Download ancient greece 1/6

1.
Medium Term Planner
How can we possibly know so
much about the Ancient Greeks
who lived over 2,500 years ago?
(1.5 hours)
ANCIENT GREECE 1/6
Year 5/6
NB Activities shown in blue can be found on the 100 Great Teaching approaches part of the www.keystagehistory.co.uk website
Learning objectives
Recommended teaching
and learning activities
•
Pupils understand that our
knowledge of the climate and
geography of Greece today
helps us understand the
important of long coastlines,
mountainous interior,
abundant islands. These
feature frequently in Greek
legends.
Fastest finger first
Using a
map of
Greece pupils take turns to point
out as many physical features as
they can. Play it three times to
find a winner.
Pupils assume Mantle of the
Expert and run a tourist agency
for people interested in exploring
Ancient Greece. But where will
they go? What time of year
should they go? etc
Detailed relief map, clearly
showing highland, indented
coastline and island. Preferably
on IWB so pupils can annotate
•
Pupils can place Ancient
Greece on a simple timeline,
but also show when Athens
was at its height in C5th C6th BC
Interactive timeline which features
as part of tourist guide book
Simple timeline showing the
following key periods which will
feature in the topic
1. Trojan Wars
Pupils should be aware of the
Treasure Hunt
•
Resources
Outcomes
(including assessment)
2. Start of Olympics
3. Golden Age of Athens
4. Battle of Marathon
5. Building of Parthenon
Find clues.
Complete the
Simple coloured sheets cut up with
picture of type of evidence on it.
Pupils have to find them and
complete the picture accurately
identifying what the different pictures
evidence base, recognising the
importance of archaeological
evidence as well as written and
spoken, e.g.: myths and legends as
well as surviving buildings
•
jigsaw shape, with
each types of clue making up the
complete picture
represent
Pupils grasp that much
evidence comes from pottery
and that many of the pictures
they see in books are scenes
from the sides of pots
2. What can we work out about
everyday life in Ancient Athens (6
hours) from the pottery evidence
that remains?
Key questions and
learning objectives
Medium Term Planner
ANCIENT GREECE 2/6
Recommended teaching
and learning activities
Resources
Images
•
•
•
Pupils can work out which
statements about Ancient
Greece are true, which false,
which maybe true, using a
gallery of pictures to help
Can draw inferences from
evidence on pots going
beyond the literal
Can make deductions and
creative and informed
speculation when analysing
images on pots
Picture gallery
Who wants to be a millionaire
Call my bluff
See Outstanding Lesson
Visit British Museum website
Year 5/6
Outcomes
(including assessment)
•
Children grasp the diversity of
life style depending on
position within society and
know the influence that the
large slave population had on
Ancient Greeks’ ability to have
time to think.
That sometimes books
disagree, e.g.: did women do
the shopping
• That we need to cross-refer
between a number of sources to
be able to answer the questions
historians pose.
• That it is often difficult to be
certain so we have to use
tentative language, e.g.:
perhaps
•
Teacher explanation. Use of
visual aid to show society as
pyramid. Pupils create the shape
physically in groups
Evaluate textbook
Account
Picture analysis: role of women;
what can we tell from the
pictures?
Key questions and
learning objectives
Recommended teaching
and learning activities
•
That there was a clear
distinction between life in
Athens and Sparta for both
men and women
Chart
Who said this?
followed by
Athenian or Spartan?
•
Pupils can draw together all
their knowledge of context
and imagery of pots to provide
own commentary on mute film
Wiped commentary
Resources
Outcomes
(including assessment)
3. Why was Athens able to be so
strong at this time? (3 hours)
Medium Term Planner
ANCIENT GREECE 3/6
Key questions and
learning objectives
Recommended teaching
and learning activities
•
Pupils should understand and
be able to show on a timeline
the golden Age of Athens
Interactive timeline
•
Pupils can explain why the
Battle of Marathon was fought
and can give reasons for
defeat of Persia, classifying not
just listing, e.g.: Persian
weaknesses, Athenian
strengths
History mystery
•
Pupils can compare different
versions of the Battle of
Marathon and give 2 or 3 valid
reasons why textbook
accounts might differ
•
Pupils understand the
importance of Greek sea
power
•
Pupils understand that
dominance of Athens was
short-lived
Why did tiny Athens
defeat mighty Persia?
Groups work on different versions
of story, using
grids
to summarise key differences.
Pupils evaluate main reasons,
scoring them out of 10 or placing
on a
spectrum
Resources
See Outstanding Lesson on
Marathon
Year
Outcomes
(including assessment)
4. What was so special about life
Medium Term Planner
in C5 BC Athens that makes us
study it? (4 hours)
ANCIENT GREECE 4/6
th
Key questions and
learning objectives
•
Pupils understand the
importance of the Victory over
Persia in opening up
opportunities to focus on
domestic issues
•
Pupils know that this was a time
of massive growth in new
ideas and ways of thinking.
Focus on philosophers and
ideas such as democracy
•
Pupils understand that this
would not have been possible
without the slave culture
which gave men time to think
and cultivate interests
•
Pupils can appreciate the
sheer scale of their
achievements
•
Pupils understand the nature
of individuals’ contributions
Recommended teaching
and learning activities
Role play
Athenian Assembly
Resources
See Outstanding Lesson Should
we build the Parthenon?
discussing Pericles’ idea to build a
Parthenon
Pupils make own ostracons and use
them to apply their democratic rights
to expel a corrupt politician
Stamp design
Weakest link/ Big Brother
Outstanding Lesson. Would you
want to be an idiot in Ancient
Athens?
Year 5/6
Outcomes
(including assessment)
5. What can we tell about the Ancient
Greeks from their interest in the
theatre and festivals like the
Olympics? (3 hours)
Medium Term Planner
ANCIENT GREECE 5/6
Key questions and
learning objectives
Recommended teaching
and learning activities
•
Pupils understand that the
Olympics were not just
athletic events
Pupils text mark the various
events in the Olympics, colour
coding for thing to do with
athletics, fighting, religion
•
Pupils grasp that religion and
preparation for war were also
critically important
•
Pupils grasp that the plays
reflected Athenian interest in
politics as well as the central
importance of the gods in
daily life.
Resources
See Outstanding Lesson on
diary of events during the
Olympic Games
Year 5/6
Outcomes
(including assessment)
6. In what ways have the
Medium Term Planner
Ancient Greeks
influenced our lives
today?
ANCIENT GREECE 6/6
Key questions and
learning objectives
•
Pupils understand the sheer
scale and variety of the Greek
achievement in so many
areas
•
Pupils grasp that many of the
words we use today derive
directly from the Greek
•
That the buildings they see
around them today have been
influenced by classical Greek
design and that the Greeks
heavily influenced the Tudors
(theatre) and the C18th and
C19th
Recommended teaching
and learning activities
Under the cloth
Pupils have lots of cut up
photocopy images of Ancient
Greek influence on our world
today all placed under a cloth.
Pupils have to work in pairs to
retrieve one picture and then
identify it, not that easy as you
have put 6 red herrings in there
too!
Text analysis of story. Pupils find
20 modern words in story which
derive from Ancient Greece
Resources
Year 5/6
Outcomes
(including assessment)
BLANK PAGE