Ancient Greece (9/21 - 9/25 Lessons)

Standard:
Strand 2: Concept 2: World History: Early Civilizations
PO 3. Analyze the enduring Greek and Roman contributions and their impact on later civilization:
a. development of concepts of government and citizenship (e.g., democracy, republics, codification of law,
and development of empire)
b. scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature
and theater, mathematics, and philosophy)

9/22 Greek Mythology (1 hour 1 minute)

Objective: Students will understand the Greek view of creation.
Essential Question: In what ways do myths illustrate the belief systems and customs of the cultures that
create them?
1. Warm Up: Plickers Questions (4 Minutes)
Questions:
1. Period after the River Valley Civilizations was called?
2. What is an Empire?
a. Teacher: Attendance & Scan
2. Intro to Greek Mythology Video Clip (6 Minutes)
Creation of the Greek World
a. Students take notes
b. Teacher makes sure students are on task
c. After clip teacher asks questions to the class:
i. Who was Cronus and how was he tricked?
ii. Who helped Zeus get revenge on the titans?
3. The Greek God Project (10 Minutes)
a. Overview and Rubric (Attached)
i. Teacher reads the overview of the assignment and goes over the rubric with the
students.
ii. Students follow along as the teach reads the directions; save questions until the teacher
is done speaking.
iii. Students will choose their god or goddess
4. Greek God Project Independent Work (41 Minutes)
a. Students will research their god or goddess
i. Assignment overview sheet and rubric will serve as a guide during student research.
ii. Teacher will rotate around the room making sure students stay on task and answer
questions

9/23 The Importance of Geography (1 Hour 1 Minute)

Objective: Students will be able to explain how geography influenced the development of City-States in
Greece.
Essential Question: What role did geography play in the development of classical Greece?
1. Warm Up: Plickers (5 Minutes)
Questions:
1. Greek Mythology is based on Greek ___
2. Paris gave the Golden Apple of Discord to ___
3. Achilles decided to join the war after his close friend ___ was killed
4. Who killed Menelaus?
5. Homer _______________
2. Impact of Geography (20 Minutes)
a. Identify geographic features and their possible impacts
i. TGBD (Think, Group, Board, Discuss)
1. Students
a. Students think independently
b. Students discuss as a group
c. Students are called on to come up to the board to write what their group
came up with.
d. The class discusses what other groups came up with.
2. Teacher
a. Walks around the room making sure groups are on task and helping
facilitate group conversations.
b. Greece Geography PowerPoint Notes
i. Teacher fills in gaps from the TGBD activity about how geography impacts Greek life
and how the lack of natural resources results in an extensive trade network.
ii. Students are taking notes on the PowerPoint
3. City States and Forms of government (20 Minutes)
a. Student reading on the four types of government found in Ancient Greece
i. Students take notes on Direct Democracy, Oligarchy, Monarchy, and Aristocracy (10
Minutes)
1. Teacher helps students individually
ii. Teacher cold calls students to answer questions on the reading
1. Who is in charge in an oligarchy?
2. Who is in charge in a monarchy?
3. Who is in charge in an aristocracy?
4. Who is in charge in a direct democracy?
5. What type of government did Sparta have?
6. What type of government did Athens have?
7. How is a direct democracy different than the democracy we have in the United
States?
a. In the United States do we vote on every law?
i. Why not?
b. Does everyone get to vote in Athens direct democracy?
4. The Ancient Greek Olympics Teacher led PowerPoint (15 Minutes)
a. Think, Pair, Share (Connect the importance of the Olympics and City-States)
b. Visuals of the different Ancient Greek Olympic sports.
i. Student take notes
ii. Making predictions (Students)
1. What did Greeks wear while competing?
2. What do you think these are for? (Weights for long jump)
3. What do you think this is? (Start/Finish line)

4. How did the Olympics level social classes? (Anyone could win regardless of
social status)

9/24 Athens vs Sparta (1 Hour 1 Minute)

Objective: Students will be able to compare and contrast what life is like in ancient Athens and ancient
Sparta. Students will be able to assess the advantages and disadvantages of the lifestyle and government
of each city-state.
Essential Question: How do the differences between Athens and Sparta highlight the diverse nature of
the ancient Greek civilization?
1. Warm Up: Recall Slip (8 Minutes)
a. Students have the first 4 minutes of class to answer the two warm up questions (5 minutes)
i. What type of government did Sparta have?
ii. What type of government did Athens have?
b. Teacher will randomly call on two students to answer the questions (4 minutes)
2. Athens vs. Sparta Introduction using misconceptions(10 Minutes)
a. Teacher will display facts and students will guess whether they think they belong to the
Athenians or the Spartans. (May use Plickers to quickly assess)
3. Athens and Sparta Comparison Chart (25 Minutes)
a. Chart attached
b. Independent work - Students use laptops (or provided readings) to research guided questions
on Athens and Sparta.
c. Teacher helps individual students and monitors the class.
4. Creative Writing Are you Athenian or are you Spartan? Imagine you lived in ancient Greece, citystate would you prefer to live in and why? (Using information from comparison chart) (15 minutes in
class Homework if not finished)
5. Closing
a. Recap the lesson and discus what the class will be covering tomorrow (2 minutes)

9/25 The Persian Wars (46 Minutes)

Objective: Students will be able to evaluate the significance of the Persian wars.
Essential Question: Why were the Persian wars pivotal for the Greeks to be able to preserve political
independence?
1. Warm Up: What does the geography of Greece include? (Lesson 9/23 Flashback) (5 Minutes)
a. Students will write down some of Greeces geographic features and how they negatively and
positively affected Greece. (Sets up todays lesson)
2. Battle of Thermopylae (20 Minutes)
a. Reconnecting the Persian Empire (5 Minutes)
i. Student will be asked to recall some of what we covered concerning the Persian Empire
from last week.
ii. Teacher will verbally guide the questions.
b. Student reading on the Battle of Thermopylae (5 Minutes)
c. Using 300 clips to give visuals of the battle (10 Minutes)
i. Students will have to compare and contrast scenes from the movie clips shown with
what really happened.
3. Battle of Marathon (15 Minutes)
a. Teacher gives context for the next Persian war and then has passes out Battle of Marathon
(Military Strategist Activity)

i. Students will be given details of the size of the Greek and Persian armies and a map of
the terrain where the battle took place. Students will devise a battle plan to win the
battle and stop the Persians from marching on Athens.
ii. Teacher will lead discussion over the Battle of Marathon and how the Greeks were able
to defeat the Persians.
4. The affect the Persian wars had on increasing Greeks power (6 Minutes)
a. Connect the Persian wars and halting the expansion of the Persian Empire.

The Greek God Project

For this project you will need to begin by researching a specific god or goddess. This will be your
choice, but you will not have the same one as anyone else in the class.
The god or goddess you will be researching is: ________________________________________
YOUR TASK: Teach your mythological character(s) to the class!
Create a handout of your god that teaches your classmates the most important features of your
mythological character. DO NOT PLAGIARIZE; always use your own words!
Your poster/handout must include the following:
1. Title - The name of the god or goddess should be larger than the rest of the text. Please
provide both the Greek and Roman names where applicable.
2. Graphic - A picture of your god/goddess/character(s). This may be from a book, the Internet,
or your own interpretation. Please make sure it is legible and fits the description given in
mythology. Double check your art.
3. Story - In your own words, retell at least ONE myth about your god/goddess/character(s).
Read several myths about this god/goddess/character(s) and choose the most revealing tale
to present.
4. Background - Provide a history about the god/goddess/character(s). For example, you should
know who his/her/their parents are, whether he/she is married, where he/she is from, etc.
Indicate notable births, famous family, etc. Again, you will have to read several myths to gain
a decent understanding.
5. Symbols - With what object(s) and/or animals is this god/goddess/character associated?
6. Power - What his/her/their powers and responsibilities, special skills, talents, traits are.
7. Flaws - What are his/her/their weaknesses? Are there areas that may cause him/her/them
trouble?
8. Presentation - You should be prepared to answer questions from your classmates about this
god or goddess. As each person in the class presents, you will be expected to take notes.
There will be a quiz on the material, so listen carefully and ask questions!

Greek God Rubric

Categ
ory

3 Points

Title

The name of the god

or goddess is clearly
displayed, larger
than the rest of the
text.

Categ
ory
Graph
ic

Graphic is
correct, fits
description, and
is clear.

3 Points
Graphic is
correct, fits
description, and is
blurry.

10 Points
Story is in your
own words and
retells one
important myth.

Graphic is not
correct but fits
description and is
clear.

1 Point
Graphic is not correct,
does not fit the
description, but is
clear.
1 Point

Story is in your own

words but does not
retell one important
myth.

Story is not in your

own words but
retells one
important myth.

Story is not in your

own words and does
not retell one
important myth.

Backgro
und

Provides a history
about the god or
goddess and explains
where they came
from, and who is in
their family (parents,
spouse, and children
- If applicable)

Lists 3 or more
objects and/or

2 Points

The name of the god

or goddess is not on
the poster/handout.

2 Points

10 Points

3 Points

The name of
the god or
goddess is not
clearly
displayed.

0 Points

6 Points

Category

Categ
ory
Symb
ol

1 Points

The name of the god

or goddess is clearly
displayed but is the
same size as the rest
of the text.

4 Points

Categ
ory
Story

2 Points

6 Points
Provides a history
about the god or
goddess and is either
missing where they
came from or who is
in their family
(parents, spouse, and
children - If
applicable)
2 Points

Lists 2 objects
and/or animals that

2 Points
Provides a history
about the god or
goddess and is
missing where they
came from and who
is in their family
(parents, spouse, and
children - If
applicable)
1 Point

Lists 1 object or
animal that the

1 Point
Provides
little to no
history
about the
god or
goddess.

0 Points
Lists no objects or
animals that the

animals that the god

or goddess is
associated with.
Category

8 Points
Provides the god
or goddess
powers,
responsibilities,
and flaws.

Power/Fla
ws

Category

Presenta
tion

6 Points
Student is
completely
prepared, wellrehearsed, and has
a smooth delivery
that holds the
audiences
attention.

Category
Listens to
Other
Presentati
ons

6 Points
Student listens
intently. Does not
make distracting
noises or
movements.

the god or goddess

is associated with.

god or goddess is
associated with.

6 Points
Provides the god or
goddess powers,
responsibilities,
but is missing their
flaws.

4 Points
Provides the god or
goddess powers
but is missing their
responsibilities and
flaws.

4 Points
Student is pretty
prepared,
rehearsed and has
a fairly smooth
delivery that holds
audience attention
most of the time.

5 Points
Student listens
intently but has
one distracting
noise or
movement.

Athens or Sparta?

god or goddess is
associated with.
0 Points
Provides nothing
on the god or
goddess powers,
responsibilities, or
flaws.

2 Points
Student is somewhat
prepared and
delivery is not
smooth but is able to
maintain interest of
the audience most of
the time.

4 Points
Student
sometimes does
not appear to be
listening but is
not distracting.

1 Point
Student is not
prepared,
delivery not
smooth, and
audience
attention often
lost.

2 Point
Student sometimes
does not appear to be
listening and has
distracting noises or
movements.

Name:

Period:
Put the answers in the blanks.
Note: Some may be found in
both.
Which had the largest
Population?
Government

Which was a limited

democracy?

Which was a military

oligarchy?

Which had two kings?

Which had an assembly?

ATHENS

SPARTA

Social Structure

Which had citizens as the

upper class?
Which had foreigners as a
working class?

Which had slaves?

Allies

Which was the leader of

the Delian League?
Which was the leader of
the Peloponnesian
League?

Military strengths

Which had the strongest

navy? Which had the
strongest army on land?
Life style and values

Which had militaristic

values? Which had
democratic values?
Role of women

Which limited women's

role in politics? Which
gave the most freedom to
women?
Education

Which valued choral dance

and music?

Which valued athletics?

Which gave more

education to girls?

Which gave the most

education to boys?

Cultural achievements and

legacy - what are the
achievements and the legacy
of each?
Other

The Trojan War (9.21 Lesson)

Warm Up
(4:00)

Homer (5:00)

The Trojan
War

Did Troy really

exist? (5:00)
Exit Ticket
(5:00)

Plickers
o The period after the River Valley is called?
o What is an Empire?
Simpsons clip (Poetry) (0:30 Sec)
Epic Poetry
Iliad and the Odyssey Preview
Oral traditions
o What are oral traditions? (We talked about oral
communication in the previous class so students were able
to build off their understanding)
Wedding (12:00)
o Eris (Tie in with depictions of Eris in cartoons/movies)
Clip of Eris from Seabad (2:00)
Using the clip students predict what Eris is the
goddess of.
Apple of Discord
Judgment of Paris
Short music video on Eris and the Apple of Discord (3:35)
Who was chosen to pick the fairest goddess?
Who was chosen
What was Paris promised in return? Who is she?
Key players of the war (6:00)
o Helen of Troy
o Odysseus
Achilles (3:00)
o Clip on why Achilles joins war - Death of Patroclus (1:50)
o Tie into the Iliad
o Achilles heel legend
Paris vs Menelaus (6:00)
o Clip (4:16)
Bravery and cowardice, explain how these ideas tie
into this clip.
Achilles vs Hector (10:00)
o Clip (5:54)
o After Achilles kills Hector what does he do with Hectors
body? How would this be perceived?
Tie into the Illiad
The importance of a proper burial
o Hades
God of what?
The Trojan Horse (4:00)
o Achilles demise Clip (2:10)
Aeneas (1:00)
Tie back in with oral traditions (5:00)
o Pictures of the layers of Troy
Two things you learned today
One thing you want to learn