By: Emily Konantz, Kelsey Woodley, Thanh Vo, Nina Schroeder

EDCP 331 UNIT PLAN DESCRIPTION

Grade Level: 7 Theme for the Year:Ancient Civilizations

Corresponding Textbook:Outlooks 7

Unit Title & #:

Unit 3 of 4: Ancient Greece

Unit Critical Questions:

- What elements make up a civilization?- How did the surrounding environment shape this

civilization?- How is this society similar to our own? How is it

different?- What ancient ideas are still being used in modern

civilizations today?- How do we evaluate historical sources?

Corresponding Chapter:

Outlooks 7: Ancient Worlds

- Chapter 8 – Greece: Searching for the Good Life

Unit Rationale: In previous units, the Grade 7 students studied the ancient civilizations of Mesopotamia and Egypt, where they learned critical thinking and what makes up a civilization. During this unit, we will build upon student’s prior skills and knowledge about how ancient civilizations impact the modern day world. Students will learn about the structures of government, economy, class structure, culture, religion, values, geography, and technology. We have a variety of multi-modal activities that will require students to apply critical thinking skills, research skills, and compare and contrast ancient Greece with modern day civilizations. Students will use their knowledge of daily life in ancient Greece to create a newspaper article that could have been seen during this time in order to ensure their complete understanding of the different aspects of daily life. The capstone project for this unit is Homer’s The Odyssey and the students will have to present this play at the end. These activities will compel the student’s to engage in collaborative learning. It is important for students to understand where we come from, why our systems are the way they are, and what has happened to specific cultural groups in the past.

Unit Prescribed Learning Outcomes--This Unit Will Satisfy The Following PLO’s:

It is expected that students will:A1 Apply critical thinking skills—including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues.A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate informationA3 Compile a body of information from a range of sourcesA4 Deliver a formal presentation on a selected issue or inquiry using two or more forms of representationA5 Defend a position on a contemporary or historical issueB1 Analyze the concept of civilization as it applies to selected ancient culturesB2 Analyze social roles within one or more ancient civilizationsB3 Identify influences and contributions of ancient societies to present-day culturesC1 Describe the evolution and purpose of rules, laws, and government in ancient civilizationsC2 Assess how ancient systems of laws and government have contributed to current Canadian political and legal systemsD1 Describe various ways ancient peoples exchanged goods and servicesD2 Assess ways technological innovations enabled ancient peoples to            - Adapt to and modify their environments            - Satisfy their needs            - Increase exploration and trade            - Develop their culturesD3 Compare ancient and modern communications mediaE1 Assess how physical environments affected ancient civilizationsE2 Identify the impact of human activity on physical environments in ancient civilizations

Unit Objectives: Students will be able to:- Research from a range of sources and compare differing claims/opinions- Prepare a play (complete with script, costumes, set etc.) based on Homer’s The Odyssey.- Work collaboratively on a newspaper article that would have been found in ancient Greece.- Understand what makes up a civilization- Think critically about historical sources- Understand what daily life was like:

Culture, religion, food, clothing, shelter, basic needs, transportation, entertainment, trade, resources, technology, class system, political system

- Compare these ancient systems to our system in modern timesAssessment: Formative Assessment:

- Take notes on students: Who is participating? Who is on task? Who has work completed on time? Group dynamics while collaborating on the play

- Checking for understanding: Fist of five

Summative Assessment: Student and teacher created rubric for grading items to be handed in Self-assessment

UNIT LESSONS OVERVIEW GRIDLesson Title Lesson Critical

QuestionSpecific Objectives Methods/Activities Resources Assessment Strategies

Lesson 1 of 12

Introduction to Greece

Expanding Our Horizons

60 mins

Emily Konantz

Cooperative Learning.

What qualifies Ancient Greece as a civilization?

EK

A1 Use critical thinking skills to compare different civilizations and to identify relationshipsA3 Compile a body of information from a range of sourcesB1 Analyze the concept of civilization as it applies to selected ancient cultures

EK

Introduction to the unit. Hook: The teacher comes in to the

classroom dressed in a toga, like an Ancient Greek and the students will guess what our next unit is!

Students watch and fill in graphic organizer on brief introductory video about Ancient Greece

Think-aloud in which students determine what aspects of Greece make it a civilization (knowledge from previous units about civilizations).

Go over primary, secondary, and tertiary sources – ask the class what they think and why. What is more or less reliable?

Outline the unit, including the final project (newspaper).

EK

Ancient Greece video: http://www.neok12.com/php/watch.php?v=zX5c544e657b6a6f5f576302&t=Ancient-Greece (Part 2 and 4)

Graphic Organizer about different aspects of Ancient Greek life. What do the students notice about the essential elements of a civilization?

EK

Formative (for): Teacher to evaluate

students’ understanding through participation in discussions. Jot quick notes about who is on task.

EK

Lesson 2 of 12

Introduction to Greek Geography

and Economy

How does the geography of Greece affect its economy?

A1 Apply critical thinking skills—including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing,

Students fill in map of Ancient Greece, naming seas, cities, mountains, etc.

Students then brainstorm in groups of 4 about what would be the driving factors in Greece’s economy based

Map of Greece – one map for each student (photocopies).

KW

Formative (for): Ask questions to ensure

students’ comprehension of the geography’s affect on the economy. Take notes on who is on task

60 mins

Kelsey

Geographic Thinking

KW

and drawing conclusions – to a range of problems and issues.A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate informationB1 Analyze the concept of civilization as it applies to selected ancient culturesD1 Describe various ways ancient peoples exchanged goods and servicesE1 Assess how physical environments affected ancient civilizationsE2 Identify the impact of human activity on physical environments in ancient civilizations

KW

on their geography. Finish by coming together as a class

to discuss how Greece’s geography made the civilization very dependent on imports and shipping.

KW

and who is participating. Who is critically thinking about how geography affected the economy.

Summative (of): Maps are collected and

graded on accuracy

KW

Lesson 3 of 12

Introduction to Greek

Government

60 mins

In what ways does our current government

reflect that of Ancient Greece?

How has Ancient Greece influenced

our modern government structure in

Canada?

EK and KW

B1 Analyze the concept of civilization as it applies to selected ancient culturesB3 Identify influences and contributions of ancient societies to present-day culturesC1 Describe the evolution and purpose of rules, laws, and government in ancient civilizationsC2 Assess how ancient systems of laws and government have contributed to current Canadian political

Hook: display the words democracy, oligarchy, and monarchy on the board and ask students to dissect the root of these words. Have students share.

Students will read passage in textbook describing the organization of Greek government and fill in a graphic organizer comparing and contrasting it with Canadian government.

The graphic organizer will ask the students for pros and cons of all governmental systems.

They will have to draw upon their

Compare and Contrast graphic organizer

Expanding Our Horizons Textbook

EK and KW

Formative (for): Jot quick notes about who is on task and participating. Teacher will call on quiet students to ensure active participation.

EK and KW

and legal systems

EK and KW

prior knowledge of Canadian government from previous social studies grades.

Come together as a class to discuss their findings.

EK and KWLesson 4 of 12

Introduction to Greek Mythology

60 mins

How do the different Gods

and Goddesses of Greek mythology

reflect Greek culture?

How did these beliefs affect culture and religion?

EK and KW

B2 Analyze social roles within one or more ancient civilizationsD1 Describe various ways ancient peoples exchanged goods and services

EK and KW

Hook: Teacher performs a read aloud of a children’s book D’Aulaires Book of Greek Myths by Ingri and Edgar Parin d’Aulaire and asks questions throughout the book.

Lesson on the different gods and goddesses by the teacher.

Students then receive a post it note with a mythological person on it and must ask questions of other students to determine the identity of their person –what was their role in society.

EK and KW

Post it notes D’Aulaires Book of Greek

Myths by Ingri and Edgar Parin d’Aulaire

EK and KW

Formative (for): Jot quick notes about

who is on task and participating. Who is listening during the story and participating in the class discussion.

EK and KW

Lesson 5 of 12

Introduction to the Olympics

90 mins

Nina

Social Justice/Diversity

Why might Ancient Greece have

chosen these five sports as events

compared to modern games

events?

Did the Ancient Greeks believe in

equality?

NS

B2 Analyze social roles within one or more ancient civilizationsB3 Identify influences and contributions of ancient societies to present-day cultures

NS

Hook: Play Olympic opening ceremonies video, slowly Display the golden wreaths in solemn fashion upon a display setting (front board). Have students guess what the subject of our lesson might be

Students are shown a virtual tour of Olympia.

Students are designated as free men, women, or slaves from five city states and in five teams re-enact the ancient Olympic games (Frisbee throwing, chopstick javelin toss, thumb wrestling, sprints and toy chariot races)

6 laurel wreaths Video clip of modern Olympic

games Virtual tour of Olympia Pictures of Greek vases Frisbees Chopsticks Bean bags Reflection Journals Pencils

NS

Formative (for): Assessment of

participation and knowledge of city states during group work and competitions based on the negotiated rubric.

Individual reflection journals will also be collected to formatively assess critical thinking in comparing modern and ancient Olympic Games and social equality of

with women and slaves sitting out for first round.

Students write a reflection on the experience answering the questions of why Ancient Greece might have chosen these specific sports as events and whether or not the games were fair.

NS

Ancient Greece.

NS

Lesson 6 of 12

Philosophy, Technology,

Architecture, and Art

120 mins

Learn about Ancient Greece’s culture through collaborative

learning.

EK and KW

B2 Analyze social roles within one or more ancient civilizationsB3 Identify influences and contributions of ancient societies to present-day culturesD1 Describe various ways ancient peoples exchanged goods and servicesE1 Assess how physical environments affected ancient civilizationsD2 Assess ways technological innovations enabled ancient peoples to:

Adapt to and modify their environments

Satisfy their needs Increase exploration

and trade Develop their

culturesEK and KW

Hook: show a collage on the SMARTboard of many different famous Greek Art/Artists, Technology, Architecture (Parthenon), Artists and Art.

The teacher gives a small lecture about the importance of these aspects to Greek life and to our history now.

Class is split up into groups of 4. Each group receives 4 pages, each of

them pertaining to one of the topics above.

The students then complete a placemat with each of them working on a separate segment.

Students will use their Expanding Horizons textbook and ipads/laptops to research.

They then share within the group. After, the class as a whole works

together to fill in a placemat on chart paper.

EK and KW

4 pages of information about aspects of Greek culture

Chart paper Placemat graphic organizer Expanding Horizons textbook Ipads/laptops SMARTboard

EK and KW

Formative (for):The teacher will circulate

the room during group discussions, and will ask the students their reasons behind their opinions.

Observe how students are collaborating.Summative (of):

Placemats will be collected and marked for accuracy, effort, and students’ use of time.

EK and KW

Lesson 7 of 12 How does Ancient Greek

A1 Apply critical thinking skills—including comparing,

Hook: ask the students what their favourite type of movie/book is! Is it

Pictures of examples of amphitheatres

Formative (for): Check for understanding

Introduction to Greek Drama

60 mins

Drama reflect the culture of the

times?

EK and KW

classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues.A5 Defend a position on a contemporary or historical issueB2 Analyze social roles within one or more ancient civilizations

EK and KW

comedy, drama, satire, for example. Look at the open-air amphitheatres

and ask “who would be able to attend these” based on what students already know about the importance of performing in Ancient Greece.

Explore why Ancient Greek theatre was such a big deal – the influence of the God’s and Greek Mythology.

Touch on Homer’s The Illiad and The Odyssey and how they reflect beliefs and culture of the Greeks at the time.

Look at the differences between the three types of play – comedy, tragedy, and satire.

Remind students they will be creating their own skit next class based on one of the three types of plays.

EK and KW

SMARTboard Expanding Horizons textbook.

EK and KW

about differences between plays using ‘fist of five’.

EK and KW

Lesson 8 of 12

Introduction to Skit

90 mins

A4 Deliver a formal presentation on a selected issue or inquiry using two or more forms of representation.

Students will be put in pre-assigned groups (groups will have a mixture of abilities).

Explain the skit – students will choose one of the three types of plays and create a short 3 minute skit where they will take on the character of one of the Gods or Goddesses we learned about in our Greek Mythology lesson.

Students may use pre-existing mythology plot lines surrounding their characters.

Students are able to use ipads and books in order to research their characters.

Expanding Our Horizons Textbook

Notes from Greek Mythology lesson

Ipads/laptops

EK

Students will practice their skit throughout this class.

Lesson 9 of 12

Showcase of the Skit

60 mins

Perform the play in front of the

class

A4 Deliver a formal presentation on a selected issue or inquiry using two or more forms of representation.

Students will perform their skit in front of classmates.

Students will give a star and a wish to each play.

After presenting, the student will fill out a self-assessment rubric.

Teacher will also evaluate students’ plays based on a pre-made rubric.

KW

BC Performance Standards: http://www.bced.gov.bc.ca/perf_stands/writeg7.pdf

Any materials students are using for the skit

EK

Summative (as): Students will be marked

on effort, accuracy, and presentation for the skit.

Formative (for): Take notes on the

constructive criticism given to each group and from which student.

As: Students give a star and

a wish to each group.

EKLesson 10 of 12

Introduce creating a Greek

newspaper

Thanh

Historical Thinking

How would Greek historical events be portrayed in a

modern day newspaper and

with what perspectives?

TV

A1 apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues.A2 use various types of graphs, tables, timelines, and maps to obtain or communicate information.A3 compile a body of information from a range of sources.A5 defend a position on a contemporary or historical issue.B2 analyse the concept of civilization as it applies to

Hook: Provide each table group with a recent ‘The Province’ issued newspaper (students are already sitting in groups in 3-4)

Ask students to skim through the newspaper and dissect the contents, specifically looking for main sections

o e.g News, Opinion, Stocks, Money, Sports, Entertainment, Transportation, Sales, Weather, Housing

Teacher will categorise similar sections together into the following 4

o Category 1: News, Opinion, Current events

o Category 2: Sports, Entertainment

o Category 3: Weather, Stocks/Investments

‘The Province’ Newspaper Whiteboard and marker Dictionaries Laptops/iPads Library access ‘History News: The Greek

News by Anton Powell and Philip Steele

‘Ancient Worlds’ textbook Previous work from the unit Writing tools: pens and paper

TV

Formative (for): Ongoing assessment

through conferencing with individual students to check for understanding and if they’re on the right track

As: Students are encouraged

to peer-review each others work after each article using a rubric made together if time permits

Summative (of): Newspaper articles will

be collected and marked for accuracy, effort, and presentation (rubric).

selected ancient cultures.D1 describe various ways ancient peoples exchanged goods and services.D2 assess ways technological innovations enabled ancient peoples to:

- adapt to and modify their environments

- satisfy their needs- increase exploration

and trade- develop their cultures

D3 compare ancient and modern communications media.E1 assess how physical environments affected ancient civilizations.E2 identify the impact of human activity on physical environments in ancient civilizations.

TV

o Category 4: Transportation, Sales (food, tools, fashion, etc), Housing

inform the students that they will be putting together a newspaper as if it existed during an ancient Greek time period with the articles that they are going to write

With the whole class, decide on a time frame and co create rubric but with the following criteria - each student is responsible for writing at least one article from each category.

Guide students to other important requirements if necessary.

TV

TV

Lesson 11 of 12

Work Block for Greek Newspaper

See Lesson 10 of 12

See Lesson 10 of 12 See Lesson 10 of 12 See Lesson 10 of 12 Formative (for): Observe students’

cooperative learning and take note of who is participating, contributing etc.

EKLesson 12 of 12 See Lesson 10 of

12See Lesson 10 of 12 See Lesson 10 of 12 See Lesson 10 of 12 Summative (as):

Mark presentations for using

Showcase of Greek Newspaper

a clear, loud voice and participation.

Collect the newspaper articles and mark for accuracy, effort, presentation, and use of time.

EK

Lesson 1: Safe websites for students to visit:http://www.neok12.com/php/watch.php?v=zX5c544e657b6a6f5f576302&t=Ancient-Greece video on Greek Civilization for Intro to Greece lesson (Part 2 and 4).

Marking Rubric: BC Performance Standards: http://www.bced.gov.bc.ca/perf_stands/

Lesson 1 of 12:Introduction to Ancient GreeceEmily Konantz

Cooperative Learning60 mins

Social Studies Grade 7 - Introduction to Ancient GreeceCritical Question:

What qualifies Ancient Greece as a civilization?

Objective:

Students will be able to use their prior knowledge from previous units to identify the aspects of Ancient Greece that make it a civilization. They will get this information from a video about Ancient Greece. Be able to identify primary, secondary, and tertiary resources and explain the advantages and disadvantages of each.

PLO’s:

A1 Use critical thinking skills to compare different civilizations and to identify relationshipsA3 Compile a body of information from a range of sourcesB1 Analyze the concept of civilization as it applies to selected ancient cultures

Rationale:Throughout previous units, students learned what makes up an ancient civilization and they will apply this knowledge to this class in order identify Ancient Greece as a civilization. This knowledge will be used to compare Ancient Greece to Canada now. There are a variety of multi-modal activities throughout this lesson including a video, during which the students will have to record their findings on a graphic organizer. They will also have to use their critical thinking and research skills in order to identify the characteristics of a primary, secondary, or tertiary source and explain the advantages and disadvantages of both. This will be of great use to them in their future as students.

Resources:Video:http://www.neok12.com/php/watch.php?v=zX5c544e657b6a6f5f576302&t=Ancient-GreecePart 2 &4

Graphic Organizer:See Appendix 1

Vocabulary:Civilization, Primary Resource, Secondary Resource, Tertiary Resource

Timing What the Teacher will be doing: What the Students will be doing:

5 mins

Hook:The teacher comes in to the classroom dressed in a toga, like an Ancient Greek and the students will guess what our next unit is!

When I walk in to the class, the students will be sitting at their desks already silent reading. I am going to come in dressed in a toga and the students will put up their hands to guess what our next unit is going to be, because this is the very first class of the unit!

Introduction:Quick review of what makes up a civilization, drawing on knowledge from previous units. The teacher will ask the

As the teacher asks questions about what makes up a civilization, students are drawing on their prior knowledge from previous units to answer the question with their hand up.

5 mins students this question and jot notes in point form on the board.

25 mins

Body: Video on Ancient Greece. The teacher will put the

movie up on the projector from the website and set up Part 2 and Part 4.

The teacher will explain the handout, which asks for elements of Ancient Greece explained in the video and students are to fill it in as they go (Appendix 2). Instruct them that it is the only thing on their desks. Point form is okay.

After the movie is finished, ask for some responses to the question “What makes Ancient Greece a civilization?”

While the video is playing, students are watching it and filling in their graphic organizers. When the movie finishes, they are ready to share their responses to the question “What

makes Ancient Greece a civilization?”

25 mins

Ask the students what kind of resource the video was!

When they give the answer ‘secondary resource’, ask them why, what makes this video a secondary source? Get the students to ‘think-pair-share’ this and emphasize the ‘why’.

Write down on the board Primary Resource, Secondary Resource, and Tertiary Resource and ask students if anyone knows the key characteristics of each one.

Get the students to also think-pair-share the key characteristics of each type of resource and write it down on their paper.

Explain these resources if the students don’t know and emphasize critical thinking about every resource. What is critical thinking about a resource? How do we do this with sources to determine what kind of resource they are? Ask them to think-pair-share about this question on a sheet of paper and share out when it is time.

Give the students examples of sources and ask them what kind of source it is and why. Remind them to think critically about each source.

Students will raise their hands to answer the question “what type of resource was this video?” They will hopefully give you the answer secondary resource after they think-pair-share.

Students are sitting at their desk still listening to the teacher and nothing should be on their desk except the worksheet from the video.

Students will now get out a piece of paper to write down the key points of Primary, Secondary, and Tertiary Resources in their table groups.

When they share, the teacher writes these key characteristics on the board. Students are sitting at their desks paying attention to the teacher and the lesson being given

and actively participating in the discussion.

Explain the homework sheet (Appendix 3), in which they have to look at the resource and decide whether or not it is a primary, secondary, or tertiary source and explain why. Hand this sheet out to each student.

5 mins

Conclusion: Ask the students why it is important that we learn

about these different types of resources. Thank them for their cooperation and participation

during the class and tell them that we have a very exciting unit ahead!

Extension: Extra time given for students who need it during silent reading time, while the rest of the students read silently. Email the URL of the Ancient Greece video home so they can watch it on their own time, if they need!

Formative Assessment: Observe the students as they watch the movie and take note of who is paying attention and who is distracted or not listening. While asking questions, encourage students to have their hand up and take note of who is participating actively. Observe who has completed the video questions sheet. While giving the lesson, observe who is listening and who has their eyes on the teacher.

Homework: Sheet of examples of primary, secondary, and tertiary resources (Appendix 3)

Adaptations/Modifications: Dictionary provided for English language learners Laptops allowed with an emailed copy of the worksheet for students who have special needs.

NAME: ________________________

DATE: __________________________

VIDEO QUESTIONS

When did the Greek revolution begin? _____________________________

What makes Greece a civilization?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________

What do you know about the art?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________

What do you know about technologies?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________

Who was the leader of Athens and when did he become leader?

_________________________________________________________________________________________________

How was the government formed in ancient Greece?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________

How does this civilization compare to previous civilizations we have studied this year?

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________

Lesson 2 of 12

Introduction to Greek Geography and EconomyKelsey WoodleyGeographic Thinking60 mins

Subject: Social Studies Grade: 7 Total time: 60 minTopic of Lesson: Geography and Economy of Greece

Link to Curriculum: PLOs/IRPs

PLO:A1 Apply critical thinking skills—including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues.A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate informationB1 Analyze the concept of civilization as it applies to selected ancient culturesE1 Assess how physical environments affected ancient civilizations

E2 Identify the impact of human activity on physical environments in ancient civilizationsLesson Objectives: Students will be able to accurately map the main geographic features of Greece. Students will then make inferences from the geographic features of Greece

would affect their economy and other aspects of their culture and society.

Big Idea or Guiding Question:

How does the geography of Greece influence its economy and other aspects of their civilization?

Time(mins)

What the teacher (T) says/does What the students (S) do Materials

Hook/Opening· Ask student’s if anyone has travelled to Greece before and if

they have ask them about what they remember about the geography

· Show students a tourism video of Greece to show them the landscape (Google tours)

Hook/Opening• Students volunteer information if they have travelled to

Greece• Students watch video

http://www.youtube.com/watch?v=QCS3LQmMJ94

Pre-activity· Give students a list of locations to map on a political map of

Greece that includes, cities, seas and physical features.

Pre-activity· Map the locations on a map provided by teacher, colour in

map.· Using atlases

- Greece maps- lists of geographic locations to be mapped- Atlases

Activity· In groups of 4, have students read over page 152 – 155 in

Outlooks 7.· Students will then make connections between Greece’s

economy and their geography· Have students fill in graphic organizer about Greek physical

features and their impact on Greek society with a focus on economy

Activity· Students read over pages· Students brainstorm and make connections· Students think about other aspects of Greek life and the

influence geography would have on them

- Graphic organizer- Outlooks Textbook

Post-activity- Draw the class together again .- Go over the graphic organizer as a class- Conclude, by watching video that ties aspects of historical Greek geography with modern day issues that Greece is facing.

Post-activity· Students volunteer answers to the questions for the graphic

organizer.· Students watch video.

http://www.youtube.com/watch?v=GnoNc6HVQnk

Assessment for / of / as Learning

Assessment of learning, the maps will be handed in and marked for accuracy and neatness.Assessment for learning, check for understanding using red, yellow, green cards.

Extensions/ Sponge ActivitiesExtra challenge

Students can test their knowledge by playing Greece geography quiz games on a website such as Sporcle. Students can help other students who are struggling to fill in map.

AdaptationsExtra support

Opportunity to work in partners on the map. Class comes together as a class to look over graphic organizers to make sure that all students have the same information.

Plan BBack-up Plan

If technology isn’t cooperating, skip showing the videos, instead discuss the main points of them. Have different visuals of Greece ready, such as pictures or books that show the geographic features.

Reflection on lesson

Cities to be mapped: Athens, Sparta, Corinth, Megara, Argos, Delphi, Olympia

Islands: Crete, Santorini, Rhodes, Mykonos

Bodies of water to be mapped: Ionian Sea, Mediterranean Sea, Sea of Crete, Aegean Sea

Geographical features or regions: The Peloponnese, Macedonia, Thessaly, Thrace, Epirus, Pindus Mountains, Mt. Olympus

Graphic Organizer

Physical Feature/Characteristic Effect on Greek Civilization

Mountainous terrain (Possible answers: natural defense against outside attacks, development of distinct city states separated by mountains, lack of central power, difficult to transport goods.)

Long coastline (Possible answers: lots of shipping, many ports, dependence on ocean for sustenance, fishing, need for defense against overseas attacks.)

Lack of arable land (Possible answers: dependence on trade for agriculture, colonizing of other lands to gain key materials needed to build up empire.)

Lesson 9 of 12:Introduction to the OlympicsNina Schroeder Social Justice/Diversity 60 mins

LESSON PLANSubject: Social Studies: Ancient Greece Grade: 7 Total time: 90 mins.Topic of Lesson: Olympic Games

Link to Curriculum: IRPs(PLOs)

SWBAT:· B2, B3

Lesson ObjectivesHow will students demonstrate learning?(Specific to this lesson)

SWBAT: ContentIdentify and demonstrate the five original Olympic sporting eventsIdentify and describe the five cultures of Athens, Sparta, Corinth, Megara, and ArgosCritically Analyze the ancient Olympic Games in comparison to modern games and from a social justice perspective

Prior Knowledge • Awareness of current Olympic Events and some ancient ones based on modern Track and Field activities• Previously taught knowledge of Ancient Greece and its city states

Materials 6 laurel wreaths, video clip of modern Olympic games, virtual tour of Olympia, pictures of Greek vases, frisbees, chopsticks, bean bags,

Time(mins)

What the teacher says/does What the students do (Plus groupings: pairs, small groups, individual)

Materials, including graphic organizers.

Hook/Opening Play Olympic opening ceremonies video Slowly Display the golden wreaths in solemn fashion upon a

display setting (front board) Have students guess what the subject of our lesson might be

Hook/Opening students will sit at desks and watch video Students talk in pairs and then raise hands to

guess the subject of our lesson

5 golden laurel wreathsvideo clip of Olympic games

Pre-activity Guide students through a virtual tour of Olympia with a

focus on the sporting events of the Olympic Games as a whole class activity

Discuss the sporting events, rituals to the Gods and social

Pre-activity Students will listen as a whole group to the

introductory information on these five cultures

students will form 5 groups of 6 and create

http://www.ancientgreece.co.uk/festivals/story/sto_set.html

Photos of Greek vases depicting the events

rules of these events banners for themselves students can use books and internet to

research their cultural group Students will present their banners to the

class and explain why they are the best of all the competing states

Activity Have students pull a piece of paper from a bowl that will

designate them as free men, women or slaves and assign them each a Greek State: Athens, Sparta, Argos, Corinth, and Megara, making five groups

Give each group information sheets about the features and characteristics of their state to help get into character and distribute pinnies to designate their groups. Students will read their sheets and quickly summarize their state for the class

Explain that we will be conducting our own Olympic Games and have students in their groups decide how they will get into character and demonstrate their understanding of their city state.

Show students the participation rubric and ask for their input on how best to assess their participation.

Have the teams designate one member to participate in each of the previously established Olympic events.

Take students to the gym or outside and arrange their five teams into rows at a single starting point *but before beginning, stop and ask all the females and slaves to sit out for the first round* Stage the second round with full participation.

Have each competitor come forward to the starting line for each event and stage the competitions for Discus (Frisbee), Javelin (chopstick toss), Sprints, Wrestling (thumb), and Chariot races (bean bag or toy car curling)

At the end of these events, put away equipment and return to the classroom

Present the winning team with Laurel wreaths to wear

Activity Students will line up in rows according to the

order of who will compete in each event Students will compete five at a time or in

tournament style for discus throwing, javelin ( chopsticks), sprinting, thumb wrestling and chariot racing (wheelbarrow racing in pairs)

The students who are not competing will cheer their teams on with the banners

Info sheets, State cards, Bowl, Pinnies, 6 Chopsticks, 6 Frisbees, 6 Beanbags, Whistle

Post-activity Post-activity Journals, pencils

In their social studies journals have students write a reflection on why Ancient Greece might have chosen these specific activities for their Olympic Games and why they may have changed in modern Olympic Games.

Have students write a second paragraph on whether or not the Ancient Greeks believed in equality for all people and give reasons for their answers. Reflect on how it felt to have people sit out during the games.

Students will write their reflections in their journals silently to be handed in

Assessment for / of Learning

Teacher will perform formative assessment of participation and knowledge of city states during group work and competitions based on the negotiated rubric.Individual reflection journals will also be collected to formatively assess critical thinking in comparing modern and ancient Olympic Games and social equality of Ancient Greece.

Extensions/Extra challenge

If there is extra time or students need greater challenge these students can depict the class version of the Olympic games in a Greek-style drawing like the vase images shown at the start of the lesson.

AdaptationsExtra support

As extra support, words of anticipated difficulty in the info sheets and virtual tour will have pullout definitions in the margin or be addressed by the Teacher during the tour. Sentence starters can also be provided for journal entries and students who prefer to type their journal entries may do so.

Lesson 10 of 12

Introduce creating a Greek newspaperThanh VoHistorical Thinking180 mins

LESSON PLANSubject: Social Studies Grade: 7 Total time:180 minsTopic of Lesson: Creation of News Paper - Lesson 1/3Link to Curriculum: PLOs/IRPs

PLO: A1, A2, A3, A5, B2, D1, D2, D3, E1, E2

Lesson Objectives:

- over 3 Lessons

Use a range of resources for their research; primary and secondary sources, the internet, the library, socials textbook, etc- analyze, research and prioritize information and relevancy Gain historical perspective and an understanding of the culture involved in producing a newspaper for that timeframe Demonstrate a sound grasp of the historical chronology and context in which the issue, problem, or events they are addressing developed.· Discover more about the everyday lives of the ancient Greeks and the similarities and differences they share with the lifestyles of people today.

Big Idea or Guiding Question:

· How would Greek historical events be portrayed in a modern day newspaper and with what perspectives

Time(mins)

What the teacher (T) says/does What the students (S) do Materials

5 Hook/Opening· Provide each table group with a recent ‘The Province’ issued

newspaper (students are already sitting in groups in 3-4)· Ask students to skim through the newspaper and dissect the

contents, specifically looking for main sectionse.g News, Opinion, Stocks, Money, Sports, Entertainment, Transportation, Sales, Weather, Housing,

Hook/Opening· In their table groups, students are to dissect the contents of the

newspaper and look for the specific sections·

· ‘The Province’ Newspaper

25 Pre-activity· ask students for one thing that they have found, rotating from one

table to another until the 9 sections are found - guide students to it if necessary

· teacher will categorise similar sections together into the following 4

- category 1) News, Opinion, Current eventscategory 2) Sports, Entertainmentcategory 3) Weather, Stocks/Investmentscategory 4)Transportation, Sales (food, tools, fashion, etc), Housing

· inform the students that they will be putting together a newspaper as if it existed during an ancient greek time period with the articles that they are going to write

· with the whole class, decide on a time frame and co create rubric but with the following criteria - each student is responsible for writing at least one article from each category.

· guide students to other important requirements if necessary, i.e. ask “what about the content? can it be accurate or can we just make something up?” “What about general writing skills, should our NEWSPAPER, be legible, have correct spelling, and grammar? or can I jus scribble something down “

Pre-activity· students take turn as a group to offer findings· students will co-create rubric with teacher

Board to write on

25 Activity· Go over any questions and re-explain activity + criteria· Show students example of History News - The Greek News by

Anton Powell and Philip Steele· Go over the list of resources the students can use; their past work,

their textbooks, the internet, and the library· Instruct students to begin -activity will mainly be student directed· Rotate and continue routine check ups· act as editor: monitor the students, help answer any new questions

students might have and guide the project along if necessary

Activity· student directed work period for remainder of class

dictionarieslaptop cartslibrary access‘History News: The Greek News by Anton Powell and Philip Steele

Students should have - their ‘Ancient Worlds’ text as well as previous workWriting tools: pens and paper

5 Post-activity• instruct students to clean up• before allowing students to leave, check in with students

individually to see if they have 4 articles from the 4 categories - they should at least have 2 and an idea of where they want to go

Post-activity· clean up - put away resources· inform teacher of choices

Assessment for / of / as Learning

For this lesson:Formative Assessment:(for) - ongoing assement through conferencing with individual students to check for understanding and if they’re on the right track(as) - students are encouraged to peer-review eachothers work after each article and/or if time permits

Extensions/ Sponge ActivitiesExtra challenge

For overall project: Invite students to write additional articles or peer review the ones they have with their classmates

AdaptationsExtra support

provide dictionaries for ELL students if they require one, pass around example of ‘History News : The Greek News’, provide guiding questions such as “what would ancient greeks wear, eat, play, etc”, conferencing with indivual students