By: Emily Konantz, Kelsey Woodley,
Thanh Vo, Nina Schroeder
EDCP 331 UNIT PLAN DESCRIPTION
Grade Level:
7
Theme for the Year:
Ancient Civilizations
Unit Critical Questions:
Unit Title & #:
What elements make up a civilization?
How did the surrounding environment shape this
Outlooks 7: Ancient Worlds
civilization?
- How is this society similar to our own? How is it
- Chapter 8 – Greece: Searching for the Good Life
different?
- What ancient ideas are still being used in modern
civilizations today?
- How do we evaluate historical sources?
In previous units, the Grade 7 students studied the ancient civilizations of Mesopotamia and Egypt, where they learned critical thinking and what makes up
a civilization. During this unit, we will build upon student’s prior skills and knowledge about how ancient civilizations impact the modern day world.
Students will learn about the structures of government, economy, class structure, culture, religion, values, geography, and technology. We have a variety of
multi-modal activities that will require students to apply critical thinking skills, research skills, and compare and contrast ancient Greece with modern day
civilizations. Students will use their knowledge of daily life in ancient Greece to create a newspaper article that could have been seen during this time in
order to ensure their complete understanding of the different aspects of daily life. The capstone project for this unit is Homer’s The Odyssey and the
students will have to present this play at the end. These activities will compel the student’s to engage in collaborative learning. It is important for students
to understand where we come from, why our systems are the way they are, and what has happened to specific cultural groups in the past.
Unit 3 of 4: Ancient Greece
Unit Rationale:
-
Corresponding Textbook:
Outlooks 7
Corresponding Chapter:
Unit Prescribed
Learning
Outcomes-This Unit Will
Satisfy The
Following
PLO’s:
Unit Objectives:
Assessment:
It is expected that students will:
A1 Apply critical thinking skills—including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships,
summarizing, and drawing conclusions – to a range of problems and issues.
A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate information
A3 Compile a body of information from a range of sources
A4 Deliver a formal presentation on a selected issue or inquiry using two or more forms of representation
A5 Defend a position on a contemporary or historical issue
B1 Analyze the concept of civilization as it applies to selected ancient cultures
B2 Analyze social roles within one or more ancient civilizations
B3 Identify influences and contributions of ancient societies to present-day cultures
C1 Describe the evolution and purpose of rules, laws, and government in ancient civilizations
C2 Assess how ancient systems of laws and government have contributed to current Canadian political and legal systems
D1 Describe various ways ancient peoples exchanged goods and services
D2 Assess ways technological innovations enabled ancient peoples to
- Adapt to and modify their environments
- Satisfy their needs
- Increase exploration and trade
- Develop their cultures
D3 Compare ancient and modern communications media
E1 Assess how physical environments affected ancient civilizations
E2 Identify the impact of human activity on physical environments in ancient civilizations
Students will be able to:
- Research from a range of sources and compare differing claims/opinions
- Prepare a play (complete with script, costumes, set etc.) based on Homer’s The Odyssey.
- Work collaboratively on a newspaper article that would have been found in ancient Greece.
- Understand what makes up a civilization
- Think critically about historical sources
- Understand what daily life was like:
 Culture, religion, food, clothing, shelter, basic needs, transportation, entertainment, trade, resources, technology, class system, political
system
- Compare these ancient systems to our system in modern times
Formative Assessment:
- Take notes on students:
 Who is participating?
 Who is on task?
 Who has work completed on time?
 Group dynamics while collaborating on the play
-
Checking for understanding:

Fist of five
Summative Assessment:
 Student and teacher created rubric for grading items to be handed in
 Self-assessment
UNIT LESSONS OVERVIEW GRID
Lesson Title
Lesson Critical
Specific Objectives
Question
Lesson 1 of 12
A1 Use critical thinking skills
to compare different
Introduction to
What qualifies
civilizations and to identify
Greece
Ancient Greece as a relationships
civilization?
A3 Compile a body of
Expanding Our
information from a range of
Horizons
sources
B1 Analyze the concept of
civilization as it applies to
60 mins
selected ancient cultures
EK
Emily Konantz
Cooperative
Learning.
EK
Methods/Activities
Resources
 Introduction to the unit.
 Hook: The teacher comes in to the
classroom dressed in a toga, like an
Ancient Greek and the students will
guess what our next unit is!
 Students watch and fill in graphic
organizer on brief introductory video
about Ancient Greece
 Think-aloud in which students
determine what aspects of Greece
make it a civilization (knowledge
from previous units about
civilizations).
 Go over primary, secondary, and
tertiary sources – ask the class what
they think and why. What is more or
less reliable?
 Outline the unit, including the final
project (newspaper).
 Ancient Greece video:
http://www.neok12.com/php/
watch.php?v=zX5c544e657b6
a6f5f576302&t=AncientGreece (Part 2 and 4)
 Graphic Organizer about
different aspects of Ancient
Greek life. What do the
students notice about the
essential elements of a
civilization?
Assessment Strategies
Formative (for):
 Teacher to evaluate
students’ understanding
through participation in
discussions. Jot quick
notes about who is on
task.
EK
EK
EK
Lesson 2 of 12
Introduction to
Greek Geography
and Economy
How does the
geography of
Greece affect its
A1 Apply critical thinking
 Students fill in map of Ancient
skills—including comparing,
Greece, naming seas, cities,
classifying, inferring,
mountains, etc.
imagining, verifying, using
 Students then brainstorm in groups of
analogies, identifying
4 about what would be the driving
 Map of Greece – one map for
each student (photocopies).
KW
Formative (for):
 Ask questions to ensure
students’ comprehension
of the geography’s affect
on the economy. Take
economy?
60 mins
Kelsey
KW
Geographic
Thinking
Lesson 3 of 12
Introduction to
Greek
Government
60 mins
In what ways does
our current
government
reflect that of
Ancient Greece?
How has Ancient
Greece influenced
our modern
government
structure in
Canada?
relationships, summarizing,
factors in Greece’s economy based
and drawing conclusions – to
on their geography.
a range of problems and
 Finish by coming together as a class
issues.
to discuss how Greece’s geography
A2 Use various types of
made the civilization very dependent
graphs, tables, timelines, and
on imports and shipping.
maps to obtain or
communicate information
B1 Analyze the concept of
civilization as it applies to
KW
selected ancient cultures
D1 Describe various ways
ancient peoples exchanged
goods and services
E1 Assess how physical
environments affected
ancient civilizations
E2 Identify the impact of
human activity on physical
environments in ancient
civilizations
KW
B1 Analyze the concept of
 Hook: display the words democracy,
civilization as it applies to
oligarchy, and monarchy on the
selected ancient cultures
board and ask students to dissect the
B3 Identify influences and
root of these words. Have students
contributions of ancient
share.
societies to present-day
 Students will read passage in
cultures
textbook describing the organization
C1 Describe the evolution
of Greek government and fill in a
and purpose of rules, laws,
graphic organizer comparing and
and government in ancient
contrasting it with Canadian
civilizations
government.
C2 Assess how ancient
 The graphic organizer will ask the
systems of laws and
students for pros and cons of all
government have contributed
governmental systems.
notes on who is on task
and who is participating.
Who is critically
thinking about how
geography affected the
economy.
Summative (of):
 Maps are collected and
graded on accuracy
KW
 Compare and Contrast graphic
organizer
 Expanding Our Horizons
Textbook
Formative (for):
 Jot quick notes about
who is on task and
participating.
 Teacher will call on
quiet students to ensure
active participation.
EK and KW
EK and KW
EK and KW
to current Canadian political
and legal systems
EK and KW
Lesson 4 of 12
Introduction to
Greek Mythology
60 mins
How do the
different Gods
and Goddesses of
Greek mythology
reflect Greek
culture?
How did these
beliefs affect
culture and
religion?
EK and KW
Lesson 5 of 12
Introduction to
the Olympics
90 mins
Nina
Social
Justice/Diversity
B2 Analyze social roles
within one or more ancient
civilizations
D1 Describe various ways
ancient peoples exchanged
goods and services
EK and KW
 They will have to draw upon their
prior knowledge of Canadian
government from previous social
studies grades.
 Come together as a class to discuss
their findings.
EK and KW
 Hook: Teacher performs a read aloud  Post it notes
of a children’s book D’Aulaires Book  D’Aulaires Book of Greek
of Greek Myths by Ingri and Edgar
Myths by Ingri and Edgar
Parin d’Aulaire and asks questions
Parin d’Aulaire
throughout the book.
 Lesson on the different gods and
EK and KW
goddesses by the teacher.
 Students then receive a post it note
with a mythological person on it and
must ask questions of other students
to determine the identity of their
person –what was their role in
society.
EK and KW
Why might AncientB2 Analyze social roles within  Hook: Play Olympic opening
Greece have
one or more ancient
ceremonies video, slowly Display the
chosen these five civilizations
golden wreaths in solemn fashion upon
sports as events B3 Identify influences and
a display setting (front board). Have
compared to
contributions of ancient
students guess what the subject of our
modern games societies to present-day
lesson might be
events?
cultures
 Students are shown a virtual tour of
Olympia.
Did the Ancient
 Students are designated as free men,
Greeks believe in
women, or slaves from five city states
equality?
NS
and in five teams re-enact the ancient
Olympic games (Frisbee throwing,
NS
Formative (for):
 Jot quick notes about
who is on task and
participating. Who is
listening during the story
and participating in the
class discussion.
EK and KW
Formative (for):
 6 laurel wreaths
 Video clip of modern Olympic  Assessment of
participation and
games
knowledge of city states
 Virtual tour of Olympia
during group work and
 Pictures of Greek vases
competitions based on the
 Frisbees
negotiated rubric.
 Chopsticks

Individual reflection
 Bean bags
journals will also be
 Reflection Journals
collected to formatively
 Pencils
assess critical thinking in
comparing modern and
chopstick javelin toss, thumb
NS
wrestling, sprints and toy chariot races)
with women and slaves sitting out for
first round.
 Students write a reflection on the
experience answering the questions of
why Ancient Greece might have
chosen these specific sports as events
and whether or not the games were
fair.
Lesson 6 of 12
Philosophy,
Technology,
Architecture, and
Art
Learn about
Ancient Greece’s
culture through
collaborative
learning.
EK and KW
120 mins
B2 Analyze social roles within
one or more ancient
civilizations
B3 Identify influences and
contributions of ancient
societies to present-day
cultures
D1 Describe various ways
ancient peoples exchanged
goods and services
E1 Assess how physical
environments affected ancient
civilizations
D2 Assess ways technological
innovations enabled ancient
peoples to:
 Adapt to and modify
their environments
 Satisfy their needs
 Increase exploration
and trade
 Develop their
cultures
EK and KW
NS
 Hook: show a collage on the
SMARTboard of many different
famous Greek Art/Artists, Technology,
Architecture (Parthenon), Artists and
Art.
 The teacher gives a small lecture about
the importance of these aspects to
Greek life and to our history now.
 Class is split up into groups of 4.
 Each group receives 4 pages, each of
them pertaining to one of the topics
above.
 The students then complete a placemat
with each of them working on a
separate segment.
 Students will use their Expanding
Horizons textbook and ipads/laptops to
research.
 They then share within the group.
 After, the class as a whole works
together to fill in a placemat on chart
paper.
EK and KW
ancient Olympic Games
and social equality of
Ancient Greece.
NS
Formative (for):
 4 pages of information about
aspects of Greek culture
 The teacher will circulate
the room during group
 Chart paper
discussions, and will ask
 Placemat graphic organizer
 Expanding Horizons textbook the students their reasons
behind their opinions.
 Ipads/laptops

Observe how students are
 SMARTboard
collaborating.
Summative (of):
 Placemats will be
EK and KW
collected and marked for
accuracy, effort, and
students’ use of time.
EK and KW
Lesson 7 of 12
Introduction to
Greek Drama
How does
Ancient Greek
Drama reflect the
culture of the
times?
60 mins
EK and KW
A1 Apply critical thinking
skills—including comparing,
classifying, inferring,
imagining, verifying, using
analogies, identifying
relationships, summarizing,
and drawing conclusions – to a
range of problems and issues.
A5 Defend a position on a
contemporary or historical
issue
B2 Analyze social roles within
one or more ancient
civilizations
EK and KW
 Hook: ask the students what their
favourite type of movie/book is! Is it
comedy, drama, satire, for example.
 Look at the open-air amphitheatres
and ask “who would be able to attend
these” based on what students already
know about the importance of
performing in Ancient Greece.
 Explore why Ancient Greek theatre
was such a big deal – the influence of
the God’s and Greek Mythology.
 Touch on Homer’s The Illiad and The
Odyssey and how they reflect beliefs
and culture of the Greeks at the time.
 Look at the differences between the
three types of play – comedy, tragedy,
and satire.
 Remind students they will be creating
their own skit next class based on one
of the three types of plays.
 Pictures of examples of
amphitheatres
 SMARTboard
 Expanding Horizons textbook.
Formative (for):
 Check for understanding
about differences between
plays using ‘fist of five’.
EK and KW
EK and KW
EK and KW
Lesson 8 of 12
Introduction to Skit
90 mins
A4 Deliver a formal
 Students will be put in pre-assigned
presentation on a selected
groups (groups will have a mixture of
issue or inquiry using two or
abilities).
more forms of representation.  Explain the skit – students will
choose one of the three types of plays
and create a short 3 minute skit
where they will take on the character
of one of the Gods or Goddesses we
learned about in our Greek
Mythology lesson.
 Students may use pre-existing
mythology plot lines surrounding
their characters.
 Expanding Our Horizons
Textbook
 Notes from Greek Mythology
lesson
 Ipads/laptops
EK

Lesson 9 of 12
Showcase of the
Skit
60 mins
 Students are able to use ipads and
books in order to research their
characters.
 Students will practice their skit
throughout this class.
Perform the play A4 Deliver a formal
 Students will perform their skit in
in front of the
presentation on a selected
front of classmates.
class
issue or inquiry using two or  Students will give a star and a wish
more forms of representation.
to each play.
 After presenting, the student will fill
out a self-assessment rubric.
 Teacher will also evaluate students’
plays based on a pre-made rubric.
 BC Performance Standards:
http://www.bced.gov.bc.ca/pe
rf_stands/writeg7.pdf
 Any materials students are
using for the skit
EK
KW
Lesson 10 of 12
Introduce creating
a Greek
newspaper
How would Greek
historical events
be portrayed in a
modern day
newspaper and
with what
perspectives?
TV
Thanh
Historical Thinking
A1 apply critical thinking
skills – including comparing,
classifying, inferring,
imagining, verifying, using
analogies, identifying
relationships, summarizing,
and drawing conclusions –
to a range of problems and
issues.
A2 use various types of
graphs, tables, timelines, and
maps to obtain or
communicate information.
A3 compile a body of
information from a range of
sources.
A5 defend a position on a
contemporary or historical
 Hook: Provide each table group with
a recent ‘The Province’ issued
newspaper (students are already
sitting in groups in 3-4)
 Ask students to skim through the
newspaper and dissect the contents,
specifically looking for main sections
o e.g News, Opinion, Stocks,
Money, Sports,
Entertainment,
Transportation, Sales,
Weather, Housing
 Teacher will categorise similar
sections together into the following 4
o Category 1: News, Opinion,
Current events
o Category 2: Sports,






‘The Province’ Newspaper
Whiteboard and marker
Dictionaries
Laptops/iPads
Library access
‘History News: The Greek
News by Anton Powell and
Philip Steele
 ‘Ancient Worlds’ textbook
 Previous work from the unit
 Writing tools: pens and paper
TV
Summative (as):
 Students will be marked
on effort, accuracy, and
presentation for the skit.
Formative (for):
 Take notes on the
constructive criticism
given to each group and
from which student.
 As:
 Students give a star and
a wish to each group.
EK
Formative (for):
 Ongoing assessment
through conferencing
with individual students
to check for
understanding and if
they’re on the right track
As:
 Students are encouraged
to peer-review each
others work after each
article using a rubric
made together if time
permits
Summative (of):
 Newspaper articles will
be collected and marked
issue.
B2 analyse the concept of
civilization as it applies to
selected ancient cultures.
D1 describe various ways
ancient peoples exchanged
goods and services.
D2 assess ways
technological innovations
enabled ancient peoples to:
- adapt to and modify
their environments
- satisfy their needs
- increase exploration
and trade
- develop their cultures
D3 compare ancient and
modern communications
media.
E1 assess how physical
environments affected
ancient civilizations.
E2 identify the impact of
human activity on physical
environments in ancient
civilizations.
Entertainment
Category 3: Weather,
Stocks/Investments
o Category 4: Transportation,
Sales (food, tools, fashion,
etc), Housing
 inform the students that they will be
putting together a newspaper as if it
existed during an ancient Greek time
period with the articles that they are
going to write
 With the whole class, decide on a
time frame and co create rubric but
with the following criteria - each
student is responsible for writing at
least one article from each category.
 Guide students to other important
requirements if necessary.
for accuracy, effort, and
presentation (rubric).
o
TV
TV
TV
Lesson 11 of 12
Work Block for
Greek Newspaper
See Lesson 10 of
12
See Lesson 10 of 12
See Lesson 10 of 12
See Lesson 10 of 12
Formative (for):
 Observe students’
cooperative learning and
take note of who is
participating,
contributing etc.
Lesson 12 of 12
See Lesson 10 of
12
See Lesson 10 of 12
Showcase of Greek
Newspaper
See Lesson 10 of 12
See Lesson 10 of 12
EK
Summative (as):
Mark presentations for using
a clear, loud voice and
participation.
 Collect the newspaper
articles and mark for
accuracy, effort,
presentation, and use of
time.
EK
Lesson 1: Safe websites for students to visit:
http://www.neok12.com/php/watch.php?v=zX5c544e657b6a6f5f576302&t=Ancient-Greece  video on Greek Civilization for Intro to Greece lesson (Part 2 and 4).
Marking Rubric:
BC Performance Standards: http://www.bced.gov.bc.ca/perf_stands/
Lesson 1 of 12:
Introduction to Ancient Greece
Emily Konantz
Cooperative Learning
60 mins
Social Studies Grade 7 - Introduction to Ancient Greece
Critical Question:
What qualifies Ancient Greece as a civilization?
Objective:
Students will be able to use their prior knowledge from previous units to
identify the aspects of Ancient Greece that make it a civilization. They
will get this information from a video about Ancient Greece. Be able to
identify primary, secondary, and tertiary resources and explain the
advantages and disadvantages of each.
Rationale:
Throughout previous units, students learned what makes up an ancient civilization and they will
apply this knowledge to this class in order identify Ancient Greece as a civilization. This
knowledge will be used to compare Ancient Greece to Canada now. There are a variety of multimodal activities throughout this lesson including a video, during which the students will have to
record their findings on a graphic organizer. They will also have to use their critical thinking and
research skills in order to identify the characteristics of a primary, secondary, or tertiary source and
explain the advantages and disadvantages of both. This will be of great use to them in their future
as students.
PLO’s:
A1 Use critical thinking skills to compare different civilizations and to
identify relationships
A3 Compile a body of information from a range of sources
B1 Analyze the concept of civilization as it applies to selected ancient
cultures
Resources:
Video:
http://www.neok12.com/php/watch.php?v=zX5c544e657b6a6f5f576302&t=Ancient-Greece
Part 2 &4
Graphic Organizer:
See Appendix 1
Vocabulary:
Civilization, Primary Resource, Secondary Resource, Tertiary Resource
Timing
5 mins
What the Teacher will be doing:
What the Students will be doing:
Hook:
The teacher comes in to the classroom dressed in a toga, like
an Ancient Greek and the students will guess what our next
unit is!
When I walk in to the class, the students will be sitting at their desks already silent reading. I am
going to come in dressed in a toga and the students will put up their hands to guess what our next
unit is going to be, because this is the very first class of the unit!
5 mins
Introduction:
Quick review of what makes up a civilization, drawing on
knowledge from previous units. The teacher will ask the
students this question and jot notes in point form on the board.
Body:

25 mins





25 mins


Video on Ancient Greece. The teacher will put the
movie up on the projector from the website and set
up Part 2 and Part 4.
The teacher will explain the handout, which asks for
elements of Ancient Greece explained in the video
and students are to fill it in as they go (Appendix 2).
Instruct them that it is the only thing on their desks.
Point form is okay.
After the movie is finished, ask for some responses to
the question “What makes Ancient Greece a
civilization?”
Ask the students what kind of resource the video
was!
When they give the answer ‘secondary resource’, ask
them why, what makes this video a secondary
source? Get the students to ‘think-pair-share’ this
and emphasize the ‘why’.
Write down on the board Primary Resource,
Secondary Resource, and Tertiary Resource and
ask students if anyone knows the key characteristics
of each one.
Get the students to also think-pair-share the key
characteristics of each type of resource and write it
down on their paper.
Explain these resources if the students don’t know
and emphasize critical thinking about every resource.
What is critical thinking about a resource? How do
we do this with sources to determine what kind of
resource they are? Ask them to think-pair-share
about this question on a sheet of paper and share out
As the teacher asks questions about what makes up a civilization, students are drawing on their
prior knowledge from previous units to answer the question with their hand up.


While the video is playing, students are watching it and filling in their graphic organizers.
When the movie finishes, they are ready to share their responses to the question “What
makes Ancient Greece a civilization?”

Students will raise their hands to answer the question “what type of resource was this
video?” They will hopefully give you the answer secondary resource after they think-pairshare.
Students are sitting at their desk still listening to the teacher and nothing should be on their
desk except the worksheet from the video.
Students will now get out a piece of paper to write down the key points of Primary,
Secondary, and Tertiary Resources in their table groups.
When they share, the teacher writes these key characteristics on the board.
Students are sitting at their desks paying attention to the teacher and the lesson being given
and actively participating in the discussion.




when it is time.
Give the students examples of sources and ask them
what kind of source it is and why. Remind them to
think critically about each source.
 Explain the homework sheet (Appendix 3), in which
they have to look at the resource and decide whether
or not it is a primary, secondary, or tertiary source
and explain why. Hand this sheet out to each
student.
Conclusion:
 Ask the students why it is important that we learn
about these different types of resources.
 Thank them for their cooperation and participation
during the class and tell them that we have a very
exciting unit ahead!

5 mins
Extension:
 Extra time given for students who need it during silent reading time, while the rest of the students read silently.
 Email the URL of the Ancient Greece video home so they can watch it on their own time, if they need!
Formative Assessment:
 Observe the students as they watch the movie and take note of who is paying attention and who is distracted or not listening.
 While asking questions, encourage students to have their hand up and take note of who is participating actively. Observe who has completed the video questions sheet.
 While giving the lesson, observe who is listening and who has their eyes on the teacher.
Homework:
 Sheet of examples of primary, secondary, and tertiary resources (Appendix 3)
Adaptations/Modifications:
 Dictionary provided for English language learners
 Laptops allowed with an emailed copy of the worksheet for students who have special needs.
NAME: ________________________
DATE: __________________________
VIDEO QUESTIONS
When did the Greek revolution begin? _____________________________
What makes Greece a civilization?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________
What do you know about the art?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________
What do you know about technologies?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________
Who was the leader of Athens and when did he become leader?
_________________________________________________________________________________________________
How was the government formed in ancient Greece?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________
How does this civilization compare to previous civilizations we have studied this year?
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________
Lesson 2 of 12
Introduction to Greek Geography and Economy
Kelsey Woodley
Geographic Thinking
60 mins
Subject: Social Studies
Grade: 7
Total time: 60 min
Topic of Lesson: Geography and Economy of Greece
Link to Curriculum: PLO:
PLOs/IRPs
A1 Apply critical thinking skills—including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing,
and drawing conclusions – to a range of problems and issues.
A2 Use various types of graphs, tables, timelines, and maps to obtain or communicate information
B1 Analyze the concept of civilization as it applies to selected ancient cultures
E1 Assess how physical environments affected ancient civilizations
E2 Identify the impact of human activity on physical environments in ancient civilizations
Lesson Objectives: Students will be able to accurately map the main geographic features of Greece. Students will then make inferences from the geographic features of Greece
would affect their economy and other aspects of their culture and society.
Big Idea or Guiding
Question:
Time
(mins)
How does the geography of Greece influence its economy and other aspects of their civilization?
What the teacher (T) says/does
What the students (S) do
Materials
Hook/Opening
Hook/Opening
· Ask student’s if anyone has travelled to Greece before and if • Students volunteer information if they have travelled to
Greece
they have ask them about what they remember about the
• Students watch video
geography
· Show students a tourism video of Greece to show them the
landscape (Google tours)
http://www.youtube.com/watch?v=
QCS3LQmMJ94
Pre-activity
Pre-activity
· Give students a list of locations to map on a political map of · Map the locations on a map provided by teacher, colour in
Greece that includes, cities, seas and physical features.
map.
· Using atlases
- Greece maps
- lists of geographic locations to be
mapped
- Atlases
Activity
Activity
· In groups of 4, have students read over page 152 – 155 in
· Students read over pages
Outlooks 7.
· Students brainstorm and make connections
· Students will then make connections between Greece’s
· Students think about other aspects of Greek life and the
economy and their geography
influence geography would have on them
· Have students fill in graphic organizer about Greek physical
features and their impact on Greek society with a focus on
economy
- Graphic organizer
- Outlooks Textbook
Post-activity
Post-activity
- Draw the class together again .
· Students volunteer answers to the questions for the graphic
- Go over the graphic organizer as a class
organizer.
- Conclude, by watching video that ties
aspects of
· Students watch video.
historical Greek geography with modern day issues that Greece is
facing.
http://www.youtube.com/watch?v=
GnoNc6HVQnk
Assessment
for / of / as
Learning
Assessment of learning, the maps will be handed in and marked for accuracy and neatness.
Assessment for learning, check for understanding using red, yellow, green cards.
Extensions/
Sponge
Activities
Extra challenge
Adaptations
Extra support
Students can test their knowledge by playing Greece geography quiz games on a website such as Sporcle. Students can help other students who are struggling to
fill in map.
Plan B
Back-up Plan
Reflection on
lesson
If technology isn’t cooperating, skip showing the videos, instead discuss the main points of them. Have different visuals of Greece ready, such as pictures or books
that show the geographic features.
Opportunity to work in partners on the map. Class comes together as a class to look over graphic organizers to make sure that all students have the same
information.
Physical Feature/Characteristic
Effect on Greek Civilization
Mountainous terrain
(Possible answers: natural defense against outside attacks,
development of distinct city states separated by mountains, lack of
central power, difficult to transport goods.)
Cities to be mapped: Athens,
Sparta, Corinth, Megara, Argos,
Delphi, Olympia
Islands: Crete, Santorini,
Rhodes, Mykonos
Bodies of water to be mapped: Ionian Sea, Mediterranean Sea, Sea of Crete, Aegean Sea
Geographical features or regions: The Peloponnese, Macedonia, Thessaly, Thrace, Epirus, Pindus Mountains, Mt. Olympus
Graphic Organizer
Long coastline
(Possible answers: lots of shipping, many ports, dependence on ocean
for sustenance, fishing, need for defense against overseas attacks.)
Lack of arable land
(Possible answers: dependence on trade for agriculture, colonizing of
other lands to gain key materials needed to build up empire.)
Lesson 9 of 12:
Introduction to the Olympics
Nina Schroeder
Social Justice/Diversity
60 mins
LESSON PLAN
Subject: Social Studies: Ancient Greece
Grade: 7
Total time: 90 mins.
Topic of Lesson: Olympic Games
Link to
Curriculum:
IRPs
(PLOs)
Lesson
Objectives
How will students
demonstrate
learning?
(Specific to this
lesson)
Prior Knowledge
Materials
Time
(mins)
SWBAT:
· B2, B3
SWBAT: Content
Identify and demonstrate the five original Olympic sporting events
Identify and describe the five cultures of Athens, Sparta, Corinth, Megara, and Argos
Critically Analyze the ancient Olympic Games in comparison to modern games and from a social justice perspective
• Awareness of current Olympic Events and some ancient ones based on modern Track and Field activities
• Previously taught knowledge of Ancient Greece and its city states
6 laurel wreaths, video clip of modern Olympic games, virtual tour of Olympia, pictures of Greek vases, frisbees, chopsticks, bean bags,
What the teacher says/does
Hook/Opening
 Play Olympic opening ceremonies video
 Slowly Display the golden wreaths in solemn fashion upon a
display setting (front board)
 Have students guess what the subject of our lesson might be
Pre-activity
 Guide students through a virtual tour of Olympia with a
focus on the sporting events of the Olympic Games as a
whole class activity
 Discuss the sporting events, rituals to the Gods and social
What the students do (Plus groupings: pairs,
small groups, individual)
Hook/Opening
 students will sit at desks and watch video
 Students talk in pairs and then raise hands to
guess the subject of our lesson
Materials, including graphic
organizers.
5 golden laurel wreaths
video clip of Olympic games
Pre-activity
 Students will listen as a whole group to the
introductory information on these five
cultures
 students will form 5 groups of 6 and create
http://www.ancientgreece.co.uk/festi
vals/story/sto_set.html
Photos of Greek vases depicting the
events
rules of these events
banners for themselves
students can use books and internet to
research their cultural group
 Students will present their banners to the
class and explain why they are the best of all
the competing states
Activity
 Students will line up in rows according to the
order of who will compete in each event
 Students will compete five at a time or in
tournament style for discus throwing, javelin
( chopsticks), sprinting, thumb wrestling and
chariot racing (wheelbarrow racing in pairs)
 The students who are not competing will
cheer their teams on with the banners

Activity
 Have students pull a piece of paper from a bowl that will
designate them as free men, women or slaves and assign
them each a Greek State: Athens, Sparta, Argos, Corinth,
and Megara, making five groups
 Give each group information sheets about the features and
characteristics of their state to help get into character and
distribute pinnies to designate their groups. Students will
read their sheets and quickly summarize their state for the
class
 Explain that we will be conducting our own Olympic Games
and have students in their groups decide how they will get
into character and demonstrate their understanding of their
city state.
 Show students the participation rubric and ask for their input
on how best to assess their participation.
 Have the teams designate one member to participate in each
of the previously established Olympic events.
 Take students to the gym or outside and arrange their five
teams into rows at a single starting point *but before
beginning, stop and ask all the females and slaves to sit out
for the first round* Stage the second round with full
participation.
 Have each competitor come forward to the starting line for
each event and stage the competitions for Discus (Frisbee),
Javelin (chopstick toss), Sprints, Wrestling (thumb), and
Chariot races (bean bag or toy car curling)
 At the end of these events, put away equipment and return
to the classroom
 Present the winning team with Laurel wreaths to wear
Info sheets, State cards, Bowl,
Pinnies, 6 Chopsticks, 6 Frisbees, 6
Beanbags, Whistle
Post-activity
 In their social studies journals have students write a
reflection on why Ancient Greece might have chosen these
specific activities for their Olympic Games and why they
may have changed in modern Olympic Games.
 Have students write a second paragraph on whether or not
the Ancient Greeks believed in equality for all people and
give reasons for their answers. Reflect on how it felt to have
people sit out during the games.
Assessment
for / of
Learning
Extensions/
Extra
challenge
Adaptation
s
Extra
support
Post-activity
 Students will write their reflections in their
journals silently to be handed in
Journals, pencils
Teacher will perform formative assessment of participation and knowledge of city states during group work and competitions based on the negotiated
rubric.
Individual reflection journals will also be collected to formatively assess critical thinking in comparing modern and ancient Olympic Games and social
equality of Ancient Greece.
If there is extra time or students need greater challenge these students can depict the class version of the Olympic games in a Greek-style drawing like
the vase images shown at the start of the lesson.
As extra support, words of anticipated difficulty in the info sheets and virtual tour will have pullout definitions in the margin or be addressed by the
Teacher during the tour. Sentence starters can also be provided for journal entries and students who prefer to type their journal entries may do so.
Lesson 10 of 12
Introduce creating a Greek newspaper
Thanh Vo
Historical Thinking
180 mins
LESSON PLAN
Grade: 7
Total time:180 mins
Subject: Social Studies
Topic of Lesson: Creation of News Paper - Lesson 1/3
Link to
PLO:
Curriculum:
 A1, A2, A3, A5, B2, D1, D2, D3, E1, E2
PLOs/IRPs
Lesson Objectives:
Use a range of resources for their research; primary and secondary sources, the internet, the library, socials textbook, etc
- analyze, research and prioritize information and relevancy
- over 3 Lessons
 Gain historical perspective and an understanding of the culture involved in producing a newspaper for that timeframe
 Demonstrate a sound grasp of the historical chronology and context in which the issue, problem, or events they are addressing developed.
· Discover more about the everyday lives of the ancient Greeks and the similarities and differences they share with the lifestyles of people today.
Big Idea or
Guiding Question:
· How would Greek historical events be portrayed in a modern day newspaper and with what perspectives
Time What the teacher (T) says/does
(mins)
5
Hook/Opening
· Provide each table group with a recent ‘The Province’ issued
newspaper (students are already sitting in groups in 3-4)
· Ask students to skim through the newspaper and dissect the
contents, specifically looking for main sections
e.g News, Opinion, Stocks, Money, Sports, Entertainment,
Transportation, Sales, Weather, Housing,
What the students (S) do
Materials
Hook/Opening
· In their table groups, students are to dissect the contents of the
newspaper and look for the specific sections
· ‘The Province’ Newspaper
·
25
Pre-activity
Pre-activity
· ask students for one thing that they have found, rotating from one · students take turn as a group to offer findings
table to another until the 9 sections are found - guide students to it · students will co-create rubric with teacher
if necessary
· teacher will categorise similar sections together into the following
4
- category 1) News, Opinion, Current events
category 2) Sports, Entertainment
category 3) Weather, Stocks/Investments
category 4)Transportation, Sales (food, tools, fashion, etc),
Housing
· inform the students that they will be putting together a newspaper
as if it existed during an ancient greek time period with the
articles that they are going to write
· with the whole class, decide on a time frame and co create rubric
but with the following criteria - each student is responsible for
writing at least one article from each category.
· guide students to other important requirements if necessary, i.e.
ask “what about the content? can it be accurate or can we just
make something up?” “What about general writing skills, should
our NEWSPAPER, be legible, have correct spelling, and
grammar? or can I jus scribble something down “
Board to write on
25
5
Activity
Activity
· Go over any questions and re-explain activity + criteria
· student directed work period for remainder of class
· Show students example of History News - The Greek News by
Anton Powell and Philip Steele
· Go over the list of resources the students can use; their past work,
their textbooks, the internet, and the library
· Instruct students to begin -activity will mainly be student
directed
· Rotate and continue routine check ups
· act as editor: monitor the students, help answer any new questions
students might have and guide the project along if necessary
Post-activity
• instruct students to clean up
• before allowing students to leave, check in with students
individually to see if they have 4 articles from the 4 categories they should at least have 2 and an idea of where they want to go
Assessment
for / of / as
Learning
Post-activity
· clean up - put away resources
· inform teacher of choices
For this lesson:
Formative Assessment:
(for) - ongoing assement through conferencing with individual students to check for understanding and if they’re on the right track
(as) - students are encouraged to peer-review eachothers work after each article and/or if time permits
dictionaries
laptop carts
library access
‘History News: The Greek
News by Anton Powell and
Philip Steele
Students should have their ‘Ancient Worlds’ text
as well as previous work
Writing tools: pens and
paper
Extensions/
For overall project: Invite students to write additional articles or peer review the ones they have with their classmates
Sponge
Activities
Extra
challenge
Adaptations
provide dictionaries for ELL students if they require one, pass around example of ‘History News : The Greek News’, provide guiding questions such as “what
Extra support would ancient greeks wear, eat, play, etc”, conferencing with indivual students