California Geographic Alliance
Lesson Plan
Ancient Greece
Geography & Economy
Author:
Grade:
Subject:
California Academic
Content Standards:
Objectives:
Instructional
Strategy:
Teacher Background:
Joan Bray-Greater San Diego Geographic Alliance
6th grade
Ancient Civilizations
HSS-6.4-Students analyze the geographic, political,
economic, religious, and social structures of the
early civilizations of Ancient Greece.
HSS-6.4.1-Discuss the connections between geography
and the development of city-states in the region on the
Aegean Sea, including patterns of trade and commerce
among Greek city-states and within the wider
Mediterranean region.
ELA R2.7-Make reasonable assertions about a text through
accurate, supporting citations.
Geography Standard 4-Places & Regions-Students will be
able to analyze the physical and human characteristics of
places.
Geography Standard 12-Human Systems-Students will
know and understand processes, patterns, and functions
of human settlement.
1. Students will identify the difference between a political
map and a physical map.
2. Students will identify the physical characteristics of
Greece.
3. Students will understand how the geography of Greece
influenced the development of society.
4. Students will recognize how the landscape of Greece
helped Greek cities grow and encouraged trade.
Whole class-Teacher will introduce lesson discussing
differences between physical and political maps. What do
the maps of Greece “tell us”?
Students will break up into groups of 4 (selected by
teacher); read & discuss the chapter on the geography of
Greece in their textbook (round robin).
Students discuss and complete inference chart and
Mediterranean trade map.
Teachers will need to be prepared to discuss the physical
features, climate, soils, economy, and city-states with
students. Why was there a need to trade goods?
3/7/2016
California Geographic Alliance
Lesson Plan
Student Background:
Learning Context:
Big Idea - Essential
or Guiding Question:
Instructional
Materials:
Resources:
Duration:

Students will have just finished the unit on Ancient
China. This lesson will continue to reinforce the
idea that students have been exposed to over the
course of the year, that is, geography plays a
significant role in where people settle, and how
they live.
 Students will have general knowledge of maps
(including longitude, latitude, equator, prime
meridian, political map, physical map, etc.)
This lesson will be taught on the first day of our Greece
unit. Students will supplement their textbook reading with
this lesson and hopefully extend their learning about the
importance of geography in shaping the lives of the early
Greeks through critical thinking.
How did the geography of Greece influence where people
settled and how did it affect their economy?
-Inference Chart-“How Geography Influenced
Trade” handout
-Blank Map of the Mediterranean Sea-handout
-Directions-How Geography Influenced Tradehandout
-Colored pencils
-Black pen
6th Grade Ancient Civilizations textbook
Other reference materials
Internet
A variety of maps we use today—brochures,
Thomas Guides, road maps, etc.)
Political Map of Greece for LCD Projector
www.iam.classics.unc.edu/map/map_idx.html
Physical Map of Greece for LCD Projector
www.iam.classics.unc.edu/map/map_idx.html
Blank Map of Mediterranean area for handout
www.iam.classics.unc.edu/map/map_idx.html
(Teachers can copy these on overhead or run
copies for groups of students, if necessary)
2 50-minute sessions
Procedures
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California Geographic Alliance
Lesson Plan
Introduction/
Anticipatory Set:
Teacher will begin a discussion by asking students to
describe the physical characteristics of their city or town.
Ask: How do the geographical features contribute to the
uniqueness of your community? Allow students time to
think/volunteer answers.
Ask: How have geographical features influenced the
settlement in earlier civilizations that we have studied?
Instruction:
(Ex: Mesopotamia, Egypt, India, & China) Allow time to
think and answer. Discuss briefly.
Ask: Who can tell me the difference between a political
map and a physical map? Discuss.
Teacher will say, “Today we will be taking a look at both
types of maps of Greece, and determine how physical
features may have had an effect on the economy of
Greece.”
1. Using an LCD projector, project a political map of
Greece.
What does this map of Greece show us?
Why would a person want to look at a political map of
Greece?
2. Using the LCD projector, project the physical map of
Greece.
How is this map different from the political map that we
just looked at?
Why would a person want to look at a physical map
instead of a political map?
Greece is made up of main landforms. What are they?
What are the names of these peninsulas?
What are the primary physical features of Greece?
What affect do you think the mountains have on settlement
of this area?
Are there any major rivers?
What would the soil be like in this area?
What kind of crops would be able to grow in this location?
What kind of animals and vegetation might be native to
this country?
Based on the latitude and longitude of area, what kind of
climate is Greece likely to have?
Do you think it would be easy to travel from city to city?
Why or Why not?
What might be this country’s most important natural
resource? Why?
How important do you think trade was for this society?
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California Geographic Alliance
Lesson Plan
Guided Practice
Independent
Practice:
3. Discuss with the students why maps are important.
Talk about the importance of mapping and map reading in
both the past and today. What kind of maps do we use
today? Show examples of maps we use today (brochures
with maps, Thomas Guides, road maps, etc.).
4. Teacher will explain to students that they will be
completing a “How Geography Influenced Trade”
graphic organizer. Each student will be responsible for the
graphic organizer, but will be able to brainstorm in groups
of four students.
5. Teacher will display the Mediterranean Map and
explain to students they will be completing this map to
include major Greek cities, major water bodies, and major
trade routes of the Greeks. In addition, students will need
to include the title of their map and a map key noting
cities and trade routes. Each individual student must turn
in a complete and colorful map.
6. Teacher will dismiss students into groups. Each group
will read the chapter (in a round robin fashion) about the
geography of Greece in their 6th grade Ancient Civilizations
textbook.
7. Groups will discuss the chapter together noting the
topography, natural resources, crops, soil, and climate.
8. Groups will discuss and consider what types of goods
would be traded, and what the Greeks may need in
exchange.
9. Students will be able to work together in their group,
and discuss what they have read, search other resources
including other maps, and research internet sources at this
time.
10. Teacher will pass out graphic organizer, map, and
directions to each student at this time.
11. Students will complete “How Geography Influenced
Trade” graphic organizer making inferences as to how
physical features in Greece encouraged the need for trade.
12. Students will complete, using colored pencils, the
“Mediterranean Map.” Students will follow instructions set
out in the “Directions” handout. This will include such
items as a map key, title, major trade routes, major Greek
cities, physical features, and oceans/seas located in the
area.
13. On the back side of the graphic organizer, or on a
separate sheet of lined paper, students will write a one to
3/7/2016
California Geographic Alliance
Lesson Plan
Closure:
Assessment:
Extension Activities:
Reflection:
two (or more) paragraph response to the focus question:
“How did the geography of Greece influence where people
lived, and how did it affect their economy?” Students
should make sure they discuss the geography and its
affect on trade.
14. Teacher will be available for questions and guidance.
At the end of the second class period, bring students
together for whole class discussion. Ask students and seek
responses for the following questions:
How did the physical environment of Greece reflect on
settlement and what people did for their livelihood?
What would life be like without a rocky, hilly area without
a major river valley?
How could people best meet their needs in such an
environment?
What resource did Greece have and what could they gain
from it?
Why might have maps been important to the Ancient
Greeks?
How are maps important to you today?
When completed, students will turn in completed graphic
organizer, Mediterranean map, and paragraph response to
focus question “How did the geography of Greece
influence where people lived, and how did it affect their
economy?” Teacher will grade based on scoring guide.
Students will be able to answer why mapping and reading
maps is important to understand history.
Students will understand the importance of geography to
the rise of a nation.
Considering Greek geography and landscape, students
could create a travel brochure for the Greek islands.
Students, using descriptive language and interesting
photos or drawing, would detail the features that make
this area unique and beautiful.
Having not taught this lesson to students yet, I would
wonder if this lesson is valuable to sixth grade students.
That is, does this lesson help to show how the geography
of Greece, or any other civilization, is so important to the
settlement, economy, and culture of each civilization?
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