Subject:
Social 6
Unit C: Ancient Athens
Topic: Democracy of Ancient Athens
Logistics:
Curriculum
outcome:
(copy directly from
Program of Studies)
Indicate strand,
number, etc.
Unit C: 1a
6.S.3 develop skills of geographic thinking:
- Construct and interpret various types of maps to broaden
understanding of topics being studied
6.2.1 appreciate the relationship between the values of a society
and the model of government adopted within a society
6.2.3 analyze the structure and functions of the democratic
system in ancient Athens by exploring and reflecting upon the
following questions and issues:
- How was the government of ancient Athens structured?
Lesson
objective(s):
(Students will be
able to….)
Students will be able to:
- understand the continents and oceans of the world
- gain an understanding about the democracy of ancient Athens
by using technology and research
- read a website article to learn and inquire more about an
upcoming topic
Context:
(1-2 sentences of
where this lesson
fits into the unit)
Students are just finishing a mapping assignment before starting the
unit about democracy in ancient Athens. This lesson is at the
beginning of the unit because I want students to be able inquire more
on the topic by having them research what democracy in ancient
Athens was like. This is the unit that follows the Canadian democracy
unit.
Resources:
Atlas, pencil, black pen, pencil crayons, ruler, eraser, an atlas, map
(include links,
Laptops, research questions
textbooks, materials) http://www.history.com/topics/ancient-greece-democracy
Considerations:
Learning styles &
Multiple
intelligences:
spatial, linguistic, interpersonal
Use of technology:
Laptops to research questions
Engaging
instruction:
Tate / CL /
Technology, coloring
Introduction
(Include anticipatory set, sharing of lesson objectives, etc.)
1. Project a map of the world on smartboard. Review map of the world
instructions and explain that students will be given time to finish
assignment this class
2. Ask students what they know about ancient Greece and list on
whiteboard
3. Write the definition of a democracy on whiteboard
- A democracy is a political system in which citizens have a voice in
decision making (government of the people, for the people, by the
people)
4. Explain that after the assignment is finished students are to grab a
laptop and grab paper with questions on it to research what they will be
learning in the unit that we will be starting in social next class
(democracy in ancient Athens)
Notes
Reminders
Timeline
5 min
Activities
(Step by step - what is going to happen during the lesson?)
1. Give students time to finish map of the world assignment from last
class.
- Student’s will continue to work independently on this assignment
- Teacher will walk around and see where everyone is at
- Do not accept if words are spelled incorrectly or if it is not colored in
neatly
2. Once finished, they may take out a laptop and will be given a paper
with questions on it for them to research
- Once map of the world assignment is handed in, the teacher gives that
student the research questions and allows student access to a laptop.
- Explain that the URL on the questions sheet will provide most of the
answers
- Allow students to work in pairs or individually
Conclusion
35 min
(How will you revisit the main ideas of the lesson, check for understanding,
assess learning, etc?
13 min
1. Assign map of the world for homework if it is not completed.
2. Go over the research questions with the class, asking students for their
answers by raising their hands
3. Students put their research assignment away and if not completed may be
completed at another time when laptops are available
4. Clean up
Reflection:
How’d it go?
-
Next time:
-
Notes:
-
Kids were very excited to be learning about Greece
Some things that students mentioned for ‘what they know’, I was not
entirely sure about (ie, Where Rome was located… Italy, not Greece!
Many kids just rushed for the laptops when I said ‘go’ and it was
mayhem while other students could not find the folders with their maps
in them
The class worked very hard.
Have students hand in map and I will sign their map saying it is done…
then students can go and get a laptop
Remember to treat every student fair… just because a student would
prefer to finish coloring at home does not mean I should let her and
keep others who are not done from their laptops
Don’t let a student do things her own way when I specifically gave
directions
Always check that their work is completed to their best ability before
handing it in and letting them move on
Sue’s feedback:
- Good tone of voice
- You looked comfortable
- Don’t say, “and that’s my introduction!”… rather, recap expectations
- Tell me what to do then tell me what you told me
- Consider having one person write on the board while you talk
- Put hand on shoulder of student not engaged
Democracy of Ancient Athens
Grab a laptop using the URL below to help research the following questions…
Go to this website for information:
http://www.history.com/topics/ancient-greece-democracy
1. Athenian democracy is made up of 3 important institutions, what are they?
a)
b)
c)
2. What is an “Assembly”?
3. Define the word “sovereign”
4. How often were the meetings of the Assembly held?
5. What is the location that the Assembly would meet at every week?
6. What kind of decisions was the Assembly in charge of?
7. How did this group make decisions?
8. Who were generally the first to speak at meetings?
9. What is another name for the “Boule?”
10. Why do you suggest it was called that?
11. How long did they serve on council?
12. How is the Boule different from the Assembly?
13. How were members of the Boule chosen?
14. What kind of decisions did the Boule make?
15. The ____________ _____________ is also known as the dikasteria.
16. What kind of power did this jury hold?
http://www.history.com/topics/ancient-greece-democracy
1. Athenian democracy is made up of 3 important institutions, what are they?
a) The Ekklesia or Assembly
b) The Boule
c) The Dikasteria
2. What is an “Assembly”?
The sovereign governing body of Athens.
3. Define the word “sovereign”
A supreme ruler, especially a monarch.
Possesses supreme or ultimate power.
4. How often were the meetings of the Assembly held?
They met 40x per year
5. What is the location that the Assembly would meet at every week?
They met in a hillside auditorium west of the acropolis called the Pnyx.
6. What kind of decisions was the Assembly in charge of?
They made decisions about war and foreign policy, wrote and revised laws, and
approved or condemned the conduct of public officials
7. How did this group make decisions?
They made decisions by a simple majority vote.
8. Who were generally the first to speak at meetings?
Men over the age of 50
9. What is another name for the “Boule?”
Council of 500
10. Why do you suggest it was called that?
It was made up of 500 men
11. How long did they serve on council?
One year
12. How is the Boule different from the Assembly?
They met everyday and did most of the hands-on work of governance
13. How were members of the Boule chosen?
The names of citizens were written on lead disks and then discs were drawn- or
selected- at random
14. What kind of decisions did the Boule make?
They made decisions about Athens’ day-to-day affairs, such as collecting taxes. It
also decided what questions required a vote of all Athenian citizens.
15. The ____________ ______________ is also known as the dikasteria.
Popular courts
16. What kind of power did this jury hold?
Unlimited power.