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Ancient
Greece
The Benefits of a Culture
Designed
by: Mary H. Harris, Hopkins Middle Mary H.
Harris, Hopkins Middle
1)
CORE CURRICULUM OBJECTIVE(S): Explain
the following aspects of ancient Greece: important
terms, government, religion(s), economy, inventions
and contributions, communication, natural resources,
evolution of the civilization, its place within a time
reference, primary people, places, and events, social
structures, education, neighboring/concurrent cultures
and their contributions. (6WH4-2)
Social
Studies: Determine the importance of ancient
Greece to the world today. (6WH4-3)
GRADE
LEVEL: Sixth
SUBJECT(S): World History
2)
OVERVIEW:
In
this lesson, students will write a two-page report
about the contributions of the ancient Greeks to the
modern world. They will use the Internet and other
media to research the topic. Finally, the students
will use their research to prepare a debate about life
in ancient Greece versus modern America.
3)
FOCUS/ESSENTIAL QUESTION(S):
What
contributions to the modern world did the ancient
Greeks make to World History?
4)
TIME FRAME:
Three
to four fifty minute periods.
5)
RESOURCES/MATERIALS:
Materials:
World Cultures, Silver Burdett Ginn.Inc.1993. http://eawc.evansville.edu/index.htm
http://www.webcom.com/gjp/helllenic.html
http://www.si.edu.
Collection of books and materials about Ancient Greece
and America
Alternative
sites:
The Internet Resource Directory for K-12 Teachers
and Librarians by Elizabeth Miller
http://www.it-kompetens.se/greek.html
http://www.museum.upenn.edu/Greek-world/Index.html
http://www.let.rug.nl/-welling/usa/revolution.html
6)
CULMINATING ASSESSMENT:
Students
will be assessed daily via a response slip which may
be counted as points toward a quiz grade or a
participation grade. Students will write a two-page
report and conduct a debate. Sample rubrics may be
used to determine final assessment.
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DEBATE
RUBRIC
Debater's
Name:_________________________
Debater's Position:_______________________
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Excellent |
Good |
Poor |
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5 |
3 |
0 |
| Content: |
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| Analyzed
problem for important issues |
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| Presented
sufficient evidence |
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| Evidence
based on dependable authorities |
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| Used
logical reasoning |
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| Organized
plan clearly |
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| Refuted
opponent's plan effectively |
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| Answered
opponent's charge effectively |
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| Delivery: |
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| Maintained
alert, poised posture |
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| Looked
directly at the audience |
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| Used
sufficient volume |
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| Spoke
with enthusiasm |
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| Maintained
courteous attitude |
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| Used
notes moderately |
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| COMMENTS:
|
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WRITING CRITERIA
|
Excellent |
Good |
Poor |
|
5 |
3 |
0 |
Established
a clear beginning, middle, and
end of the story/essay report. |
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| Details
given |
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| Proper
paragraph form |
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| Main
ideas easily identified |
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| Handwriting |
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| Paragraphs
make sense; clarity in thought |
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| Use
of capital leers |
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| Use
of punctuation |
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| Spelling |
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| Rating
for the story/essay/report |
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7)
INSTRUCTIONAL ACTIVITIES:
Day
1- Day3:
Focus
Activity: The students will read pages
120-125 in the World Cultures textbook to become
familiar with the contributions of the Greeks to world
history.
The
teacher will guide a discussion, through questioning,
about the contributions of the Greeks to world
history. (See Sample Questions)
The
students will be assigned to collaborative groups of 4
or 5.
Students
will be given a rubric describing the criteria for the
debate and the report.
Students
will be given the following topic to prepare for the
debate: During the Golden Age, life in ancient Greece
was more encouraging to cultures and high thinking
than life in America today.
Each
group will decide whether it will represent the
position of affirmative or negative in the debate.
Research
Skills: Using the Internet site http://www.si.edu
and/or http://www.webcom.com/gip/hellenic.html.
And teacher- selected books, the students will gather
information to defend their position.
Teacher
will monitor each group and provide feedback as
necessary.
Each
group will prepare a two-page report explaining
his/her position.
Students
should use the research criteria listed below.
Each
group will select a captain.
In
collaborative groups, the students will brainstorm
potential areas of opposition and possible responses.
Conduct
a formal debate
Teacher
will give each team time to present their arguments to
an unbiased audience.
At
the end of the debate, the audience decides which
argument is more convincing.
Daily
Assessment: Students will be given a response
slip on which they will write at least two facts they
have learned from the day's activity. This may be
counted as points toward a quiz grade or participation
grade.
Research
criteria: The report should include the
following contribution:
* literature
* architecture
* philosophy
* science
* athletics
Sample
Questions:
Who was Aesop?
How did the Greeks express their love of beauty?
What world-famous building is located in Athens?
What were the four virtues that Plato taught?
Why is Aristotle known as one of the most influential
philosophers of all time?
Why were sporting and cultural events popular in
ancient Greece?
When did the ancient Greek Olympian Games begin, and
how long did they continue?
What events made up the pentathlon?
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