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Ancient Greece: The Government, Culture, and Language Rationale: This unit encourages students to think outside their social studies textbook. Through hands-on activities, and creative group lessons, the students are encouraged to discovery and explore the lives of Ancient Greeks. They will create myths in the format of Ancient Greeks but relative to today and based on current unknowns of the earth. Students will make cross-content connections in reading, math, and science, and determine whether or not the Greeks were really as important to current American culture as some people believe. Unit Objectives: 1) Students will be able to identify how Greece's geography affects the growth of a civilization 2) Students will be able to make connections to modern day innovations in science, philosophy, government and sports competitions 3) Students will be able to recognize and state main ideas of daily readings 4) Students will be able to explain and incorporate economic terms such as cause and effect and interpret its importance in Greek society 5) Students will be able to compare and contrast the cultures of Sparta and Athens 6) Students will be able to analyze the structure of Greek city-states 7) Students will be able to replicate Ancient Greek mythology by creating explanations of current world events 8) Students will be able to summarize basic Greek facts through the use of graphic organizers and T-charts 9) Students will be able to interpret graphic sources of information Unit Standards 1. 17.a.2b Use maps and other geographic representations and instruments to gather information about people, places and environments 2. 17.c.2c Explain how human activity affects the environment 3. 16.a.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources 4. 16.c.2b Describe the basic economic systems of the world's great civilizations 5. 16.E.1 Compare depictions of the natural environment that are found in myths, legends, folklore and traditions 6. 18.B.3a Analyze how individuals and groups interact with and within institutions Complete Unit Overview January 31 Standards: 17.a.2b Use maps and other geographic representations and instruments to gather information about people, places and environments Objective: SWBAT identify how Greek's geographic characteristics effect daily life and economy Instructional Format: Large Group Discussion Description: As a whole group, the class will play “Where in the World is the Mystery Country” starting with a blank map of ancient Greece. They will be asked to identify where they think the major cities will be based on characteristics that will change as the slideshow progresses. The students may change their answers based on the topography, relationship to water, rainfall, etc. They will not know the name of the country until the end of class. February 1 (Shortened day due to Achievement Net testing) Standards: 1.C.1b Identify themes and context (READING STANDARD) Objective: SWBAT create organizers for the main themes and topics of the unit in bulleted form Instructional format: Individual, hands-on creation Description: Foldables are large pieces of construction paper that are folded into fourths. In each fourth the students will write the main topic of each section of the chapters and as they read throughout the week they will add the supporting and main ideas to the sections. This allows the students a new way of organizing their data as well as an easy way to identify what the whole class has deemed as “important” for future assignments and assessments. February 2 (Shortened day due to Achievement Net Testing) Standards: 17.a.2b Use maps and other geographic representations and instruments to gather information about people, places and environments Objective: SWBAT complete a map as they read along with the text to fill in the major cities, rivers, and topography of Ancient Greece 4) SWBAT identify main ideas and supporting details of a text Instructional format: Large group read aloud, individual map completion Description: As a group, the students will “Popcorn” read from the textbook about the land of ancient Greece. As we get to key regions, cities and waterways in the reading, the students will place them on their individual maps. Similarly, students will practice finding the main idea and supporting details (in preparation for the ISAT) by creating foldable organizers. February 3 Standards: 17.a.2b Use maps and other geographic representations and instruments to gather information about people, places and environments 17.c.2c Explain how human activity affects the environment 16.c.2b Describe the basic economic systems of the world's great civilizations Objective: SWBAT make connections with environment and economy and explain how people use natural resources in their daily lives Instructional format: Paired reading, individual map completion Description: If necessary, the students will finish their work from the class period before and then, as pairs, the students will switch off reading about the economy of ancient Greece and how landforms, and climate effect the economy. The will place symbols of each good on the map where they are found, and continue collecting main ideas in their foldable organizers. February 4 Standards: 16.c.2b Describe the basic economic systems of the world's great civilizations 17.c.2c Explain how human activity affects the environment Objectives: SWBAT identify the causes and effects of the how the Ancient Greek economic system functioned. SWBAT work in small groups to create their own cause-and-effect scenario Instructional format: Large Group Discussion, small group collaborative work Description: After reviewing the economic structure and system of Ancient Greece, the group will discuss what would happen if one part of the system stopped working and how it would effect people in Greece and in surrounding regions. They will then break off into groups of 3-4 and create their own scenarios in response to a pre-determined problem that arises in the student's everyday life. EX: You and your friends decide that you don't have to wear your uniforms to school. What is the effect of this action? February 7 Standards: 16.c.2b Describe the basic economic systems of the world's great civilizations Objectives: SWBAT identify how Greece become a power because of their economy and relationships with other states. SWBAT compare and contrast Greek Army/Navy/AF/Marines in Ancient times to the military branches in the USA today. Instructional format: Group discussion, Group read aloud Description: As a group we will “popcorn” read the textbook chapter about the Birth of Greek Civilization in order to identify how Greece came to be a great power. We will discuss the similarities and differences between modern Military branches and ancient systems and how people became a part of the military in Greece. February 8 Standards: 1.C.2c Compare and contrast the content and organization of selections (READING STANDARD) 18.B.3a Analyze how individuals and groups interact with and within institutions Objectives: SWBAT create a venn diagram comparing and contrasting the Minoan/Mycenae/Phoenicians who lived in Greece. Instructional format: Individual silent reading, individual diagram creation Description: While reading content from, The Age of Greece students will fill in their diagrams comparing the three different peoples of Greece. They will create connections and differences between all three and be asked to explain in writing how the three were similar and how they were different. February 9 Standards: 18.B.3a Analyze how individuals and groups interact with and within institution 3.C. 2A Write for a variety of purposes, including narrative, expository, and persuasive writings WRITING STANDARD Objective: SWBAT compare the Greek City State Acropolis system with modern systems in the US. Instructional format: Group read aloud, group discussions Description: As a group, the class will read about the Greek city-state structure and define acropolis, oligarchy, etc. They will then read short summaries of life in the Greek States and write a persuasive letter to the king/dictator based on which city-state they would want to live in. They will have to be as persuasive as possible if the king is to let them into the community and must provide details and characteristics as to why they belong in a particular city state. SEE HANDOUT February 10 Standards: 16.a.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources Objectives: SWBAT explain where our modern alphabet came from based on the ancient Greek writing system Instructional format: Group discussion, paired activity Description: As a group, we will compare how the Greek alphabet is similar/different to the modern English alphabet. Then, the students will write each other notes using the Greek alphabet and their partner will “Crack” it. SEE HANDOUT. February 14 Standards: 18.B.3a Analyze how individuals and groups interact with and within institutions Objectives: SWBAT compare and contrast using a Venn Diagram the lives of people living in Athens and Sparta SWBAT present their research finds to their class peers Instructional format: group read aloud, individual comparisons Description: As a group we will read an excerpt from The Age of Greece that compares the lives of women, men and children in Sparta and Athens. This will be the introduction to the students research projects about either Spartan Sports or Athenian art. They will be placed in groups of 3-4 for their projects that will be on going for two days. February 15-18 Description: In groups, students will research Spartan sports or Athenian art based on their own choice. They will then present their findings in a way that is interactive and engaging for their peers. Example: Students who choose to research sports will have to present the sport to the group and maybe even teach it. Those with the art option will have to either find pictures of the art or create a replica. February 22-24 Description: Students will be introduced to Greek traditions, arts and poetry. They will be given time to research as small groups the different Gods and Goddesses of Greek myths and be given time during ISAT to create their own myths about a modern event (EX: traffic, sports, homework). This will be an ongoing assignment with timing that varies based on when the students will be in class during ISAT.