Ancient Greece Unit - Lisa McKenney and Patty Walior

Lesson 1: Locating Ancient Greece on a MapWSESU Geography Standard 6.7 - Students use geographical knowledge and images of various places to understand the past and present, communicate historical interpretations, develop solutions for problems and plan for the future. Student Objectives: 1. Students will locate Greece on a world map and label parts of Ancient Greece.2. Students will record neighboring countries, bodies of water and on what continent Ancient Greece was located.3. Students will write in their journals 5-6 places they could visit in Ancient Greece, including what directions they will have to travel to get there.

Materials for Lesson:1. World map - printed from internet2. Map of Ancient Greece - printed from internet3. Labels of locations students will be expected to know both in Ancient Greece and bordering countries/water. - see page at end of lesson for locations.4. Puzzle of Greece (6 pieces)  - Use google map image of Greece and make copies, then cut image into 6 puzzle pieces. 5. glue sticks6. Oak tag to glue puzzle on7. List of vocabulary wordsVocabulary:Compass Rose - directional reference on a map Aegean Sea - the sea between Greece and TurkeyMediterraean Sea - large body of water between Europe and Africa

Ionian Sea - large body of water to the west between Greece and Crete - the largest Greek IslandAthens - most important city-state in GreeceSparta - city-state in GreeceMount Olympus - tallest mountain on Mainland GreeceBC - before ChristAncient - time frame from 2000 BC to 146 BCTurkey - neighboring country to the southeast across the Aegean SeaBulgaria - neighboring country to the northMacedonia - neighboring country to the north Albania - neighboring country to the northwestItaly - neighboring country to the west across the Ionian SeaProcedure:1. Prior to lesson teacher will have made puzzle packet of modern day Greece (one for every student) for students to then put together based on shape only. Students will then glue map to center of oak tag paper. 2. Students look at world map, focusing on the continent of Europe to locate Greece by its shape. 3. Hand out page of neighboring land and water terms. Teacher leads discussion about what countries and bodies of water surround Greece. As teacher names the locations students will glue the names in appropriate place on Greece puzzle map. Teacher will demonstrate either on an elmo or class bulletin board. 4. Vocabulary words will be discussed as they are identified and located on maps.5. Teacher will point out where Sparta, Mt Olympus and Athens were located in Ancient Greece. Students will then place those locations on their map. 6. Students will write 4-6 sentences in their journals about their map and places they could visit (Example;  I traveled to Greece by a plane and arrived in Athens.  After I visited

Athens I traveled north to see Mt. Olympus). The expectation is that they include at least one sentence for each direction on the compass rose. 7. Teacher will assess today’s understanding of Greece’s location with a checklist that includes places on puzzle and sentences of travel destinations.

LIST OF LOCATIONS USED FOR MAP LABELING

AEGEAN SEA ALBANIAMEDITERRAEAN SEA ITALYEUROPE

MACEDONIAAFRICAIONIAN SEACRETE

ATHENSSPARTAMT. OLYMPUSTURKEYBULGARIA

Travel Journal Rubric

0 1 2Opening There is no

opening sentence

An attempt at an opening sentence

A clear opening sentence

Locations Only 1 place visited

2-3 places visited

4-6 places visited

Directions

No directions included

Each sentence has a direction of travel

Sentences include combinations of directions(ie. NE, SW)

Cap/Punc.

More than 3 errors

1-2 errors No errors

Lessons 2 and 3: The Dark Ages and Storytelling:WSESU- History and Social Studies Standard: 6.1 Causes and Effects in human societies - Students examine causes and effects in relation to events in order to generalize about the workings of human societies, and use their findings to solve problems. Common Core Standards:RL.3.2 – recount stories including fables, folktales and myths from diverse cultures: determine the central message, lesson or moral and explain how it is conveyed through key details in the text.RI.3.9 – Compare and contast the most important points and key details presented in two texts on the same topicStudent objectives:1. Students will understand the Historical background for the legend of the Trojan War.2. Students will understand the importance and necessity for oral storytelling in Ancient Greece. 3. Students will understand the importance of accurate re-telling of story.4. Students will understand perspective/personal bias in retellings.Materials: 1.  2 accounts of Trojan Horse story

Readings:www.greece/mrdonn.org/trojanwarThe Trojan Horse - How the Greeks Won the War, by Emily Little(Step into Reading level 5)

Videos: www.Vimeo.webarchive/trojanhorThe Trojan Horse - Hallmark video - Crayola for Kids Adventures2. 2 partially completed two column note about the Trojan War3. Map of Ancient Greece made in first lesson4. Visual picture of the Trojan Horse in context to the size of a person and the wall around the city. This can be taken from internet. 5. Materials for making their own Trojan Horse/village: popsicle sticks, milk cartons, cardboard, clay etc. Vocabulary:  warrior- a brave or experienced soldier or fighterlegend - traditional story sometimes popularly regarded as historical but unproven. Lesson 2 Procedure (day 1):

1. Teacher led discussion about storytelling and the importance of it in culture and history.2. Present copy of top down topic web with story elements listed. 3. Read story of Trojan Horse, students will just listen at this time.4. Students will begin to fill in top down web after listening to story one time. This can be in a journal or on template provided. 5. Students will re-read story with a partner (teacher will predetermine partners).6. With their partner and a copy of the story students will complete their top down web.7. Come together as a class to fill in class web so all information is accurate and complete.

Top Down Topic Web Template

SETTING

CHARACTERS

PROBLEM

EVENTS

SOLUTIONS

Lesson 3 Procedure (day 2):1. Model summarizing the account of the Trojan War by referring class to the top down web completed in previous lesson.2. Give students copy of another top down web of the story elements.3. Present second version of the legend of The Trojan Horse (may be either a video or another story).

4. Students fill in their second top down web independently and then reflect on similarities and differences from previous web.5. Turn to a partner and share their thoughts about differences/similarities of the two versions.6. Come together and fill out a second class web.7. Show and explain rubric for Trojan War Summary.8. Students will work independently on a summarized account of the Trojan War. To provide for differentiation some students will be allowed to orally summarize their account. 9. Make a representation of the Trojan Horse through a drawing, poem, or 3 dimensional structure.10. Teacher will assess student understanding by reading their completed webs and a summary paragraph. This summary paragraph should be a synthesis of information gained after comparing and contrasting both sources and should detail the story elements.  

Trojan Horse Summary Rubric

0 1 2Story

Elements0-1 story element correct

2-3 correct story elements

4-5 correct story elements

Sentence Structure

Simple sentences

Attempts at varied

sentence

Many sentences are varied

structureSummary Hard to

follow, jumps around

Mostly flows and tells the

story in a way that allows

one to follow

Easy to understand and organized in a

way that makes understanding the story easy to do

Cap/Punc. More than 6 errors

3-5 errors 0-2 errors

Lesson 4:  The Beginning of Democracy in Ancient GreeceWSESU Framework History and Social Studies Standard:6.10 Meaning of Citizenship -  Students examine and debate the meaning of citizenship and learn to act as citizens in a democratic society.Common Core Speaking and Listening Standards:SL.3.1 - Engage effectively in a range of collaborative discussions (1:1, groups and teacher led) with diverse partners on grade 3 topics and texts building on others ideas and expressing their own clearly. SL.3.1B - Follow agreed upon rules for discussion (gaining the floor in respectful ways, listening to others with care, speaking one at a time about topic and texts under discussion).

Student Objectives: 1.The student will describe and illustrate an example of a democratic society.2. Students will identify their prior knowledge about democracy terms related to that subject (majority, vote, and opinions).3. Students will practice good listening skills and taking turns speaking. 4. Students will write complete sentences. 5. Students will understand and reflect on others perspectives and opinions in order to vote. 6. Students understand that societies are diverse and have changed over time.7. Students understand how political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation, and conflict.

Materials: 1. Ancient Greek Government and Democracy Ancient Athens reading sheets from the web site http://greece.mrdonn.org2. One index card for each student.  Front side will have the type of person (man, woman, girl or boy). The back of each card will have the rights each has (women can’t vote, slave, etc.). Make copies to accommodate the number of students you have.  See template at end of lesson3. Kids Discover Magazine -  Ancient Greece3. Crayons or colored pencils4. Democratic Society worksheet5. Rubric for Democratic Society worksheet Vocabulary:Democracy- people decide how governments should be runAssembly - citizens who meet on a regular basis to discuss communityMonarchy - ruled by kings

Oligarchy - ruled by the fewPolis - town or city/stateAgora - assembly areaProcedure: 1. Discuss meaning of democracy, assembly, and monarchy. Teacher led discussion.2. Students will read the Greek Government passages. Kids will partner read based on ability, (partners selected by teacher prior to reading). 3.  Student led group discussion of oligarchy, polis and agora. 4.Show pictures of the Agora from the Acropolis as well as the entrance to the Acropolis.  (Can use pictures from Kids Discover Magazine.) Teacher points out the following facts: the immense size of the Acropolis which overlooked the Agora was meant to have the citizens appreciate the form of government they had and show others that this was a big deal, the Parthenon was created as a symbol of democracy and a temple to the Goddess Athena, every nine days thousands would gather in the Agora to discuss issues impacting Athens5. Give students cards with name of group and what rights they have living in Ancient Greece.6. Tell students all kids who have the right to vote (according to their card) need to come sit in the “Agora” to discuss topic in the assembly. Cards should be handed out indiscriminately. 7. Teacher will be the head of the assembly and introduce topic to be discussed. The topic is having should students wear a uniform. 8. Assembly discusses topic and votes on if something needs to be changed regarding school dress code. 9. As a whole group students will reflect on how they felt about what they could and could not do based on who they were (Especially those unable to come to assembly because they had no rights - how did you feel?).

10. Ask for each student to share with the class about the rights they had if not already covered in previous step. Compare this to how things are done today in the United States. Ask students to compare and contrast decisions made by both the assembly of Ancient Greece and how things are done today in our modern Democratic Society( voting, people decide, majority rules, discussion of topic).11. Ask all students to vote whether they would like the society of Ancient Greece or the system we have in place today. Kids will vote by a show of hands.12. Hand out the Democratic worksheet (which includes drawing a symbol for and writing sentences about democracy). Explain worksheet and the rubric that goes with it. Students will write 2-4 sentences depending upon ability. Each sentence will include subject, predicate, and include evidence from today’s reading. 13. Students will be assessed on today’s lesson based on their picture and sentences on the Democratic worksheet.

       Man

                            Woman

                                  Boy

                                      GirlGreek Man - four or five of these

You are a male citizen born in Greece. You live in a Greek city-state and are able to take part and vote in the Assembly. At 18 years old you served two years with the Greek Army.

Greek Woman - three or four of these

You are a female married to a Greek citizen. You don’t have any of the rights your husband has and never will. You spend the majority of your day in the home taking care of the house and children.

Greek girl - three or four of these

As you are a young woman, you are fortunate not to have been brought to and left at the city’s gate.  You don’t go to school like your brother and you will never have any rights.

Greek Boy - three or four of these

You do attend school as a young boy. At this time you have no

rights at the Assembly but you know that eventually you will be a citizen with the right to vote.

Greek Foreigner - two of these

You are a male, however you were born in another city. You are allowed to live in Athens but you have no voice in the Greek Assembly. You will never be able to become a Greek citizen and vote no matter how successful you become.

Greek boy slave - two of these

You are a slave and you have absolutely no rights. You never will. It may be possible for you to purchase your freedom in the future.

Democratic Society

Draw a symbol (not a picture) that represents a Democratic Society

Write at least 3 sentences that describe a democratic society.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Rubric for Democratic Society Worksheet

Name: ________________________________

 1  2  3  4Symbol - Neat, shows effort and represents

Symbol not neat, doesn’t represent democrac

Symbol doesn’t represent democracy but is

Symbol represents democracy but isn’t neat

Symbol is neat and represents democrac

___/4

democracy

y neat y

SentencesDescribes a democratic society.

One sentence describes a democracy

Two sentences describe a democracy

Three sentences describe a democracy

Student wrote more than 3 sentences

___/4

Sentences have capitals and punctuation.3  capitals3 punctuation

There are less than 2 capitals and punctuation marks

There are a combination of 4 capitals and punctuation marks

There are a combination of 5 capitals and punctuation marks.

Every sentence starts with a capital and ends with punctuation

___/4

Total Points __/12

Lessons 5 and 6 (2 days): Olympics Common Core Standards:RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text (where, when, why, and how key events occur).Lesson 5 - Ancient OlympicsStudent Objectives:Students will be able to describe aspects of the Ancient Olympic Games: including purpose, events, participants, location and awards.Materials:

1. Photos from Olympia: including, Cheaters’ Row, finish line, bases of winners, torch lighting area, Sanctuary of Zeus, stadiums (modern and ancient), other various buildings from Olympia2. Book of Ancient Olympics from web site: Reading A-Z.com“The Olympics Past and Present”  (available in multi leveled text)3. To present that the Olympics were an event of being well rounded as opposed to simply an athletic event and to please the Gods include: music notes, poetry book, wreath pattern, torch, pictures of chariot racing, wrestling, and runners (images from internet)4. Frisbee as a model of discus5. Small bottle of olive oil6. Picture of an olive tree7. Prepared model of two column noteVocabulary:Palestra - Building where wrestling/boxing was heldGymnasium -  (literal - building full of naked men) Where the men trained for running events and pentathlonOlympia - Giant sports complex where the ancient games were heldProcession - parade of athletes going into competitionSauna - public steam bathAthletes: people trained in sports, games or other activities that require strength, speed and skill. Procedure: 1. Introduce vocabulary words with students.2. Show olive branch, music notes, poetry book, frisbee, olive oil, and torch and explain to students that these are all objects used in Ancient Olympics. 3. Read to students first half of the book, The Olympics Past and Present, pages  4-9. Use the projectable version of the story if available.

4. Classroom discussion and viewing of photos from Olympia visit. Discussion will include the statue bases from both winners and cheaters, the size of stadium (600 Herculean feet), that all fighting ceased, being to be able to compete was important, honoring Zeus, age categories (8-14, over 14), Goddess Nike was the one who crowned winners, only one winner, religious meaning, only Greeks competed in Ancient games outsiders only started in 1896. 5.  As a class, complete Ancient Greek Olympic two column note to serve as a model for work to be done independently in the second Olympic lesson (tomorrow). Students will transfer this information to their own two column note worksheet.6. Make paper head band olive wreaths by using brown and green oak tag paper.  Students will then wear them for the remainder of class (or until they rip!).7. Students will be assessed on today’s understanding through completion of a two column note journal entry with main ideas being: purpose, events, participants, location and awards. They will use these notes in lesson B when they compare and contrast Ancient and Modern Olympics. Lesson 6 (Day 2): Modern Olympics Student Objectives: Students will be able to describe aspects of the Modern Olympics; including purpose, events, participants locations and awards.Students will compare and contrast the Ancient Olympics to Olympics today. Materials:  1. Reading A-Z.com book, The Olympics Past and Present (pages 10-22)2. Chart paper with the headings; Ancient, Modern and Both for sorting and recording3. Sticky notes with aspects of both Ancient and Modern Olympics to include but not limited to: men only, every

four years, uniforms, marathon, men and women, olive crown, medals, same place every year, different locations, Greeks only, country vs. country, please the gods, lots of people watch, torch, winter events, water events, team sports. This list is not meant to be complete, please modify according to your lesson and expectations. 4. Pictures of gold, silver and bronze medals (from internet)5. Handmade Gold, Silver, and Bronze Medals to award to teams after task has been completed6. Pre-made two column notes for Modern Olympics (included for teacher reference)

Vocabulary:terrorists: people who use terror as a political weaponracist: relating to the belief that some races are superior to others.Nazis: Members of the ruling political parties during the 1936 OlympicsProcedure:1. Review vocabulary words from previous lesson and share out students’  two column notes from Ancient Olympic lesson. Compare to teacher completed two column notes. Go over expectations for the two column notes for todays lesson.2. Teacher read pages 10-22 from book, Olympics: Past and Present on web site reading A-Z.com using projectable book option if available. Teacher pauses every  2-3 pages for students to reflect and fill in their two column notes on their own.3. Take their completed two column notes (from yesterday’s lesson) as well as their started two column notes on modern Olympics (from today) and go back to teacher assigned groups to re-read printed version of story. While doing this they will share their notes with each other and add more detail wherever necessary.  Teacher

will be circulating to observe cooperation, effort, and each student’s participation in order to award medals at the end of lesson. 4. Group comes together in circle to view and discuss both copies of the teacher’s completed two column notes. 5. Each student will then receive stickies with aspects of either Ancient or Modern Olympics listed on them. They will then place them in the appropriate column on the chart paper labeled Ancient, Modern or Both.6. Students will return to their seats to write a paragraph using chart and/or their own notes  comparing the Ancient and Modern Olympics. They will be expected to have 2-3 sentences of similarities and 2-3 sentences of differences. 7. Students’ paragraphs will be assessed by teacher created rubric which will determine their understanding of the past 2 lessons.

Name_______________Two Column Notes for Ancient Olympics

purpose

events

participants

location

awards

Name_______________Two Column Notes for Modern Olympics

purpose

events

participants

location

awards

Rubric for Ancient Greek/Modern Olympics Comparison

0 1 2 3Sentence Structure

No complete sentences

2-3 complete sentences

4-6 completes sentences

More than 6 sentences complete and varied

Details of Differences

No sentences listing differences

2-3 sentences listing differences

4-6 sentences listing differences

More than 6 sentences listing differences

Details of Similarities

No sentences listingsimilarities

2-3 sentences listing similarities

4-6 sentences listing similarities

More than 6 sentences listing similarities

Cap/Punc More than 6 errors

4-6 errors 2-3 errors No errors

Total ____/12

Lesson  7:   MythologyCommon Core Standard:RL.3.2  Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through the key details in the text.Student Objectives:1. Students will understand that  Greeks used mythology was used to explain natural events in the world around them.2. Students will understand that through mythology the Greeks tried to solve ethical problems.3. Students will listen to, read and respond to various greek myths and retell the lesson or meaning of each.Materials:1. Assortment of Myths regarding specific Gods- can choose from a plethora on the internet or from school library2. Large index cards with the names of Gods/Goddesses that students will read about written on the front on the top. These will be used as flashcards to play “Around the World”3. highlightersVocabulary:Myth - legendary story used to describe a supernatural event or being, or to explain a religious belief or practice. God - a being possessing more than human powersGoddess - a female GodOracle - a female priest who delivered message from the godsProcedure:

1. Teacher led review of storytelling and how the Greeks used mythology to explain supernatural events or people. They will be reminded of the lesson of The Trojan Horse from earlier in the unit.2. Teacher hands hand out large index cards with the name of a God/Goddess and a copy of a myth based on that God to each individual student or pair of students. Teachers should use their discretion to determine if students can work with a partner or should be independent. 3. Students will be given directions to read the myth and then on the back of the index card record at least 2 characteristics of that God/Goddess, what they are the God of, and the lesson they learned from reading the myth.4. Once all students have completed the task they will share out what they learned about their God.5. Teacher will then use the completed index cards to play “Around the World” with the entire class. 6. Students will be assessed on today’s lesson by evaluation of their completed index cards and their ability to verbally retell the facts and lesson that they learned.

Lessons 8 and 9: Greek Life Then and NowWSESU History and Culture Standard:6.5 Traditional and Social Histories- Students investigate both the traditional and the social histories of the people, places, and cultures under study.Common Core Standards:

R.I.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.Student Objectives:1.  Students will compare and contrast the lives of people in Ancient Greece and current day Greece.  

Lesson 8 (Day 1):  Greek Life “Then”Materials:1. Photos from various theaters that were visited on trip to Greece as well as internet pictures of others that were not visited2. Premade construction paper mask3.  Medical Symbol image of Asklepios (with snake winding up his staff)4.  Picture of medical equipment that has been dug up at Epidaurus.5.  Picture of the stadium at Epidaurus.6. Website http://www.proteacher.com/redirect.php?goto=6977.  Growing Up In Ancient Greece by Chris Chelapi8.  Computer (in order to Skype a resident of Greece if a contact can be made.  We will use Catherine, our tour guide from our trip).9.  Greece Then and Now template10. Class Chart with Double Bubble mapVocabulary:theater-a building or outdoor area in which plays and other dramatic performances are given.amphitheater-especially in Greek and Roman architecture) a round or oval building, typically unroofed, with a central space for the presentation of dramatic or sporting events. Tiers of seats for spectators surround the central space.

mask-a covering for all or part of the face, worn as a disguise, or to amuse or terrify other peopleProcedure:1.  Point out to the class that we have been learning a lot about Ancient Greece.  It is important to know about a country’s history but it is equally important to understand how the country has changed (or remained the same) over time as well as how the past has influenced the present. Explain that today, we will learn how Greece today compares to Ancient Greece.  We will cover theater, health practices, clothing, dress, daily activities, houses, and food.2.  Remind students that storytelling was an important part of Greek history.  Ask them to recall a famous story teller that they learned about (Homer).  Inform children that stories are often told on a stage.  Ask, “Have you ever been to a play or performance that was on a stage?” Inform children that often times a stage is within a building called a theater.

3. Teacher shows photos of various amphitheaters that were visited in Greece (at the Acropolis, Delphi, Epidaurus).  These can be found on the internet as well. Ask, “What do you notice about all of these theaters?” (they are all circular in shape, very tall, and have stone steps/seats) Explain that these places were very important to Ancient Greeks because they could visit, be entertained, and learn at events that took place here. Explain to the children about the sound quality of these theaters and how people on the top row of seats could hear people performing.4.  Teacher puts a construction paper mask over face.  Ask children if they can see who is behind the mask.  If they do not know who is behind the mask, can they know how the person feels or what they person has done in their lives?

Teacher removes mask and explains to the class that actors in Ancient Greek theater used masks to portray their characters. Depending on level of student interest and maturity, a discussion can be led on how people use “masks” to cover up their true identity.  What are some “masks” that people use even today?5.  Show medical symbol image.  Ask, “Has anyone seen this before?”  If so, “Where?”  This is an important image from Ancient Greece.  It tells us a lot about how they felt about taking care of themselves.  Explain that ancient Greeks believed in the power of self healing.  They believed also in taking care of themselves through exercise and mentally challenging themselves.  There are remains that have been dug up in Greece that let us know they had people that performed surgeries on others (show postcard of artifacts from Epidaurus).  Also show the photos of the stadium that people competed in.  Explain that people visited Epidaurus as a sanctuary for healing just as they visited Delphi for spiritual guidance and direction.

6.  Restate that theater and healing were important parts of Greek life.  There are other important things to take note of (dress, activity, homes, etc.).  Teacher points out 2 sources that will be used to continue the lesson (the interactive website and the book Growing Up in Ancient Greece).7.  Children will break into 2 groups.  1 group will listen to the story read by teacher and the other group will visit the website.  Switch groups after the story has been shared. Let children know that they can revisit the website another time.8.  After children have participated in both groups, they will fill in the Greek Life Then and Now template (only focusing on “Then” at this point).

Lesson 9 (Day 2): Greek Life “Now”1. Review what they learned about Ancient Greek life by having children share from their completed templates (from yesterday).2. Teacher sets up Skype interaction with a Greek resident and leads questions/discussion on clothing, school, food, homes, activities, theaters and healing in modern day Greece. Important to note:

The tradition of adding on to a family’s home for each adult child to live in with their new family (show photos of homes taken while in Greece).

The importance of olives, olive oil, and olive wood as a resource for Greece.  Also important is honey.3.  After Skype session is finished, children work in pairs to complete the Greece Then and Now Template focusing on “Now”.  Upon completion of their templates, children will use a double bubble map to fill in at least 3 things that are the same for both as well as 3 differences.4.  Class will come together to compare and contrast Ancient Greece with modern day Greece as a group. Teacher will record student input on class Double Bubble Map (Venn Diagram).5.  Children will be assessed on the details included in their template as well as their double bubble map (Venn Diagram). Teacher will judge the completeness of this map.

Name: ______________    

TEMPLATE FOR GREEK LIFE THEN AND NOW

GREECE THEN NOWClothing Boys

Girls

Boys

Girls

School Boys

Girls

Boys

Girls

Housing

Food

Entertainment

Medical

Daily Life Boys

Girls

Boys

Girls

Other

Lesson 10: Culminating Assessment and CelebrationThis will be a celebration of all the lessons including a short written quiz,  Greek Food and an Ancient Greece Jeopardy Game to assess learning.  Materials:

1. Copy of assessment (included)2. Assortment of traditional greek food, could be baklava, seasoned  olive oil with dipping bread, olives, greek yogurt, tzatziki with pita for dipping or whatever you prefer.4. Copy of Jeopardy Game (included), questions can be changed or modified to your needs.

Procedure:1. Teacher and students will do a quick review of what will be on assessment and ask students if they have questions.2. Students will complete the written test 3. Students will enjoy whatever has been prepared for them to eat and or drink.4. Teacher will lead a game of Jeopardy for all students. Teacher divides students into 3 teams. Teams then decide on a Greek God/Goddess name for their team. Each team shall have a copy of the Jeopardy board with dollar amounts and categories. Each team has rotating opportunities to answer questions. They must decide as a group what category and dollar amount. Once question has been asked they must discuss before giving an answer. 5. Students will be assessed on written assessment and Jeopardy participation.

Jeopardy Questions

Geography

StoryTelling

Govern-

ment

Olympics Myths GreekLife

1 What contine

nt is

Who was an influent

What was the

Where do all

olympic

Who is the “chief” god?

Name an impor-

tant food

Greece on?

ial story

teller in Greece

?

form of

govern-

ment in

Greece?

games begin?

in Greece.

2 Name a body of water that

borders Greece.

Who was the Trojan War be-

tween?

The agora was used for

___?

Who could

compete in the

ancient olympics

?

Where do the gods

live?

What were Greek theat-

ers called?

3 Name 2 cities in ancient Greece.

What was the cause of the Trojan War?

Who could vote

in ancie

nt Greec

e?

Identify 2

differences

between ancient

and modern olympic games.

Why did Greeks use

myth-ology

Greeks believed

in self healing..T

rue or False?

4 What is Crete?

Why was the Trojan Horse

left behind

?

Give a

reason for why the

Acropo-lis is

so large.

When were non

Greeks invited to the

olympics?

Name 3 gods and 2 characterist

ics for each.

What is a problem facing

modern Greeks today?

Name: ___________________                  Date: _____________END OF UNIT ASSESSMENT

True/FalsePut a T for each true statement and an F for each statement that is false.____1. Everyone who lived in Greece was allowed to vote.____2. The tallest mountain in Greece is called Mt. Olympus.____3. The Olympics were held every 2 years on Olympia.____4. Athena was the Goddess of Wisdom.____5. Zeus was the father of Apollo ____6. Pandora’s Box was filled with wonderful gifts.____7. The Parthenon was a magnificent temple to honor Athena.____8. Epidaurus was the healing center of Ancient Greece.____9. What’s believed to be the Center of the Earth is located in Delphi____10. Modern Day Greece is filled with Columns and artiphacts found from 300 years ago

Fill in the blanks for each sentence from the following word bank:Chariot Racing Poseidon democracyAthens Aegean Sea city-stateOlympics swimming Demieter

1. The _______________ is located between Greece and Turkey.2. Greek Boys in ___________ attended school and then served in the Greek army.3.  ______________ is where the Parthenon is located.4.  An event in the Ancient Olympics was _____________.5.  The first modern ____________ were held in 1896.6.  The God of the Sea is  ________________.7. Residents of Greek   __________________ were allowed to participate in the Ancient Olympics.Additional Teacher Resourses:Tour guides from visits to archaeological sites in Greece:1. Giota Mantziou; (Parthenon, tour of Athens, Temple of Poseidon2. Penny Kolomvotsou; Delphi 3. Elena Aggeli; Olympia4. Teodoros Lentoudis; Epidaurous Theater, Treasury of Arteus, and MycenaeTour Director: Catherine Yakountis*** For any additional information or pictures, please contact Lisa McKenney @ lisa_mckenney@wsesu.org or Patty Walior @ patty_walior@wsesu.org***

BiographiesPatty WaliorAcademy SchoolBrattleboro, VT

I have been teaching third grade at Academy School for 5 plus years. I came into this profession as a second career a little later in my life. I attended Castleton State College right after high school and received my degree in Small Business Mangagement. After being in the work force for 20 years in various capacities, I received my

teaching certification from Norwich University in the Spring of 2003. I worked for three years in Dummerston, VT in a 1:1 situation with an autistic student. I then went on to work two long term sub jobs at Academy School where I was then hired as a permanent third grade educator. Academy is the largest elementary school in Brattleboro, VT with approximately 400 students. I have one son who is 21 years old and living and working in Estes Park, CO. Lisa McKenneyVernon Elementary SchoolVernon, Vermont

I am currently in my 25th year as a teacher of grades ranging from K-3.  I have spent 21 of these years in the Vernon school which is a small school of about 160 students.  Most of the 21 years have been spent at the 3rd grade level.  The University of Maine, Orono was where I earned my undergraduate degree in Early Childhood Environments.  I went on to receive my masters in education from Keene State College in New Hampshire.  I have 2 children of my own (ages 13 and 16), and they are the inspiration for all of my lessons.  I create lesson plans that they would enjoy and benefit from. I strive to make my lessons meaningful and relevant to real life, integrated with other curriculum areas, differentiated, and most of all fun!