion in Ancient Greece sheet and Parsone the Priest C1-2
Procedure:
1. (Purpose) As students enter the room, have them complete the “Before Research”
portion of the Anticipation Guide Greek Religion as a Do-Now:
2. Students will independently or in pairs use Religion in Ancient Greece sheets or
other resources to find out if their predictions were correct. (Students can use the
Greek Religion graphic organizer to take notes on their findings.) Whole class will
review answers.
3. Have students return to the Anticipation Guide Greek Religion sheet and revisit their
thinking. Discuss as a class any changes based on their research.
4. Use additional Greek Religion info sheets as needed.
Assessment:
• Exit ticket: Why was it unusual for this culture to have a woman be a priest or
oracle? (Women were not allowed to take part in public life or have jobs but the
ancient Greeks believed women were more suitable to talk to the gods. Score using
the 4 Point Rubric.)
Name ___________________________________________
Period_______
C1-1
Anticipation Guide
Greek Religion
Please read the statements and circle True or False based on what you think is factual
before you research Greek religions. After you research Greek Religions, reread the
statements and circle True or False based on what you have learned.
Before Research
After Research
1. The Greeks told many myths.
True or
False
True or
False
2. The Greeks believed in only one god.
True or
False
True or
False
3. The Greek gods lived in churches.
True or
False
True or
False
4. Oracles answered questions to the gods.
True or
False
True or
False
5. The Greeks never worshipped at their
homes.
True or
False
True or
False
6. The Greeks were not buried with any
personal belongings.
True or
False
True or
False
7. The Styx River was considered to be Greek
heaven.
True or
False
True or
False
8. The Greeks only celebrated two religious
festivals a year.
True or
False
True or
False
9. Only Greek men could be priests.
True or
False
True or
False
10. The Parthenon was a famous Greek
temple.
True or
False
True or
False
Statement
Name ___________________________________________
Period_______
Greek Religion Graphic Organizer
Please jot your notes on the graphic organizer as you research the validity of the
statements.
Statement
1. The Greeks told many
myths.
2. The Greeks believed
in only one god.
3. The Greek gods lived
in churches.
4. Oracles answered
questions to the gods.
5. The Greeks never
worshipped at their
homes.
C1-1
6. The Greeks were not
buried with any
personal belongings.
7. The Styx River was
considered to be
Greek heaven.
8. The Greeks only
celebrated two
religious festivals a
year.
9. Only Greek men could
be priests.
10. The Parthenon was a
famous Greek temple.
Lesson 2: Greek Gods and Goddesses (2 days)
Rationale: Polytheism was composed of many religious authorities.
Objectives:
• Students will be introduced to the Olympian gods and distinguish the differences of
the gods.
Materials:
¾ Gods sheet graphic organizer C2-1
¾ Greek Gods, Olympians and Others sheets C2-2
¾ Gods and Goddesses Flash Cards info sheets C2-3
¾ Optional activity: Teacher’s video Greek Gods and Goddesses
¾ Enrichment activity: Identify Greek Gods C2-4
Procedure:
1. (Purpose) As a Do-Now, have students list human characteristic the Greek gods
have.
2. Assign students (or pairs of students) one religious authority to research. Use
resource list for names of gods.
3. Students will complete Gods and Goddesses graphic organizer web using Gods adb
Goddesses Flash Card info sheets.
4. After researching each student will be interviewed by the rest of the class. (Rest of
class will come up with 3-5 questions to help them guess which god/goddess they
are.)
5. Use optional/enrichment activities as needed.
Assessment:
• Great Gods, Olympians and Others sheet will be completed by the students.
Lesson 3: Greek Mythology (2-3 days)
Rationale: The ancient Greeks believed that the myths explained and predicted what
happened in their world.
Objective:
• Students will determine how Greek authorities were portrayed in myths and how
they impacted society.
Materials:
¾ What is a Myth sheet C3-1
¾ Folktales, Legends and Myths C3-2
¾ KWL Graphic organizer Myths C3-3
¾ ABC Summary graphic organizer C3-4
¾ Timeless Myths video, United Streaming and Myth characteristic sheet C3-5
¾ Enrichment: Myth Booklet, Iliad Sheets and Trojan War Play C3-6
Procedure:
1. (Purpose) As a Do-Now, have students brainstorm what they know and what they
want to know about Greek myths on the KWL chart.
2. Use video or united streaming with Myth characteristic sheet. Have students debrief
with a partner, then as a whole group.
3. As a follow-up to the video, students will read independently or in pairs What is a
Myth. Using both the video notes and the information from What is a Myth,
students will fill in what they learned section of the KWL Myths graphic organizer.
4. Optional activity: Teacher will read orally and students will complete Folktales sheet
or create a Myth Booklet.
Assessment:
• Give students 5 minutes to complete ABC summary sheet graphic organizer to
summarize the importance of myths to Greek society.
Name ___________________________________________
Period_______
K-W-L Myths
C3-3
Directions: Jot down what you know about Greek myths under the “K” box. List what you would want to learn under the
“W” box. After researching information, list what you learned under the “L” box.
K
I know
W
I want to know
L
I learned
Name ___________________________________________
Period_______
C3-5
Characteristics of Myths
Next to each myth section list any of the following characteristics you see:
•
•
•
•
Explanation of nature
Superhuman gods and beings
Magic
Reward/Punishment
Myth One:
Myth Two:
Myth Three:
•
•
•
•
Many gods
Emotional gods
Disguised gods
Violence
Name ___________________________________________
Period_______
C3-6
Myth Booklet
This project will be introduced in class. After reviewing the directions and
expectations, you will complete this for homework.
Due Date: __________________________________________________
You will need to complete ALL FOUR PARTS of this assignment:
1. Use the “Myth Story Frame” to SUMMARIZE your myth. This is a guide for
you and your responses should be typed or neatly written on a separate
sheet of paper.
2. Your COVER will be an illustration of the myth you have chosen. Include
the TITLE of your myth and YOUR NAME and PERIOD on the cover.
3. Describe each of the 8 CHARACTERISTICS of myths that are found in your
myth.
4. Write a LETTER to a character in your myth OR write a one-paragraph
RESPONSE statement completing the following thought. “I’ll never forget
the day I met…(Name of a god or goddess character.)
* See Myth Booklet Grading Rubric for explanation of grading.*
Name ___________________________________________
Period_______
C3-6
Myth Booklet Grading
Category
Amount of
Information
Excellent (A-B+)
Very Good (B+B)
Good (B-C+)
Fair (C- lower)
All four parts of the
myth booklet were
completed with
well-developed
sentences written
about the assigned
myth.
All four parts of the
myth booklet were
completed with
some effort shown
towards writing
well developed
sentences about
the assigned myth.
Most parts of the
myth booklet were
completed with
some effort shown
towards writing
well developed
sentences about
the assigned myth.
Quality of
Information
Information
accurately relates
to the assigned
myth.
Information was
somewhat accurate
with relation to the
assigned myth.
Mechanics
No grammatical,
spelling, or
punctuation errors
or few that did not
distract from the
overall meaning.
Visual
Appearance
(Myth
Booklet
Cover)
Cover was neat,
appealing, and
depicted the
assigned myth well.
Some grammatical,
spelling, or
punctuation errors
that may or may
not distract from
the overall
meaning.
Cover was neat
and depicted the
assigned myth well.
Information relates
to the assigned
myth, but some
areas were not
accurate.
Grammatical,
spelling, or
punctuation errors
that may or may
not distract from
the overall
meaning.
Cover showed
some attempt at
neatness and
depicting the
assigned myth.
One or more parts
of the myth booklet
were completed
with little effort
shown towards
writing well
developed
sentences about
the assigned myth
or were not
completed.
Information was
not accurate with
regard to the
assigned myth.
Extra Credit assigned: yes or no
Comments:
Many grammatical,
spelling, or
punctuation errors
that did distract
from the overall
meaning.
Cover showed little
or no attempt at
neatness and/or
did not depict the
assigned myth.
Lesson 4: Olympics (1 day)
Rationale: As in our modern society the Olympics were a major event that brought
athletes together from the civilized world.
Objective:
• Students will relate the importance of authority both religious and athletic to the
ancient Greek Olympic events.
Materials:
¾ Graphic organizer Olympics Sports Newspaper C4-1
¾ Greek Olympic sheets C4-2
Procedure:
1. (Purpose) As a Do-Now, have students draw and label a picture of something that
represents what you know about the modern day Olympics (winter or summer).
2. After modeling how to read and highlight important facts, have students read and
highlight Greek Olympics sheets.
3. Students will write an article as a reporter describing one day of the ancient Greek
Olympics. (Olympic newspaper graphic organizer can be used.)
Assessment:
• Olympic news articles will be graded using the 4-point rubric system.
Strategies for Reading Comprehension
Selective Underlining
What Is Selective Underlining?
Well, there's underlining, and there's underlining selectively. [By the way, even though I'm
using the word "underlining," you can feel free to know that that also means highlighting.] The
way to make underlining useful as a tool for comprehension is for it to be strategic, selective,
and purposeful. The underlining must be undertaken toward particular ends.
Do you remember how wonderful it was to discover the highlighter, perhaps when you were in
college? I know that for me, I was more likely NOT to read the stuff I was highlighting. For
some reason, that's the effect that a highlighter had on me. Or maybe I'd look back at the
selection and find I'd pretty much colored the whole darn thing yellow. With selective
underlining (and highlighting!), the idea is to underline ONLY the key words, phrases,
vocabulary, and ideas that are central to understanding the piece. Students should be taught
this strategy explicitly, given time and means to practice, and reinforced for successful
performance.
How Can I Teach My Students to Selectively Underline?
There are several ways to go about it. You may be saying, "Selective underlining is all well and
good, but have you eggheads up in the university forgotten that we use textbooks, and that our
kids only get to use them for the year, but we have to use them at least five years??" That's a
fair question, so how can you teach this strategy anyway?
4. First of all, let's realize that not every single bit of text you have students read is in a
textbook and untouchable.
5. Second, consider seeking out appropriate content sources, such as newspapers, that
students can indeed learn this strategy with while still pursuing meaningful social studies
goals.
6. Third, think about how you can get around the problem of textbooks that can't be marked
in. For instance, in order to teach the strategy, you might photocopy a page or two out of
the text that students use and distribute it to them. Make an overhead of that selection for
yourself. Model for them and guide them in practicing the strategy on the photocopies.
Alternatively, if you have enough of the materials available to you, give each student a
sheet of transparency film, some paperclips, and some overhead pens. Let them practice
directly on their texts by using the transparencies.
Think about how this strategy would work when combined with power thinking. Students might
put a box around Power 1 ideas; an oval around Power 2 ideas; and an underline under Power
3 ideas. Students might also use different colors in their underlining. Power 1s could be blue,
Power 2s could be red, and Power 3s could be green.
Practice selective underlining for different purposes: underline key vocabulary and its definitions
or explanations, and use this as an opportunity to focus on how authors reveal the meaning of
new terms within the context. Or have students underline cause and effect. Or ask them to
underline the facts and concepts that support a particular viewpoint, as might be useful with a
strategy such as Opinion-Proof. Remember, you're limited only by your own imagination with
teaching and applying selective underlining.
URL for this page: http://www.readingquest.org/strat/underline.html.
Section 4: Power of Ancient Greek Achievements
Lesson 1: Greek Achievements (2-3 days)
Rationale: In modern society the influence of ancient Greek contributions is
continually studied and incorporated.
Objective:
• Students will describe the significant contributions of Ancient Greece to Western
Civilization.
Materials:
¾ Kid’s Discover Ancient Greece
¾ Achievement chart graphic organizer D5-1
¾ Architecture activity pages D5-2
¾ Greek Pennant Poster sheet D5-3
¾ The Great Teacher p.121 D5-4
Procedure:
1. (Purpose) Teacher orally reads p.121 of The Great Teacher restating the last line for
emphasis, “It is easier to have a teacher who tells you things rather than asks you
questions.” Teacher then poses the question, “what do you think of teachers like
Socrates, that make you think rather than giving the answers.” Have students
reflect on this in writing. Have students share their ideas with a partner, then
discuss as a whole group.
2. Students will independently, in pairs, or in small groups complete graphic organizer
of achievements using Kid's Discover. Whole class will review responses.
3. Teacher will review ancient Greek architecture using either Column graphic
organizer or Column sheet (National Geographic Picture Pak #'s 20, 22, 24, and 25
can be used as examples on the overhead.)
4. Students may complete reading rest of The Great Teacher story independently.
Assessment:
• Follow Greek Pennant poster direction sheet. (Can be used as a graded
assessment.)
• Journal Response: Have students complete the following prompt: My life today
would be completely different if it weren’t for the Greek contribution, ___________,
because… (Accept all reasonable responses. Score using the 4 Point Rubric.)
Name ___________________________________________
Period_______
D5-1
Lasting Achievements
1. Before the 6th century B.C. how did the Greeks explain life and how the world works?
_______________________________________________________________________
2. What does philosophy mean?
_______________________________________________________________________
Socrates
(469-_____ B.C.)
Famous Greek Philosophers
Famous philosopher
Connections to today…
______________________
Taught using the Socratic
______________________
Method - ______________
_______________________ ______________________
_______________________ ______________________
______________________
He was sentenced to death
because _______________
______________________
_______________________ ______________________
_______________________ ______________________
Plato
(_____-_____)
Socrates’ ______________
Famous for coming up with
ideas on the ____________
_______________________
Wrote _________________
as a response to the
_____________________
of Socrates.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Aristotle
(_____-322 B.C.)
Plato’s _________________
Alexander the Great’s
_______________________
The 1st to promote the
_______________________
which means to look
carefully and then come up
with a _________________.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Zeno
(Around _____ B.C.)
Believed that people should
_______________________
_______________________
_________________________
Famous Greeks Continued
Connections to today…
______________________
______________________
______________________
Hippocrates
Medicine
(460 - _____ B.C.)
Known as the
_______________________
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Anaxagoras
Science
(_____-_____ B.C.)
An ____________________
Explained that a solar eclipse
happens because
_______________________
_______________________
_______________________
______________________.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Archimedes
Science
(_____-_____ B.C.)
Know for his work on the
study of ________________
He discovered the law of
physics that explains that a
body
_______________________
______________________.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Herodotus
Know as
History
“______________________”
(Around _____-_____B.C.) First person to
_______________________
_______________________
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Write a thank you letter to one of the famous Greek leaders. Make sure you thank
them for their accomplishments and how it has affected your life.
Brainstorm your ideas here:
Accomplishments:
Affect on my life:
Famous Ancient Greek
Name __KEY______________________________________
Period_______
D5-1
Lasting Achievements
1. Before the 6th century B.C. how did the Greeks explain life and how the world works?
_The Greeks used mythology (gods and goddesses) to explain life ant the world.______
3. What does philosophy mean?
_The study of human life by asking questions and discussing right and wrong.________
Socrates
(469-_399_ B.C.)
Famous Greek Philosophers
Famous philosopher
Connections to today…
Taught using the Socratic
______________________
Method - _method of asking ______________________
questions to learn about life ______________________
_______________________ ______________________
He was sentenced to death
______________________
because _he criticized the
______________________
government_____________ ______________________
_______________________ ______________________
Plato
(_427_-_347_)
Socrates’ _student______
Famous for coming up with
ideas on the _the best way
to run a government______
Wrote _The Apology_______
as a response to the
_enemies____________
of Socrates.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Aristotle
(_384_-_322_ B.C.)
Plato’s _pupil___________
Alexander the Great’s
__tutor________________
The 1st to promote the
The scientific method__
which means to look
carefully and then come up
with a _theory___________.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Zeno
(Around _460_ B.C.)
Believed that people should
_follow their inner reason
and not let emotion interfere
_________________________
Connections to today…
______________________
______________________
______________________
Hippocrates
Medicine
(460 - _377_ B.C.)
Famous Greeks Continued
Known as the
Connections to today…
_Father of Medicine____
______________________
______________________
______________________
______________________
______________________
______________________
Anaxagoras
Science
(_500_-_428_ B.C.)
An _astronomer_________
Explained that a solar eclipse
happens because
_the moon passes between
the earth and the sun_____
_______________________
_______________________
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Archimedes
Science
(_287_-_212_ B.C.)
Know for his work on the
study of _physics________
He discovered the law of
physics that explains that a
body
displaces it’s own weight in
water__________________.
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Herodotus
History
(Around _480 - 425 B.C.)
Know as
“_Father of History____”
First person to
gather facts about events
and write them down_____
Connections to today…
______________________
______________________
______________________
______________________
______________________
______________________
Write a thank you letter to one of the famous Greek leaders. Make sure you thank
them for their accomplishments and how it has affected your life.
Brainstorm your ideas here:
Accomplishments:
Affect on my life:
Famous Ancient Greek
Name ___________________________________________
Period_______
D5-2
Greeks spent most of their money building ____________________ to honor the
gods.
_____________________________________________________________
DORIC Columns are the oldest and most basic column from Ancient Greece.
The Parthenon was a ________________________
built to honor ______________________________.
Another Ancient Greek building that uses the Doric
style is ____________________________________.
The Parthenon
My Doric Column Sketch:
The Lincoln Memorial uses
Doric Columns!
IONIC Columns are taller and more slender than Doric. The IONIC and
DORIC Columns were popular during the Golden Age of Greece.
The Temple of Athena was build to honor
_________________________________.
A modern building that uses the Ionic style
is the _____________________________
The Temple of Athena Nike located
in the Acropolis at Athens
My Ionic Column Sketch:
The Temple of Artemis – One of the
Seven Wonders of the Ancient World
CORINTHIAN Columns are the most decorative out of the three types
of columns. The capital of the column is carved with _____________
___________________. The Corinthian Columns were RARELY used
when building the temples.
The Temple of Zeus in Greece
The Supreme Court Building
in America
My Corinthian Column Sketch:
D5-2
Name ___KEY_____________________________________
Period_______
D5-2
Greeks spent most of their money building ___temples__________ to honor the
gods.
_____________________________________________________________
DORIC Columns are the oldest and most basic column from Ancient Greece.
The Parthenon was a _temple_________________
built to honor ___Athena_____________________.
Another Ancient Greek building that uses the Doric
style is _Palace of Knossos or Erechtheum__.
The Parthenon
My Doric Column Sketch:
The Lincoln Memorial uses
Doric Columns!
IONIC Columns are taller and more slender than Doric. The IONIC and
DORIC Columns were popular during the Golden Age of Greece.
The Temple of Athena was build to honor
__Athena_________________________.
A modern building that uses the Ionic style
is the _The White House____________
The Temple of Athena Nike located
in the Acropolis at Athens
My Ionic Column Sketch:
The Temple of Artemis – One of the
Seven Wonders of the Ancient World
CORINTHIAN Columns are the most decorative out of the three types
of columns. The capital of the column is carved with __a delicate_
__leaf pattern_________. The Corinthian Columns were RARELY used
when building the temples.
The Temple of Zeus in Greece
The Supreme Court Building
in America
My Corinthian Column Sketch:
D5-2
Section 5: Power of Ancient Roman geography
Lesson 1: Romulus and Remus (1 day)
Rationale: As in many societies the Romans refer to an early myth to explain the
founding of their land.
Objectives:
• Students will analyze the myth of the founding of Ancient Rome.
Materials:
¾ Legend of Romulus and Remus E1-1
¾ United Streaming “Romulus and Remus (cartoon)”
¾ National Geographic Ancient Rome picture pak #3
¾ Remus and Romulus free PowerPoint http://ancienthistory.pppst.com/rome.html
Procedure:
1. (Purpose) As students enter the room, teacher will show Picture Pak #3. As a DoNow, have students respond to the following question:
• Why do you think this picture is important to Ancient Rome?
2. Use United Streaming cartoon to introduce information about Romulus and Remus
or the Remus and Romulus PowerPoint presentation.
3. As students view the video, have them use I wonder, I feel, I predict and I know
statements. Discuss student statements when finished.
4. Use the Write About the Legend of Romulus and Remus as an extension activity.
Assessment:
• Journal Response: How would Roman history be different if Remus had won?
(Accept all reasonable responses including that the name would be different. Score
using the 4 Point Rubric.)
Lesson 2: Map of Ancient Rome (1 day)
Rationale: The understanding of the location of Rome in the Mediterranean world
helps comprehension of the development of Roman civilization.
Objectives:
• Students will analyze a map of Ancient Rome and the Mediterranean World
Materials:
¾ Evaluating a map sheet E2-1
¾ Italy map sheet E2-2
¾ Mediterranean World map sheet E2-3
¾ Geography of Ancient Rome E2-4
¾ PH p. 121 E2-5
Procedures:
1. (Purpose) As students enter the room, teacher will show Picture Pak #3. As a DoNow, have students respond to the following question:
• Why do you think this picture is important to Ancient Rome?
2. Use map PH 121 and with a partner, have student brainstorm as many thing they
know about maps using this image as they can. Consider the following prompts if
students appear “stuck”: What is the title of the map? Point to the compass rose?
(And other major parts of a map)
3. Students will evaluate the map of Italy using Evaluating sheet. The teacher will
model how this is done, then allow pairs to finish the map of Italy. Debrief as whole
class.
4. Mediterranean World map can be done independently or in pairs. Check answers for
accuracy.
Assessment:
• Students will complete Geography of Ancient Rome sheet.
Lesson 3: Five Themes of Roman Geography (1 day)
Rationale: The location of the peninsula of Italy led to the expansion of the Roman
world.
Objectives:
• Students will identify why the geography of Rome was the perfect place for
authorities to settle.
Materials:
¾ Geography of Ancient Rome sheet E3-1
¾ Optional HW Map and direction sheets E3-2
¾ Brainstorm web graphic organizer E3-3
¾ National Geographic Ancient Rome picture pak #4
Suggested Key Terms/Concepts:
Procedure:
1. (Purpose) As students enter the room, teacher will show Picture Pak #4. As a DoNow, have students respond to the following:
• Name as many geographical features as you can shown in this picture.
2. Divide the class into expert groups: Water, Land, and Protection. Have students
research their specific area as it relates to the geography of Ancient Rome.
Students can use Geography of Ancient Rome or other resources to take notes on
the Web graphic organizer.
3. Students will then “jigsaw” into groups in order to share their expert information.
4. Debrief as a whole class. Be sure to connect the discussion to the geographical
features mentioned in the Do-Now.
Assessment:
• Journal response: What did Ancient Rome have that Marlton has that makes it a
good place to live? (Accept all reasonable responses. Score using the 4 Point
Rubric.)
Name ___________________________________________
Period_______
E3-3
Brainstorm Web
Place the name of your expert group topic in the center of the web. Jot your notes around the web.
Lesson 4: Early Romans (1 day)
Rationale: As in most civilizations the Romans developed contributions and legacies
based on ideas of earlier civilizations.
Objective:
• Students will compare and contrast the contributions of the Etruscans and the
Ancient Greeks.
Materials:
¾ Enid the Etruscan E4-1
¾ The Etruscans from http://rome.mrdonn.org/etruscans.html E4-1
¾ The Etruscans free PowerPoint http://ancienthistory.pppst.com/rome.html E4-1
¾ Greek/Etruscan t-chart graphic organizer E4-2
Procedure:
1. (Purpose) As a Do-Now, have students describe a contribution made by the ancient
Greeks and why they find it significant.
2. Students will then share their ideas with a partner.
3. Teacher can use the The Etruscans PowerPoint Presentation, The Etruscans from
MrDonn.org, or Enid the Etruscan inorder for students to complete the T-chart
graphic organizer. (If using Enid the Etruscan, the teacher can read orally or parts
can be chosen and students can pre-read before reading orally.)
4. Students will complete T-chart organizer independently. Whole class will share
responses.
Assessment:
• Exit ticket: Why do you think a Greek might have been shocked to meet an
Etruscan woman? (Unlike Greek women, Etruscan women had freedom to be out in
public, own property and influence men's decisions. Accept all reasonable
responses. Score using the 4 Point Rubric.)
E4-1
MrDonn.org
Free Lesson Plans & Activities
for K-12 teachers & students
Home Ancient History Ancient Rome for Teachers Ancient Rome for Kids The Etruscans
http://rome.mrdonn.org/etruscans.html
The Etruscans
How Rome Began
Nearly 3000 years ago, a tribe of people called the Latins lived
in a small village on the Tiber River. This village grew to
become the famous city of Rome.
Around 900 BCE, a mysterious group of people arrived on the
Italian peninsula. Nobody knows where they come from, but
archaeologists believe they probably arrived from Asia Minor.
The Etruscans must have known the Greeks. Their alphabet was
based on the Greek alphabet. Their gods looked like humans,
just like the Greek gods. But the Etruscans were not Greeks.
From the artifacts they left behind, scientists are fairly certain
that in the Etruscan culture, women and men were fairly equal in
status. That was certainly not the Greek way of life.
The Etruscans organized their towns into city-states, each ruled
by a king. The city-states worked together in a league - the
Etruscan League. The league began to trade with people in the
east and people along the African coastline. Their trade routes
included the tiny village on the Tiber River. Even in very early
times, Rome was a busy place. The early Romans (the Latins)
learned a great deal from the Etruscan traders.
While the Etruscans were building their own civilization, the
city of Rome grew more powerful. Soon, Rome was a center of
trade and commerce. Some of Rome's early kings were
Etruscans.
The Mysterious Etruscans
Etruscan Culture (wjcc schools)
Etruscan Art (powerpoint)
Horatius at the Bridge (Rome for kids)
The Mysterious Etruscans
Map of the Etruscan League at the height of its power
Free Presentations in PowerPoint format for Ancient Rome
Return to Ancient Rome
Illustrated by Phillip Martin - All rights reserved
We're Published! See Mr Donn & Maxie's PowerPoint Series
Counter start date January 2006
Name ___________________________________________
Greeks
Period_______
Etruscans
E4-1
Lesson 5: Pompeii (1day)
Rationale: The society of Pompeii reflected the Roman beliefs and class system.
Objective:
• The students will relate their prior knowledge about Pompeii and discover the impact
it had on society.
Materials:
¾ Graphic Organizer KWL chart E5-1
¾ Kid’s Discover Pompeii
Procedure:
1. (Purpose) As a Do-Now, have students fill out the K (know) and W (what I want to
know) sections of the Pompeii graphic organizer. Have students share their
responses with a partner, then debrief as a whole class.
2. In partners or small groups, students will use the Kid's Discover Pompeii to find out
what life was like in Pompeii. Discuss responses about the impact of Pompeii on
society.
3. Students will brainstorm ideas with the person next to them the following question:
How could science today prevent the repeat of Pompeii?
Assessment:
• Have students respond to the brainstorm question: How could science today
prevent the repeat of Pompeii? (Accept all reasonable responses. Score using the 4
Point Rubric.)
Name ___________________________________________
K-W-L Pompeii
Period_______
E5-1
Directions: Jot down what you know about Pompeii under the “K” box. List what you
would want to learn under the “W” box. After researching information, list what you
learned under the “L” box.
K
I know
W
I want to know
L
I learned
Section 6: Power and Authority of Government
Lesson 1: Patricians and Plebeians in the Roman Republic (1 day)
Rationale: The republican form of government was based on the power and the
authority of the citizens. However, in the Roman republic the rights and power of the
citizens was dependent upon whether they were a patrician or a plebeian.
Objective:
• The student will analyze the differences between the patricians and plebeians based
on the government of a republic.
Materials: 1
¾ Patricians and Plebeians sheet F1-1
¾ United Streaming: The Senate and the People of Rome (1:55)
¾ PH 120-123 F1-2
¾ PH Skeleton outline graphic organizer F1-3
¾ Arizona Smith Rome video
Procedure:
1. (Purpose) As a Do-Now, have students read Patricians and Plebeians and highlight
two important facts in each paragraph. Have students share their responses with a
partner, then debrief as a whole class. Teacher can use the United Streaming video
to compliment the discussion.
2. Students will independently, in pairs or whole class read PH and complete skeleton
outline graphic organizer. Go over graphic organizer responses.
3. Students will independently complete Venn diagram using PH reading. Discuss
responses as whole class.
Assessment:
• Exit ticket: Who do you think has more power in our school 6th or 8th graders?
Why? (Accept all reasonable responses. Score using the 4 Point Rubric.)
Name ___________________________________________
Period_______
F1-3
The Romans Set Up a Republic – The Pageant of World History (pp. 120-123)
Pg. 120-121
In 509 B.C.E. the Romans set up a ____________________, which means that elected
____________________. This was possible because Tarquin the Proud was
____________________ by the Romans. Rome’s republic was different from the
republic of the United States of America because Rome’s elected leaders represented
only ____________________, not the whole ____________________. The
____________________ were the wealthy landowners who governed the people while
the farmers, artisans, small merchants and traders known as the common citizens or
the ____________________ had say in the ____________________.
End of p. 121-122
During the early republic, the ____________________ struggled for more say in the
government and ____________________. Plebeians were not allowed to
____________________ patricians and could not hold ____________________, but
they were required to ____________________, work for Rome, and serve in the
____________________! In the fifth century, the plebeians threatened to
____________________ unless the patricians gave in to some of the plebeians
____________________. Because of their threat, plebeians won the right to choose 10
____________________ each year to serve on the Assembly of
____________________. The tribunes could ____________________ any act or
measure of the ____________________, ____________________, or government
official. By 339 B.C.E. the plebeians had won many more rights including the right to
____________________ and hold office of consul, sit in the ____________________
and pass laws without ____________________.
Name ___________________________________________
Period_______
F1-3
The Roman Republic
Two Consuls:
•
Praetor:
Official who carried out the
__________ of the Romans.
•
Ruled for __________ years.
•
Commanded the __________.
•
Both had to agree or else one
•
Also know as _______________.
•
Helped to __________ the laws of
Rome.
consul could __________, or stop
the other.
Senate and Assembly:
Senate:
•
Patricians who ________________.
•
They __________ and passed all laws and ratified
____________.
•
Approved __________________.
Assembly of Centuries:
•
Mostly made up of _____________.
•
Directed _____________________.
Assembly of Tribes:
•
Mostly made up of ____________.
Lesson 2: Punic Wars (1-2 days)
Rationale: Due to the power and authority of the Romans and Carthaginians the
Punic Wars were a major influence in the Mediterranean world.
Objective:
• The students will interpret events from The Punic Wars and create a timeline.
Materials:
¾ PH p. 139 F2-1
¾ United Steaming Punic Wars
¾ Punic War fill-in sheet F2-2
¾ Punic War Timeline and Storyboard graphic organizers F2-3
¾ Punic Wars packet F2-4
¾ Carthage and the Punic Wars PowerPoint;
http://ancienthistory.pppst.com/rome.html
Procedure:
1. (Purpose) As a Do-Now, have students respond to the following prompt.
•
Brainstorm a list of ways that nations can change their types of leadership.
(War, treaties/agreements, elections, etc.)
2. Have students share their responses with a partner, then debrief as a whole class.
3. Teacher will then ask, using PH: What event happened in 264 B.C.E.? Tell students
that they will be making a timeline to explain the answer to this question.
4. Students will read Punic War info and fill in storyboard graphic organizer.
5. Storyboard organizer will be used to create a timeline of major events of the Punic
Wars.
6. Use United Streaming, skeleton outline and PowerPoint as needed.
Assessment:
• On back of Storyboard organizer students will answer: If you were going to direct
the Punic War movie, what 3 elements are needed to make this an accurate movie?
Other than the Punic Wars, what title would you give your movie? (Be creative!!!)
Name ___________________________________________
Period_______
F2-2
The Punic Wars
Why were they called this?
“Punic” in Latin was “____________________” meaning Phoenician, the people that
inhabited Carthage.
All three Punic Wars were battles between ____________________ and
____________________.
The First Punic War
The ____________________ never won a battle at sea and had to fact the
Carthaginians an outstanding naval force.
The Romans found a Carthaginian ____________________ washed up along the Italian
shore.
They took it apart, rebuilt it, and made ____________________ from this one model.
On them, the Romans build a specially designed plank called a ____________________
that allowed them to board the enemy’s ship.
Once on the Carthaginian ship, the Romans were stronger because their best fighting
was ____________________ combat.
The first Punic War lasted ____________________ years, and ended in
____________________ with a ____________________ victory.
The Romans gained the islands of ____________________ and
____________________ and forced the Carthaginians to direct their
____________________ to Rome.
This humiliation of Carthage was witnessed and would never be forgotten by Carthage’s
most famous leader, ____________________, who swore revenge on Rome.
Name ___________________________________________
Period_______
F2-2
The Second Punic War
____________________ was now 25 years old ad leader of Carthage’s military.
The Mediterannean was no longer safe for the Carthaginians to travel, so Hannibal
chose to travel to Rome on ____________________.
Along with him he brought about ____________________ troops and 37
____________________ because he knew that the Romans’ calvalry was weak.
One third of Hannibal’s troops and all but one elephant died during the long, cold, and
difficult journey through the ____________________.
In this war, ____________________ was the key.
Hannibal was a motivator and military ____________________ and slowly humiliated
the Roman army.
At the battle of ____________________, the most devastating and humiliating battle
for the Romans, Hannibal fought outnumbered and won.
Rome lost about 50,000 men, which was more than ____________________ of the
current military.
In about 15 years, Hannibal never ________________________________________.
He was Rome’s first true great ____________________.
Finally help from Rome’s Publius Cornelius Scipio in ____________________ B.C.
Since Rome couldn’t get Hannibal out of Italy, Scipio decided he would attack
____________________.
The move forced ____________________ to battle Scipio.
Hannibal and Scipio met for the first time at the Battle of ____________________.
Name ___________________________________________
Period_______
F2-2
Each side had about __________________________ men.
Scipio, a great military mind, taught tactics to his men on how to defeat Hannibal’s
______________________________.
Scipio finally defeated Hannibal and acquired all but _________ ships and all
____________________ from Carthage.
Hannibal was chased into ______________________ in Greece.
Romans still chased him until Hannibal drank __________________________ and
________________________.
The Third Punic War
Still unsettled with the notion that Carthage was still inhabited , the Romans attacked
and __________________________ Carthage.
Carthage, once the “___________________________________,” was reduced to dust.
Rome now controlled the entire ________________________________________,
Southern Gaul, Spain, and parts of the Italian peninsula.
Soon, being a _______________________ became a career.
Private armies were developed by _____________________________________, who
took care of aging soldiers after they were done their tours.
This marked the first time soldiers began to look up to their ______________________
rather than their country. Now armies could fight for causes they chose to fight, not
causes they HAD to fight.
Lesson 3: Julius Caesar (1 day)
Rationale: The Roman republic ended with the dictatorship of Julius Caesar.
Objective:
• The students will identify what type of authority Julius Caesar was during his time of
power.
Materials:
¾ Graphic organizer pyramid sheet F3-1
¾ United Streaming, Julius Caesar (1:44)
¾ Julius Caesar sheets F3-2
¾ Caesars’ Reforms sheet or Julius Caesar (MrDonn.org) F3-3
¾ Caesar cartoon graphic organizer F3-4
Procedure:
1.
(
Purpose) Teacher will show a political cartoon on the overhead. (Teacher choice from
Junior Scholastic. Other images available online at such sites as cartoonstock.com.)
Have students respond to the cartoon by reflecting upon the meaning.
2.
P
review the pyramid organizer and explain how to use it to note information about Julius
Caesar. In order for students to gain some background knowledge of Julius Caesar,
have students view the United Streaming video, Julius Caesar. They may begin to fill in
the organizer based on the video.
3.
S
tudents will then read in pairs or independently the Julius Caesar information while
completing the pyramid graphic organizer. After students share their work in small
groups, debrief as a whole class.
Assessment:
• Students will use pyramid organizer to create an original political cartoon on Julius
Caesar.
MrDonn.org
F3-3
Free Lesson Plans & Activities
for K-12 teachers & students
http://rome.mrdonn.org/caesar.html
Julius Caesar
Julius Caesar was a great general and an important
leader in ancient Rome. During his lifetime, he had held
just about every important title in the Roman Republic
including consul, tribune of the people, high commander
of the army, and high priest. He suggested new laws,
most of which were approved by the Senate. He
reorganized the army. He improved the way the
provinces were governed. The Romans even named a
month after him, the month of July for Julius Caesar.
When Julius Caesar said he had something to say, the people flocked to the
Forum to hear his ideas. His ideas had been good ones. The people trusted
him. Julius Caesar told the people that he could solve Rome's problems.
Certainly, the Republic had problems. Crime was everywhere. Taxes were
outrageous. People were hungry. Many were out of work. It was easier to
use slaves to do work than hire Roman people. The people were angry that
their government had not been able to solve the many problems facing the
Republic.
As Julius Caesar became more powerful, and more popular with the people,
leaders in the Senate began to worry. They were afraid that Julius Caesar
wanted to take over the government and rule Rome as a king. The leaders of
ancient Rome had vowed that the Roman people would never be ruled by a
king again. That promise went back over 500 years in time, to when the
Roman Republic first began.
One of the laws of the original Twelve Tables was that no general could enter
the city with his army. Julius Caesar ignored this law. In 49 BCE, he entered
Rome with the Roman Legion, and took over the government. The poor
people of Rome, who made up the bulk of the population, were glad. The
people called him "father of the homeland.” The Senate was furious. To find
out what happened next, explore the links below.
Lesson 4: Augustus Caesar and the Roman Empire (1 day)
Rationale: Due to the authority of Augustus Caesar, the Roman political authority
changed from the dictatorship of Julius Caesar to the empire of Augustus.
Objective:
• The students will determine the differences and similarities of the authority of Julius
and Augustus Caesar.
Materials:
¾ Octavian/Augustus Caesar F4-1
¾ Venn Diagram (blank) F4-2
¾ Venn Diagram answer key F4-3
¾ Roman Empire F4-4
¾ Best Test graphic organizer F4-5
Procedure:
1. (Purpose) As a Do-Now, have students reflect on the following prompt:
• Think about the different authorities you experience (parents to children,
teachers to students, politicians to citizenry, etc.) Explain the different ways that
authority can change hands.
2. Teacher will begin class reading Roman Empire (first two paragraphs only).
3. Students will read Octavian/Augustus Caesar and then complete Venn diagram
comparing him to Julius Caesar. (Can be done independently, in small groups or in
pairs). Discuss responses when activity completed.
4. Return to the opening question and have students discuss with a partner how
authority changed to the Roman Empire. Share ideas as a whole group.
Assessment:
• In small groups use Best Test graphic organizer creating two different test questions
(one higher level thinking.)
Lesson 5: Emperors of Ancient Rome
Rationale: The Roman Empire continued to grow during the power and authority of a
variety of Roman emperors.
Objective:
• The students will assess the influence of key ancient Roman emperors.
Materials:
¾ Emperors of the Pax Romana and Beyond F5-1
¾ PH p.135 F5-2
¾ Report card graphic organizer F5-3
¾ Thumbs Up/Thumbs Down Graphic organizer F5-4
Procedure:
1. (Purpose) As a Do-Now, have students respond to the following question:
• What would make you a good emperor of Ancient Rome?
2. Choose one of the following options:
• Teacher will assign expert groups to research information about the Roman
Emperors. Each group will need to find out the time of the leaders reign and at
least 3 important facts about his reign. The students will then “jigsaw” and
share information about the rulers (a la Speed Dating style.) Once all
information is shared, students can then determine the grade or “thumbs
up/thumbs down” quality of their leadership using the graphic organizers.
• Teacher can choose either reading (The Emperors of the Pax Romana and
Beyond or The Empire Declined and Split Apart) and graphic organizer (Leader
Report Card or Thumbs Up/Thumbs Down for the Emperor) to assess the Roman
emperors. (The reading can be done independently or in pairs).
3. Whole class will go over emperor assessments from organizers.
Assessment:
• Exit Ticket: Reflect on one of the rulers. Explain why you feel they did/did not
make a good emperor. Be sure to discuss their leadership qualities. (Accept all
reasonable responses. Score using the 4 Point Rubric.)
Lesson 6: Constantine (1 day)
Rationale: Constantine was a Roman emperor who had lasting influence both
geographically and religiously.
Objective:
• The students will organize the importance of Constantine’s authority with regard to
changes in the Roman Empire.
Materials:
¾ SBG p.109-110 F6-1
¾ The Important Thing directions F6-2
¾ The Important Thing graphic organizer F6-3
Procedure:
1. (Purpose) As a Do-Now in order to review past authorities, have the students fill in
the following:
2. The important thing about Julius Caesar is _________. Have students give ideas for
blank.
3. Introduce Constantine reading on p.110. Students will complete the reading in pairs
using Important Thing organizer. Debrief as a whole class.
Assessment:
• In a student directed review of authority use a web on overhead or board with
“Authority of Constantine” in center.
Section 7: Power of Religion in Ancient Rome
Lesson 1: Early Roman Beliefs (1 day)
Rationale: Similar to the ancient Greeks, the Romans were a polytheistic society who
believed in many gods that they worshipped.
Objective:
• The students will examine the early religious beliefs of the ancient Romans and their
relationship to those of the ancient Greek religion.
Materials:
¾ How Is graphic organizer G1-1
¾ How Is direction sheet G1-2
¾ Early Beliefs and Worship sheets G1-3
¾ 3-2-1 Summary graphic organizer G1-4
Procedure:
1. (Purpose) As a Do-Now, have the students think back to what they learned about
the ancient Greeks and respond to the following question:
• What is one activity an ancient Greek priest like Parsone would perform?
2. Students will independently read Early Beliefs and Worship. Following reading divide
students into small groups and have them complete How Is graphic organizer
together. See example with lesson. Whole class will review responses.
Assessment:
• Students will complete 3-2-1 Summary graphic organizer.
Lesson 2: Changes in Religious Beliefs in Ancient Rome (1 day)
Rationale: Due to changes in religious beliefs the authority of the Roman emperor
was challenged and changed forever.
Objective:
• The students will be introduced to how the Judeo-Christian religious authorities and
beliefs that changed Roman society.
Materials:
¾ Carousel brainstorm direction sheet G2-1
¾ The Jews and the Christians sheets G2-2
¾ The Persecution sheets G2-3
¾ PH p.142 G2-4
Procedure:
1. (Purpose) Teacher will orally read 1st paragraph to set the scene for changes in
Roman religion.
2. Teacher orally read 1st page of The Jews and the Christians modeling how to
highlight important info (Teacher can use discretion for letting students
independently read and highlight rest of section or continue reading aloud.)
3. Use carousel brainstorming with the following questions:
• What would your life be like if you were a Jew in Ancient Rome?
• What would your life be like if you were a Christian in Ancient Rome?
• What would your life be like if you were an ancient Roman priest?
• Rome?
4. Use the Persecution reading as needed.
Assessment:
• Journal Response question: Are there any humans that are worshipped like gods
today? (Accept all reasonable responses. Score using the 4 Point Rubric.)
Section 8: Legacies of Roman Achievements
Lesson 1: Roman Achievements
Rationale: Many of the ancient Roman contributions have been adapted and
developed for use in modern society.
Objectives:
• The students will create a comparison of Roman legacies to their modern
counterparts.
Materials:
¾ Roman Achievements graphic organizer H1-1
¾ Legacies of Ancient Rome sheets H1-2
¾ How Does Roman Civilization Affect Me? free PowerPoint
http://rome.mrdonn.org/achievements.html H1-3
¾ Roman Achievements H1-4
Procedure:
1. (Purpose) As a Do-Now, have students answer the following with the person next to
them:
• Based on what you have learned about Ancient Rome what are some of the
accomplishments the Romans gave to the world?
2. Teacher may use the How does Roman Civilization affect me? PowerPoint as
introduction to the achievement of Ancient Rome.
3. Choose one of the following options:
• Use Legacies of Ancient Rome reading (can be done independently or in pairs).
Following reading students will complete Roman Achievements graphic organizer
independently.
• Using the list of Achievement (MrDonn.Org), divide the class into expert groups.
Allow groups to research the information on the various categories of
achievements and prepare a poster to explain the ancient Roman Achievement
and its connection to life today. Have students present their information to the
class.
Assessment:
• Completed achievement graphic organizer or a reflection on the information learned
by creating the poster can be a graded assessment.
Name ___________________________________________
Period_______
H1-1
Ancient Roman Achievement:
Modern Day Use:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
MrDonn.org
H1-4
Free Lesson Plans & Activities
for K-12 teachers & students
http://greece.mrdonn.org/achievements.html
Roman Achievements
Here are some Roman achievements, many of which
influence our life today:
1. Technology: The invention of concrete, roman roads, roman arches, aqueducts
2. Medicine: Public health programs including welfare programs for the poor
3. Language: Roman language (Latin), the root of the romance languages
4. Religion: Roman mythology and the Catholic faith, which kept learning alive after
the fall of the Western Roman Empire
5. Roman Law: including the law that states a person is innocent until proven guilty
(from the Twelve Tables)
6. Literature: Virgil's Aeneid
7. Art: Statues, jewelry, rings, mosaics, more
8. Customs: including the use of rings to denote friendship, engagements, and
weddings, and the use greenery to decorate during winter holidays, and other
holiday customs
9. Games: Many board and ball games including knuckleball (jacks) and hoops
Culminating Activity (1 day)
Rationale: Having studied the authorities of the Romans and the Greeks students will
be able to understand the importance of authority in their life.
Objective:
• The students will identify authorities who have power over them and which
authorities they have power over in their lives.
Materials:
¾ Authority collage direction sheet
¾ Oak tag board
Procedure:
1. (Purpose) Teacher will share an example of an authority collage project.
2. Teacher will review collage direction sheet with students.
3. Students will independently work on collage project.
Assessment:
• Completed authority collage can be used as a graded assessment.
Authority Collage Directions