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The unit of study looks at the political systems of ancient Greece, specifically tribal
monarchy during the Mycenaean period, limited monarchy in classical Sparta, democracy
in classical Athens. This topic is geared toward middle school students who begin their
formal study of history in grade 6 or 7.
The unit of study will address the following standards. In the course of instruction other
standards may be addressed incidentally, but the unit is designed to primarily address
these standards:
OSPI Grade 6 Social Studies Standard 4.2.2
Understands and analyzes how cultures and cultural groups in ancient civilizations
contributed to world history.
OSPI Grade 6 Social Studies Standard 4.2.3
Understands and analyzes how technology and ideas from ancient civilizations have
impacted world history.
Standards can be referenced at:
http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesStandards.pdf
Big Ideas
These standards lend themselves well to the following ideas:
1. Different peoples govern themselves in different ways. (4.2.2)
2. Our form of government owes much to the ancient Greeks but there are
substantial differences. (4.2.3)
Essential Questions
With these ideas in mind, the following questions are meant to address these big ideas:
1. What were the main features of Mycenaean kingship, Spartan kingship, and
Athenian democracy? (Idea 1)
2. How are the ancient Greeks’ forms of government similar to ours? How are they
different? (Idea 2)
Assessments
The unit looks at forms of government in the ancient Greek world. To fully grasp
how and why these different governments were formed and how they functioned students
must have a background knowledge of the geographic, social, and economic situation of
the times and societies in question (Idea/Question 1). They must also have some
background knowledge of how our own political system works as a basis of comparison
(Idea/Question 2). The target students are sixth grade students who have had no formal
instruction in history. With this in mind I make the following assumptions:

Many students are unsure of the geography of this part of the world.

Some students may already be generally familiar with the ancient Greeks through
Greek mythology and/or portrayals of ancient Greece in popular culture.

Those that are familiar with ancient Greece likely view it as a monolithic culture
and do not distinguish between different time periods in Greek history or different
political system practiced by the Greeks in various times and at various places.
With this in mind I plan on an informal pre-assessment to gauge background
knowledge. This will take the form of a class discussion where students are free to
express what they already know (or think they know) about ancient Greece. The
discussion will begin with the teacher asking the essential questions (or variations
thereof). Student responses will inform the teacher of the right place to begin each
individual lesson.
Post-assessment will be a two written assignment. In the first part students will
be asked to select one of the systems they have studied, describe its essential features,
and analyze its strengths and weaknesses (Essential Question 1). The second part asks
student to compare and contrast the United States’ constitutional system to the ancient
Greek system they have selected, which system they think more viable, and why
(Essential Question 2).
This post-assessment will address OSPI content standards listed above but will
also address several CCSS writing standards for social studies (grade 6). The scoring
rubric will incorporate writing standards but the OSPI content standards will be given
greater weight as these standards are tied to the Big Ideas and Essential Questions for the
unit.
Daily Learning Targets
Week 1

I can locate Greece on a map and I can locate and name different regions of
Greece.

I know what the major divisions of Greek history are and who the major
historians of Greece are.

I can put major events in Greek history in chronological order on a timeline.

I can describe Greek religion. I can name some of their chief gods and goddesses
and describe their characteristics.

I can describe what society was like in Mycenaean Greece and Minoan Crete.
Week 2

I know some of the hypotheses about why Mycenaean/Minoan civilization
collapsed.

I know what a polis is. I can name several of the most important poleis.

I can locate Sparta on a map. I can describe what Spartan society was like.

I can describe what the Spartan system of government was like and why the
Spartans chose that form of government.

I can communicate in writing what I think of the Spartan way of life.
Week 3

I can locate Athens on a map. I can describe what Athenian society was like.

I can describe what the Athenian system of government was like and why the
Athenians chose that form of government.

I can describe the cause of the Persian Wars. I know who the main figures are on
both sides. I know what happened at Marathon, Thermopylae, Salamis, and
Platea.

I can describe the cause of the Peloponnesian War. I know who the main figures
are on both sides. I can describe the outcome of the war and how it affected both
sides.

I can communicate in writing what I think of the Athenian way of life.
Week 4

I can identify the characteristics of Greek art, what they chose to represent and
why.

I can describe compare and contrast Athenian and Spartan forms of government,
military organization, social systems, and family life.

I can describe the differences between monarchy, aristocracy, and democracy.

I can describe how the government of the United States is similar to and different
from the governments of the ancient Greeks.

I can communicate in writing my answers to the unit’s essential questions.
Learning Activities
Notes:
1. Some activities may require work outside of class time or more than one class
period to complete.
2. During student work it is assumed that the teacher is circulating among students
offering scaffolded support as needed.
3. All handouts contain space at the top to record the learning target. Students keep
all handouts bound in a notebook to form a unit study guide.
Week 1 Day 1
Learning Target: I can locate Greece on a map and I can locate and name different
regions of Greece.

Teacher displays a world map (preferably a geographical map without borders or
names) and introduces the upcoming unit on Greece by pointing to Brazil or
Greenland or Russia or some other place that is obviously not Greece (preferably
far away from Greece on the map). Hopefully, students will point out the error.
In this way the teacher can informally gauge background knowledge of the


learning target. If students do not catch the error the activity will make the error
clear.
Student groups of four to five students are given an area of Greece to research
along with a sheet containing the guiding questions for their research and a blank
outline of Greece, Ionia, and the islands. There is a maximum of six regions to
research. These regions can be combined depending on the number of groups. It
is assumed that students have access to adequate resources to conduct their
research.
Class comes back together. Each group presents their findings. The initial error
of locating Greece at the beginning is now corrected, if necessary. As each group
presents their findings the rest of the class labels their maps accordingly.
Week 1 Day 3
Learning Target: I can put major events in Greek history in chronological order on a
timeline.


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Teacher displays a blank timeline on classroom media with one end labeled “Rise
of Minoan and Mycenaean civilizations” and the other end labeled “Conquest of
Greece by Philip of Macedon” Teacher randomly places a series of icons labeled
with the major events of Greek history between these two ends (no more than
six). “Our task is to put these events in chronological order.”
Teacher models the activity using the Trojan War icon as an example. Student
texts likely do not reference the Trojan War since its historicity is still under
debate but the experience of the Trojan War in the Greek mind is essential to
understanding Greek culture and history.
Teacher asks class individually or in pairs to skim their textbooks looking for
reference to the other events. They should write down their findings when they
encounter references including what the event is and when it occurred relative to
the others.
Class comes back together and places each icon in its proper position. Students
give reasons why they choose to place certain icons where they do. Class agrees
or disagrees with each choice. If the class disagrees the teacher asks why.
Students must point out why they disagree and where they think the icon should
go. By the end of the lesson all icons should be in the correct order.
Week 1 Day 4
Learning Target: I can describe Greek religion. I can name some of their chief gods
and goddesses and describe their characteristics.

Teacher displays period artwork depicting the 12 main Olympic gods. Each
display is labeled with the deity’s name but nothing else. Students choose a deity
to research. Teacher reserves the right to modify selections if too many students
choose too few deities.


Teacher provides students with guiding questions for research and instructs
students to construct at least one research question of their own to augment the
required items.
Students conduct research in the computer lab. Using the results of their research
students construct posters that display the results of their research in both words
and pictures for display in either the classroom or hallways. Teacher provides an
example poster using a minor deity (so students cannot copy the example) as a
reference.
Week 2 Day 2
Learning Target: I know what a polis is. I can name several of the most important
poleis.



Teacher displays a picture of the Athenian acropolis on classroom media and asks
the class what the picture depicts. This leads into brief direct instruction on what
a polis is and how the Greeks thought of their poleis as opposed to how we think
of our cities.
Jigsaw activity: Class is split into groups of three to six depending on the size of
the class. Each individual in the group is given a polis and research guide
containing primary and secondary sources and a column for each polis they are
studying. When all students have their materials all students with a particular
polis then form a new group. (Group 1 has Athens, Sparta, and Corinth; Group 2
has Athens, Sparta and Corinth, etc. When the signal is given, all students with
Athens form a group, all students with Sparta form a group, etc.).
The new groups conduct research and fill in the appropriate column on their guide
sheets. When the signal is given students re-form their original groups. The
experts then teach the other members of their groups about the polis they have
researched. Each student should have filled out all columns on their guide sheets
as the jigsaw concludes.
Week 2 Day 3
Learning Target: I can locate Sparta on a map. I can describe what Spartan society
was like.





Advance Organizer: Students are given a chart that contains different categories
(e.g. allies, enemies, economy, role of women, etc.).
Using their textbooks students skim and record their observations. Class does the
first category together under teacher’s guidance.
Students work individually or in pairs to complete their work.
Class comes together to share results of their findings.
Exit ticket is a short paragraph: “Would you want to live in ancient Sparta? Why
or why not?” This is to help prepare students for summative assessment.
Week 3 Day 2
Learning Target: I can describe what the Athenian system of government was like
and why the Athenians chose that form of government.






Students have already looked at the government of ancient Sparta. They are now
looking at Athens.
Advance Organizer: Students are given a chart that contains different categories
(e.g. Who has power? How did they come to have power? How did they
maintain their power? etc.).
Using their textbooks students skim and record their observations. Class does the
first category together under teacher’s guidance.
Students work individually or in pairs to complete their work.
Class comes together to share results of their findings.
Exit ticket is a short paragraph: “Select one category from your research guide.
Describe how Athens and Sparta are similar or different in this category.” This is
to help prepare students for summative assessment.
Week 3 Day 3
Learning Target: I can describe the cause of the Persian Wars. I know who the main
figures are on both sides. I know what happened at Marathon, Thermopylae,
Salamis, and Platea.




Class begins with a brief clip from the film 300 showing the audience of the
Persian messenger with king Leonidas of Sparta. This leads into brief direct
instruction on Athens’ support for the Ionian revolt and the Persian response.
Jigsaw activity similar to the activity for Week 2 Day 2. Students are given
primary source documents from Herodotus to conduct their research.
Research groups focus on the four battles referred to in the learning target.
Students are asked which battle is depicted in the film 300.
Week 4 Day 3
Learning Target: I can describe the differences between monarchy, aristocracy, and
democracy.



The class period is spent in direct instruction on the essential differences between
monarchy, aristocracy, and democracy.
Students are given a graphic organizer with three columns labeled with each of
the forms of government under study and rows containing characteristics. Each
cell is filled in as it is covered. (Ensure each form of government contains a cell
that allows the student to draw a nonlinguistic representation or mnemonic device
to help them associate ideas.)
Students write an exit ticket: “Which form of government do you think is best?
Why?”
Week 4 Day 4
Learning Target: I can describe how the government of the United States is similar to
and different from the governments of the ancient Greeks.



Round Robin: Students are broken into four groups of four. Each group is
assigned Athens or Sparta and Similar or Different. When all groups are formed
there should be Athens/Similar, Athens/Different, Sparta/Similar, and
Sparta/Different.
Students review the materials they have been working on for the last several
weeks in response to the learning target prompt (see note 2).
Teacher selects a student from each group using a random name generator.
Selected student gives a response based on the nature of his group. (e.g. if a
student from Athens/Different is called, he/she gives one way in which ancient
Athens’ government is different from the US). Each group should answer before
the groups repeat. If a student is stumped, he/she may consult with his/her group.
Week 4 Day 5
Learning Target: I can communicate in writing my answers to the unit’s essential
questions.
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

Summative Assessment: Students are given the writing prompts that are drawn
from the essential questions for the unit.
The rubric for assessment is displayed on classroom media and explained.
Students work individually on assessment.
Lesson plans begin on following page to avoid awkward page breaks.
Lesson Planning Template
Unit Focus
Standards Unit Meets
The Greek Foundations of Western
Civilization
OSPI Grade 6 Social Studies Standard 4.2.2
Student Learning Target(s)
I can locate Greece on a map. I can locate, name, and describe different regions of Greece.
Guiding Questions/Big ideas
Where in the world is Greece? What is its geography like?
Assessment Plan – formative or summative
Formative – Teacher deliberately mislocates Greece on a map and gives students the
opportunity to immediately point out the error. If not, the error will become clear in the
course of the lesson.
Lesson Introduction
Teacher introduces the unit by describing the importance of the ancient Greeks in Western
history while pointing to some place other than Greece on a world map (preferably large and
far away). If students notice the error the teacher prompts them to correct it.
Lesson Core (what will the teacher do, what will the students do )
Student groups of three to four students are given an area of Greece to research along with a
sheet containing the guiding questions for their research and a blank outline of Greece,
Ionia, and the islands. There is a maximum of six regions to research. These regions can be
combined depending on the number of groups.
Lesson Conclusion
Class comes back together. Each group presents their findings. The initial error of locating
Greece at the beginning is now corrected, if necessary. As each group presents their findings
the rest of the class labels their maps accordingly
Differentiation Strategies (for remediation and for extension)
Teacher will circulate to monitor progress and offer scaffolded support where appropriate.
Gifted students who wish to do so may research further regions after completing their initial
assignment.
Vocabulary
Resources and Materials needed
Greece; Balkan Peninsula, Peloponnesus,
Attica, Boeotia, Macedonia, Thrace, Ionia
World Map, student textbook, prepared
handouts including a blank outline of Greece
and Ionia and guiding questions, colored
pencils
Lesson Reflection (place to take notes AFTER the lesson is taught)
Lesson Planning Template
Unit Focus
Standards Unit Meets
The Greek Foundations of Western
Civilization
OSPI Grade 6 Social Studies Standard 4.2.2
Student Learning Target(s)
I can put major events in Greek history in chronological order on a timeline.
Guiding Questions/Big ideas
What happened during this time period that made it so important to our history?
Assessment Plan – formative or summative
Formative – Debrief of activity (see lesson conclusion)
Lesson Introduction
Teacher displays a timeline on classroom media labeled at one end “Rise of Minoan and
Mycenaean civilizations” and “Conquest of Greece by Philip of Macedon” at the other end. A
series of icons is also displayed labeled “Trojan War,” “Collapse of Minoan and Mycenaean
civilizations,” “Rise of the polis,” “Establishment of democracy at Athens,” “Persian Wars,”
and “Peloponnesian War.” Teacher introduces task, “Our task is to put these events in the
correct chronological order. Don’t worry too much now about what these events are. We just
want to know what order they happened in.”
Lesson Core (what will the teacher do, what will the students do )
Teacher models the activity using the Trojan War icon as an example. Student texts likely do
not reference the Trojan War since its historicity is still under debate but the experience of
the Trojan War in the Greek mind is essential to understanding Greek culture and history.
Teacher asks class individually or in pairs to skim their textbooks looking for reference to the
other events. They should write down their findings when they encounter references
including what the event is and when it occurred relative to the others.
Lesson Conclusion
Class comes back together and places each icon in its proper position. Students give
reasons why they choose to place certain icons where they do. Class agrees or disagrees
with each choice. If the class disagrees the teacher asks why. Students must point out why
they disagree and where they think the icon should go. By the end of the lesson all icons
should be in the correct order.
Differentiation Strategies (for remediation and for extension)
The assignment is fluid. Learners are encouraged to record their findings in the way that
best suits their style of learning. Notes need not be taken in words; students may draw
symbols or arrange their own icons. Students are also encouraged to work in pairs (but no
more than three) to reinforce each other’s efforts.
Vocabulary
Resources and Materials needed
Mycenaean; Minoan; Crete; Trojan War; polis;
Persian War; Peloponnesian War,
PowerPoint and projector or whiteboard w/
erasable markers, student textbooks,
student notebooks and writing utensil
Lesson Reflection (place to take notes AFTER the lesson is taught)
Lesson Planning Template
Unit Focus
Standards Unit Meets
The Greek Foundations of Western
Civilization
OSPI Grade 6 Social Studies Standard 4.2.2
Student Learning Target(s)
I can describe Greek religion. I can name some of their chief gods and goddesses and
describe their characteristics.
Guiding Questions/Big ideas
What did the Greeks believe about the world around them?
Assessment Plan – formative or summative
Formative – Student projects are displayed but research is turned in.
Lesson Introduction
Teacher displays on classroom media period representations of the twelve major Olympians
(Zeus, Hera, Athena, Aphrodite, Poseidon, Apollo, Artemis, Hades, Hephaestus, Hermes, Ares,
Demeter). Each is labeled with the name of the deity and nothing more. Teacher introduces
the concept of polytheism and how the Greeks (like many other ancient peoples) explained
the world around them through myth and associated natural phenomena with supernatural
forces.
Lesson Core (what will the teacher do, what will the students do )
Teacher introduces task. Students are to research a deity of their choice (teacher reserves
the right to assign deities if too many students choose too few deities), and construct posters
combining pictures and words to describe their deity. Teacher provides an example poster
using a minor deity (so students cannot copy the example) as a reference.
Teacher provides students with guiding questions for research and instructs students to
construct at least one research question of their own to augment the required items.
Students conduct research in the computer lab. Using the results of their research students
construct posters for display in either the classroom or hallways.
Lesson Conclusion
Student projects are prominently displayed where other students and visiting parents can
see them.
Differentiation Strategies (for remediation and for extension)
There is quite a degree of freedom in completing the project that suits individual learners.
The nature of the project allows the teacher to target attention where it’s most needed.
Vocabulary
Resources and Materials needed
Polytheism, twelve Olympians (see above),
students will encounter project specific
academic vocabulary that will be integrated
into their individual projects.
PowerPoint and projector, computer lab,
student textbook, art supplies, wall space to
display projects for up to three classes.
Lesson Reflection (place to take notes AFTER the lesson is taught)
Lesson Planning Template
Unit Focus
Standards Unit Meets
The Greek Foundations of Western
Civilization
Understands and analyzes how…ideas from
ancient civilizations have impacted world
history.
Student Learning Target(s)
I know what a polis is. I can name several of the most important poleis.
Guiding Questions/Big ideas
We think of Greece today as a sovereign country but the ancient Greeks themselves did not
see it this way. How can understanding a particular culture’s point of view help us to make
sense of what may be confusing from our point of view?
Assessment Plan – formative or summative
None
Lesson Introduction
Entry Task displayed on classroom media “Turn to your neighbor and discuss what you think
politics is all about.” Debrief of entry question leads into brief direct instruction on what a
polis is and how it is similar to and different from our concept of a city.
Lesson Core (what will the teacher do, what will the students do )
Jigsaw activity: Class is split into groups of three to six depending on the size of the class.
Each individual in the group is given a polis and research guide containing primary and
secondary sources and a column for each polis they are studying. When all students have
their materials all students with a particular polis then form a new group. (Group 1 has
Athens, Sparta, and Corinth; Group 2 has Athens, Sparta and Corinth, etc. When the signal is
given, all students with Athens form a group, all students with Sparta form a group, etc.).
The new groups conduct research and fill in the appropriate column on their guide sheets.
When the signal is given students re-form their original groups. The experts then teach the
other members of their groups about the polis they have researched.
Lesson Conclusion
Each student should have filled out all columns on their guide sheets as the jigsaw
concludes.
Differentiation Strategies (for remediation and for extension)
Students are not required to take notes in a specific fashion. Students may use acoustic,
symbolic, or mimetic elaboration strategies (previously modeled and practiced) as necessary.
Vocabulary
Resources and Materials needed
Polis; Athens, Sparta, Corinth, Thebes, Argos,
Miletus (those in bold print are essential,
those not in bold print are at the teacher’s
discretion)
Lesson Reflection (place to take notes AFTER the lesson is taught)
Lesson Planning Template
Unit Focus
Standards Unit Meets
The Greek Foundations of Western
Civilization
Understands and analyzes how…ideas from
ancient civilizations have impacted world
history.
Student Learning Target(s)
I can describe the differences between monarchy, aristocracy, and democracy.
Guiding Questions/Big ideas
The Greeks used many forms of government. Many of these we still use today. How did
these systems work? How were they similar? How were they different?
Assessment Plan – formative or summative
Formative – see lesson conclusion
Lesson Introduction
Teacher reminds students that summative assessment is soon and reviews the big ideas and
essential questions of the unit. Teacher displays the three forms of government that were
common among the Greeks and checks for understanding by asking which polis used which
system. This leads into direct instruction.
Lesson Core (what will the teacher do, what will the students do )
The class period is spent in direct instruction on the essential differences between
monarchy, aristocracy, and democracy.
Students are given a graphic organizer with three columns labeled with each of the forms of
government under study and rows containing characteristics. Each cell is filled in as it is
covered. Teacher checks for understanding by asking individual students using a random
name generator to put the concept into their own words before filling in any cell.
Lesson Conclusion
Students write an exit ticket: “Which form of government do you think is best? Why?”
Differentiation Strategies (for remediation and for extension)
Students may use any acoustic, symbolic, or mnemonic strategy that suits them.
Vocabulary
Resources and Materials needed
Aristocracy, monarchy, democracy
PowerPoint and projector, student handouts
Lesson Reflection (place to take notes AFTER the lesson is taught)