Greece-Here are the main concepts I will be trying to cover for Greece. They are not in order of lesson
appearance 
1.
Play/Simulation: Students will read aloud sections of Odysseus and other Greek Myths.
2. Creation/Evaluation:
1. 5 paragraph Essay: Report on a Greek or Roman god/goddess; tell at least 1 of the myths, the
personality, their strengths, their weaknesses, their relatives.
2. Create a Clay model of their god/goddess they are creating in their Graphic Novel for LA.
3. Create a Drawing/Book Cover for their Graphic Novel
3. Problem Solving: Which 2 cities/regions/ or cultural groups should the Greeks trade with most
and why? Use textbook, Atlas pages, and Natural Resource Section from this site
http://www.ancientgreece.co.uk/geography/explore/exp_set.html.
Decision-making Skills
Recognizing and clearly stating.
Which 2 areas should the Greeks focus
their trade on?
Students will… -Course of Actions
Look at the facts, analyze and raise questions.
1. Egyptians-Grains, Metals, Jewels
2. Babylonians3. Sicily-Grains
4. Sardinia-Metals
5. Alps-Metals
6. Scythia-Grains
7. Urgarit-Ivory, Jewels
8. Jerusalem
9. Troy-Metals
10. Assyria-Metals, Jewels
1.
2.
3.
Suggesting alternatives.
Tracing the probable
consequences
of each alternative.
Recognizing what is required for a
decision.
What did the Greeks need?
Who was the closest?
What did the Greeks already have at home?
Analyze issues and conflicts, synthesis to propose courses of
action.
Interpreting & analyzing data & projecting consequences.
Students will (hopefully) brainstorm: (some ideas)
Evaluate each set of consequences,
Prioritizing,
Qualifying reasons for action,
Group Discussion,
Consensus.
Deciding.
Group members must agree and then
whole class must agree.
Evaluating
4. Evaluate/Opinion: Students will individually; Rank the best and worst aspects about ancient
Greece.
1 is the worst, 10 is the best. (Give students the word bank).
Students will then be asked to write each on a post-it note and place it on the board in the rated section 110 they choose.
Students will be able to defend and discuss their decisions if they desire.
Facts with Examples of how it could be numbered:
 Known as father of democracy-8
 Conquered Ancient Persia for a short time-6
 Spartans and Athenians fought the Peloponnesian War for almost 30 years-3
 Created the legends of Zeus, the Titans, and the Mount Olympus-9
 The Greeks invented athletic contests and held them in honor of their gods, known as the first
Olympics.-7
 Practiced slavery-1
 Citizens must have both parents born in Greece-4
 Women were not allowed to participate in public life-2
 Birthplace of Socrates, Plato, and Aristotle-10
 Traded Pottery, Wine, and Olive Oil-5
5. Sequencing: List the oldest to the most recent events in Greek History; create an illustration,
and 1 sentence definition of each on their timeline.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
3000 BC-Minoan Civilization emerges in Crete
1600 BC-Mycenaean Civilization develops in Greece
1250 BC-Trojan War is thought to have occurred in Troy (see map on page)
1200 BC-Mycenaean Civilization collapses
750 BC- Greeks begin creating City-States in Italy, Northern Africa, and Persia. (Why did they do this?)
700 BC- 1st Olympics is thought to take place in
509 BC-Athens becomes a Democracy
431 BC-Athens and Sparta go to war
412 BC-Persians support Sparta
404 BC-Athens surrenders to Sparta
399 BC-Greek Philosopher Socrates is forced to commit suicide for “corrupting youth”
336 BC-Alexander the Great becomes leader of Greece.
336-323 BC- Alexander the Great conquers the Persian Empire (color Persian Empire purple on the map
inset and draw Alexander the Great stick figure in
14. 323 BC-Alexander the Great dies
15. 146 BC-Rome conquers Greece and begins to adopt many of its best qualities
6. Questioning: For the Text- Have students read to 1 paragraph at a time and listen
simultaneously

Step 1: Summarizing. Students restate what they have read in their own words. They work to find
the most significant information in the text. Begin with summaries of sentences or paragraphs;
later, stretch students to large units of text.

Step 2: Generating Questions. Students ask questions about the material. In order to do this, they
must identify significant information, pose questions related to this information and check to
make sure they can answer their own questions.

Step 3: Clarifying. Students focus on reasons why the text is difficult to understand. For example,
the vocabulary may be challenging or they may not have the prerequisite knowledge required to
make sense of what they have read. Students may answer each other’s questions or the teacher
may fill in the gaps required to make sense of the text.

Step 4: Predicting. Students speculate on what will be discussed next in the text. To be successful,
students must recall relevant background knowledge so they can connect what they are reading
and thinking about with what they already know.
7. Analysis: Compare and Contrast Greece and Rome-5 facts in each section using Atlas Pages,
Textbook, movies
Geography and Location/ Gods, Religion, & Rituals / Military & War / Government / Culture, Traditions, & Daily Life
8. Concept/Characteristics Generations:
Research in teaching concepts has identified these general instructional strategies to be effective:
• Step 1: Identify a set of generalization and place them in a logical order of which is most likely true or
most accurate. Include at least one example that is a “best” example.
Best Ex. Spartan Soldiers were good warriors- 404 BC Athens surrenders to Sparta
Ex. Greeks were bad warriors
Ex. Greeks ate mostly fish, fruit, and grains
Ex. All Greeks liked sports
Ex. All Greek women were unhappy and owned by men
Ex. Greeks gods required live sacrifices every day to be happy
Ex. The Trojans were not as smart as the Greeks
Ex. Greek gods liked revenge and hurting humans
Ex. Greeks always believed in democracy
Ex. Athenians were the smartest people on earth
Ex. Greeks were good at building boats
Ex. Greeks let all people be citizens
Ex. Wealthy Greeks had slaves
Ex. Greeks were connected to other cultures thru trade
Ex. Alexander the Great was the best leader of all time
Ex. Persians were weaker than the Greeks
Ex. Greeks hated all Persians
Ex. Greeks adopted many Persian customs
Best/Most Likely to be True_________________________________ Most Inaccurate/Likely to be False
• Step 2: Have students compare all the examples with the best example; provide feedback to students on
their comparisons.
• Step 3: Focus student attention on the best, strongest, most clear example. What are its attributes and
characteristics? (Does not use words like never, always, all, every day, only; which make it harder to
prove or use opinion words like best, liked, hated; which means that all people felt that way which is 1
unlikely and 2 impossible to prove.)
• Step 4: Give students examples and non-examples to assess whether students understand the concept.
Ask students to generate additional examples or apply the concept to new situations.