Download Hums: Integrated unit - Ancient Greece

2013
Teaching Humanities 1
(AEG 5211)
Henrik Steenberg
[HUMS: INTEGRATED UNIT]
This integrated unit is developed for the Year 7 Level AusVELS History domain and integrates
standards from the AusVELS Civics and Citizenship and the AusVELS Information Communications
Technology (ICT) domains.
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AusVELS Integrated Unit
AusVELS Learning Focus
The Ancient Greece integrated unit of study is developed for the Year 7 Level AusVELS History
domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS
Information Communications Technology (ICT) domains.
History
The Ancient World, depth study: The Mediterranean World - Ancient Greece:
The physical features of ancient Greece (such as its mountainous landscape) and how they inf
luenced the civilisation that developed there (ACDSEH003)
Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), incl
uding the influence of law and religion (ACDSEH035)
The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis
on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSE
H036)
Contacts and conflicts within and/or with other societies, resulting in developments such as t
he expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (A
CDSEH037)
The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDS
EH130)
AusVELS Level 7
Civics and Citizenship
As students work towards the achievement of Level 8 standards in Civics and Citizenship,
they study the origins of democracy and various other types of government in an historical
context. They learn about how past societies such as Ancient Greece or Rome have influenced
modern democracies.
AusVELS Level 7
Information Communication Technology
As students work towards the achievement of Level 8 standards in Information and
Communications Technology, they learn to use a variety of ICT tools and techniques to assist
with filtering, classifying, representing, describing and organising ideas, concepts and issues.
AusVELS Level 7
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AusVELS Domain, Dimension, Depth Study, Content Description and
Key Elements of Achivement Standards
The table below outlines how the Ancient Greece unit of study can be used to assess a number of
AusVELS achievement standards.
Domain
Dimension
Depth study
Content
description
History
Historical
Knowledge and
Understanding
Depth Study 2:
Greece
The physical
features of
ancient Greece
(such
as its
mountainous
landscape) and
how they
influenced the
civilisation that
developed there
(ACDSEH003)
Roles of key
groups in
Athenian and/or
Spartan
society (such as
citizens, women,
slaves),
including the
influence of law
and religion
(ACDSEH035)
The significant
beliefs, values
and practices of
the ancient
Greeks, with a
particular
emphasis
on ONE of the
following areas:
everyday life,
warfare, or death
and funerary
customs
(ACDSEH036)
Key elements of
achievement
standards
Students suggest
reasons for
change and
continuity over
time. They
describe the
effects of change
on societies,
individuals and
groups. They
describe events
and
developments
from the
perspective of
different people
who lived at the
time. Students
explain the role of
groups and the
significance of
particular
individuals in
society. They
identify past
events and
developments
that have been
interpreted in
different ways.
Contacts and
conflicts within
and/or with other
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societies,
resulting in
developments
such as
the expansion of
trade,
colonisation and
war
(such as the
Peloponnesian
and Persian wars)
(ACDSEH037)
The role of a
significant
individual in
ancient
Greek history
such as Leonidas
or Pericles
(ACDSEH130)
Historical Skills
Chronology,
terms and
concepts
Sequence
historical events,
developments
and periods
(ACHHS205)
Use historical
terms and
concepts
(ACHHS206)
Historical
questions and
research
Identify a range
of questions
about the
past to inform an
historical inquiry
(ACHHS207)
Identify and
locate relevant
sources, using
ICT and other
methods
(ACHHS208)
Analysis and use
of sources
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Identify the origin
and purpose of
primary
Students
sequence events
and
developments
within a
chronological
framework, using
dating
conventions to
represent and
measure time.
When
researching,
students develop
questions to
frame an
historical inquiry.
They identify and
select a range of
sources and
locate, compare
and use
information to
answer inquiry
questions. They
examine sources
to explain points
of view. When
interpreting
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and secondary
sources
(ACHHS209)
Perspectives and
interpretations
Explanation and
communication
Civics and
Citizenship
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Civic knowledge
and
understanding
sources, they
identify their
origin and
purpose. Students
Locate, compare, develop texts,
select and use
particularly
information from descriptions and
a range of sources explanations. In
as
developing these
evidence
texts and
(ACHHS210)
organising and
presenting their
Draw conclusions findings, they use
about the
historical terms
usefulness of
and concepts,
sources
incorporate
(ACHHS211)
relevant sources,
and acknowledge
Identify and
their sources of
describe points of information.
view, attitudes
and values in
primary and
secondary
sources
(ACHHS212)
Develop texts,
particularly
descriptions and
explanations that
use evidence
from a
range of sources
that are
acknowledged
(ACHHS213)
Use a range of
communication
forms
(oral, graphic,
written) and
digital
technologies
(ACHHS214)
As students work
towards the
achievement of
Level 8 standards
in Civics and
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Information
Communications
Technology
ICT for visualising
thinking
ICT for creating
ICT for
communicating
Citizenship, they
study the origins
of democracy and
various other
types of
government in an
historical context.
They learn about
how past
societies such as
Ancient Greece
and Rome have
influenced
modern
democracies.
They use ICT to
visualise their
thinking in order
to make sense of
ideas, concepts
and issues from
all domains,
and to reflect on
their learning.
Students use a
wide range of ICT
tools, techniques
and functions to
support their
thinking
processes, to
model systems, to
solve problems
and to create
information
products for a
variety of
purposes.
Students use
Internet research
tools to locate
and download
information
from a range of
sources, and they
judge the quality
of information,
based on set
criteria.
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At level 7,
students work
towards Level 8
standards:
Students select
and apply ICT
tools and editing
functions that
support filtering,
classifying,
representing,
describing and
organising of
concepts, issues
and ideas.
Students
independently
apply a range of
processing skills,
functions and
equipment to
solve problems
and create
products which
contain minimal
functional,
typographical,
formatting and
readability errors.
Students select
the most
appropriate
search engines to
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locate
information on
websites.
Synopsis
This unit will introduce students to the AusVELS level 7 standards for the History, Civics and
Citizenship and ICT domains through the topic of Ancient Greece.
Students will engage in self-guided investigations of ancient Greece including:

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


How the landscape affected the type of societies that developed in ancient Greece.
The development of democracy and its legacy on the Australian political system.
The similarities and differences between ancient Greek societies and the role of key groups.
Students will use ICT to investigate and present their learnings.
Students will use a range of primary and secondary sources and will be introduced to
techniques that will enable them to think critically when evaluating the type of questions
specific types of sources can help answer.
Focus Questions
A framework for developing students’ historical knowledge, understanding and skills is provided
by inquiry questions through the use and interpretation of sources. The key inquiry questions at
level 7 are:

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

How do we know about the ancient past?
Why and where did the earliest societies develop?
What emerged as the defining characteristics of ancient societies?
What have been the legacies of ancient societies?
Inquiry Process
The Ancient Greece unit of work will offer students with the opportunity to actively engage in
student centred learning activities both individually and in groups. Students will participate in
identifying information needs, formulate questions to direct inquiry, plan their inquiry process,
research and evaluate relevant information and present their findings in various modes and media.
The inquiry process will assist the students develop critical thinking skills and enhance their research,
problem solving and communication skills through independent and collaborative learning
experiences to foster deeper learning.
Inclusive Curriculum
The Ancient Greece unit of study is developed with an understanding that the learning process
within a group of students is not homogenous but must cater for differences in learning styles and
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multiple intelligences. The unit includes a wide range of learning activities aimed to include all
students, such as verbal/linguistic intelligence (individually writing a persuasive text), interpersonal
intelligence (group work and discussions), visual/spatial intelligence (interpreting images and
creating graphic posters), naturalist intelligence (interpreting the Greek landscape’s impact on
development of city states) and bodily/kinaesthetic intelligence (acting, participating in reenactment of ancient Greek games).
Assessment
The Ancient Greece unit of study includes several methods of assessment designed to comprehend
student’s learning progress and understanding. During the unit student progress and engagement
will be informally assessed by checking work during class, engagement in groups and class discussion
and formally assessed with students engaged in essay writing, creating posters and completing
question/answer sheets. Whenever formal assessment techniques are involved a rubric will be
presented.
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Activities
Activity 1: Introduction to Ancient Greece
Introduction to Ancient Greece
Think/Pair/Share – Brainstorm – Mindmap
Student are introduced to the unit Ancient Greece and advised that they will be investigating how
the physical features of Greece influenced the types of society that developed; the roles of key
groups in society (citizens, women, slaves); how beliefs, values and practises influenced everyday
life; the contacts and conflicts (trade, colonization, war); and the role of the significant individual.
Students will be divided into permanent groups of four for the duration of the unit. The following
activity will take place in a group setting.
Individually, students are asked to think about two to three things they already know about
Greece and write these on sticky notes before sharing with the group. The group is to
discuss any similarities or differences. As a way to assess the student’s prior knowledge, the
students will share their ideas by collating the sticky notes on a poster under the heading:
Greece.
Next, the students are handed images relating to ancient Greece and, as a group, asked to
brainstorm their understanding/interpretation of the images (on sticky notes). They must
also record questions that arise from discussing the images; what are the things that they
would like to know about ancient Greece?
The class will construct a mind map (http://www.xmind.com) and list the groups’
brainstorm ideas and questions under the following categories:
1.
2.
3.
4.
5.
Physical features of Greece
Roles of key groups
Beliefs, values and practises
Contacts and conflicts
The significant individual
The mind map will inform the inquiry process for the reminder of the unit.
In addition, students are introduced to the topic of Ancient Greece by presenting them with a
chronological overview of the important features of the period from human migration out of Africa,
approximately 60.000 BCE, to the early Greek civilizations of the Minoans and Mycenaeans.
How did the landscape affect the type of societies that developed in ancient Greece? (Link to CrossCurriculum: Sustainability (past social and economic systems, and access to the Earth’s resources,
the emergence of farming and settled communities)
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Activity 1: Handout - Brainstorm
Each image (including title) will be laminated and distributed to the groups to assist their brainstorm.
Temple of Olympian Zeus, Athens
Amphitheater at Epidaurus
Acroplis in Athens
Pericles
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Hoplite
Olympic Games
Assembly after the death of Pericles
Ancient Athenian warship
Map of ancient Greece (1500 BC)
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Activity 2: Text Reading and Questions
Throughout the Ancient Greece unit, students will be required to read chapter 6 in ‘History Alive 7
for the Australian Curriculum’: Depth Study 2: The Mediterranean World: Ancient Greece.
Chapter 6 on Ancient Greece covers:
6.1 How do we know about ancient Greece?
6.2 The Minoans and Mycenaeans
6.3 The rise of the Greek city-states
6.4 Government in Athens and Sparta
6.5 The Spartans
6.6 Athens – wonder of the ancient world
6.7 SkillBuilder: Using ancient Greek primary sources
6.8 Myths, gods and oracles
6.9 The Olympic Games
6.10 Greeks, Persians and Alexander the Great
6.11 The heritage of ancient Greece
Prior to each lesson, students will be required to read a sub-chapter (such as 6.8 ‘Myths, gods and
oracles’) and, working in groups, they will complete the questions on handouts.
Students work will be assessed while they are completing the task and feedback will be provided
verbally.
Example of handout (for 6.8 ‘Myths, gods and oracles’) is provided below.
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Activity 2: Handout – Text Reading
Ancient Greece: Myths, gods and oracles
Use your textbook (chapter 6) to complete the activities:
Explain the following terms:
Entrails
Immortals
Metope
Mythology
Omens
Explain
1. Make a list of things that the people of the Greek city-states had in common.
___________________________________________________________________________
2. How do you think these things would have contributed to a Greek sense of identity?
___________________________________________________________________________
3. Write a short paragraph explaining why the Greeks consulted oracles?
___________________________________________________________________________
4. What similar kinds of fortune-telling still happen in our time? Give examples.
___________________________________________________________________________
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Activity 3: Ancient Greek primary sources - Excursion to the Hellenic
Museum, Melbourne
Students are advised that they will complete a study of ancient Greek primary sources during an
excursion to the Hellenic Museum, Melbourne. The excursion will examine ancient Greek antiquities
and statues. The students will observe historical artefacts and complete a question sheet.
Prior to the excursion they will read chapter 6.7: SkillBuilder – Using ancient Greek primary sources.
The students will in their groups choose 4 museum exhibits (primary sources) in the form of pottery,
coins, statues etc. for study. For each of the items they will complete five questions:
1.
2.
3.
4.
5.
Who created it?
Why was it created?
What does it say or show?
What does it tell us about the ancient Greeks?
What conclusion can we draw from it about ancient Greek society?
The students are also asked to take a picture of the item (if permitted) or draw a picture.
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Activity 3: Handout – Ancient Greek Primary
Sources
In your groups, use your knowledge from chapter 6.7:
SkillBuilder – Using ancient Greek primary sources to
complete the question sheet below.
You are to study 4 different items from the following
categories: pottery, coins, tools, weapons, and
statues. You must maximum include two pieces from
each category.
ITEM 1

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about
the ancient Greek society?
ITEM 2

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about
the ancient Greek society?
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ITEM 3

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about
the ancient Greek society?
ITEM 4

Who created it?

Why was it created? What is its purpose?

What does it show?

What does it tell us about the ancient Greeks?

What conclusions can you draw from it about
the ancient Greek society?
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Activity 4: Online Research – Greek myths
In their groups, students are to use internet resources to research a Greek myth of choice:


The Iliad
The Odyssey
Students are encouraged to use online resources and will be given a list of online sites to consult in
their research. We will also review approaches to guide their evaluation of the webpages:

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
URL
o Personal page
o Publisher – reliable, original source
o Domain type
Perimeter of page
o Author
o Date (is information current?)
o ‘About Us’, ‘Background’ etc. to inform of reliability
Indicators of quality
o Links – do they work?
o Are sources documented and reliable?
What do others say?
o Who links to the page (Search Google: link:URL)?
o What do others say about the author?
Purpose of page
o Inform
o Persuade
o Entertain
Students can choose to present their findings in written form (essay, poster or presentation) or as a
role play.
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Activity 4: Handout – Greek Myths
In your group, you are required to research a Greek myth using a range of online sources. You can
choose to research either:
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The Iliad
The Odyssey
For your group presentation to class, choose either option 1 or option 2:
1. In option 1 the group is required to present the myth in written form. This can be in the form
of a presentation. The presentation must include the following slides:
a. Title
b. 5-10 slides summary of the myth
c. A list of the main characters (humans and gods) with brief explanation
d. A reference slide
2. In option 2 the group is required to prepare a role play of the myth and act out in front of
the class. The play is to last 5-10 minutes.
List of useful online resources:
The Iliad
http://education-portal.com/academy/lesson/the-iliad-greek-epic.html
http://www.historyforkids.org/learn/greeks/literature/iliad.htm
http://www.ducksters.com/history/ancient_greece/iliad.php
http://www.shmoop.com/iliad/summary.html
The Odyssey
http://education-portal.com/academy/lesson/the-odyssey-greek-epic.html
http://www.historyforkids.org/learn/greeks/literature/odyssey.htm
http://www.shmoop.com/odyssey/summary.html
http://greece.mrdonn.org/odyssey.html
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Activity 5: Greek City-States and Governments
Students will read chapter 6.4: Government in Athens and Sparta before embarking on an
investigation of the types of government that existed in ancient Greece. The investigation will
include a discussion of Athenian democracy and its legacy on the Australian political system.
A list of online sources and books will be suggested for the inquiry.
Students are to create a Venn diagram to illustrate the similarities and difficulties between the two
types of government that developed in Athens and Sparta. They can choose to create the Venn
diagram using Microsoft Word or online:
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
The Venn diagram should include references to geographical, political, educational, cultural,
economic, legislative and civic topics. Emphasise that students include and discuss the geographical
features of Greece, the rights of the key groups in society; i.e. which groups had the right to
participate in decision making process, can vote; and which groups were excluded.
Students are required to add references to sources (websites, text books and video)
Democracy in Australia
As part of the activity the class will compare their findings with the democratic system in Australia
today and how democratic rights (the right to vote) have changed for various groups in Australian
society over time. Discus who can vote and include comparisons with the history of voting rights in
Australia, particular women’s right to vote and indigenous citizens rights (Cross-Curriculum Priority:
Aboriginal and Torres Strait Islander histories and cultures)
In the process, students will ‘Pair & Share’ discussing the three questions below before engaging in a
whole class discussion:
1. When did women in Australia ‘get’ the vote?
2. What happened with the right to vote in 1946?
3. What happened with the right to vote in 1967?
This activity could be extended with role play. Divide the students into groups (citizen, women,
slaves) for a lesson, day or week to experience the exclusion created by removing their right to
participate in decision making process regarding the decisions of how to complete tasks.
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Activity 5: Handout - Greek City-States and Governments
You are required to read chapter 6.4: ‘Government in Athens and Sparta’ before embarking on an
investigation of the types of government that existed in ancient Greece. A list of online sources and
books is suggested below.
In your groups, create a Venn diagram to illustrate the similarities and difficulties between the two
types of government that developed in Athens and Sparta. You can use the Venn Diagram feature in
Microsoft Word or http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
The Venn diagram should include references to geographical, political, educational, cultural,
economic, legislative and civic topics.
Write a summary of the similarities and differences discovered when you created the Venn diagram
(400 words). Make sure you include and discuss the geographical features of Greece, the rights of
the key groups in society; i.e. which groups had the right to participate in decision making process,
can vote; and which groups were excluded.
You are required to references your sources (websites, text books and video).
Class discussion: Democracy in Australia
Suggested reading
Books
Ellis, John E., ‘History as evidence. Ancient Greece’, 1992, London
Clare, John D. (ed.), ‘Living History. Ancient Greece’, 1993, Great Britain
Pearson, Anne, ‘Eyewitness. Ancient Greece’, 2002, Great Britain
Gorton, Julia (ed.), ‘See through History. Ancient Greece’, 1992, London
Simpson, Judith, ‘Discoveries. Ancient Greece’, 1997, St. Leonards, Australia
Websites
‘History of Ancient Greece’, Education Portal: http://educationportal.com/academy/topic/ancient-greece-and-hellenism.html
‘Ancient Greece’, A History of the World, BBC:
http://www.bbc.co.uk/ahistoryoftheworld/topics/ancient-greece/
‘Ancient Greece’, The British Museum: http://www.ancientgreece.co.uk/menu.html
‘Ancient Greece’, University Press Inc.: http://www.ancientgreece.com/s/Main_Page/
Timemaps: Ancient Greece: http://www.timemaps.com/civilization/Ancient-Greeks
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Activity 6: Letter to the editor
Students are to choose the identity of a young adolescent living in either Athens or Sparta. Their task
is to write a persuasive letter to the editor of the local newspaper (‘Athens Times’ OR ‘Sparta
Morning Herald’). Students are to role play a character from one of the key groups in society:



Citizen
Woman
Slave
Their letter should include a brief description of their character’s daily routine.
This activity includes elements of the Literacy domain.
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Activity 6: Letter to the editor
The situation: You are a person living in ancient Greece. You can choose to live in either Athens OR
Sparta. You must also choose one of the following roles:



Citizen
Woman
Slave
Your task: You are to write a persuasive letter to the local newspaper (‘Athens Times’ OR ‘Sparta
Morning Herald’) on the question: ‘Should women and slaves be allowed to vote?’
Your letter should include a brief introduction of your daily routine and include reference to
research.
Your letter should be structured using the Persuasive Planner:
Topic :
Argument Order
↓
Series of
reasons to
support your
opinion
↓
WHY? (asks the
question about
this reason)
WHY/WHAT? (try
and think a bit
deeper about your
WHY)
WHY/WHAT? (is
there more
information &
ideas to your
reason)
Introduction
State your topic and your opinion are you FOR or AGAINST your topic?
Remember, you are trying to put
forward your points of view and
opinions to change other people’s
attitudes or points of view about
your issue/topic.
First Reason
(to support your
opinion)
Second Reason
Third Reason
Fourth Reason
Conclusion
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Once you have completed your planner you must set out your piece in the style of a letter:






Date
Greeting
Introduction and opening paragraph – your topic, opinion and daily routine
o Opening sentence—write, why you are writing this letter.
o Write your daily routine. Use words that show time relationships, such as “First I,”
“After that,” etc.
State your reasons and support statements as individual paragraphs - one paragraph per
reason and support statement
Conclusion – summarise your reasons and your opinion
Signature
Remember to use


Present tense—you are writing about something happening now.
Formal language—no contractions or slang
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Activity 7: Incursion – Sports and Status
Students are advised that they will participate in an active session that focus on role of sports games
in ancient Greece and the origins of the Olympic Games.
Students will be made aware that physical training was part of the basic education in ancient Greece,
but certain sports related to class and status.
The activity compares peasant games with the more serious military sports of the elites, and involves
the students in a detailed discussion of the origins and uses of the Olympic Games. The activity will
involve the students’ participation in the games, and will be kept interesting by having the groups
compete.
The overall discussion is focused on the concept of ‘class’ in the ancient Greece, with an emphasis on
the functional roles of each class, and the origins of Democracy.
The activity requires an open activity room.
Following the activity, the groups are to create a poster that:



Explain the historical background of the Olympic Games (types of games, role in society,
ceremonies etc.)
Recognise the modern day Olympics as a legacy from Ancient Greece
Includes pictures taken during the activity
Each group will present their poster to the class.
The activity links elements of the Civics and Citizenships and the PE domains.
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Activity 7: Sports and status
In your groups, you are to participate in a series of ancient Greek
games as they would have been played out during the ancient
Olympic Games.
Your group is to takes notes and photos during the activities so
that you, following the activity, will be able to create a poster
that:



Explain the historical background of the Olympic Games (types of games, role in society,
ceremonies etc.)
Recognise the modern day Olympics as a legacy from Ancient Greece
Includes pictures taken during the activity
Each group will present their poster to the class for peer review.
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Assessment Rubrics
Assessment rubric: Activity 3: Ancient Greek Primary sources – excursion to the Hellenic
Museum
Criteria
Marks
Comments
Includes a broad variety of
/5
primary sources
Answered all 5 questions
/5
for each item
Includes pictures or
/5
drawings
Individual assessment:
/5
Student was observed
engaged in the team
activity
Teacher:
Group:
Date:
Mark:
/20
Assessment rubric: Activity 5: Greek city-states and governments
Criteria
Marks
Comments
Venn Diagram includes
/10
references to
geographical, political,
educational, cultural,
economic, legislative and
civic topics
Summary includes
/10
discussion of geographical
features and the rights of
key groups in society
Use of appropriate ICT
/5
tools (Microsoft Word)
Teacher:
Group:
Date:
Mark:
/25
Assessment rubric: Activity 6 - Letter to the editor
Criteria
Marks
Introduction
/5
Includes clear statement of
standpoint and description
[Type text]
Comments
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[Type text]
of role in society and daily
routine
Reasons
Includes a logical flow of
reasons and support
statements
Conclusion
Summarise reasons and
put forward a persuasive
argument
Style
The piece follow the style
of a letter
Teacher:
/10
/10
/5
Group:
Date:
Mark:
/39
Assessment rubric: Activity 7 – Incursion – Sports and Status
Criteria
Marks
Includes historical
/5
background of the Olympic
Games
Recognise legacy from
/5
Ancient Greece in modern
day Olympics
Includes pictures
/5
All team members
/5
engaged in presentation
Teacher:
Comments
Group:
Date:
Mark:
/20
[Type text]
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[Type text]
Curriculum Resources and References
Books
JacarandaPlus “History Alive 7 for the Australian Curriculum” 2012, Milton, Australia
Ellis, John E., ‘History as evidence. Ancient Greece’, 1992, London
Clare, John D. (ed.), ‘Living History. Ancient Greece’, 1993, Great Britain
Pearson, Anne, ‘Eyewitness. Ancient Greece’, 2002, Great Britain
Gorton, Julia (ed.), ‘See through History. Ancient Greece’, 1992, London
Simpson, Judith, ‘Discoveries. Ancient Greece’, 1997, St. Leonards, Australia
Online
http://www.timemaps.com/civilization/Ancient-Greeks
http://www.timemaps.com/history/ancient-greece-1500bc/
‘Internet Ancient History Sourcebook: Greece’, Fordham University:
http://www.fordham.edu/Halsall/ancient/asbook07.asp#Archaic Greece
‘History of Ancient Greece’, Education Portal: http://education-portal.com/academy/topic/ancientgreece-and-hellenism.html
‘Ancient Greece’, A History of the World, BBC:
http://www.bbc.co.uk/ahistoryoftheworld/topics/ancient-greece/
‘Ancient Greece’, The British Museum: http://www.ancientgreece.co.uk/menu.html
‘Ancient Greece’, University Press Inc.: http://www.ancientgreece.com/s/Main_Page/
Excursions and incursion
Medieval Education, Melbourne: http://www.medieval.com.au/
Hellenic Museum, Melbourne: http://www.hellenic.org.au
[Type text]
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