Ancient Greece Study

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Ancient Greece. Lapbooking Project

I. Introductory Information
A. Subject: Ancient Greece
B. Grade & Ability level: 6th Grade; easy
C. Unit Title: The Early Greeks
D. Time Frame: 7-15 days
E. Textbook page references are noted throughout this unit. I used several textbooks.
Substitute appropriate pages from the textbook you are using.

II. Overview and Rationale
A. Scope and major concepts
1. This unit covers the early history of Ancient Greece.
2. This unit will include lessons on:
  • The key role of geography in the development of Greece.
  • Athenian democracy and it relationship to our own
  • Ancient Greek culture and the roots of western culture
  • The growth of Athens and Sparta and the Persian Wars.
3. This unit will concentrate on geographic and language arts skills.
4. The Unit will focus on student personal discovery and challenge the student to express their own ideas and beliefs concerning world events.
B. Rationale: This unit is designed for  6th-grade students. The unit will broaden their horizons by showing how decisions made in one country can, and do affect other countries.
 Day 1:  Compare geographical area and land of Greece  to Egypt :
 
EGYPT
GREECE
Desert  
Very wet
One Coast (Mediterranean)
Surrounded by Seas (Med, Ionian, Aegean
One solid piece
Many peninsulas and islands
Flat
Mountainous
Nile River only fertile land
Much fertile land

Day 1: Greek Vocabulary List (write each word and definition in vocab folder)
 
  1. epic - a long poem that tells the story of a hero
  2. barbarians - the name given by the Greeks to any people who were not Greek
  3. colonies - areas set up in conquered lands by the Greek city states for use when they themselves became overpopulated
  4. Minoan (min-o-un) - an ancient Cretan civilization
  5. myths - legends or stories that attempt to explain natural events
  6. Dorians - a group that invaded Greece around 1000 B.C.
  7. Hellenes - the name the Dorians gave themselves
  8. Acropolis - a hilltop fortress in Ancient Athens which included the Parthenon and other famous buildings where citizens met to discuss affairs of the community
  9. agora - the central marketplace in Ancient Athens and the site of numerous temples and government buildings
  10. mattock - a heavy hoe which was the chief tool of Greek farmers
  11. drama - a serious play or theatrical event
  12. metics - a class of people in Athens who were not citizens
  13. Helots - one of the Spartan slave classes
  14. city-state - a self governing unit made up of a city and its surrounding villages and farmland
  15. Homer - a Greek epic poet and author of the Iliad and Odyssey
  16. monarchy - a system of government in which a monarch - a king, queen, or emperor is the sole and absolute ruler
  17. oligarchy - a system of government in which a few people rule
  18. democracy - a system of government in which the people rule, either directly or through elected representatives
  19. tyrant - a ruler who has absolute power (not limited by a constitution or by other officials)
  20. polis - a city-state in Ancient Greece
  21. trireme - a major sailing vessel powered by three banks of oarsmen
  22. fresco - a painting done on fresh plaster with water colors
  23. Peloponnesus - a hilly major peninsula in Greece
  24. ostracized - shunned, avoided
  25. oracle - places where the gods spoke directly to man
  26. phalanx - special Greek battle formation where soldiers formed rows, closely pressed together
  27. philosophy - the study of the meaning and knowledge of life
  28. Sophocles - a famous Greek writer
  29. Pericles - a Greek leader of the Golden Age
  30. Ionia - a group of Greek cities on the coast of Asia Minor

  1. Zeus was the most powerful of the gods.  Should he have to bring order, he would hurl a thunderbolt. Zeus shared his powers and ruled with other great gods.
  2. Hera was the wife of Zeus, and thus, the Queen. Hera was the goddess of marriage, children, and the home
  3. Poseidon, the lord of the sea, was the brother of Zeus
  4. Hades, another brother of Zeus, was lord of the dead.
  5. Ares, Zeus' son, was the god of war.  He tall and handsome but cruel and vain.  Ares could not bear to suffer pain.
  6. Hephaestus, god of fire, often made metal tools and weapons to aid the gods and some fortunate mortals.
  7. Hermes was Zeus' son and the messenger of the gods.  Hermes was noted for his pranks as well as for his speed. (pronounced hur'-meez)
  8. Apollo was Zeus' son and god of the sun, light and music.
  9. Artemis was goddess of the hunt
  10. Dionysus was the god of wine.
  11. Athena, for whom Athens was named, was the goddess of wisdom.
  12. Aphrodite was the goddess of love and beauty
  13. Eros was the god of love.  He had a bow and arrow to shoot people and make them fall in love.
  14. Dionysus was the god of life, hospitality, and wild things
  15. Pan was half man, half goat, and the god of all nature. He was also the protector of shepherds and their flocks
  16. Hercules was another of Zeus' sons.  He was half man, half god, and very strong.
  17. Centaur was half man, half horse, and tried to steal Hercules' wife.
  18. Pegasus was a winged horse
  19. Cerberus was the three-headed dog that guards the entrance to the underworld.
  20. The Muses were daughters of Zeus.  They made such beautiful music with their singing that it brought joy to everyone who heard them.
  Day 3: Ancient Greek Culture: Minos & Mycenae

Motivation/Recall:
  1. Students will copy today's drill questions on their drill sheets for turn in.
  2. Drill questions:  The Mycenaens built their cities on ___________.    Minoan cities included underground plumbing and ______________ and ______________.
  3. A selected student will read aloud today's Objectives from the blackboard.

    Developmental Activity: 

    1. Students will fill in with the help of the textbook, the graphic organizer on Mycenae. 

    Transitional Statement: Please put the graphic organizer in your notebooks. You will need these notes for your Unit Quiz. Now let us turn our attention to the "Greek dark ages". Who can tell me what a "dark age" might be. Have them write their thoughts in their notebooks as an important concept. 

Objectives:
  1. The Student will be able to, with the help of a graphic organizer, compare the Greek civilizations of Minos, and Mycenae.
  2. The student will be able to describe what a "dark age" is
  3. The student will be able to discuss oral history, its accuracy and reliability, as well as why historians use it today.

How did geography and climate influence ancient Greece in the following areas?    
  FARMING  
1.
2.
3.
     TRADE      
1.
2.
3.
How did geography contribute to Greece's development as a group of individual city states?  
 
(The rugged mountains and the many bays divided Greece into small, isolated regions)                                                                 

What were some of the things the Minoans achieved and the Mycenaeans adopted in these areas?  After you fill out the chart, put an X next to the achievements that were lost during the Dark Ages.
AREA
MINOAN
MYCENAEAN
ART


TRADE


BUILDING


LANGUAGE



Answer these questions:
  1. When did the Greek city-states develop?
  2. What was the Age of Expansion?
Developmental Activity:
  1. Define:  Epic, discuss oral history.
  2. Begin reading:  the Odyssey (the Cyclops cave) as an example of Oral history that was later written down.

    Safety Valve: Map Activity, Have students find on a map of Europe then a map of the world, Greece, Egypt, Mesopotamia, Crete, Turkey (Asia Minor).  Discuss trade.
     
    Review/Conclusion: Have students give examples, using their graphic organizers of similarities and differences between Minos, and Mycenae.

    Day 4: Athens as a City-State
     
    Lesson Topic: Athens as a City State; introduction of Democracy; introduction to Sparta 
     
    Transition Statement: You have heard many times in your life that we live in a democracy. Have you ever wondered what a democracy really is? 
     
    Developmental Activity:
     
    1. Have students define "Democracy". Write their ideas on a blank transparency.
    2. Have students look up "Democracy" in their textbook. write this definition under their ideas.
    3. Give a dictionary definition of "Democracy" write this under the textbook definition.
    4. Have students compare the three definitions, and discuss their comparisons.
       
    Transition Statement: The Greek city states were among the first practitioners of Democracy. Lets take a look at two of the most famous of the Greek cities.
     
    Developmental Activity:
     
    1. Have students read aloud the background information on Athens and Sparta.  (Teacher will provide additional material). List important notes on each in columns on a blank overhead.
    2. On blank overhead draw a Venn Diagram. Label one section Sparta, label the other outside section Athens, label middle shared section similarities. Have students provide information from the list into each section.
       
    Conclusion: Review with students, democracy, the growth of the City-states, Athens and Sparta
     
    Day 5: Rise of the City States
     
    Lesson Topic: The rise of the City States in Greece 
     
    Objectives:
    1. The Student will be able to define democracy.
    2. The student will be able to describe what a "city-state" is
    3. The student will be able to discuss who was able to participate in Athenian democracy.
       
    Lesson Procedures:
    Motivation/Recall:
     
    1. Students will copy today's drill questions on their drill sheets for turn in. Drill questions:
    • The Minoans & Mycenaeans both spoke ____________      
    • During the Dark Ages _________came to a standstill.
       
     Transitional activity: Today we are going to try an experiment. Today, you will write on the overhead.  The first word you will write is Democracy. Who would like to do that?
     
    Developmental Activity:   Students will brainstorm ideas on what democracy is. Teacher will write these ideas on a blank overhead. Tell students that we will look at this transparency at the end of the day to see if they might change what they believe a democracy is.
     
    Transitional Statement: Take out your textbooks and open them to___________Who would like to begin reading?
     
    Define: Democracy, Monarchy, Oligarchy. Have students write down definitions as notes.

    Developmental Activity: Read Aloud "Understanding Democracy". Discuss with class why they think Athenian democracy can or cannot work in the U.S. (located at bottom of page)
     
    Review/Conclusion: Take out transparency of student ideas on democracy. Discuss with students how they would change this overhead now.

     UNDERSTANDING DEMOCRACY: 
Democracy means the rule of the people (in Greek). That is where each individual person has a vote about what to do. Whatever the most people vote for wins. There is no king or tyrant, and anybody can propose a new law.
One problem that immediately comes up in a democracy is who is going to be able to vote. Should people vote who are just visiting from some other city-state? How about little kids, should they vote? Or should there be some limits?
The earliest democracy in the world began in Athens, in 510 BC. When democracy proved to be successful in Athens, many other city-states chose it for their government too. But most of them allowed even fewer people to vote than Athens did: most of the other city-states only allowed free adult male citizens to vote IF they owned land or owned their own houses (that is, the richer people).
Another problem for democracies was that it was very inconvenient for men to always be going to the meeting-place to vote. Most men had work to do, planting their grain, making shoes, fighting wars or whatever. They couldn't be always voting. So most democracies sooner or later ended up choosing a few men who would do most of the voting, and the rest only came when there was a really important vote. It was hard to decide how to choose these few men, and different cultures did it different ways. Athens did it by a lottery. If you got the winning ticket then you were on the Council of 500. Men served for a year.

Day 6: Daily Life: understanding of cultural diversity. the daily life of the Greeks.
 
Transitional activity: Yesterday we started a discussion about democracy in ancient Athens, and how it compares to democracy today. We will continue that lesson today, and in addition look at the daily life of a Greek by using the filmstrip. Take out some paper to write down some notes.
 
Developmental Activity: Show filmstrip, discussing appropriate sections with the students, having them take notes about democracy in Athens, and daily life in Greece.
 
Activity: Have students turn in notes they took. You can give them back the next day
 
Day 7:  The Olympics and the Gods  (1 of 2)
 
Lesson Background:  This lesson will  develop the students understanding of cultural diversity. It will also delve into the the origin of the Olympic games, and Greek mythology.
 
 Students: It's around 480 BCE. You are an Olympian contestant, representing your city-state at the Olympic games! 
 
Objectives: 
  1. The Student will be able to define Olympics.
  2. The student will be able to list some events that took place during the Greek Olympics.
  3. The student will be able to discuss the Greek beliefs in Gods and myths.
Olympics Background:  In 776 B.C., the Olympic Games were first held in honor of Zeus, through a festival in the Greek city of Olympia.  The Olympics were very important to the Greeks.  If any of the city states were at war when the Olympics started, the war would stop so that everyone could go to the Olympics.  Only men could participate in the Ancient Greek Olympics, and only men could watch, because the participants in the games did not wear clothes.  Chariot racing was the only game women could win, and only if they owned the horse.  If that horse won, they got the prize.  

Transitional activity: Yesterday we started a discussion of the life of the greeks. We talked about how Greeks developed coins for trade, and how rich Greeks were expected to pay for government functions. Today we are going to take a closer look at some things the Greeks found important in their lives. In other words we are going to discuss parts of the Greek culture.
 
Developmental Activity: Students will read aloud books on Greek Culture. Ask students what they know about the Olympics today. With a graphic organizer, compare the original Olympics with modern Olympics.

 
Transitional Statement: It said in our textbook that the Olympics were held to honor the Gods. The Greeks believed in many Gods.
 
Developmental Activity: Hand out shapes, and information sheets on the Greek Gods. Have students design a symbol to Represent the God they have been given. Have students work in pairs. Inform them that we will be developing a Greek God family tree. (have students put their names on the backs of their designs. Work on this for the rest of the class. Tell students that we will be introducing a new God or Gods each day next week)

Safety Valve:
1. Have students do a  "Comparing Graphs" work sheet
Discuss with students the two type graphs shown. have them solve problems using the two type graphs shown using the try it section. Give them information from Towson state, In 1996, 10,000 students. growing to 25,000 by 2000 A.D. In 1996, 1000 students in fraternities, 4000 students living in the dorms, 5000 students commute. If percentages stay the same, how many students will commute in 2000 A.D.
2.  Inform them that this is called a bar graph, and it contains the same type information as the pie chart. See if students can convert the bar graph into a pie chart.
 

Day 8: The Greek Gods, Sanctuaries, and the Olympics (2 of 2)  

Lesson Background:  This lesson will develop the students understanding of cultural diversity. It will also delve into the the origin of the Olympic games, and Greek mythology.


Objectives:
  1. The Student will be able to, define Olympics.
  2. The student will be able to list some events that took place during the Greek Olympics.
  3. The student will be able to compare modern Olympics with Greek Olympics.
  4. The student will be able to discuss the Greek beliefs in Gods and myths.

    Transitional Statement: It said in our textbook that the Olympics were held to honor the Gods. The Greeks believed in many Gods. They believed that the gods controlled every thing in nature, and liked to interfere with men's lives. The reason I had you start drawing a symbol for the God that you were representing is that we are going to build a family tree of Greek Gods. Each of you is going to be given the opportunity to present your symbol and explain to the class why you chose that symbol to represent that God.
    We are then going to place them in their correct spot on our Greek God family tree. You will be receiving a grade on your project. The grade will be based on completion of work, appropriateness of your symbol, and your presentation.
     
    Developmental Activity: Hand out shapes, and information sheets on the Greek Gods.
    Have students design a symbol to Represent the God they have been given. Have students work in pairs. Inform them that we will be developing a Greek God family tree. (have students put their names on the backs of their designs. Work on this for the rest of the class. Tell students that we will be introducing a new God or Gods each day next week
    2. If we have time we will present our first two Gods today.
     
    Greek Gods: The ancient Greeks explained the wonders around them and the happenings in their lives as being the work of the gods.  The gods and goddesses looked much like people. However, the gods and goddesses were more beautiful, handsome, clever, and powerful. They not only looked much like people, they acted like people.  They had quarrels, played tricks, and were often jealous.  Their homes were not the heavens but just the top of mountain in northern Greece - Mount Olympus.  The mountain was much too difficult a climb for mere mortals.  The Greeks made stories about their gods and goddesses which are called myths. These myths are still read today.  Zeus and Hera were the King and Queen of the Greek gods.  For a list of Greek gods, click HERE.

    Day 9: Greek Culture :  The Greek Gods, Sanctuaries, and Greek Drama

Objectives:
  1. The Student will be able to define Tragedy and Comedy.
  2. The student will be able to describe additional Greek Gods.
 Developmental Activity:
  1. As notes, define comedy and tragedy. Inform them that these will be tomorrows drill questions.
  2. Discuss why the plays were written.
  3. Compare to modern plays/films/tv shows
Review/Conclusion: Review the Gods we have in our family tree. Review Greek Drama.

Day 10: Sparta and Athens (1 of 3)

Prior to comparing Sparta and Athens, we suggest, if time permits, you take 3-4 days to run your own Olympics in the Classroom.  This link is also listed above, under Lesson #6: Olympics. Mr Donn's Ancient Greek Olympics in the Classroom  

  PREPARE FOR THE GAMES!
Tongue-Twisters Music (Humming) Ball in a Basket Knucklebones  (Jacks) Closing Procession
 

 Lesson Background:  This lesson will develop the students understanding of cultural diversity. It will also delve into the Greek mythology, and the differences between Sparta and Athens.

Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two (more) to place on our family tree.
 
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your book on Sparta and Athens
 
Developmental Activity: Begin reading  Sparta and Athens.Hand out a Graphic organizer for notes, review what we have learned about Athenian government.
 
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian Government vs Spartan Government.
 
Safety Valve: Have students read "Growing up in Sparta and Athens". Students will read this page aloud reading each age group for both Sparta and Athens. The students will take notes and place them on a graphic organizer.
 
Worksheet Assignment:
Compare life in Athens with life in Sparta
 

ATHENS

SPARTA

physical education


cultural education


military obligations of citizens


form of government


government control of daily life

Day 11: Sparta and Athens (2 of 3)
 
Lesson Background: This lesson will develop the students understanding of cultural diversity. It will also delve into Greek mythology, and the differences between Sparta and Athens.

Objectives:
  1. The Student will be able to, describe additional Greek Gods
  2. The student will be able to compare Spartan education with Athenian education.

    Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two (more) to place on our family tree.
     
    Developmental Activity: Two students will present their symbols for Greek Gods.
     
    Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your textbook on Sparta and Atens
     
    Developmental Activity: Begin reading , Sparta and Athens. Have students take out Graphic organizer from yesterday for notes
     
    Review/Conclusion: Review the Gods we have in our family tree. Review Athenian education vs. Spartan education.
     
    Safety Valve: Have students turn to  "Growing up in Sparta and Athens". Students will read this page aloud reading each age group for both Sparta and Athens. The students will take notes and place them on a graphic organizer.

     Day 12: Sparta and Athens (3 of 3)

    Lesson Topic: The Greek Gods, Sparta and Athens 
Lesson Background:This lesson will develop the students understanding of cultural diversity. It will also delve into Greek mythology, the differences between Sparta and Athens, and the Persian Wars.
 
Objectives:
  1. The Student will be able to, describe additional Greek Gods
  2. The student will be able to compare Spartan training with Athenian training.
  3. The student will be able to list several causes for the Persian Wars
 
Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open your textbook.
Developmental Activity: Begin reading on page __________, Sparta and Athens. Read through page _________ Have students take out Graphic organizer from yesterday for notes
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian education vs. Spartan education. Review with students; Olympics, government, and daily living in Greece.
Safety Valve: Have students turn to page _____ in their textbook "Growing up in Sparta and Athens". Students will read this page aloud reading each age group for both Sparta and Athens. The students will take notes and place them on a graphic organizer.
 
 
Day 13: The Greek Gods
 Lesson Background: This lesson will develop the students understanding of cultural diversity. It will also delve into Greek mythology.
 
Objectives:
  1. The Student will be able to, describe additional Greek Gods
  2. The Student will be able to finish presentations on Greek Gods.

    Transitional activity: Last week, we introduced several Greek Gods. I would like to introduce two (more) to place on our family tree.
    Developmental Activity:  students will present their symbols for Greek Gods.
    Transitional Statement: We will continue with our presentations tomorrow. Now everyone let us have a little fun today. I need an artist. (Select one or two students to draw a family tree using handout as a model. We are going to place our symbols on the family tree. I would like everyone to finish and color in your symbol today. You may take the rest of the class to do so. I am going to place this tree up on the back bulletin board so do a good job.
    Developmental Activity: Have students finish coloring in symbols.
    Review/Conclusion: Review the Gods we have in our family tree.
    Safety Valve: Have students turn to page _____ in their textbook. Students will read this page aloud. The students will take notes.
     
 Day 14: Persian War (1 of 3)
 
Objectives:
  1. The Student will be able to, list the causes for the Persian Wars
  2. The Student will be able to describe the major phases of the Persian wars.
    Transitional activity: So far we have just talked about Greece. Today I would like to move into the area of foreign affairs.
     
    Developmental Activity: Students will work silently with partners to fill in the graphic organizer using pages _______________ in your text. Advise students that they will be writing an assessment of the wars from the information that they gather and put on their graphic organizer. Have them work for 20 minutes, then return to their seats.
     
    Transition: Have students break into pairs, reminding them that I have the option of breaking up a pair if they are not working.
     
    Developmental activity: Review with students their assessment of the, causes of the, and the results of the Persian Wars.

 Zerk the Jerk
As part of this discussion, to introduce the third and final major battle, the Battle of Salamis, as most students will have wandering interest at that point, and most probably will not have reviewed this important battle - introduce Xerxes, the Persian King, as Zerk the Jerk. Xerxes (pronounced Zerkzes) easily becomes Zerk the Jerk.
Talk about how Zerk the Jerk had his slaves carry his golden throne from Persia and set it up on a hillside so he could watch the Greeks be destroyed.  The Greeks were greatly outnumbered, and the Persians had huge ships compared to the Greeks.  But the Greeks surprised him.  Their small ships could maneuver better.  The Persians were caught on their ships, and destroyed.   Zerk the Jerk ran away, leaving his army behind.  Sparta marched north at full strength and defeated the Persian army.  The Greeks took the day! Zerk the Jerk ran away.  The Persian threat to Greece was ended!  
 
 Day 15: The Persian Wars  (2 of 3)
 
Objectives:
  1. The Student will be able to, complete their list of the four main battles of the Persian Wars
  2. The Student will copy the rubric for their Persian War assessment.
 
Transitional activity: Last week you worked on a graphic organizer for the Persian Wars. Now that you have the information, you need to do something with it. You are going to write a paper explaining the Persian Wars.
 
Developmental Activity: Hand out the Rubric for writing the Assessment. Go over in class. Ensure all students understand.
 
Transition: Hand out copy of writing rubric. Tell students, We have finished with chapter 11. What usually happens when we finish a chapter? We are going to have a test. To get you ready for the test we are going to have a little review.
 
Review: Use flash cards, and break up into teams.
 
Writing Assessment Rubric: Using your graphic organizer, you will write a paper about the Persian Wars. This paper will include:
 
1. An introduction paragraph which will also include the causes of the Persian Wars.
2. Three additional paragraphs each of which will discuss one of the following battles.
  • Marathon
  • Thermopalyle
  • Salimis
3. Each of the paragraphs discussing the three battles will include:
  • Who is involved
  • Where was it fought
  • When was it fought
  • What happened.
  • Who won.
  •  Details of the battle if known.
4. A conclusion paragraph.
 
This assessment is due ________________
 
 Day 16: Persian War (day 3 of 3)
 Objectives: The student will be able to write an assessment of the Persian wars following a rubric.
 
Transitional activity: Yesterday you were working on gathering information for a graphic organizer. Today we are going to use those graphic organizers again. Take out the graphic organizer, paper to write on, and something to write with.
 
Developmental Activity: Give students copies of the Rubric. Have students write a paper using the information from their graphic organizer, and following the format from the Rubric. Have them finish as homework.
Rubric: Write a paper on the Persian War containing at least 5 short paragraphs.
  • Each paragraph is worth 1 letter grade
  • Style and proper writing (mechanics) is worth 1 letter grade
  • 5 = A, 4 = B, 3 = C, 2 = D, 1 = E, 0 = F
The Paragraphs should correspond to the following:
1. Introduce the war by writing about the causes (more then one) for the war.
2. Explain the Battle of Marathon including:
a. Who is fighting
b. Where are they fighting
c. Who was the winner
 
3. Explain the battle of Thermoplyae including:
a. Who is fighting
b. Where are they fighting
c. Who won, and how
 
4. Explain the battle of Salamis including:
a. Who is fighting
b. Where are they fighting
c. Who won and how did they win?
 
5. Explain the battle of Plataea:
a. Who is fighting
b. Who won
 
Additional information/research can be used to raise a mark with the exception of "A" papers.
 
Do not copy directly out of the book, but rewrite using your own words.
 
 Day 17: Early Greek Unit Review
 
Objectives: The student will review using a filmstrip and textbook.
Lesson Procedures:

Transitional activity:
  1. Last week you completed a writing assessment of the Persian Wars. I would like to return those papers now. (have selected students pass out papers.
  2. Second, we will be going on the field trip tomorrow (at least some of you are). We will be having a special lesson tomorrow, as well as some additional review. Finally, I want to remind you that we will be having a test Thursday. We will be reviewing the material we have covered in two ways. First we will watch a film strip answering some questions. Then we will use the Review questions I have ready for you.
Developmental Activity: Have students view filmstrip on ancient Greece, answering questions as we go. Be sure and ask (and label stance questions from MSPP).
 
Transition: Keep these answer sheets to review with. The questions on this review will probably show up on a test somewhere. As we answer these questions, I would like you to take notes, I will be pretty specific so it would be a good idea to write down what I am telling you. Again we will probably see some of these questions on the test.
 
Developmental activity: Review with students questions drawn up from the test.
 
Safety Valve: Team questions, winning team is exempt from the drill tomorrow.
 
 
QUIZ
PERSIAN WARS
 
I. Define:
Polis
Demos
Patriotism
Phalanx
Prophecy
II. Place the following terms under the battle with which each belongs.
  • 490 BC
  • phalanx
  • 150,000
  • Strait
  • Darius
  • Greeks won
  • Persians won
  • triremes
  • 4,000
  • a pass
  • Athens burns
  • Xerxes
  • Miltiades
  • Thermistocles
  • rowers
 
Marathon  
Thermopylae
    Salamis   















 
III Essay (on back).  Because you will be asked to change the outcome of the Persian War, you will need to know more about
  • the leaders
  • strategies
  • plans
  • results
  • details
Think about how the Persians could have won the war?  What details of the battle would be different? How might Greek and Roman history have been affected?
 
 
EARLY GREEKS - UNIT TEST
 
I. Matching - Match the words in column A with their definitions in column B. Write the letter from column "B" in the matching space in front of the word in column "A"
                                     Column A                       Column B
____1. democracy
a. a king rules the country
____2. monarchy
b. everyone participates in the government
____3. oligarchy
c. a few people hold power over the country
____4. tyranny
d. a single ruler, who seized power forcefully
 
II. True or False. Read each statement carefully. Write out true or false in the blank.
1. ______ Sparta was ruled by an oligarchy during most of its history.
2. ______ Education in Sparta consisted mostly of art and music.
3. ______ Life in Athens and Sparta was the same for everyone including women and slaves.
4. ______ Spartans and Athenians both kept slaves.
5. ______ A tragedy was a type of Greek play that made fun of the gods or famous men.
 
III. Multiple Choice. Place the letter of the Best Answer in the blank.
 
____1. This army was defeated by the Athenians at Marathon.
a. Salamis
b. Persia
c. Macedonia
d. Rome
 
____2. What is not required for a citizen of Athens.
a. be male
b. be over 18
c. fight in a war
d. have a father who was a citizen
 
____3. In Sparta, which was not a physical skill.
a. running.
b. jumping
c. ice skating
d. wrestling
 
____4. Who won the battle of Thermopylae?
a. Athens
b. Sparta
c. Persia
d. Macedonia
 
____5. In Greece, a prediction or the name of the place where a prediction was told.
a. Athens
b. Eleusis
c. Olympus
d. oracle
 
IV. Matching - Match the words in column A with their definitions in column B.
                                          Column A                    Column B
____1. Zeus a. Goddess of marriage
____2. Hera b. God of the Sea
____3. Ares c. Father or Head of the Greek Gods
____4. Poseidon d. God of light and health
____5. Apollo e. God of War
 
V. True or False - Write true or false in the space provided.
____1. Only those Greeks who lived in Athens worshipped Zeus
____2. Mt. Olympus was supposed to be the home of the Gods.
____3. Athletes were often killed in war on their way to the Olympics
____4. Xerxes watched his ships be destroyed at Salamis
____5. The Spartan army ran away at the battle of Thermopylae.
 
VI. Multiple choice - Choose the most correct answer.
 
1. The only occupation a man could have in Sparta.
a. trader
b. farmer
c. actor
d. soldier
 
2. A battle where the Persians were defeated, and the name of a 26 mile race.
a. Marathon
b. Plataea
c. Salamis
d. Thermopylae
 
3. Who could be a Citizen in Athens.
a. a slave
b. a woman
c. a metic
d. a male
 
4. The type of Greek play where a man was brought down by a flaw in his character.
a. comedy
b. tragedy
c. mystery
d. horror
 
5. The Minoans built elaborate palaces that contained what.
a. running water
b. indoor plumbing
c. elaborate mazes
d. all the above
 
VII. Fill in the blank. Write in the word from the word bank that best completes
the statement. Use only words from the word bank. A word can be used once, more
then once or not at all.
 
1. __________ were independent, self governing units.
 
2. Sparta's emphasis was on a strong __________ ?
 
3. __________ had the most successful democracy
 
4. __________ and Athens were the two biggest city-states
 
5. __________ was the site of the festival that centered around sports, and honored Zeus.
 
Word Bank:
Athens
Sparta
Olympia
city-states
army
navy
Delphi
democracy

Inside the 3-pronged folder are all of the independent writing assignments that my daughter completed during the unit study. She wrote paragraphs about:
  • The Minoans
  • The Mycenaeans
  • The Dark Ages
  • Egyptians and Greeks
  • Changes in the Greek form of Government
  • Food in Ancient Greece
  • Phalanx
  • The End of the Trojan War
  • Styles of Sculpture
  • The Peloponnesian War
  • The Three Main Empires After Alexander's Death
Here are some links about lapbooking that might come in handy:
And here are some links about Ancient Greece that might help you with your researching:
  • BBC Ancient Greece (covers a little of everything, and kid-friendly too)
  • Ancient Greece for Kids (all kinds of info, some with video)
  • Mr. Donn’s Ancient Greece (just about anything you can think of)
  • SS for Kids (nothing spectacular but plenty of information)
  • More Ancient Greece (lots of video on this one)

  • Mini-book Descriptions

    Please visit Dinah Zike's webiste and Tobin's Lab for resources that explain these mini-books much better than my sad attempts here.


    accordion fold:

    also known as a concertina fold. Several sheets of paper or cardstock attached with tape and folded in a back and forth fashion (like a w). Especially good for timelines and map series.

    cross fold:

    six squares that form the shape of the Latin cross (four squares down, two squares on either side of the 2nd square from the top). Folds up to be a small square. Good for Christian content.

    envelope fold:

    see quadri-fold

    extension:

    a piece of cardstock or a second file folder attached to the base folder in oreder to accomodate more mini-books.

    flap book:

    a simple fold, one side of which has been cut to make flaps. Flaps can be any number or width, depending on their use.

    flower fold:

    a polygon with "petals" off each side. The petals are folded in consecutively to fold the book. The last petal needs to be tucked under the first petal for the book to close. Any polygon with five or more sides will work.

    folded flap book:

    A flap book that has been folded in half. Good for comparisons and biography pairs

    half-sheet fold:

    a sheet of cardstock folded in half then glued into the lapbook. This can be a handy way to divide information in a multi-topic lapbook, or to add extra surface area.

    information card:

    just a piece of cardstock, no folds. These can be glued directly into the book or put into pocket fold books.

    layered book:

    made by stacking several strips of paper, staggering them by 1/4 inch, folding them in half, then stapling. Ideal for vocabulary words.

    match book:

    a piece of paper folded almost in half, with the extra small bit folded up over the larger flap

    paper hinge:

    a long, narrow piece of cardstock folded in half and attached to the main book on one side and an extension on the other.

    pizza book:

    segments of a circle (usually fourths, but can be any fraction of a circle) that are taped together sequentially. This book is hard to explain. A reasonable pizza book can be made by making two circles of the same size. Fold them into fourths, then cut along one radius of each circle. Tape one cut edge of one circle to a cut edge of the other circle, then fold into fourths. The book should open one "slice" (fourth) at a time.

    pocket fold:

    a sheet of cardstock folded just like a school folder (with pocket at the bottom) and stapled at the sides to secure the pocket.

    quadri-fold:

    also known as an envelope fold. A square sheet of paper with corners folded to the middle.

    shape book:

    a standard stapled together book shaped like the subject being covered

    simple fold:

    just a piece of paper folded in half

    shutter fold:

    the basic fold for the file folders that form the base of most lapbooks. The rectangular sheet of paper or file folder has both short ends folded to the middle to form a pair of "shutters." When used as a mini-book, these are especially good for comparing and contrasting.

    square fold:

    fold a square of cardstock in half horizontally. Unfold, then fold in half vertically. The fold lines should all be creased in the same direction. Now crease the paper along one diagonal so that the diagonal crease opens in the opposite direction from the folds you've already made. Collapse the sheet into a square by pulling the diagonal creases on either side of the square center toward each other.

    stapled book:

    get a stack of paper and stapled the sheets together

    tetrahedron book:

    make a large equilateral triangle, then fold each angle to the center of the opposite side. You will now have a small equilateral triangle--when all sides are up, it should form a tetrahedron. Good for the pyramids, and any central topic about which you'd like to discuss three points.

    tri-fold:

    a piece of paper folded into thirds, like a travel brochure

    weird fold:

    like the square fold, but extends beyond a single square to form a chain of squares that overlap each other in opposite corners. Like the square fold, these also form a small square when closed, but can be quite thick. We keep ours closed with a heavy paper clip.

    wheel:

    two circles of the same size stacked one on top of the other. Cut a notch in the top circle to reveal the information you've put on the bottom circle. Attach them together with a metal paper fastener (a brad), then glue the bottom circle to the lapbook.

    window book:

    a book where each successive sheet reveals new information through window cuts in the pages.

     

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