EDUC 2220- Educational Technology Lesson Plan

ATHENS AND THEIR CONTRIBUTIONS

BENJAMIN JONES
GRADE 7 SOCIAL STUDIES
Common Core Standards:

Early Civilizations
7.H.EC.2 The civilizations that developed in Greece and Rome had
.
an enduring impact on later civilizations. This legacy
includes governance and law, engineering and technology,
art and architecture, as well as literature and history. The
Roman Empire also played an instrumental role in the
spread of Christianity.
Scarcity
7.E.S.20. The variability in the distribution of productive resources
in the various regions of the world contributed to
specialization, trade and interdependence.
Markets
7.E.M.21. The growth of cities and empires fostered the growth of
markets. Market exchanges encouraged specialization and
the transition from barter to monetary economies.
Spatial Thinking Skills
7.G.ST.12. Maps and other geographic representations can be used
to trace the development of human settlement over time.
Historical Thinking and Skills
7.H.HT.1. Historians and archaeologists describe historical events
and issues from the perspectives of people living at the
time to avoid evaluating the past in terms of todays
norms and values.

Civic Participation and Skills

7.GOV.CP.16. The ability to understand individual and group
perspectives is essential to analyzing historic and
contemporary issues.

Lesson Summary:
This lesson plan will cover the age of the City-State of Athens. It will
cover its rise to power and why it sustained for so long. We will cover
their customs including daily life, government, art and architecture, and
their gods and goddesses.
Estimated Duration:
This lesson plan will take about five 50 minute class periods or 250
minutes
Commentary:
This lesson plan will consist of mostly lectures containing powerpoints,
short videos, reference maps of current and ancient Athens, and
images pertaining to the subject. I hope to first hook the kids with them
teaching me about Athens and seeing how much they already know. I
will keep them hooked by keeping a good rotation of teaching
techniques of informative lectures, in depth powerpoints, and
immersive class activities, while connecting the subject to the interests
they have that I've noticed in class.

Instructional Procedures: (This will be one of the most detailed

sections of this assignment).
Day 1: Intro

First 20 minutes I will start with an open discussion where they will tell
me all they know about Athens or ancient Greece in general, as this is
our lesson on Greece.
During this time I will write down all they say on the board so they
can see.
A long list should give them a boost about knowing so much about
a subject.
Next 20 minutes will be a Powerpoint lecture on Intro to Athens. In the
intro will be reference maps to where Greece is and where Athens is in
relation to other City States, coverage of what a city-state is, and how
they rule independently. Ill then briefly go over my main points for the
next few days so they will hear it multiple times. These include
Athenian democracy, Athena, the idea of gods and goddesses, art and
architecture, and the beginning of education.
The Last 10 minutes will be referencing Greece to modern Greece.
This will be threw the last few slides of a Powerpoint, showing modern pictures of
Greece and its ancient buildings. Its flag and other national staples they might be
familiar with, examples of food, pictures of the Olympics, the Orthodox Church
downtown, and other examples of Greek art around their hometown. - Students
can take notes but not necessary as it will all be covered again.
Day 2: Origins/ Religion
First 30 minutes is the origins of Athens.
In this lecture we will cover the timeline of the Golden Age of Athens.
The formation of Athens by the four tribes, and why they would want to
form one city because of common practices. How sea trade saved
Athens because of poor farmable land. How a large navy kept it safe,
and the Hoplite style army kept them safe on land. students will take
their own notes.
Last 18 minutes- Greek Gods and Goddesses.
Cover the Beings of Zeus, Ares, Hera, Hermes, Apollo, Athena,
Artemis, Hephaestus, Poseidon, Dionysus, Aphrodite, Hades, Eros.
Cover that gods ruled over specific parts of the world. Cover Mt.
Olympus and who lives there. Briefly cover how they were
worshipped, with sacrifices, temples and how they were constantly
watching and interacting in their lives. - Students will have a fillout sheet of Gods and fill out information.

Last few minutes go over Homework. Each student will create the

Greek god they would like to be. They must create a name, and write a
short story in which theyre involved.
ex. they can be the Greek God of Baseball and Rule over the MLB, Or
the
Greek God of Shopping and rule over shopping malls. - Due day of
test.
Day 3: Daily Life/ government/ Education
First 5-10 minutes- Dress like a Greek day: Each student to bring in a
bed sheet to wear like a Chiton, traditional Greek garb and be shown
how to wear it.
The rest of the class is a lecture. The first part will be over daily life.
Students will be shown depictions of houses, from farm to city living.
Will go over the social ranking of Athens, landholders hold power, and
aristocracy. The marketplace of the agora and why it thrived because
of trade. Also go over the different jobs of men, women, and children.
Cover Athenian democratic government, its importance and limitations.
Cover Aristotle, Plato, and Socrates and the starting of Universities
with The Academy.
Students follow along with guided notes.
Day 4: Art/ Architecture/ Jeopardy
10 minutes - Greek art lecture, start with 10 images of greek art
depicting daily life, have students guess what all the of the art is
depicting.
5 minutes briefly go over the correct answers.
35-minutes- continue lecture on Greek art. Starting with the importance
of art to a culture and how we can use art of other cultures to explain
how they lived. Cover the standards of Greek art including their
emphasis on realism. Cover their advancement in theater and the
history of comedy and tragedy, the theater festivals, and the use of
male actors and a chorus.. Continue onto architecture. Use images to
explain the advancement in architecture, specifically the Greek
columns, and their use to create massive structures like the Parthenon,
and the Temple of Olympian Zeus.
Students write their own notes.
Explain that last few minutes remind them of the test tomorrow

and give them the link to the online study game of Jeopardy.
Day 5: Test
5 minutes Greek God assignment due. Any student that wants to share
can tell the story they wrote.
Rest off class is the final assessment test. 45 Minutes for a 30question test.

Pre-Assessment:
The first day is my real pre-assessment with an open detection where
they tell me what they already know about the ancient Greeks. Ill
continue this when covering a new subject. I can also use their
answers to the questions about art to gather information.
Scoring Guidelines:
The Greek god project is the only grade besides the exam. It is worth
15 points, 5 for the name and what they rule, and ten points the story.
To get full 5 points they must come up with a name for 2 points and tell
me what they rule over for 3.
A full 10 points can be earned for a 10-sentence paragraph story. 1
point for each sentence up to 10 as long as the story pertains to their
creation. Additional sentences do not mean additional points.
Post-Assessment:
There are 2 post assessments
The first is an online Jeopardy game that will tell them how well they
have learned and need to study. I can't see their results so I will ask for
feedback during class and answer their questions.
The second is an exam. It's worth 35 points to combine with the Greek
project to get a full 50 points.
There will be 25 multiple choice, 5 true/false, and 5 matching of Greek
gods.

Scoring Guidelines:
The test is a point-for-point for a total of 35. This will be added to their
Greek god project for a total of 50 points for the week. They will get a
percentage grade on the test, anything lower than a 70% is eligible for a
retest if they choose because this is not a final exam.

Differentiated Instructional Support

Extra credit can be done for this unit by one of two ways, for 5 points.
1- Write a movie review about the time period, and reference
something we covered in class they recognised, or that helped them
understand the movie. Can be any movie covering Hellenistic Greece,
Greek mythology, or even a documentary about what we have covered
in class. Must be a one page review typed, and list 5 things we
covered in class that was seen in the movie.
ex. They could review Disney's Hercules or Percy Jackson & The
Olympians series.
The second is a one-page paper, typed, depicting a day in the life of an
ancient Athenian.
They can tell about how they went shopping for clothes in the
Agora, spent the day training for the Olympics, studied art in a
University.
Both of these assignments are used as additional material to explore an
interest or to help create an interest by putting themselves in an
Athenians shoes. They can get as in depth as they want and can be
extremely creative if they need that outlet to learn.
Extension
This is the Standards in Ohio for Social Studies. It would be helpful for
them to know, to reference why I am teaching them these things. That
there is a reason for all we cover. It would also be extremely helpful to
parents, to better help their children study at home.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-LearningStandards/Social-Studies/Grade-7-Social-Studies-Model-

Curriculum_Aug2014.pdf.aspx

Homework Options and Home Connections

My homework for this lesson will consist of the Greek god project, the
extra credit movie review, and Athens narrative as described above.
Through technology, I can explain that using Google Drawings is a
great way to bring your Greek god to life and we can hang any students
work on the walls.
Interdisciplinary Connections
This lesson could be used with a number of other content areas. I
could introduce English and review the Greek alphabet and ask
questions on why they think ours looks theirs, and why would there
language survive so long, especially when the Roman language of
Latin is extinct.
I could use the Athenian Democratic state to help show the
development of other democratic states, including America. From there,
I would use the Greeks to explain our American Government and
politics.
Materials and Resources:
For
teachers

Ipad, Laptop for powerpoint.

SmartBoard
Tests for day 5
Guided notes for day 3,
Gods and Goddesses fill-in-blank sheet for day 2

For
students

Paper and writing utensil for class

A bed Sheet for Dress Greek Day.

Access to the internet to do the Extra credit and online

Jeopardy game.

Key Vocabulary
Hellenistic
Athens
Democracy
Acropolis
Olympics
Oracle

Ares
Athena
Dionysus

Parthenon
Aristotle

Hera
Artemis

Agora
Chiton
Columns

Hermes
Hephaestus

Aphrodite
Hades
Temple of Olympian
Plato
Socrates

Polis
Hoplite
Zeus,

Apollo,
Poseidon

Eros
The Academy

Additional Notes
This would be there first introduction into the Greeks, the next weeks
would be broken up into Mesopotamia, Sparta, and Corinth, or Argos,
Before Moving along to the Romans to continue the rest of the

Standards.