UNIT PLAN: The Greek world



UNIT PLAN:

THE GREEK WORLD

1. GENERAL ASPECTS

|TITLE: The Greek World |

|LEVEL: First Level of Secondary |

|TERM: third |TEMPORALISATION: 8 lessons |

This unit is concerned with the study of the history of Greek civilization and the legacies that it left. We will study the necessary elements of Ancient Greece in order to further our understanding of its culture and the significance that it has had on civilization today. This unit will attempt to be inclusive and interactive to ensure the excitement and interest of the students.

Students will explore a variety of different topics such as the geography of Greece the “polis” and Greek society, government in the city-states, religion, Greek art and the history of Ancient Greece will be covered in order to cement an understanding of Ancient Greece in the minds of the students. This focus will help the students understand and relate to the world in which we live through the understanding of the culture of the Ancient Greeks and to establish a foundation on which to build for future units such as the Roman Empire. The rationale of this unit is for the students to have a better understanding of the geography and history of Greece and especially to encourage them to consider multiple perspectives and make connections in hopes of motivating them to make reasoned judgments about how history affects life today.

2. Content objectives

1. Learning about the origins of Greek civilization

2. Recognising the importance of Athens and Sparta

3. Learning about Alexander the Great

4. Reflecting on Greek society, religion and culture

3. Contents

A.- Concepts:

• The geographical situation of Ancient Greece

• Stages in Greek history

• The poleis: from oligarchy to democracy

• The Greek colonies

• Democracy in Athens

• The empire of Alexander the Great

• Greek religion: belief, worship and gods

• The culture of reason

• Greek theatre

• Architecture and sculpture

B.- Procedures:

• Interpreting historical maps and time lines

• Analyzing drawings and photos in order to obtain information

• Drawing maps to show Greek expansion

• Completing a chart to show differences between citizens and non-citizens

• Researching different topics: life in Athens, religion, sport, and important figures

• Comparing sculptures from different periods in Greek history

• Analyzing a building and a sculpture

C.- Attitudes

• Curiosity about ways of life in the past

• Appreciation of the remains of Greek civilization and their role in telling us about the past. Recognition of the need to preserve them

• Rejection of the discrimination against certain social groups in these civilizations

• Understanding of the beliefs and way of life in other periods of history

4.- KEY COMPETENCES

|Linguistic communication |• Vocabulary related to the civilization of Ancient Greece |

| |• Pronunciation /t/: Democracy replaced aristocracy. |

| |• Pronunciation /d/: They belonged to the same civilization. |

| |• Pronunciation /id/: Greek civilization started in… |

|Digital ICT competence |• Using primary and secondary sources to obtain information |

| |• Using texts, pictures and photos to obtain information |

| |• Looking for information on the Internet and in encyclopedias |

|Learning to learn |• Making maps to express concepts such as territorial expansion |

|Interpersonal and civic competence |• Comparing two political systems, aristocracy and democracy, and relating them to our |

| |own political system |

| |• Understanding that territorial expansion takes place for different reasons and has |

| |different results |

| |• Understanding how the concept of citizenship is related to political rights which some|

| |people possess and others do not |

| |• Showing empathy for people of other times, their problems and feelings |

|Autonomy and personal initiative |• Using information to form reasoned opinions about slavery and the position of women |

|Temporal competence |• Determining the space / time context of early Greek civilization |

| |• Knowing about the people and events which were fundamental in the history of Ancient |

| |Greece |

| |• Explaining why the expansion of the city-states and Hellenism were important |

| |• Describing the main characteristics of life and society in Ancient Greece |

| |• Analyzing the effects of Ancient Greece on our politics, town planning, art and |

| |science |

| |• Situating on historical maps and time lines the events studied |

|Cultural and artistic expression |• Knowing the main examples of Greek art and their features |

| |• Analyzing the relation between art and the values of a society |

| |• Using the correct terms to describe art and architecture, such as metope, pediment, |

| |cella |

| |• Using basic guidelines to analyze buildings and sculptures |

|Knowledge and interaction with our |• Analyzing the importance of geographical factors in the formation of the city-states |

|world |• Comparing the political systems of Athens and Sparta |

| |• Differentiating the causes, development and effects of Greek civilization |

| |• Explaining the reasons for the wars in this period |

| |• Comparing the Greece of city-states with the empire of Alexander the Great |

| |• Comparing the rights and freedom of different social groups |

| |• Identifying the factors which explain the location and structure of the Greek city |

5. LESSONS AND ACTIVITIES

|lesson |specific objectives |activities |resources |

|title | | | |

|Lesson 1: |Find the location of Greece in the |Introduction: listening to and |Maps |

|The Greek world. |world. |answering some questions about |PowerPoint |

|Stages in Greek History |Learn about the geography of |the Greek world. | |

| |Greece. Including the seas, |Analyzing the map of Ancient | |

| |vegetation, and |Greece to learn about its | |

| |climate. |geography | |

| |How the geography of Greece |Lecture: the geography of | |

| |affected society and its |Greece, one civilization, and | |

| |development. |the first Greeks. | |

| |Where the major settlements in | | |

| |Greece were. | | |

| |Learn about the general | | |

| |characteristics that all Greeks | | |

| |share. | | |

| |Learn about the stages of History | | |

| |of Ancient Greece. | | |

|Lesson 2: the poleis |Realize that Athens and Sparta were|Lecture: the poleis |Pictures of agora and acropolis|

| |city-states that governed |Diagram: compare and contrast |Diagram of governments |

| |themselves, like all the other |the governments of Athens and |PowerPoint |

| |city-states. |Sparta. | |

| |Compare and contrast the different | | |

| |forms of government in Athens and | | |

| |Sparta. | | |

| |Know the two parts of each polis | | |

| |and the main buildings | | |

|Lesson 3: the Greek colonies|Understand that territorial |Lecture: the creation of the |Pictures of Greek ship and |

| |expansion takes place for different|colonies; the Greek expansion |colonies |

| |reasons and has different results. |Analyze the map of Greek |Map of Greek migrations |

| |Learn about the characteristics of |migrations (8th-6th centuries |(8th-6th centuries BC) |

| |the Greek colonies. |BC) |PowerPoint |

| |Name some areas colonized by the | | |

| |Greeks and the most important | | |

| |colonies. | | |

|Lesson 4: Democracy in |Explain democracy |Describe the main institutions |Diagram of Athenian democracy |

|Athens |and its birth |of Athenian democracy using a |Diagram of social groups in |

|Athen’s golden age |Learn about the main institutions |diagram. |Athens |

| |of Athenian democracy |Lecture: democratic |Text of Pericles about |

| |Understand how the concept of |institutions; Athen’s golden |democracy |

| |citizenship is related to political|age (Greco-persian wars, the |Map of the Delian League |

| |rights which some people possess |Delian League, Peloponnesian |PowerPoint |

| |and others do not |war) | |

| |Understand Greek | | |

| |warfare | | |

| |Recognize the | | |

| |different | | |

| |hegemonic | | |

| |powers in Greece | | |

| |and the influences | | |

| |that they had on | | |

| |other city-states | | |

|Lesson 5. The Empire of |Learn about Alexander the Great |Read a text about Alexander the|Pictures of the phalanx and the|

|Alexander the Great |Explain why the expansion of the |Great’s education (Plutarch |city of Alexandria |

| |city-states and Hellenism were |script) |Plutarch script |

| |important |Analyze the map of Alexander |Map of Alexander the Great’s |

| |Know the territories of Alexander |the Great’s Empire |Empire |

| |the Great’s Empire and the cities |Compare the Greece of |PowerPoint |

| |he found |city-states with the empire of | |

| |Explain what happened when |Alexander the Great | |

| |Alexander the Great died |Lecture: The kingdom of | |

| |Understand the meaning of |Macedonia and Alexander the | |

| |Hellenistic kingdoms |Great; the Hellenistic Kingdoms| |

| |Know the importance of the city of | | |

| |Alexandria | | |

|Lesson 6. The Greek religion|Learn about myth |Define history, legend, myth, |Diagram of the Greek gods |

| |and legend in |and religion. |PowerPoint |

| |Ancient Greece |Read a few different | |

| |Recognize the |legends | |

| |different Greek |Make a table comparing the | |

| |gods and the difference between |Greek gods | |

| |private and public cults | | |

|Lesson 7. The culture of |Understand the legacy of classical |Analyze why Greece is |Pictures of Greek inventions |

|reason. |culture |considered the birthplace of |and of the classical theatre |

|The Greek theatre |Learn about the main Greek |rational thought |PowerPoint |

| |philosophers and scientists |Describe some Greek inventions | |

| |Recognize the difference between |Describe a Greek theater | |

| |comedy and tragedy |Lecture: Rational thought; | |

| |Identify the parts of a Greek |philosophy and science; the | |

| |theatre |Theatre | |

|Lesson 8. Greek architecture|Know the main examples of Greek art|Compare sculptures from |Pictures of classical orders, |

|and sculpture |and their features |different periods in Greek |buildings and sculptures |

| |Analyze the relation between art |history |PowerPoint |

| |and the values of a society |Analyze a building and a | |

| |Use the correct terms to describe |sculpture | |

| |art and architecture, such as |Lecture: Greek architecture | |

| |metope, pediment, cella |(main characteristics, the | |

| |Use basic guidelines to analyze |classical orders, temples and | |

| |buildings and sculptures |theatres); Greek sculpture (the| |

| | |periods) | |

6. resources

A.- Text Books:

BARCLAY, B., JÉGOU, R. & ALEJO ÁLVAREZ, J.A. Geography and History. Bilingual Secondary Education. ESO 1. Granada: Lingua Frame, 2011.

Essential Geography and History 1. Madrid: Santillana, Richmond publishing, 2008.

GARCÍA SEBASTIÁN, M & GATELL ARIMONT, C. Social Sciences. Geography and History 1.2. Barcelona: Vicens Vives, 2010.

Social Science. Madrid: Pearson Longman, 2010.

VVAA. 1 Secondary Education. Social Science. Basic concepts. Madrid: Anaya, 2010.

B.- Internet Resources:

Ancient Greece:



Ancient Greece Quiz:



Ancient History for kids and teachers:



Ancient Greece for kids:



BBC. Ancient Greeks:



Greece (Historia siglo 20):



Greek Architecture and Sculpture:



Greek religion:



History for kids. Ancient Greece for kids:



The Greek Temple:



7. Assessment CRITERIA

1. Applying the concepts of chronology, evolution and change to the events and processes of ancient civilizations.

2. Differentiating the most relevant features of Ancient Greek civilization and evaluating their influence on western civilization.

3. Showing comprehension of texts about history in oral or written form.

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