Grade 8 June 1-12 E-Learning: A Cross-Curricular Look at Ancient Greece!

Social Studies

WEEK 1: Democracy and Citizenship

Ancient Greek society developed many of the basic principles of democracy and citizenship. You can see its influences in today’s Western political thought and governance.

1. Similar to the previous work package, together as a class, we will brainstorm what we know, think, or have heard about the general idea of democracy, including democratic principles, government, rights, responsibilities, citizenship, rule of law, equality, freedom, justice.

Use the table below or open resource “June 1st - Democracy Word Splash.” Everyone must brainstorm at least 5 ideas. Please do not use the internet to research!

Democratic Principles

Government Citizenship

Rights/Responsibilities

DEMOCRACY

Rule of Law

Equality

Freedom Justice

2. In the following table, think of examples of groups/organizations who make decisions (e.g., families, friends, teams, classes, schools, countries, etc.). Try to be as specific as possible in describing who makes the decisions and how they are made. What are the advantages and/or disadvantages of each group’s way of decision-making? Please do not use the internet!

Examples of group or organizations

Who makes the decisions?

How is the decision made?

Who is affected by the decisions?

1.

2.

3.

4.

What type of decision making do you find to be the fairest? What type is the most efficient? Develop a summary statement or conclusion about decision making in groups. Decisions made for groups should be ….

3. Not all Greek city-states were democracies. Many Greek thinkers disagreed with the concept of a democratic government. Your goal is to fill out the following table and research/gather information on the different forms of government as identified by Greek thinkers (such as Plato, Aristotle).

There are many different types of government under each of these forms; some of them may combine to more than one form.

You are encouraged to think of examples (ancient, historical, current) for each of the forms of government to help with your research too.

Form of government

What are the origins and meaning of the word?

Who rules? How are decisions made?

How is it decided who rules?

What limits the power of the government?

Monarchy

Tyranny

Oligarchy

Aristocracy

Democracy

Sources:

WEEK 2: Taking a Position

1. Read the selection of quotations from various historical periods about the concept of democracy:

“Democracy... is a charming form of government, full of variety and disorder; and dispensing a sort of equality to equals and unequal’s alike.” – Plato, Republic Book VIII

“If liberty and equality are chiefly to be found in democracy, they will be best attained when all persons alike share in the government to the utmost.” – Aristotle

“Democracy is when the indigent [the poor], and not the men of property, are the rulers.” – Aristotle

“In order to become the master, the politician poses as the servant.” – Charles de Gaulle

“Only the educated are free.” – Epictetus

“My notion of democracy is that under it the weakest shall have the same opportunities as the strongest.” – Gandhi

Select two or three quotations you find to be the most meaningful and create political cartoon(s) for it. Your selected quotation can be rewritten in your own words; also, be sure to make a humorous illustration to show its intent. Please feel free to post your political cartoon on the S.S. Teams Group chat, explaining your reasoning for the chosen quotation and illustration.

2.In the previous ELA work package, you had worked on defending an argument. In Social Studies, you are tasked with a similar assignment, but from a different angle! Your decision making will be based on one of the three forms of government: monarchy, oligarchy, and democracy.

Choose one of the following questions and respond to it, coming from a monarch, oligarch, or democratic position/perspective.

Should obligatory military service be extended to five years from two years for all males in Athens?

Should members of the Assembly be elected by votes and speeches rather than chosen by lottery?

Should slaves be freed after a certain number of years of service? Should a person with one Greek parent but one foreign parent be allowed to attain

citizenship? Should Athens seek some allies to support the city-state against Sparta? What is the ideal size for a polis?

What are the most important characteristics of a good leader? Should the conquered foreign peoples be kept as slaves or should they all be freed? Should women in Greek society be educated and allowed to participate in assemblies? Can a society that is based on slavery, and that excludes women and immigrants from

citizenship, be considered a democracy?

Defend your point of view via written response, audio, or video. You are also encouraged to share your point of view on the S.S. Teams Group chat.

Please feel free to get creative with it! Helpful notes: think about what you consider to be the essential characteristics of a

government, citizen participation in government, election by majority, rule of law, freedom of speech, equality of citizens, citizens’ right to justice, right to peaceful assembly, etc.

ELA

Below are categories of ELA we’ve been working on withoutwith students since the beginning of the year.

Choose 1 example from each category. Explore Ancient Greece however you’d like to explore!

Submit your writing/video/art piece via Microsoft Teams by June 12th. If you would like to use your own ideas, please make sure to discuss alternatives with

your teacher before starting your work!

Category #1: Explore & Reflect:

Example #1: Example #2: Example #3:

Read or watch a movie inspired by Ancient Greece.

Create a short video presentation summarizing

your reading/viewing experience.

Create a writing piece inspired by the Greek Heroes

of the ancient past.

Create an art piece that is inspired by an aspect of

Ancient Greece or Ancient Rome. Be sure to explain the

reference

Category #2: Inform & Explain

Example #1: Example #2: Example #3:

Choose one of your favourite Greek Heroes/Gods. Collect

and summarize some of their greatest stories!

Explore the world around you and pop culture online. Provide a visual guide of

examples of Greek culture still around today!

Read/Watch a Historical Non-Fiction movie/book of

Ancient Greek event. Create a brief list of things you

learned!

Category #3 Evaluate & Judge

Example #1: Example #2: Example #3:

Read/Watch a book/films inspired by Ancient Greece. Rank them based on your own criteria and explain

which one is your favourite?

Create one piece of art, one inspired by Ancient Greece. Self-reflect on both pieces, highlight which one is your

favourite and why?

Category #4 Inquire & Explore

Create your own “power rankings” list of a of Greek Gods and Heroes. Include visuals and a criteria list to

help explain your reasoning.

Example #1: Example #2: Example #3:

Have you ever wondered why the Ancient Greeks or

Ancient Romans Fell? Research and provide a list of

possible reasons

Do you think that there are some inventions that the

Ancient Greeks and Ancient Romans made that we use today? Explain one of the

inventions!

What are some of the unanswered questions about Ancient Greece that you still have questions about, and

you’d like answered?

Category #5 Analyze & Interpret

Example #1: Example #2: Example #3:

Highlight the information given to civilization by some of the greatest minds in History (Aristotle/Alexander the Great) and some of the greatest Artists (Homer and Horace). What affect do you think they had on our world?

Collect data on an aspect Ancient Greece and Ancient Rome (Health, Government, Territory Size, Humans Rights. Compare it to the same data collected from today. What are some differences? What are some similarities?

Research a science experiment/concept that was first explored by the Ancient Greeks and the Ancient Romans. Try a “Home Friendly” version at home using the Scientific Process.

Science

Your last learning package is themed around Ancient Greece. In Ancient Greece there were no “scientists”. Instead, they were called “philosophers”. We have already learned about one famous Greek philosopher, Archimedes, and his work with density and buoyancy. Over the next two weeks you will be investigating other Greek Philosophers and scientific principles that were discovered in the time of Ancient Greece.

On the following page you will see a web of science ideas that had significance in Ancient Greece. Your job is to select at least 5 of the bubbles (you can do more if you would like). You will record you prior knowledge, respond to the questions in the bubble, and investigate the topic further. There are questions in each bubble that can help guide your investigation. Record the results of your investigation in the chart below. You should have at least 5 points for each topic of investigation. Be sure to keep track of your sources of information as you research.

TOPIC (Information from the bubble)

PRIOR KNOWLEDGE(What do you already know about this topic?)

RESPONSE(Respond to the questions asked in the bubble)

INVESTIGATE (What else did you learn through your research)

SOURCES(Where did you get your information… be specific)

Math

Week 1- Day 1- Pythagorean Theorem Review

This week in Math you will be reviewing your knowledge of Pythagorean Theorem to apply to an Ancient Greece inspired math project. Begin by watching this video to remind yourself of Pythagorean Theorem.

Review:

- a and b are the legs of the triangle (they make the right angle)- c is the hypotenuse (the longest side; the diagonal line)- If we square the length of a and b and add them together, we will get the length of c (or

the hypotenuse)

Ex:

You are an ancient Greek Architect. You have been hired to design a beautiful compound for 3 temples that will honor 3 Greek Gods. There are four major requirements for your planning:

- Each temple will be SQUARE in shape- No two temples can be the same size/have the same dimensions- The 3 temples must be situated so that they form a triangular courtyard in the

center, which will be filled with beautiful lemon trees. - The courtyard must have at least 4 lemon trees planted inside it. Each lemon tree

needs 6 feet of space around it (in all directions) to allow their roots to spread out properly. Consider how this will affect the size of the triangular courtyard, and thus, the size of your temples.

Use the diagram below to help guide you as to how the temples will be situated. Then, draw your own diagram, indicating the dimensions of each temple, the area of the triangular courtyard (using Pythagorean Theorem), and the placement of all 4 lemon trees (ensuring they have enough space between them!)

a2 + b2 = c2

Step 1: Plug in the values you know. In this case we know the length of side a and side b.

a2 + b2 = c2

52 + 102 = c2

49 + 121 = c2

170 = c2

Step 2: You must find the square root of your answer in step 1. This way, you will find the length of the hypotenuse.

170 = c2

√ 170 = 13.04

The length of side c is 13.04 inches.

Week 1- Day 2/3- Intro to Surface Area of Cylinders

Before we start the next portion of our Ancient Greece Math project, let’s take a peek at traditional Greek temples. What do you notice about these pictures?

That’s right! Greek temples traditionally incorporate columns. A column is a filled cylinder. Cylinders have a circular base that is extended upward. The top of the cylinder is also circular (that exact same size as the base). It is important to note that CYLINDERS are ‘empty’ on the

Temple 1

Temple 2

Temple 3

Court-yard

When complete, send your math teacher your labelled courtyard plan. You will use this plan for the next two weeks of learning!

This Photo by Unknown Author is licensed under CC BY-SA

This Photo by Unknown Author is licensed under CC BY-SA

inside. This week, we will be learning how to calculate the surface area of a cylinder! Think of a pringles can- the base is the same size at the top, circular in shape and ‘empty’ on the inside. If I asked you to create a pringles can out of cardboard, would you know exactly how much cardboard you’d need?

To find the surface area of a cylinder, we have to find the surface area of 3 separate ‘parts’, and then combine them together. The cylinder is comprised of its circular base, it’s cylindrical body, and circular top. We need to find the individual surface area of all 3.

Last year, you learned how to find the surface area of a circle. This comes in handy for the base and top of our cylinder.

But what about the BODY of our cylinder? Would that also be circular? Hmm…if you have an empty toilet paper or paper towel roll hanging around, find a pair of scissors and cut vertically down one side, from top to bottom. When you open up the cylinder, what do you notice? That’s right! The cylindrical body is actually just a rectangle. In the same way, find a piece of scrap paper in your house and close the ends together…you have now formed a cylinder!

This is all great news- because you ALREADY KNOW how to find the surface area of rectangles and circles! All you have to do is put those 3 pieces together, and voila! You have found the surface area of your cylinder!

If you cut along the red line (down the cylinder vertically) and open it up, the cylinder is actually a rectangle.

If you take the rectangle and fold the ends inward, you will form the cylinder once again.

Finding the Area of the Cylinder’s Base and Top:

As previously mentioned, the cylinders base and top are just circles. So to find their surface area, we just need to know how to find the area of a circle…which we already do! Start by watching this video to refresh your memory!

To find the area of the cylinder’s base, we have to use the formula we

learned last year for finding the area of a circle: a = πr2 Wait! What’s π? That’s pi! It represents the ratio between a circle’s circumference (distance around) and diameter (distance across). It has a value of 3.14

To find the area of circle, you will need to be given either the radius or diameter first.

The diameter is the distance across the circle, and the radius is the distance to the center of the circle. If you are given the diameter, you simply divide it by 2 to find the radius. Then, you can

use the formula a = πr2.

Example 1:

In this question, we know the radius is 2.25 feet. That means we have enough information to find the area of surface area of the circle.

a = πr2

Step 1: Plug in what you know. We always know the value of pi (3.14) and we know from the diagram that the radius is 2.25 ft.

a = (3.14) (2.25)2

Step 2: Using BEDMAS, exponents come before multiplication. So you have to square the radius first, multiplying it by itself.

a = (3.14) (2.25 x 2.25)

a = (3.14) (5.06)

Step 3: Multiply pi by the squared radius

a = (3.14) (5.06)

a = 15.89 ft

The surface area of the circle is 15.89 ft

Example 2:

In this question, we know the diameter is 12 feet. Do we have enough information to find the area of surface area of the circle, if a = πr2?

We sure do! We know that the radius is half the length of the diameter, so simply divide the diameter by two! 12/2 = 6. The radius of this circle is 6 ft.

a = (3.14) (6)2

a = (3.14) (36)

a = 113.04 ft

Practice: Find the Surface Area of the following circles. Use the formula a = πr2

Answers are found at the bottom of the page.

a = πr2

a = (3.14) (15)2

a =

1. 225 ft2 2. 121 in2 3. 81 yd2 4. 36 yd2 5. 9 in2 6. 289 ft2

Once we’ve found the surface area of one end of the cylinder (either the base or top), we also know the surface area of the other end, since the base and top are the exact same size. This means you can either multiply the value x 2 or add the base and top together. We’ve determined the surface are of 2 out of the 3 parts of our cylinder!

IN our next lesson, will determine the area of the ‘rectangular’ body of the cylinder!

Week 1- Day 4- Determining the Surface Area of a Cylinder’s Body

Width = 7.06 in

We know that the body of a cylinder is rectangular in size- and you’ve been finding the area of a rectangle since Gr.4! It’s a simple equation that we use, l x w (length x width), however finding the width dimension requires a little bit of critical thinking.

The height measurement of the cylinder gives us the length measurement of the “rectangle” (which is really just the cylinder sliced open and flatted.) See the diagram below.

The circumference of the circular base (or top…remember, they are the same size!) is the width measurement of the rectangle. The circumference is the perimeter (or distance around) the circle. See how the arrow is wrapping around the perimeter of the top?

Now that we have the width and length, we can easily find the surface area of the cylinder’s body. We use the l x w equation and plug in our numbers.

a =

Height = 10 ft. Length = 10 ft.

Circumference = 7.06 ft.

a = l x w

a = (10) (7.06)

a = 70.6 ft2

**remember that area measurements are always squared!

Width = 7.06 ftWeek 1- Day 5- Determining Circumference from a given Radius

Yesterday, we reviewed how the body of a cylinder is really just a rectangle. The height of a cylinder becomes the length measurement, and the circumference measurement of the top/base becomes the width measurement. In our examples yesterday, we were simply given the circumference to work with. In reality, we are rarely ever given the circumference

measurement in a cylindrical diagram. Instead, you will be provided with the radius or diameter of the circle, which you will use to determine the circumference.

In this example, we are given the height of the cylinder (7 inches) and the radius (halfway across the circle), which is 2 inches. Knowing the radius, we can then determine the circumference. We do so by applying the equation c= πd

The circumference is found by multiplying the diameter by pi (3.14). But we don’t know the diameter…we only know the radius…

Of course we know the diameter! Its two times the radius.

The radius in this example is 2. 2x2 =4, so the diameter of the circle is 4 in. Now that we know the diameter, we can find the circumference using the equation from above: c= πd

c= πd

c= (3.14) (4)

c = 12.56 in

Now that we know the circumference, we can find the area of the body (using l x w). The length of the rectangle is the height of the cylinder, which is 7 inches, and the width of the rectangle is the circumference of the top/base, which we just determined is 12.56 in.

a = lw

a = (7) (12.56)

Length = 10 ft.

Length = 7 in. a = 87.92 in2

Practice: Find the surface area of the cylindrical bodies using the given measurements.

The answers are on the bottom of the page.

Step 1: Find the circumference of the circle using c= π d

*Remember, the diameter is 2x the radius

Step 2: Find the area of the cylindrical body using a = l x w

Answers: 2. 816.4 ft2 3. 452.16 yd2 4. 621.72 yd2 5. 376.8 in2 6. 653.12 ft2

Week 2- Day 1- Put it all together!

Width = 12.56 in

c= πd c= πd c= πdc = (3.14) (4) 2x the radiusc = 12.56

a = l x w a = l x w a = l x wa = (7) (12.56)a = 87.92 in2

c= πd c= πd c= πd

a = l x w a = l x w a = l x w

The final step is to add all of the “pieces” of our cylinder together: the surface area of the base, the surface area of the body, and the surface area of the top. Watch this video first!

Step 1- Find the area of one circular end of the cylinder (top/base) using the formula a = πr2

a = πr2

a = (3.14)(2)2

a = (3.14) (4)

a = 12.56 in2

Step 2- Multiply this number by 2, to include the other circular end of the cylinder

12.56 x 2 = 25.12Step 3- Determine the circumference of the top/base to find the width of the cylinder’s body,

using the formula c= πd *remember that diameter is 2x the radius*

c= πd

c = (3.14)(4)

c = 12.56*normally, the circumference and area of a circle are NOT the same. In this case, they were 😊 Do you know why?

Step 4- Find the area of the cylinders body using the formula a = l x w

Remember, the length is the HEIGHT of the cylinder, and the WIDTH is the circumference of the base!

a = l x w

a = 7 (12.56)

a = 87.92 in2

Step 5- Add Step 2 and Step 4 together- the area of the top and base, and the area of the body. You have found the total surface area of the cylinder!

25.12 + 87.92 = 113.04 in2

Practice: Solve for the total surface area of each cylinder. Answers are on the following page.

Step 1: Find area of base a = πr2

Step 1: Find area of base a = πr2

Step 1: Find area of base a = πr2

Step 2: Multiply area of base x2 Step 2: Multiply area of base x2 Step 2: Multiply area of base x2

Step 3: Find circumference of base c= πd

Step 3: Find circumference of base c= πd

Step 3: Find circumference of base c= πd

Step 4: Find area of body a= l x w

Step 4: Find area of body a= l x w

Step 4: Find area of body a= l x w

Step 5: Add base, top and body together to find TOTAL SA

Step 5: Add base, top and body together to find TOTAL SA

Step 5: Add base, top and body together to find TOTAL SA

Week 2- Days 2-5 - Measuring your Temples

Now that we’ve learned how to find the surface area of cylinders, we will apply this knowledge to the temple compound you created at the beginning of last week. It is now your job to plan what your 3 temples will look like- and the amount of stone you will need to create them! For the purpose of this project, we will assume the columns are empty in the centre, and therefore cylinders. We’re using stone that you can bend into a circular shape…INCREDIBLE! (Hey, maybe it’s part of a Greek Myth? Anything’s possible!)

Refer back to the plan you turned in for your triangular courtyard. Here are your requirements:

- Each Temple needs a square floor and square roof o Remember, the size of your temple depends on the size of your triangular

courtyard. Why?- The roof is held up by columns. - Each individual temple has to use the SAME SIZE columns throughout.

o You cannot have 12 ft columns and 18 ft columns in the same temple. Obviously, the roof would not stay up!

- Temple 1 will use 12 ft columns with a radius of 1.5 ft.- Temple 2 will use the 18 ft columns with a radius of 2 ft.- Temple 3 will use the 21 ft columns 2.25 ft.- Each temple needs a minimum of 4 columns, but you can use more if you’d like.

Complete one temple each day! For each Temple, you will need to:

Step 1- Draw/create a sketch of what the temple will look like (how many columns are you incorporating?) The diagram can either be birds-eye or 3D view and must label the dimensions of 1 column (height and radius), as well as the dimensions of the temple itself (floor/roof).

Step 2- Determine the surface area of one column in the temple

Step 3- Depending on the # of columns you included, determine the surface area of all columns in the temple combined

Step 4- Determine the surface area of the roof and floor

Step 5- Indicate the total surface area of stone you will need to create the entire temple

Please turn in your work on TEAMS when complete