Ancient GreeFH
TÍTULO
NIVEL LINGÜÍSTICO SEGÚN
MCER
IDIOMA
ÁREA/ MATERIA
NÚCLEO TEMÁTICO
GUÍON TEMÁTICO
FORMATO
CORRESPONDENCIA
CURRICULAR (etapa, curso)
AUTORÍA
A.2.1
Inglés
Ciencias sociales
Antigua Grecia
El tema trata de los principales aspectos sobre Grecia , el
resto de los aspectos será tratado en inglés con un método
más expositivo con la ayuda siempre de power points , donde
el interacción oral del alumno será siempre esencial
PDF
1º ESO
Ginés García Gómez
TEMPORALIZACIÓN
APROXIMADA
Sesión
Sesión
Sesión
Sesión
Sesión
Sesión
Sesión
Sesión
COMPETENCIAS BÁSICAS
Cultural y artística: Conocer y valorar las manifestaciones
arquitectónicas y la evolución de la escultura , su
importancia y los principales estilos.
Tratamiento de información digital: Buscar , obtener y tratar
información de la observación directa e indirecta de la
realidad, así como d de fuentes escritas, audiovisuales …
Distinguir en la información los aspectos relevantes y los
que no lo son , relacionar y comparar fuentes e integrar y
analizar la información de forma crítica
Comunicación Lingüística; Adquirir un vocabulario específico d e
la materia
Aprender a aprender ; Desarrollar estrategias para pensar ,
organizar , memorizar y recuperar información tales como
resúmenes, esquemas, mapas conceptuales y realización de
los ejercicios.
Localización geográfica; de Grecia y sus polis.
Pensamiento social, A través de las artes, filosofía y teatro
OBSERVACIONES
1º de ESO: Ancient Greece
1 –Warming up and Greece Location
2 – Greek Cities : Polis and their economy
3 - History of Greece and Politic Systems
4 – Greek Society
5 - Greek Religion and Arts
6- Doing Final project
7 –Exposición de Trabajos
8- What I have learned?
Todos estos ejercicios estarán complementados por unas
breves y a la vez esenciales exposiciones orales por parte del
profesor donde la multimedia y la interacción con el alumnado
serán esenciales , en su mayor parte también en inglés salvo
momentos de especial dificultad
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OBJETIVOS DE ETAPA
1-Conocer las etapas de la historia de
Grecia.
2-Comprender y definir que era una
polis griega
3 -Diferenciar las formas de gobierno
de la Grecia clásica
4-Valorar positivamente la
democracia.
5-Analizar la vida en una polis griega.
6-Promover la igualdad entre géneros
7-Valorar y analizar la diversidad
cultural en el Imperio de A. Magno
8- Valorar las aportaciones de la
cultura griega .El Teatro.
9-Conocer el politeísmo griego.
10 -Reconocer y respetar el
patrimonio artístico griego.
11- Obtener y procesar información
básica procedente de diferentes
fuentes.
CONTENIDOS
DE
CURSO/CICLO
TEMA O
SUBTEMA
1-Localización del Civilización
Griega
mundo Griego.
La Polis
2-Historia de
Grecia. El
camino hacia
la democracia
3-La
multiculturalida
d en el
Imperio de
Alejandro
Magno
4-La mujer y los
esclavos en la
sociedad griega
5-La moneda en
la economía
griega.
6-Los dioses
griegos
7-El origen de
nuestra
civilización .El
teatro(Comedia
y tragedia)
8-El Arte griego
MODELOS
DISCURSIVOS
Analizar
Secuenciar
Temporalizar
Clasificar
Comparar
Definir
Describir
Explicar
Elaborar
Dialogar
Debatir
Ejemplificar
TAREAS
Tarea preparatoria
Pre-tareas:
Trabajos con
vocabulario con
nubes de
palabras, match
entre palabra y
definición o entre
palabra imagen ,
tormenta de ideas
sopa de letras…
Tareas:
Listenings con fill
in blanks ,
Localización de
lugares en mapas,
comentarios de
texto simples ,
Verdadero o falso,
creando
definiciones, línea
del tiempo…
Pos-tareas
Jigsaw Reading
workshet , diarios
narraciones…..
Projecto final
CONTENIDOS
LINGÜÍSTICOS
FUNCIONES:
-Definiciòn: el alumno
ha de ser capaz de
redactar definiciones.
It`s a place where….
It`s a thing that…
-Narraciòn: Saber
contar los hechos
históricos de manera
lógica, con orden y
precisión.
First of all,
Some days later
Eventually, at last.
-Expresar opinión: al
resto de sus
compañeros, con
respeto y orden.
I think that…
I would say that…
I disagree…
ESTRUCTURAS:
-What`s it like?
What`s the Spanish
word for?
-Once upon a time,
Some time ago
-It seems that
Sorry to interrupt
you but...
1º de ESO: Ancient Greece
CRITERIOS DE
EVALUACIÓN
1-Situar en el
espacio y el tiempo
la civilización
helena.
2- Definir el
término polis y
entender su
significado.
3- Distinguir y
comparar gobierno
democrático
dem ocrático de
Atenas
con gobierno
oligárquico de
Esparta y otras
dictaduras .
4- Identificar los
rasgos más
destacados de la
vida en las polis
griegas . Sociedad,
moneda
5- Conocer y
valorar la Religión
griega .
6-Solicitar
información al
profesor y
elaborar en grupos
una pequeña
comedia griega .
7- Caracterizar,
respetar y valorar
el arte griego.
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LÉXICO:
Polis,scrolls
Competition
Olympic games
Democracy
Citizen, Column
Livestock, Democracy
Ostracism
Apella ,Aristocracy
Gynoecium
Sculpture
Comedy
1º de ESO: Ancient Greece
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ANCIENT GREECE
WARMING UP
LOOK AT THESE FOUR PICTURES:
The Olympic games , Nowadays Parthenon Ancient Parthenon, Violent current strike TALK WITH YOUR PARTNER AND THEN
THE REST OF YOUR CLASSMATES.
TELL YOUR ANSWERS TO
•
•
•
•
•
•
•
Describe every picture taking into account what you are watching. Do you Know anything about the Olympic games ? Tell us about it. Could you tell us what kind of competitions there were in the ancient games? What differences are there between the second and the third pictures? Do you think it´s a good idea to rebuild this building? What´s happening in Greece now? Can you explain it with your own words? Which word is not “olympic”? winner competition team cheating friendship effort fun 1º de ESO: Ancient Greece
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FIRST SESSION
1 . PRETASK:
1.1.LEARN SOME VOCABULARY
1.2-YOU HAVE TO USE SOME OF THESE TERMS. MATCH THEM TO
THE DEFINITIONS BELOW.. 1‐Democracy 1‐It is the largest of the Greek islands. Its capital was Knossos. It is the origin of the Minoan Civilization (3.000‐1450 B.C) 2‐Dorian 2‐Religious place where Greek prayed to Gods .The most important is The 3‐Peloponnese Delos. 4‐Fishing 3‐Ancient Greek person who lived in Hellas or Greece. 5‐olives 4‐Interior Sea of Greece where there are a lot of islands such as Lesbos and it surrounds the coasts of The Attica, Thessaly, Ionian Region , the 6‐Sparta Straight of Corinth or the Halicarnassus or Miletus poleis. 7‐Civilization 5‐A democracy is an Athens´s system where people can decide how their 8‐Creta country or community runs with a vote. 9‐Hellenes 6‐ Polis where the Olympiad was every four years. 10‐Olympia 7‐ Ethnic group who lived in Greece and they were called Greek. 11‐Aegean Sea 8‐ Ideas, sciences, arts, beliefs that characterize a group, such as a people or nation. 12‐Sanctuary 9‐The main economic activity in Greece together with Agriculture and Trade. 10‐The main Peninsula in Greece where is located in polis such as Mycenae. 11‐ Polis which was governed by an aristocracy system. 1º de ESO: Ancient Greece
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1.3-LISTEN TO THIS TEXT AND FILL IN THE BLANKS
During the Archaic Age, a civilization called the Greeks existed. It was located in the Eastern Mediterranean Sea, in zones such as the‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐, near the strait of Corinth and between the ‐‐‐‐‐‐‐‐‐‐ sea and the ‐‐‐‐‐‐‐‐‐‐‐‐‐‐ sea. They lived in islands such as ‐‐‐‐‐‐‐‐‐‐ and Crete. The ancient name of Greece was Hellas, which means “land of the ‐‐‐‐‐‐‐‐‐‐‐‐‐‐“. Among the Greek , there were the ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ and the Achaeans or‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐, the inhabitants of the city of Mycenae. Their cities were very important centers of government and law, they were called ‐‐‐‐‐‐‐‐‐‐‐‐‐, well‐known names are ‐‐‐‐‐‐‐‐‐‐ and Athens, and were first governed by an ‐‐‐‐‐‐‐‐‐‐‐‐‐ of the wealthiest inhabitants; later, they were replaced by assemblies of citizens and ‐‐‐‐‐‐‐‐‐‐‐‐These people liked ‐‐‐‐‐‐‐‐‐‐‐and traded through the sea a lot. Inland, they worked in agriculture and grew ‐‐‐‐‐‐‐‐‐. Although they lived in separated islands, they had the same language and religion. They prayed to a lot of Gods, who lived on Mount ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ and built them ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ or ritual places in islands such as ‐‐‐‐‐‐‐‐‐‐
1.4. LOCATE THE GEOGRAPHICAL SITES AND THE PLACES NAMED IN THE
TEXT ABOVE ON THE MAP BELOW. 1º de ESO: Ancient Greece
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2. TASK
2.1 READ THE TEXTS The Greek City‐state, or Polis, is arguably the greatest political system ever created – remarkable given its appearance some 2800 years ago. The Greeks successfully built a system to defend those most wanted human desires – freedom and equality, and their efforts have had an influence on western thinking since the Hellenic culture was re‐discovered. But the Polis was much more than a governmental system. It was a culture built around the expansion of the human intellect ‐ through philosophy, architecture... The Polis was the engine of this lifestyle because it valued and encouraged its improvement. So, I think the development of the Polis as a political system is one of the most important influence in modern western society, art and culture. TO BE A CITIZEN OF A CITY‐STATE: The ancient Greeks referred to themselves as citizens of their individual city‐states. Each city‐state (polis) had its own personality, goals, laws and customs. Ancient Greeks were very loyal to their city‐
state. The city‐states had many things in common. They all believed in the same gods. They all spoke the same language. If you asked an ancient Greek where he was from, he wouldn´t say, "I live in Greece." If he is from Sparta, he answers, "I am a Spartan." If he lives in Athens, he says, "I am Athenian."But the city‐states may band together to fight a common foe. They will also go to war with each other. Greece wasn´t one country yet. Ancient Greece was a collection of Greek city‐states and there was no central government. Each city‐state had its own form of government. Some city‐states, like Corinth, were ruled by kings. Some, like Sparta, were ruled by a small group of men. Others, like Athens, experimented with new forms of government. Sometimes these city‐
states cooperated, sometimes they fought each other. Each polis was made up of a city and the surrounding land and villages .It had two parts: Upper part (acropolis): A citadel containing the main religious buildings. Lower part: an area with housing, public buildings and shops organized around a square, or agora the people in this place speak about policy. 1º de ESO: Ancient Greece
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2.2 ANSWER THESE QUESTIONS:
a)Can you name the most important features of the polis?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b) Why does the text say the “…is one of the most important influence in modern
western society…”? Do you think Greece is the base of our current lifestyle?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c) What do you think about the Greek nationalism of the polis? Do you think it is
similar to Spanish nationalisms, such as Basque nationalism…? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
d) Imagine that you are a Greek and you are in the Agora in this moment, Write
a monologue about the current political situation in Greece or in Spain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
You can use: ‐
‐
‐
First of all, ‐ Generally speaking, In my opinion, ‐ Maybe, As you know, ‐ Needless to say……. 1º de ESO: Ancient Greece
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2.3
INTERACT WITH YOUR PARTNER.
Yesterday, you were in the Agora and said your monologue to its audience. Now, you are going to begin a dialogue with your classmate about an issue chosen by you both, such as the economic situation of our country, if it is a beautiful place to travel and why…. Write the dialogue in the space provided below. You can use the following phrases. ‐It seems that…., ‐ I don`t agree with you, but….., ‐ Maybe but…… ‐ Actually, in fact…., ‐ Sorry to interrupt you but… I think…, ‐Anyway, what I`m trying to say is….. ‐The most problem is….., The best of this is……, the worst of this is…….. 1º de ESO: Ancient Greece
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2.4 LOOK AT THESE PHOTOS. DESCRIBE THEM ORALLY
AND WRITE A
SUMMARY ABOUT THE GREEK ECONOMY.
1‐The Agriculture in Ancient Greece was based on….. 2‐The livestock in Ancient Greece was based on …… 3‐The fishing in ancient Greece was the most …….. 4‐The coin was invented by ….. 1º de ESO: Ancient Greece
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2.5- UNDERSTANDING THE TEXT. ARE THESE STATEMENTS TRUE OR
FALSE. WHY?
1. Greece was a unique nation.
2. The Polis were created 2800 years ago.
3. The Polis didn`t do anything for the spiritual part of the human being.
4. Spartans felt truly Greek when they were asked where they were from.
5. Greece hadn`t got a central government and all the Polis had the same ways of
government.
6. The upper part or Acropolis was the religious part.
7.The most important economic activity in Ancient Greece was livestock.
8. Although they felt friends, sometimes they fought against each other.
3. POS-TASK. 3.1. WORK IN PAIRS
Holidays have just come. You and your classmate are going to start a journey
through Ancient Greece, Atlante is a travel agency and it is going to guide you.
Tell the rest how, where and why you have chosen these places. You have to tell your
classmates what you are going to visit. Look at the map and use all the word-links.
1º de ESO: Ancient Greece
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North, East, West, South, Straight on, On the Right, On the left… I like …+ing, I prefer….. to…. , I want to go …….because, That place is so beautiful that …….
1º de ESO: Ancient Greece
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SECOND SESSION
1-PRETASK: MATCH THE WORDS TO THE PHOTOS. Ekklesia (Citizens´ assembly) Gerousia (elder people) Army G Fleet Council (Boule) Citizens Colony Merchants E Lawmaker Ephors Ostracism Apella (The Popular assembly) B 1º de ESO: Ancient Greece
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Socio‐political organization of Sparta Two Kings 1.2-Political
systems in the
Ancient Greece
5 Ephors Gerusia: Council of the Elder. Army Spartans; citizens with full rights form the Apella or popular assembly They are oppressed by the Spartans. Their rights are cut.
Slaves without rights lead Control Choose
Form
Brainstorm You can see two diagrams on two political systems in Greece: above, the political system of Sparta; below, the political system of Athens. Read both and answer the questions aloud with your teacher´s help. 1.
2.
3.
4.
Is Sparta democratic? How do you know? Is Athens democratic? Explain. Who chooses the Apella? Who chooses the Ekklesia? In my opinion, Athens………. As far as I know, the Ephors…… It`s difficult to say what system is better because….. I would say that Sparta….. First of all, the Apella……. I don´t know much about the Ekklesia but….. 1º de ESO: Ancient Greece
And now ….. ‐ What can you say about Ostracism? Do you know what it really means? 11 ‐ Have ever done anything similar to any of your classmates ?
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2. TASK 2.1. READ AND ANSWER THE QUESTIONS; Athens Sparta In the 7th century B.C., the peasants and other groups in the polis protested against the abuse of power by the governing aristocracy. The political system of Sparta was an oligarchy: power was held by a small group of people. As a result, some reforms were introduced, such as giving political power to the Citizens’ Assembly (Ekklesia). This reform was introduced by Solon the Lawmaker. After a long process, democracy (“government of the people”) was established in Athens. The citizens held power, voted for laws, elected public representatives and decided if the polis should go to war or make peace with its enemies. The Ekklesia elected magistrates and voted on the laws. The magistrates carried out the Assembly`s decisions and held public office in the Administration and in the Army. The members of the Council (Boule , who prepared the laws and worked with the Citizens ´Assembly , were chosen from among the members of the Ekklesia by the casting or drawing of lots. (sorteo) The Sparta polis was ruled by two kings, twenty‐eight elders (Gerousia) and five officials (ephors) The kings performed civil and religious functions. The Gerousia presented projects to the Popular Assembly (Apella), made up of Spartan citizens. The Ephors represented the Apella, controlled the actions of the kings and made sure the laws were obeyed. According to Spartan tradition, Lycurgus the lawmaker wrote the laws that governed Sparta. Now answer the following questions:
1. Who governed Athens in the 7th century?
2. Who protested against it?
3. Who held political power in Greece after Solon`s reforms?
4. What does the word democracy mean?
5. What did the Council (Boule) and the magistrates do?
6. Who was the Oligarchy made up by?
7. Who governed the polis?
8. What was the Gerousia?
9. What did the Spartan citizens form?
10. What did Lycurgus do?
1º de ESO: Ancient Greece
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2.2-FILL IN THE BLANKS : Between the 8th and 6th __________ BC, Greece went through a period of crisis. The
Greek population increased considerably, the land was not ________, and there was not
enough food for everyone. A small minority of _______ _________ owned most of the
land. There were many poor, hungry __________.
Text 1 Consequently, many Greeks _________ and founded colonies around the
Mediterranean Sea. Migration took place in ___ ________ and in two different periods.
-
To the _____ between 750 and 650 BC, the Greeks settled on
the islands and coasts of the _____ Sea; in Sicily, southern Italy, southern
France and Libya;
And on the _____ ________ of the Iberian Peninsula.
-
To the east after 650BC, colonies were founded _________
the Black
Sea.
Text 2 The 5th century BC and the first half of the 4th century BC are known as the __________ period. Athens and Sparta were dominant,
and there were ________constsntly between them.
The Persian Wars
In the middle of the 6th century BC, the Persians, who lived on the Iranian _______ in Asia, expanded their territories.They conquered greek poleis in Asia ________ and on nearby islands.In 499 BC, these __________ rebelled. Other greek poleis, led by athens, supported them. This was the beginning of the Persian Wars:
-
The first Persian War ended in 490 BC, when the _________ won the Battle of Marathon.
The second Persian War began in 480 BC, when the Persians invaded Greece.
__________ was destroyed, but the Persians were defeated at the Battle of Salamis.
After the Persian Wars, athens became the richest and most influential polis. In 447 BC, a union of poleis, called the _______ League.
The 5th century BC was the most brilliant _________ in the history of Athens, under its leader Pericles.
The economic, political and cultural domination of athens was a threat to other important poleis, such as _______. This led to the
_______________ War , which started in 431 BC and ended in 404 BC. Sparta won the war and became the most __________ polis
Text 3
Macedonia was a very large _________ in the north of __________.the Macedinians were very strongly
influenced by Greek culture and spoke a __________ similar to Greek.
In the _________ of the 4th century BC, king Philip II of Macedonia set out to conquer the Greek
territories. Philip was assassinated, and his son Alexander the Great succeeded him. Alexander continued
the __________, and between 334 and 323 BC.
The spreading of Greek culture and its fusion with ____________ culture is known as ___________.
Alexander the _______ died before he had organized his huge empire. His generals divided up the
territory into kingdoms. These were known as __________ monarquies and included Egypt,
Mesopotamia and _______________.
1º de ESO: Ancient Greece
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2.3- READ THE TEXTS AGAIN AND MATCH THEM WITH THESE
PICTURES.
EXPLAIN YOUR CHOICES TO THE REST.
1 2 1º de ESO: Ancient Greece
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3 4 5 6 1º de ESO: Ancient Greece
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2.4-TEXT ATTACK.
Building a timeline .Complete the chart about the Roman Empire including dates, facts
and characters .Use the texts and maps above.
Periods
Ancient Greece
Classical Greece
Hellenism
Characters
Facts
2. 5- MAKING CLASSIFICATIONS. Classify the following phrases into three categories:
ANCIENT GREECE, CLASSICAL GREECE, AND HELLENISM.
Write the word after the phrase. Some of the phrases will have more than one answer.
_It was a period of wars. _ The Greek culture merged with the oriental way of life. _It was a period of crisis. _Athens formed the Delian league. _The king and his son got a huge empire. _While most Greek were poor, a few rich land owners ruled them. _Other Greek poleis rebelled against the dominant Athens and Sparta. _The Macedonians felt like Greek. _Many Greek migrated and founded colonies. 1º de ESO: Ancient Greece
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2.6. CREATING DEFINITIONS Using the texts above, fill in the gaps to explain these three words which define the
history of Greece:
_Expansion: due to the deep________, the Greek_______ and found______________
_Splendor: the most ___________period in the Greek history thanks to the
_________century leader ________________
_Hellenism: the moment in which the Greek way of life _________and _________with
the oriental _________.
3. POS-TASK
In pairs, discuss with your classmates about the Spartan bringing-.up. One of you
can be in favor of it and the other against. Write down your conclusions. Finally, read
them to the rest of your classmates.
Read the text and do the exercise. The primary purpose of Spartan education, and,
indeed, of Spartan society as a whole, differed greatly from that of the Athenians. The primary goal of Spartan education was to produce good soldiers. Training for the military began at the age of 7, as all Spartan boys left home to go to military schools. From then until the time they were 18, they were subject of harsh training and discipline. Historical accounts tell of Spartan boys as being allowed no shoes, very few clothes, and being taught to take pride in, enduring pain and hardship. When they were adolescent and teenage years, Spartan boys were required to become proficient in all manner of military activities. They were taught boxing, swimming, wrestling, javelin‐throwing, and discus‐throwing. They were trained to harden themselves to the elements. At the age of 18, Spartan boys had to go out into the world and steal their food. Getting caught would result in harsh punishment, including flogging, which was usually a practice reserved only for slaves. The concept was that a soldier must learn stealth and cunning. At the age 20, Spartan men had to pass a series of demanding tests of physical prowess and leadership abilities. Those that passed became members of the Spartan military, and lived in barracks with the other soldiers. They were allowed to take a wife, but they weren't allowed to live with her. At the age of 30, they became full citizens of Sparta, provided they had served honorably. They were required to continue serving the military, however, until they were 60. Unlike their Athenian counterparts, Spartan girls also went to school at seven. There, they learned gymnastics, wrestling, and did calisthenics. These schools were similar in many ways to the schools Spartan boys attended, as it was the Spartan opinion that strong women produced strong babies, which would then grow into strong soldiers to serve the state. While no wonderful works of art or literature ever came of this system, it did accomplish the Spartan goal of producing elite soldiers. The Spartan military wasn’t universally accepted, but they were universally respected. 1º de ESO: Ancient Greece
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I agree…. I like….. I prefer…… because…… The best idea is…… because I disagree….. I don´t like…. I don´t prefer …… because… I think this is a bad idea because…… I think…… I think…… I don´t think…….. I don´t think THIRD SESSION
1-PRETASK
1.1.Do this word-search puzzle. 1.2 MATCH THE WORDS ABOVE TO THE FOLLOWING DEFINITIONS: ‐ Foreigners in Athens who lacked political rights although they could join the Army and buy goods. They paid special taxes. 1º de ESO: Ancient Greece
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‐ They could be free or slaves but in any case, they always had to be guarded by a man, either their father or husband. ‐These Greek could vote, be elected and even participate in the political life. They were the Aristocracy, the merchants and the farmers. ‐ Item of clothes that was like a heavy cloak or coat. ‐ Foreign people in Sparta who lacked political rights although they could join the Army and buy goods. They paid special taxes. ‐The room reserved for men in the Athenian houses. ‐The long tunic worn by women and gathered at the waist with a belt. ‐Those that lacked political rights because they were foreigners. ‐The room reserved for women in the Athenian houses, from which they hardly emerged. ‐ The name given to the linen tunic that the Greek men commonly wore. ‐Those Greek who were no free, but the property of a family. They were usually prisoners of war. 1.3 LISTEN AND FILL IN THE BLANKS IN THIS TEXT TO KNOW MORE ABOUT
THE GREEK SOCIETY. An Unequal Society. First of all, the Greek ______was divided into two groups. Only men whose parents were both Athenian could be citizens and participate in _______ with full rights. On the other hand, most of the people were __________ and lacked political rights. Foreigners were also non‐citizens. They paid special taxes but could go to the gym, join the Army and buy goods. Slaves were the least important and were prisoners of war as well as slaves´ children. The Greek ________ couldn`t participate in the political life. A part of the Athenian _______, called _________, was reserved for women only and they hardly emerged from it. The rich women were so __________ that if they became widows their eldest son became their guardian. The poor women worked in the farm and sold goods in the market. However, _______ women had more freedom and they could attend games, even participate in the _____________. 2.1 TASK: INVESTIGATE LIFE IN ATHENS. 2.1.1.Find the answers to the questions below on the website
www.bbc.co.uk/schools/ancientgreece/athens/index.shtml
a) What does citizenship mean, and who could be a citizen?
1º de ESO: Ancient Greece
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b) Were the lives of men and women different?
c) What was it like living as a slave?
Then, complete your information. Using other websites. Compare your answers with
your classmates.
2.1.2 FILL IN THE BLANKS OF THIS SOCIAL PYRAMID IN ANCIENT GREECE.
Greek Society 2.1.3- COMPLETING A CHART
Complete the following chart with a tick (v) for “yes”, a cross(x) for “no” or a question
mark (?) for I “don´t know”.
Citizens
Foreigners
Slaves
Women
Took part in politics
Paid taxes
Had rights
Were free
Worked in trade and crafts
Worked at home
Could own land
Could go to public shows
2.2 CLASS WORK
Divide the class into four social groups. One student of each group is going to be a
journalist who is going to interview the other students. Use these clues to ask the
questions:
1º de ESO: Ancient Greece
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‐What is……………like? ‐Why did you….? ‐What does……. mean? ‐ Have you got…….? ‐How often do you…..? ‐Is there something you……? ‐ Would you mind……? ‐ Could you……? ‐Have you ever…….? ‐Well, I would say that…. – I don´t mind. –I think so. – Never mind. – Actually, in fact….. ‐I hope so. – It seems so. – Not at all. –To start with……..‐ I don`t think so. – I don´t know. – I doubt whether I…… or not. 3-Post-task: Write a short essay (eight/ten lines) about “A day in the life of
…. “ ( a member of one social group).You can use these clues: ‐ First of all…… ‐ To start with ‐ In the beginning…. – Firstly……‐When I…… ‐ As soon as….. ‐ In the morning, –At noon –In the afternoon, …. –In the evening….. – At lunch time…….. ‐ Then…..‐ Later …. ‐ After…. –Afterwards…, ‐Some time later.. –Secondly… ‐ Thirdly…. – Finally, ‐Eventually, ‐ To conclude….. – At the end of the day….. At night…. FOURTH SESSION:
1-PRETASK
LEARN SOME VOCABULARY
1.1. READ AND MATCH THE WORDS ABOVE WITH THE DEFINITIONS.
1. It is a collaborative form of fine art that uses live performers to present the experience of a real or imagined event before a live audience in a specific place. 2. It is a specific method of construction.
3. It is one of the orders of classical architecture. Its origin is VI century BC. 4‐It is an ornamental moulding round the wall of a room just below the ceiling 5‐ It is a long, narrow part or section forming the handle of a tool or club, the body of a spear or arrow, or similar 6‐ It is a building devoted to the worship of a god or gods. 7‐ It is the lowest part of something, especially the part on which it rests or is supported. 1º de ESO: Ancient Greece
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8. It is one of the orders of Hellenistic architecture. It has got Acanthus leaves. 9‐It is a typically broader section at the head of a pillar or column 10‐It is the triangular upper part of the front of a classical building, typically surmounting a portico. 11‐It is the rear room of an ancient Greek temple or the inner shrine. 12‐It is the inner area of an ancient temple. 13‐It is a vestibule at the front of a classical temple, enclosed by a portico and projecting side walls. 14‐It is an athletic or sports ground with tiers of seats for spectators. 15. It is a style of ancient Greek architecture. 16‐They are used by the classical Greeks in the Ionic order. 1.2.Brainstorm
C
D
I
Write in each arrow the correct word from the cloud above. • Which order do these statements refer to? 1‐This column is decorated with nature motifs 2‐ This column has no base. •
3‐The shaft is shorter than the Ionic column •
4‐This column has scrolls at the top. 2-Task:
5‐This style is the simplest. 6‐The shaft is thinner than the others. 7‐The capital is smooth. S
L
Why do you think there are different orders? Why did the Greek decide to make the columns 1º de ESO: Ancient Greece
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2.1- FILL IN THE BLANKS
IN THE TEXT AND IN THE PICTURE. Canonical Greek ______ maintained the same basic structure for many centuries.
The Greeks used a limited number of spatial _________, influencing the plan,
and of architectural __________, determining the elevation.
The central cult structure of the _______, the naos, can be separated in several
________. Usually, the main room, the cella, contained a cult statue of the
respective deity. In ________ temples, a separate room, the so-called adyton was
sometimes included in the _______ for this purpose. In Sicily, this habit
continued into the ________ period.
At the ______ ___the cella, there is a porch, the pronaos, ______ by the
protruding side walls of the cella , and two ________ placed between them. A
similar _______ at the back of the cella is called the opisthodomos. There is no
door connecting
the _______ with the cella; its _________ is needed entirely due
to aesthetic considerations: to maintain the consistency of the peripteral temple
and to ensure its viewability from all sides, the ________ of the front has to be
repeated at the back.
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2.2-
LET’S PLAY THE GAME “ WHO IS WHO”.
Each God or Goddess symbolizes something , for example Uranus is the God of the Sky . In the picture above, you can see the images of the symbols for each God. In the chart below, you have the words for each symbol. In groups of three, match the symbols with the appropriate God and explain why. Then, share your ideas with the whole class. Family |Agriculture,Hearth,Thunder,Sea,Underworld,Wine,Trade,Beauty,Fire,Hunting, the Arts ,Wisdom Use these structures to help you : … is the God of the arts because its image has a … |We think this symbol is…. 1º de ESO: Ancient Greece
we are sure that…….
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2.3-
FIND THE DIFFERENCES OF THE THREE STATUES; YOU CAN USE
THE GIVEN CLUES. FINALLY, YOU HAVE TO WRITE THE ANSWER.
Archaic, Kuro Classical, Apoxiomen
Hellenistic, Laocoon
• Use this pattern: This sculpture is ________and it represents _______________its main features are______________ because____________________ , so it is from _______________period. • Now use this vocabulary of all the periods. ‐Eternally young, ‐ big eyes, ‐posture is forced, ‐ forced smile, ‐little impression of movement, ‐ no movement, ‐ geometrical motifs , ‐ express feelings , ‐serene expression, ‐without expression, ‐tragic….. 3- POS-TASK:
Jigsaw reading worksheet
The class will be divided into groups of five. Each student will have a different
information sheet. You must read your part of the information sheet and work with your
group members in order to fill in the boxes in the answer sheet.
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Group 1 The term Ancient comedy refers to those plays performed in Athens in the 5th century BC. Only 11 plays written by Aristophanes such as “Pluto” remain complete. These are the parts of a comedy: a) “Pròlogos” or “the prologue”: An expositive scene which opens the play, before the entrance of the chorus. b) “parodos”: or “the entrance of the chorus” scene where the chorus enter and is introduced to the audience. c) “Agon “or “the debate”: Two opponents discuss for and against the main theme of the play. The first to speak is usually the loser. d) “paràbasis” or “ the forward parade”: After the debate, all the characters leave the stage , the chorus move forward and “the corifeo” talks to the audience. e) “epeisòdia” or” the episodes”: the play goes on with some episodes, separated by several brief singings of the chorus about the conclusion reached by the “Agon”. f) “èxodos” or “the final scene” : the happiest scene in the play which leads to a wedding or a ceremony. The play can also finish by a “córdax” or ritual dance. The actors were four or five, all male, and there were sometimes secondary players. The chorus, the most important in the play, was made up of 24 members, all male too. Group 2 The term Tragedy relates to the fall of a very important character and dates also from the 5th century. Although it resembles the Greek epic, the tragedy develops totally new meanings of the myth. This gets into the action, and the characters act almost in an independent way, each has its own psychological dimension. The most well‐known authors were Sòfocles, Eurìpedes. The structure of a tragedy is quite rigid: a) The “prólogo” or “the part before the entrance of the chorus” according to Aristotle. The time and the past of the hero are told to the audience, by at least three actors. One of them talks about the hero`s punishment in a monologue. b) The “párodos” or “the singing of the chorus”. They enter the stage from the left part or “orchestra” and perform a very musical lyric singing. c) The “episodios” or the dialogues among the characters and the chorus, they are about five and dramatically express the character`s thought and ideas. The chorus sings out the political, religious, philosophical or moral ideas of the author in the “estásimos”. d) The “èxodo” or the final part. The hero recognizes his mistake, the singing is both lyric and dramatic. His sentence to death by the Gods is usually the moral teaching of the play. 26 1º de ESO: Ancient Greece
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Group 3 The epic is a literary genre and doesn`t belong to a certain historical period. There are well‐ known Greek epics such as “La Odisea” The author presents the legendary and imaginative facts in an objective way, trying to make them look real and true. The epic is usually narrative, although we can find description and dialogue as well. In most cases, it hasn`t got a written version as it is usually told orally by the “rapsoda”. These are the main characteristics of an epic. It:
1. Begins in medias res , with a statement of the theme in form of an invocation to amuse. 2. Is located all around the world or the universe, the heroes represent the values of the human civilization and the Gods interfere in human affairs. 3. Uses epithets and long lists (epic catalogue). The speeches are both long and formal. participates in a cyclical journey or quest, fights against adversaries and returns
The hero generally
home significantly transformed. The epic hero illustrates and exemplifies the most valued morals
in Society. Group 4 Socrates is one of the most influential and well‐known of the Greek philosophers. He was born in Athens in the year 470 AC. In fact, He is the very beginner of the Philosophy as the Science which searches the interior of the human being. His method is dialectical: questions and answers that are new questions. He likes starting dialogues and answering questions by making a new question again. His dialogues try to find the universal definition of a thing by means of concepts and in a practical way. If you know something, it must help you to live with the most truthful values. He is the master of Plato and through him, He influenced Aristotle.
Group 5 The Word “History” derives from the Greek word for Investigation or information, the knowledge got by investigating. Herodotus wrote about the Greek wars. His works are types of documental sources which are considered the first History in the 5
century BC, trying to make people think about the fact that the human actions and the great facts must be remembered for ever. To write History, you should give the facts, and answering the Wh‐questions, who, what, where, when and why. To write History is to investigate facts and offer others the information as complete as possible. th
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Answer sheet:
Now complete the following chart:
Comedy Tragedy Epic Socrates The History Date or historic period Main features, structure Names, examples, relevant information. PROJECT
The students will research about the http://tinyurl.com/cps9rba http://tinyurl.com/27glp9 Empire of Alexander the Great, using the following webs http://tinyurl.com/c72n7cr (map) http://tinyurl.com/bmrh3se (Cosmopolis ) The class will be divided in 5 groups, as the ones in the final session. First of all, each group will make a huge poster with the following information or headings: 1.
2.
3.
4.
5.
Chronology Map Type of Government Monuments Biography 6. Diversity of population.(Cosmopolis) In order to perform in front of the class, each group will wear some masques and expose its work according to the group represented, like a comedy, a tragedy, an epic, a Socrates` dialogue or a Herodotus´ History. 1º de ESO: Ancient Greece
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ASSESSMENT WORKSHEET.
Reflecting on what you have learned. Read the following statements about skills and
knowledge.
Please, circle one of these options: YES NO NOT YET.
Organize vocabulary into categories
YES
NO
NOT YET
Predict the topic listening to a reader
YES
NO
NOT YET
Take notes from a listening exercise
YES
NO
NOT YET
Get valuable information from a picture
YES
NO
NOT YET
Describe images and pictures
YES
NO
NOT YET
Build a timeline
YES
NO
NOT YET
Discuss in a group to make decisions
YES
NO
NOT YET
Make different types of question to get
information
YES
NO
NOT YET
Write a short biography
YES
NO
NOT YET
Reflect on how I learn
YES
NO
NOT YET
Periods in Greek history
YES
NO
NOT YET
Some facts about Greek society
YES
NO
NOT YET
Basic ideas about daily life in Greece
YES
NO
NOT YET
The importance of the Assemblies in
Greek politics
YES
NO
NOT YET
The role of King in Greek Government
YES
NO
NOT YET
Basic idea of the Greek sculpture
YES
NO
NOT YET
The difference between Athens and
Sparta
YES
NO
NOT YET
I CAN
I KNOW
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