Miss Maginnis, 9th Grade: World History 1
Miss Maginnis
9th Grade: World History I
Unit: Ancient Greece
Time: 11 days; 1 hour and 25 minutes each day (85 minutes)
Overview:
This unit on Ancient Greece will strive to continue showing students how ancient history has impacted
our societies and still impacts us today. The students will be introduced to the culture of Ancient Greece
including social structure, political and economic development, slavery, Sparta vs. Athens, Greek mythology,
wars, and Alexander the Great. Students will be challenged to think like an Ancient Greek and evaluate the
ancient culture in relation to our current western culture. The students will be exposed to primary documents,
as well as modern writings on the subject of Ancient Greece. The use of primary sources will prove to be a
challenge on the students’ intellectual strengths, but it is a necessary challenge for the students. One of my
goals for the student is for them to develop the ability to think, read, and write analytically. They will have the
opportunity to develop those skills by reading primary sources, interpreting the sources, and then discussing.
There will be an inquiry lesson regarding Greek society. There will also be a Socratic seminar lesson
regarding the Peloponnesian and Persian wars. For assessment, students will complete several activities, two
projects, eight homework assignments, one vocabulary quiz, and a test. I will also be informally assessing the
students as they participate in class discussions.
Rationale:
This unit is designed for 9th grade World History I, but it could easily be modified for AP European
history, or another course involving ancient history. As 9th graders, the students are fairly new to the high
school expectations of academics. However, they are more than capable of completing the tasks of this unit.
The activities are meant to not only expose the students to the material for a second or third time, but also to be
interesting and even fun.
Goals:
Educational Goal: The student will be able to criticize and analyze an idea or concept based on the evidence put
before them.
Global Goal: The students will be able to generate their own opinions based on an analysis of the evidence put
before them.
Essential Questions:



How has Ancient Greek culture influenced past and current American culture?
What made the Greeks powerful in their time?
What were the key aspects of Greek culture?
Materials:
 Projector and Screen
 Powerpoint presentation
 Computer
 Text book
 Note sheet (The Rise of Ancient Greece: The Beginnings)
Miss Maginnis, 9th Grade: World History 1






















Map worksheet (Outline Map 4: The Ancient Greek World)
Primary Sources sheet (Greek Inquiry Lesson)
Primary sources from Greek Inquiry Lesson
Post-it notes (one for each student)
Computer Lab
Facebook of the gods instruction sheet
List of students’ god or goddess
Governments article
Government chart
Venn Diagram of Sparta and Athens
Athens and Sparta Government sheet
Trading Card instruction sheet
Midterm Review Sheet
Notes sheet (Persian and Peloponnesian War)
Trading Cards the students completed 2 days earlier
Trading Card activity worksheet
Alexander the Great video
VCR
Alexander the Great video follow along sheet
Columns note sheet
Ancient Greece Test
Notebook check slips
Objectives:
Intellectual Objectives:
The student will be able to…
 Criticize and analyze the impact of Ancient Greece on American society using primary and secondary
sources.
 Express thoughts and opinions based on historical evidence in an intellectual manner.
Academic Objectives:
The student will be able to…


Identify the major geographical features of Ancient Greece using maps and/or pictures:
o Aegean Sea
o Balkan and Peloponnesus peninsula
o Europe
o Asia Minor
o Mediterranean Sea
o Black Sea
o Dardanelles
o Athens
o Sparta
o Troy
o Macedonia
Analyze the impact of agriculture, commerce, spread of Hellenic society, and the shift from barter to
money economy in Ancient Greece.
Miss Maginnis, 9th Grade: World History 1





















Assess the influence of geographical features on Ancient Greek society.
Explain the social structure and citizenship in the Greek polis.
Explain the impact of slavery on Greek society.
Discuss Greek society using primary sources.
Explain the political development of Greece in terms of geography, cities, and colonization.
Describe Greek mythology and religion.
Create a facebook page for a Greek god or goddess
Complete a vocabulary quiz.
Identify the stages of evolution in Athenian government.
Explain the 4 different types of government in Ancient Greece.
Identify the stages of evolution in Athenian government.
Explain Spartan society, including oligarchy, militaristic and aggressive, and rigid social structure.
Identify the tyrants Draco and Solon.
Compare and contrast the social, political, and militaristic characteristics of Athens and Sparta.
Create a trading card of a famous Greek.
Identify the famous Greeks and their influence on society.
Identify the causes and effects of the Persian war.
Evaluate the significance of the Persian war.
Identify the causes and effects of the Peloponnesian War.
Evaluate the significance of the Peloponnesian War.
Classify contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and
philosophy, with emphasis on Socrates, Plato, and Aristotle.
 Identify Phillip II of Macedonia.
 Describe the Hellenistic Age.
 Explain the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by
Alexander the Great.
 Assessed on their knowledge of Ancient Greece.
VA SOL Requirements:
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by:







WH1.5a
o Assessing the influence of geography on Greek economic, social, and political development,
including the impact of Greek commerce and colonies
WH1.5b
o Describing Greek mythology and religion.
WH1.5c
o Identifying the social structure and role of slavery, explaining the significance of citizenship and
the development of democracy, and comparing the city-states of Athens and Sparta.
WH1.5d
o Evaluating the significance of the Persian and Peloponnesian Wars.
WH1.5e
o Characterizing life in Athens during the Golden Age of Pericles;
WH1.5f
o Citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and
philosophy, with emphasis on Socrates, Plato, and Aristotle.
WH1.5g
Miss Maginnis, 9th Grade: World History 1
o Explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic
culture by Alexander the Great.
Outline of Content:











Locations and places
• Aegean Sea
• Balkan and Peloponnesus peninsula, Europe, Asia Minor
• Mediterranean Sea, Black Sea, Dardanelles
• Athens, Sparta, Troy
• Macedonia
Economic and social development
• Agriculture (limited arable land)
• Commerce and the spread of Hellenic culture
• Shift from barter to money economy (coins)
Political development
• Mountainous terrain both helped and hindered the development of citystates.
• Greek cities were designed to promote civic and commercial life.
• Colonization was prompted by overpopulation and the search for arable land.
Greek mythology
• Based on polytheistic religion
• Offered explanations of natural phenomena, human qualities, and life events
Greek gods and goddesses
• Zeus, Hera, Apollo, Artemis, Athena, Aphrodite
• Symbols and images in Western literature, art, and architecture
Social structure and citizenship in the Greek polis
• Citizens (free adult males) had political rights and the responsibility of civic participation in
government.
• Women and foreigners had no political rights.
• Slaves had no political rights.
Athens
• Stages in the evolution of Athenian government: Monarchy, aristocracy, tyranny, democracy
• Tyrants who worked for reform: Draco, Solon
• Origin of democratic principles: Direct democracy, public debate, duties of the citizen
Sparta
• Oligarchy (rule by a small group)
• Rigid social structure
• Militaristic and aggressive society
Importance of Persian Wars (499–449B.C. [B.C.E.])
• Persian wars united Athens and Sparta against the Persian Empire.
• Athenian victories over the Persians at Marathon and Salamis left Greeks in control of the Aegean Sea.
• Athens preserved its independence and continued innovations in government and culture.
Importance of Peloponnesian War (431–404 B.C. [B.C.E.])
• Caused in part by competition for control of the Greek world: Athens and the Delian League versus
Sparta and the Peloponnesian League
• Resulted in slowing of cultural advance and the weakening of political power
Golden Age of Pericles (mostly occurring between the Persian and the Peloponnesian Wars)
• Pericles extended democracy; most adult males had an equal voice.
Miss Maginnis, 9th Grade: World History 1



• Pericles had Athens rebuilt after destruction in the Persian Wars; the Parthenon is an example of this
reconstruction.
Contributions of Greek culture to Western civilization
• Drama: Aeschylus, Sophocles
• Poetry: Homer (Iliad and Odyssey)
• History: Herodotus, Thucydides
• Sculpture: Phidias
• Architecture: Types of columns, including the Doric (Parthenon), Ionic, and Corinthian.
• Science: Archimedes, Hippocrates
• Mathematics: Euclid, Pythagoras
• Philosophy: Socrates, Plato, Aristotle
Philip II, King of Macedon
• Conquered most of Greece
Alexander the Great
• Established an empire from Greece to Egypt and the margins of India
• Extended Greek cultural influences Hellenistic Age
• Blend of Greek and oriental elements
• Spread of Hellenistic culture through trade
Calendar:
Day 1:
-Geographical
Impacts
-Economic
development
Day 2:
-Social
Development and
Slavery
-Inquiry Lesson
Day 3:
-Socratic Seminar
-Greek Mythology
Day 4:
-Create a
Facebook page
Day 5:
-Political
development
Day 6:
-Sparta vs. Athens
Day 7:
-Create a Trading
Card of an Ancient
Greek
Day 8:
-Persian and
Peloponnesian
Wars
Day 9:
-Pericles, the
Golden Age
-Contributions to
western culture
Day 10:
-Alexander the
Great
-Greek Columns
Day 11:
-Take Test
Assessment:
The majority of the assessments in this unit will be formative assessments. This will include completed
worksheets, notes sheets, and participation in the class discussion. The summative assessments will be
vocabulary quizzes and the final unit test.
Differentiation:
There is a multitude of activities that the students will participate in during the course of this unit. Each activity
is created with the intention of aiding students of all learning types. In every lesson there will be some form of
visuals, auditory, and kinesthetic; to cover the three main learning types. Look in the daily lesson plans for the
specific activities that will take place.
Miss Maginnis, 9th Grade: World History 1
Accommodations:
According to student IEP’s and 504’s, students will be given extra time to complete activities and assessments.
They will also be given completed note sheets and charts upon request. See the daily lesson plans for specific
accommodations in the particular activities.
Daily Lesson Plans:
Day 1:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Geographical impacts, and Introduction to Ancient Greece
Objectives: (WH1.5a)
Students will be able to…
 Identify the major geographical features of Ancient Greece using maps and/or pictures:
o Aegean Sea
o Balkan and Peloponnesus peninsula
o Europe
o Asia Minor
o Mediterranean Sea
o Black Sea
o Dardanelles
o Athens
o Sparta
o Troy
o Macedonia
 Analyze the impact of agriculture, commerce, spread of Hellenic society, and the shift from barter to
money economy in Ancient Greece.
 Assess the influence of geographical features on Ancient Greek society.
Materials:
 Projector and Screen
 Powerpoint presentation
 Computer
 Text book
 Note sheet (The Rise of Ancient Greece: The Beginnings)
 Map worksheet (Outline Map 4: The Ancient Greek World)
Activities:
1. Warm-up (15 minutes)
a. Students will answer questions from their text book:
i. Page 105, history and art- What can you guess about Minoan culture from looking at the
painting?
ii. Page 107 map study questions
iii. Page 108 Visualizing history question
b. Go over as a class (use the teacher text book for the answers)
2. Introduction to Ancient Greece (30 minutes)
Miss Maginnis, 9th Grade: World History 1
a. Students will watch a video clip and answer the following questions (Introduction to the PBS
series of Ancient Greece): http://www.youtube.com/watch?v=S6i6JBIbuyc
i. What looked the most interesting?
ii. What do you want to know more about?
b. Students will view a presentation on the Minoan and Mycenaean societies, and the geography of
Greece
i. They will follow along their note sheet and fill it out accordingly
3. Map Worksheet (15 minutes)
a. Students will label a map of Greece with the essential locations as specified on the sheet.
4. Economic development (20 minutes)
a. Students will draw the different stages of economic development and summarize each stage.
Homework: GR (guided reading). 4.2/jumble worksheet
Formative Assessment: Students will be assessed on their completion of the notes and the worksheets. There
will also be formative assessment through discussion during the lecture.
Summative Assessment: None
Differentiation: Students will watch a short video clip to engage the visual. They will then discuss the aspects
of the video as a class. They will then listen to a presentation and view photos, while discussing as a class.
Finally, they will label the map of the Greek empire, and draw the different economic stages of development.
Accommodations: Students will receive a completed note sheet upon request.
Miss Maginnis, 9th Grade: World History 1
Day 2:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Social Development and Slavery (Inquiry Lesson)
Objectives: (WH1.5c)
Students will be able to…
 Explain the social structure and citizenship in the Greek polis.
 Explain the impact of slavery on Greek society.
Materials:
 Textbook
 Notes sheet
 Computer
 Projector, screen, and powerpoint presentation
 Primary Sources sheet (Greek Inquiry Lesson)
Activities:
1. Warm-up (10 minutes)
a. Students will answer the following questions:
i. List 3 facts you already know about Greece’s social structure or citizenship
ii. Define: Polis
iii. What is the difference between bartering and coin money?
2. Social Structure (20 minutes)
a. Students will hear spoken Ancient Greek in the original accent:
http://www.youtube.com/watch?v=5BULYxNrYNQ
b. Students will view a presentation of the social structure of Ancient Greece
i. They will follow along and fill in their notes sheet
3. Inquiry Lesson: Slavery (50 minutes)
a. Students will be split up into groups of 4-5
b. Students will be given the following question:
i. Was slavery based on racial division in Ancient Greece? Explain.
c. Students will then create a hypothesis for the reasons behind slavery in Ancient Greece.
i. Each group will share their hypothesis with the class.
d. Each group will be given primary sources about slavery/Greek society
i. Each student will read one of the documents and then share what it means with their
group (jigsaw activity)
ii. Groups will then discuss the documents and rethink their hypothesis
iii. They will determine the answer to the initial question based on the primary sources
iv. Each group will work together to answer the questions on the Inquiry sheet (on the back
of their notes)
e. Come back together as a class and discuss the findings from the primary sources
i. How did slavery impact the Greek society?
Homework: GR 4.3/Odyssey worksheet; Read Primary Source and create 2 questions for discussion tomorrow
Miss Maginnis, 9th Grade: World History 1
Formative Assessment: Students will be assessed according to their completion of the notes and worksheets.
There will also be formative assessment as the students work together and participate in the activities and in the
class discussion.
Summative Assessment: None
Differentiation: Students will listen to the original Greek accent to stimulate their interest. Then, they will view
a presentation on the society of Greece that will include pictures and my lecture. After the lecture, the students
will create a hypothesis on the involvement of race in slavery. Finally, they will read a primary document and
discover the real lack of race impact on slavery.
Accommodations: Students will receive an abridged version of the primary document if needed, or a vocabulary
list to aid in the reading comprehension.
Miss Maginnis, 9th Grade: World History 1
Day 3:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Socratic Seminar on Greek Society, Political development, Greek Mythology
Objectives: (WH1.5b,c)
The student will be able to…
 Discuss Greek society using primary sources.
 Explain the political development of Greece in terms of geography, cities, and colonization.
 Describe Greek mythology and religion.
Materials:
 Textbook
 Notes sheet
 Primary source from previous night
 Projector, screen and powerpoint presentation
 Computer
 Post-it notes (one for each student)
Activities:
1. Warm-up (10 minutes)
a. Students will answer questions from the textbook:
i. Page 113 geography connections questions
ii. Page 114 map study questions
2. Socratic Seminar (30 minutes)
a. Students will take their chairs and make a circle around the room (the room is too small to move
the desks, so just have them take their chairs)
i. Be sure that the students take their article and questions with them
b. Give each student a post-it note—they must put it somewhere you can see it
i. Explain purpose of the post-it: Each student must participate at least once. When they
participate (either asking a question or answering one), they may take the post-it off of
their shirt, forehead, etc.
c. Students will then begin asking their questions and allow them to discuss
i. Be sure that you are standing outside of the circle so they are not tempted to simply talk
to you, but rather to each other
ii. If things slow down, interject with a question of your own
d. When finished, students must return back to their desks
3. Political Development (20 minutes)
a. Students will view a presentation on the political development of Greece
b. They will follow along on a note sheet and fill it out accordingly
4. Greek Mythology (20 minutes)
a. Students will view a presentation of Greek Mythology and Greek gods and goddesses
b. They will follow along on a note sheet and fill it out accordingly
c. Students will then pick the Greek god or goddess they want to do the facebook page for (WRITE
DOWN WHO HAS EACH GOD OR GODDESS)
Homework: BR 4.4/Marbles
Miss Maginnis, 9th Grade: World History 1
Formative Assessment: Students will be assessed according to their participation in the discussion and the
completion of the worksheets.
Summative Assessment: None
Differentiation: Students will have the opportunity to discuss and ask questions regarding the primary sources
on slavery and everyday life in Ancient Greece. Students will then view a presentation on political
development and take notes.
Accommodations: Students will receive a completed notes sheet upon request.
Miss Maginnis, 9th Grade: World History 1
Day 4:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Greek Mythology
Objectives: (WH1.5b)
The student will be able to…
 Create a facebook page for a Greek god or goddess
Materials:
 Computer Lab
 Facebook of the gods instruction sheet
 List of students’ god or goddess
Activities:
1. Warm-up (10 minutes)
a. Students will answer this question:
i. If you were a Greek god or goddess, which one would you want to be, and why?
2. Facebook page project (70 minutes)
a. Pass out the instruction sheet BEFORE you go to the computer lab
i. Go over instruction sheet
b. Go to the computer lab
c. Students will use the rest of the block to complete this activity
Homework: Ch.4 X-Word puzzle
Formative Assessment: Students will be graded on their facebook page of their god or goddess, based on the
rubric provided.
Summative Assessment: None
Differentiation: Students have the opportunity to research the different Greek gods and goddesses and use
Microsoft publisher to create a facebook page for a Greek god.
Accommodations: Students will be given more time to complete their facebook page if needed.
Miss Maginnis, 9th Grade: World History 1
Day 5:
Unit: Ancient Greece
Grade: 9th grade; World History 1
Topic: Greek Governments
Objectives: (WH1.5c)
The student will be able to…
 Complete a vocabulary quiz.
 Identify the stages of evolution in Athenian government.
 Explain the 4 different types of government in Ancient Greece.
Materials:
 Governments article
 Government chart
 Textbook
 Projector, screen and powerpoint
 Computer
Activities:
1. Warm-up (10 minutes)
a. Students will answer the following questions:
i. Page 117 Image of the times questions
ii. Page 118 Visualizing History questions
iii. Why were olives such a staple of the Greeks?
2. Vocabulary Quiz (20 minutes)
a. Students will complete a crossword puzzle quiz
3. Government (30 minutes)
a. Students will read an article about the 4 forms of government
i. They will fill out a chart on the 4 forms of government
4. Catch-up time (20ish minutes)
a. Give the students the remainder of the class to catch-up on any class work or homework they
have not completed.
Homework: None
Formative Assessment: Students will be assessed through their completion of the chart.
Summative Assessment: Students will be assessed on their knowledge of the chapter vocabulary through the
completion of a vocabulary quiz.
Differentiation: Students will read individually or in small groups about the forms of government in Ancient
Greece. They will fill out a chart based on the reading.
Accommodations: Students may read the article out loud to aid in the comprehension of the reading.
Miss Maginnis, 9th Grade: World History 1
Day 6:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Athens vs. Sparta
Objectives: (WH1.5c)
The student will be able to…
 Identify the stages of evolution in Athenian government.
 Explain Spartan society, including oligarchy, militaristic and aggressive, and rigid social structure.
 Identify the tyrants Draco and Solon.
 Compare and contrast the social, political, and militaristic characteristics of Athens and Sparta.
Materials:
 Projector, screen and powerpoint presentation
 Computer
 Notes Sheet
 Venn Diagram of Sparta and Athens
 Athens and Sparta Government sheet
Activities:
1. Warm-up (10 minutes)
a. Students will answer the questions on the powerpoint slide comparing Athens and Sparta:
i. Why are boys taken from their home at age 7 in Sparta?
ii. What appears to be more important in Athens?
iii. What was the age difference between Spartan couples?
iv. Why can’t men retire from the army until they are 60?
2. Athens vs. Sparta (70 minutes)
a. Students will view a presentation on Athens and Sparta
i. They will follow along on their note sheet and fill it in accordingly
b. Pass out the Venn Diagram and the Sparta and Athens Government sheet
i. Students will fill out the Venn Diagram with a partner
ii. Project the Venn Diagram onto the white board and have students come up and fill out
the diagram
iii. Go over diagram as a class
c. Debate:
i. explain to the students what a debate is
1. Respectful way of essentially arguing using evidence.
2. Demonstrate how to debate with Ms. McGeein or Ms. Suter.
ii. Split the students into 2 groups, one will be Athenians and the other will be Spartans
iii. Based on the readings and notes, each group must come up with 10 reasons their citystate is a better place to live
iv. Each group will designate a spokesperson who will present their 10 reasons
v. The groups will then debate each other
Homework: GR 5.1/famous Greeks and Plato/Greek Alphabet
Formative Assessment: Students will be assessed based on their completion of the worksheets and their
participation in the preparation of the debate and the debate itself.
Miss Maginnis, 9th Grade: World History 1
Summative Assessment: None
Differentiation: Students will view a presentation including pictures and lecture on the similarities and
differences between Athens and Sparta. They will then work individually on a Venn diagram and then come up
to the board and fill out the blank Venn diagram on the white board. The class will then debate the differences
between Athens and Sparta, and which place would be better to live.
Accommodations: Students will receive a completed Venn diagram and note sheet upon request.
Miss Maginnis, 9th Grade: World History 1
Day 7:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Famous Greeks
Objectives:
The student will be able to…
 Create a trading card of a famous Greek.
 Identify the famous Greeks and their influence on society.
Materials:
 Projector, screen, and powerpoint presentation
 Computer
 Computer Lab
 Trading Card instruction sheet
 Midterm Review Sheet
Activities:
1. Warm-up (10 minutes)
a. PASS OUT MIDTERM REVIEW SHEET
b. Students will answer the following questions:
i. How did the Olympic games and the arts demonstrate the Greek emphasis on the
individual?
ii. How did Greek drama reveal Greek values?
2. Famous Greeks (50 minutes)
a. Students will watch the Monty Python clip “philosophy football” found here:
http://www.youtube.com/watch?v=ur5fGSBsfq8
i. What was the point of this video?
ii. What names did you recognize?
b. Pass out the instruction sheet and explain what they will be doing. Assign each student a famous
Greek to research and make a card for.
c. Take students to the computer lab, where they will make their card on Microsoft publisher.
i. Make sure each student prints out their trading card and glues the two sides together.
d. When there is about 30 minutes left in class, take the students back to the classroom with their
cards (there should be more than enough time to make a card)
3. Wrap up (20 minutes)
a. Wrap up the Famous Greeks by briefly going over each of the Greeks and talking about their
contributions to Western society.
Homework: GR 5.2/chart & Athens comparison
Formative Assessment: Students will be assessed based on their completion of the trading card, including all of
the necessary information as specified on the instruction sheet. They will also be assessed according to their
participation during the activity and the completion of the activity sheet.
Summative Assessment: None
Miss Maginnis, 9th Grade: World History 1
Differentiation: Students will make a trading card and do individual research on an famous Greek using
Microsoft publisher. The less obvious famous Greeks will be given to the more advanced students so they can
expand their research skills. The students will then discuss as a class the impact of the Greek contributions.
Accommodations: Students may be given 1/3 of the information necessary on the card if needed. They may
also have more time to work on the project.
Miss Maginnis, 9th Grade: World History 1
Day 8:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Persian War, Peloponnesian War
Objectives:
The student will be able to…
 Identify the causes and effects of the Persian war.
 Evaluate the significance of the Persian war.
 Identify the causes and effects of the Peloponnesian War.
 Evaluate the significance of the Peloponnesian War.
Materials:
 Projector, screen, and powerpoint presentation
 Computer
 Notes sheet (Persian and Peloponnesian War)
Activities:
1. Warm-up (10 minutes)
a. Students will answer the following questions:
i. Page 121 map study questions
ii. How did the Persian strategy in 480 BC differ from that in 490 BC
iii. Page 122, 123 visualizing history questions
iv. Page 124 map study questions
2. Persian War (35 minutes)
a. Students will watch this clip to introduce the Persian war:
http://www.youtube.com/watch?v=AuihHUFEqPM
b. Students will view a presentation on the Persian war and follow along on their note sheet (filling
it out)
3. Peloponnesian War (35 minutes)
a. Students will watch this clip to introduce the Peloponnesian Wars:
http://www.history.com/topics/peloponnesian-war/videos#the-peloponnesian-war
b. Students will view a presentation on the Peloponnesian War and follow along on their note sheet
while filling it out.
Homework: GR 5.3/Alex the Great & Greek Army
Formative Assessment: Students will be assessed on their completion of the notes sheets and participation in
class discussion during the lecture.
Summative Assessment: None
Differentiation: Students will first view a presentation on the two wars and discuss the impact. They will also
view a few short video clips to stimulate their interest. Visual and auditory aspects are used throughout the
lesson.
Accommodations: Students will receive a completed note sheet upon request.
Miss Maginnis, 9th Grade: World History 1
Day 9:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Greek Contribution to Western society, Alexander the Great
Objectives:
The student will be able to…
 Classify contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and
philosophy, with emphasis on Socrates, Plato, and Aristotle.
 Identify Phillip II of Macedonia.
Materials:
 Projector, screen, and presentation
 Computer
 Trading Cards the students completed 2 days earlier
 Trading Card activity worksheet
Activities:
1. Warm-up (10 minutes)
a. Students will answer the following questions:
i. Page 136 visualizing history questions
ii. Page 138 visualizing history questions
iii. Compare Plato and Aristotle’s view of politics and observations made through the senses.
2. Trading Card Activity (40 minutes)
a. Pass out the trading card activity sheet.
b. Students will place their trading card on their desk and move around the room gathering
information on the other famous Greeks.
3. Pericles and the Golden Age (30 minutes)
a. Students will view a presentation on Pericles and the Golden Age of Greece
b. Pass out the note sheet for the students to fill out and follow along.
Homework: Start reviewing for the midterm (but start with Greece b/c the test is in 2 days!)
Formative Assessment: Students will be assessed on their completion of the trading card activity sheet and on
their participation in the discussion during lecture.
Summative Assessment: None
Differentiation: The students will move around the room and gather information on the famous Greeks. They
will use their visual skills and kinesthetic learning to collect all the information. They will also discuss the
impact of the Greeks.
Accommodations: Students will receive a completed chart and notes sheet upon request.
Miss Maginnis, 9th Grade: World History 1
Day 10:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Alexander the Great, Greek columns
Objectives:
The student will be able to…
 Describe the Hellenistic Age.
 Explain the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by
Alexander the Great.
Materials:
 Projector, screen, and presentation
 Alexander the Great video
 VCR
 Computer
 Alexander the Great video follow along sheet
 Columns note sheet
Activities:
1. Warm-up (10 minutes)
a. Students will answer the following questions:
i. Page 150 from reviewing facts questions 4, 5, 6
ii. Page 150 critical thinking question #1
2. Alexander the Great video (30 minutes)
a. Students will follow along with their note sheet on Alexander the Great while watching the
video.
3. Alexander the Great and Greek Columns presentation (30 minutes)
a. Students will view a presentation wrapping up Alexander the Great, and on the Greek columns.
b. Pass out the note sheet, and students will fill it out during the presentation.
4. Review for Test (10 minutes or whatever is left in class)
a. Go over the test review sheet with students
Homework: Make a note card for the test
Formative Assessment: Students will be assessed on their completion of the video sheet and the note sheet, as
well as their participation in the discussion during lecture.
Summative Assessment: None
Differentiation: Students will view a presentation on Alexander the Great and listen for the answers as they
follow along with their note sheet.
Accommodations: Students will receive a completed note sheet upon request.
Miss Maginnis, 9th Grade: World History 1
Day 11:
Unit: Ancient Greece
Grade: 9th grade; World History I
Topic: Assessment on Ancient Greece
Objectives:
The student will be…
 Assessed on their knowledge of Ancient Greece.
Materials:
 Projector, screen, and computer
 Ancient Greece Test
 Notebook check slips
Activities:
1. Warm-up (10 minutes)
a. Students will answer the following questions
i. Page 141 map study questions
ii. Page 142 reflecting on the times questions
iii. Page 144 linking past to present question
2. Test (70 minutes)
a. Students will be given the remainder of the block to complete the test.
b. Once students are finished, they will complete and turn in their notebook check.
c. If there is time after that, students will continue to review for the midterm
Homework: Review for Midterm
Formative Assessment: Completion of the Warm Up
Summative Assessment: Students will take a summative assessment through a test. They will also be assessed
on all their class work during the unit through the notebook check.
Differentiation: All students must take the test.
Accommodations: Students may go to the lab to complete their test. They may also have more time if needed.
Miss Maginnis, 9th Grade: World History 1
Assessments and Evaluations:
( )= number of assessments
 Vocabulary Quiz (1)
 Warm-up activities (11)
 Homework (7)
 Facebook Project (1)
 Trading Card Project (1)
 Socratic Seminar Participation (1)
 Summative Test (1)
 Notebook check (1)
Materials and Resources:












Projector and powerpoint presentations
o Warm-ups
o Lecture notes
Computer
Notes sheets (all labeled: Unit 4: Ancient Greece)
Homework assignments
Instructions for projects
o Facebook page
o Trading Card
Rubric for Projects
Primary Sources for Socratic seminar and Inquiry lesson
Activity sheets
Post-it notes for Socratic Seminar
Midterm Review Sheet
Notebook check slips
Test
Unit Reflection:
Overall, this unit was successful in both its academic and intellectual objectives. The students have
shown their ability to think critically about Greece through many discussions and worksheets. I am very
pleased with the overall participation and performance of the students throughout the course of this lesson.
In regards to PASS standards, this unit would score (on a scale from 1-5, 5 being the highest) as such:
1. Higher Order Thinking—5
The purpose of this category is to measure the students’ use and opportunity of higher
order thinking in the classroom. I would give this unit a 5 on higher order thinking because it
was evident that higher order thinking was used in some form each day. Whether the students
were reading and analyzing Aristotle, or creating discussion during direct instruction, they were
expressing application, evaluation, and synthesis. The main question I always ask my students
is, “why is this important? Why should we care?” This creates opportunity for application and
evaluation. Higher order thinking was most seen in the evaluation of the impact the Ancient
Greeks have had on our own society in the United States. They were able to use higher order
Miss Maginnis, 9th Grade: World History 1
thinking in the assessments as well. Specifically, the summative assessment requires higher
order thinking in both the select response and supply response questions.
2. Deep Knowledge—4
The purpose of this category is to analyze the depth of knowledge that is used and
achieved during the unit. I would give the unit a 4 on deep knowledge. The students were
required to have a deep understanding of the history before Greece, and also how Greece impacts
us today. They were able to have fluid continuity between the different topics because of the
deep knowledge that was required. This could have scored a 5 if they had a deep knowledge of
everything required. For example, it was clear from the summative assessment that there was not
a deep knowledge on the geography of Ancient Greece.
3. Substantive Conversation—5
The purpose of this category is to gauge the use of conversation regarding the content in
the unit. This category receives a 5 for my unit. There is some form of discussion everyday in
my classroom. Discussion is something that I feel goes hand in hand with social studies, and we
try to do it often. In every lecture, there is discussion built in so I can make sure the students
understand the content of the lesson. We use discussion to challenge the ideas and concepts of
the lesson. This expands the knowledge and understanding of the content. There is also
conversation among the students in small groups. This occurs when the students are completing
group work, or individual work.
4. Connections to the World Beyond the Classroom—5
The purpose of this category is to analyze the connections the students are making
between the content and the world outside of the classroom. This category receives a 5 for my
unit because we were able to make connections between the Greeks’ inventions and today’s
societies, the Greek government, and Greek ideals seen in our culture today. In each aspect, we
were able to think of how the Greeks have influenced the world around us today. Again, this all
stems from the fundamental question, “why is this important?”
5. Ethical Valuing—2
The purpose of this category is to gauge the use of ethics in the lesson, and whether or
not they were addressed. In this particular unit, ethics were not addressed very often. They were
addressed when we did an inquiry lesson on slavery in Ancient Greece, and when talking about
the reasons behind the wars. However, this unit could be improved in the ethical valuing
category by including more talk of ethics when it comes to the lifestyle of the Athenians and the
Spartans. For example, the way those city-states treated women was addressed and discussed,
but not necessarily the ethical part. This is something I would change about the unit. I would
like to see more of the ethics involved because ethics can become very personal, and when an
educator has the opportunity to make the content personal for the students, the students will have
the opportunity to connect with the content.
6. Integration—2
The purpose of this category is to assess the use of other subjects within the particular
content area. This unit received a 2 because the only other subject area that was really brought
into the lessons was English. English was discussed when talking about the influential literature
of the Ancient Greeks. The other subjects, such as math and science, were technically addressed,
but in a very minimalistic manner, which I do not feel qualifies for a higher score. They were
briefly addressed when talking about the achievements and contributions of the Ancient Greeks.
Miss Maginnis, 9th Grade: World History 1
This could be improved upon by taking more time to speak in depth about the different
contributions of the Greeks, and thereby also improving the connections beyond the classroom.
Though I do feel that this unit went well, there is always room for improvement, beyond what has been
established about in the PASS standards. Some of the basic things I would change is the pairing of students,
and the explanation of the lessons. Certain students grasped the history of the Greeks much quicker than others.
I would have those that caught on quicker paired with those that were struggling, rather than just letting them
work with whomever. In regards to the explanation of the lessons, I would have liked to have some sort of
“agenda” up for the students to see at the beginning of class. I feel that this could have helped with continuity
and classroom management. If the students can see where the class is going, they may be more likely to grasp
the concepts sooner and make better connections. Likewise, if the students see what we will be doing during
the entire block, they may be more willing to wait to go to the restroom rather than going when a video is about
to begin.
Another aspect I would change is my lecturing style for the first couple lectures. Social studies usually
requires some form of lecture, and the way I lecture is based on telling a story. However, in the beginning of
the unit I was not as animated as I would have liked. I really “came alive” during the lecture on the Persian and
Peloponnesian wars because I get excited when talking about battle tactics and war in general. I would be sure
to change the wording of some of my lectures, and be willing to add in more random facts. I think that it is the
random facts that really make a presentation more enjoyable and interesting. This would require more research
on my part, but I would be willing to pursue such information.
Finally, I would be sure to update the projects; for example, the facebook of the gods project. Overall, I
really enjoy this project. However, I realize now that some of the aspects it requires are no longer of facebook
and were more confusing than interesting for the students. I would be sure to add in things that will peak their
interest and help them relate with the content more closely.
Most of the lessons went very smoothly, and were successful in their objectives. There was, however,
one lesson in particular that did not go very well because of student behavior. The lesson on comparing and
contrasting Athens and Sparta was supposed to end with a debate about which city-state would be better to live
in. However, the students were very chatty and were not following directions. Unfortunately, I had to shut
down the debate because they were no longer participating in a beneficial and academic manner. That lesson
was the main one that did not go as planned. The Socratic seminar was also cut from the unit because of time.
This was good for the sake of time, but not ideal for the sake of academia. It would have been great for the
students to have the opportunity to discuss the slavery in Greece in greater depth, but it was not detrimental to
their overall knowledge of Ancient Greece. Other than that, there weren’t any major disruptions or changes to
what was originally planned.