18563346 Gabrielle Magee Assignment 1

Lesson Plan 1: Geographical Features of Ancient Greece

Topic Area: The Mediterranean
Stage of Learner: Stage 4
Syllabus
World
Pages: 60
Date:
Location Booked: I.1.4
Lesson Number: 1/21
12/08/2016
Time: 9:20
Total Number of
Printing/Preparation:
Students: 25
25 X Advanced Organiser and Assignment
Booklet
Geographical Features PowerPoint, Printed
Vocabulary
Outcomes:
Assessment:
Students learn
Students
about:
learn to:
Syllabus Outcomes: HT4-6: Uses
Assessment for The physical
Describe the
evidence from sources to support
Learning:
features of the
geographical
historical narratives and explanations Assessing
ancient society
setting and
Inquiry Questions: How do we know
source analysis and how they
natural features
about the ancient past? We know
abilities
influenced the
of the ancient
because some things have stayed
civilisation that
society
the same.
developed there
CCP & GCs:
Subject Specific Concepts: Continuity and Change: Looking at
Literacy and
geographical features of Greek landscape and understanding that they have
Critical and
remained constant, which can be used.
Discipline Specific Skills: Analysing and using sources.
Creative
Thinking
Quality Teaching Elements (Lesson Focus). Highlight the Appropriate Areas:
Intellectual Quality
1.1 Deep
1.4 HigherThis refers to pedagogy focused on producing deep
knowledge
order thinking
understanding of important, substantive concepts, skills
1.2 Deep
1.5
and ideas. Such pedagogy treats knowledge as something
understanding Metalanguage
that requires active construction and requires students to
1.3
1.6 Substantive
engage in higher-order thinking and to communicate
Problematic
communication
substantively about what they are learning.
knowledge
Quality Learning Environment
2.1 Explicit
2.4 Social
This refers to pedagogy that creates classrooms where
quality criteria Support
students and teachers work productively in an
2.2
2.5 Students
environment clearly focused on learning. Such pedagogy
Engagement
self-regulation
sets high and explicit expectations and develops positive
2.3 High
2.6 Student
relationships between teacher and students and among
Expectations
direction
students.
Significance
3.1
3.4 Inclusivity
This refers to pedagogy that helps make learning more
Background
3.5
meaningful and important to students. Such pedagogy
knowledge
Connectedness
draws clear connections with students prior knowledge
3.2 Cultural
3.6 Narrative
and identities, with contexts outside of the classroom, and
knowledge
with multiple ways of knowing all cultural perspective.
3.3
Knowledge
integration
How the quality teaching elements you have identified are achieved within the
lesson.
Teaching
Indicators of presence in the lesson
Element
Metalanguage
Use of a vocabulary list at the beginning of the lesson allows students
specifically allotted time to focus on metalanguage such as peninsula,
which will be used later in lessons and assessment.

Engagement

Background
knowledge

Tim
e
5

10

15
20

25
30

35
40
45
50

55

Students are engaged in discussion, in critical analysis of a source (images

of Greece) and creatively through visual description of content (artistic
rendition of Ancient Greece)
Students are asked to use previous knowledge to guess definitions for
vocabulary words and to apply their knowledge of geography to recognise
geographical features in images.

Teaching and Learning Actions

Organisation

T/S

Students line up and enter

classroom. Students take their seats
and teacher calls roll.
Hand out Advanced Organiser (See
Advanced Organiser). Explain to class
the core topic for this unit is The
Mediterranean World, and in
particular, Ancient Greece. Have
students glue Advanced Organiser
into workbooks. Have students copy
vocabulary words into Advanced
Organiser. Vocabulary Words:
Peninsula, Mountainous, Lowlands,
Mediterranean.
Hand out Assignment 2 Portfolio
Booklet (See Appendix D). Explain to
class that assessment will take place
over the course of six weeks, with
two activities completed each week
in class, and one activity taking place
at home.
Whole class discussion of vocabulary
words. Select students to give
suggestions for what each
vocabulary word, scaffold with
suggestions, then write a definition
of the word on the whiteboard. Have
students copy definitions into
workbook.
Show Powerpoint with images of
Greece (See Resource 1). Have
students Think-Share-Pair
regarding common elements of
images. Come up with descriptions of
geographical features. Go to last
slide of PowerPoint containing brief
outline of facts, have students read
and copy.
Have students draw a view of what
Ancient Greece would look like if they
were passing on a boat. Ask to
include elements such as What
would the weather look like? What
kinds of trees are there? etc. Use
this as Title Page for student
workbooks.

Teacher: Marking roll. Writing vocabulary

words on board.
Student: Lining up, sitting down
Teacher: Handing out worksheet,
explaining and describing advanced
organiser.
Students: Reading advanced organised
and listening to teacher. Gluing
advanced organiser into workbooks,
Resources: Advanced Organiser
Worksheet.
(Prepare printed vocabulary word
list for students who may need extra
support).
Teacher: Handing out Assignment 2
workbook and explaining assignment
Students: Reading Assignment 2 and
listening to teacher.
Resources: Assignment 2 Portfolio
Booklet.

T/S

Teacher: Leading discussion, writing

vocabulary definitions on the whiteboard.
Students: Offering answers to discussion
questions, writing definitions in
workbooks.
Resources: Whiteboard and markers
(Draw pictures on whiteboard to help
visual learners)
Teacher: Showing Powerpoint, scaffolding
students with questions i.e. what is the
weather like?
Students: Watching Powerpoint and
thinking, discussion in pairs then sharing
with class. Read and copy Powerpoint
notes
Resources: Powerpoint.

T/S

Students: Drawing a picture based on

information provided in Powerpoint.
Resources: Coloured pencils and
markers.
(Students who cannot or dont want
to draw can write a paragraph about
a view of Greece from a window,
maybe even a poem, or they can

T/S

Teacher: Giving students task,

scaffolding with questions.

look up pictures on devices and

bring them from home for next
lesson)
60
Ask students for any questions or
Teacher: Answering Questions, Collecting
comments. Collect Assignment
Booklets
Booklets.
Students: Asking questions. Handing in
booklets.
Reflection: What have I learned about the teaching and learning process when
prepared this lesson?
That I have a tendency to utilise teacher/student centred activities when I should be using
more student centred activities. I may also have made the creative task too simple and gifted
students may lose interest. On the other hand, the vocabulary words may be slightly too
difficult for some students with learning difficulties. I may have to account for this when
testing vocabulary in the assignment close passage. One way of doing this might be through
a word bank provided to certain students.
How am I measuring the outcomes of this lesson?
Learning
Method of measuring and recording
Outcome
Uses evidence
Note the answers given by students when questioned on PowerPoint
from sources to images; can students extract details about geography from contemporary
support
photographs? This can give insight into how they will analyse historical
historical
images. Be sure to ask questions not only during the discussion but when
narratives and
the students are drawing to ensure they have taken the correct information.
explanations
Record any inability to accomplish this, consider scaffolding further in the
program.
Other considerations
Graduate
Evidence within this lesson
Standards
Understand how Advanced organiser is given to scaffold and structure learning for
students learn
students. Vocabulary is given in smaller, manageable increments.
Information is given then utilised to reinforce content.
WHS Considerations: Be careful with sharp pencils and ink poisoning or damage from
markers.

Resource 1: Images of Greek Geography Powerpoint

Images taken from:

http://www.hongkiat.com/blog/beautiful-greece-photo/ ,

Lesson Plan 2: Links between Geography and Societal Development

Topic Area: The Mediterranean Stage of Learner: Stage
World
4
Date: 15/08/3016
Location Booked: I.1.4
Time:
Total Number of
11:20
Students: 25
Outcomes:

Syllabus Pages: 60
Lesson Number: 2/21

Printing/Preparation: 25XHandout of Slide , Printed

Vocabulary
Assessm
Students learn
Students learn
ent:
about:
to:
Syllabus Outcomes: HT4-3: Describes and
Informally The physical features
Explain how the
assesses the motives and actions of past
test use of of the ancient society geographical
individuals and groups in the context of
vocabular
and how they
setting and
past societies.
y
influenced the
natural features
Inquiry Questions: Why and where did the
civilisation that
influenced the
earliest societies develop? Answer, where
developed there
development of
the geography allowed them to i.e. coast,
the society
lowlands, islands, poleis
CCP & GCs:
Subject Specific Concepts: Cause and Effect: Students examine how
Literacy and
geographical features affected the development of Ancient Greek society.
Discipline Specific Skills: Analysis and use of sources: Student use analysis of
Critical and
sources from previous lesson to draw conclusions about Ancient Greek societal
Creative

Thinking
development.
Quality Teaching Elements (Lesson Focus). Highlight the Appropriate Areas:
Intellectual Quality
1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep
1.2 Deep
thinking
understanding of important, substantive concepts, skills
understanding
1.5
and ideas. Such pedagogy treats knowledge as something
1.3 Problematic
Metalanguage
that requires active construction and requires students to
knowledge
1.6 Substantive
engage in higher-order thinking and to communicate
communication
substantively about what they are learning.
Quality Learning Environment
2.1 Explicit quality
2.4 Social
This refers to pedagogy that creates classrooms where
criteria
Support
students and teachers work productively in an
2.2 Engagement
2.5 Students
environment clearly focused on learning. Such pedagogy
2.3 High
self-regulation
sets high and explicit expectations and develops positive
Expectations
2.6 Student
relationships between teacher and students and among
direction
students.
Significance
3.1 Background
3.4 Inclusivity
This refers to pedagogy that helps make learning more
knowledge
3.5
meaningful and important to students. Such pedagogy
3.2 Cultural
Connectedness
draws clear connections with students prior knowledge
knowledge
3.6 Narrative
and identities, with contexts outside of the classroom, and
3.3 Knowledge
with multiple ways of knowing all cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Element
Indicators of presence in the lesson
Higher-Order
Thinking
Student Direction
Cultural Knowledge

Uses higher order elements of Blooms taxonomy apply (apply knowledge

of geography to look at societal development) and evaluate (use evidence
to support conclusions).
Students are allowed to form jigsaw groups on their own, and independently
use evidence to draw conclusions which they must then support.
Students use Australia as a case study to examine how geographical
features influence the development of society. Students will have the
opportunity to share examples from Australia or from other countries where
they may have visited or previously lived.

Tim
e
5

Teaching and Learning Actions

Organisation

T/S

Students line up, come in and sit. Students

collect their assessment booklets off teachers
desk when their name is called, and copy
vocabulary words off board. Vocabulary Words:
Seafaring, resources, polis (and poleis).

T/S

10

Give students a copy of the final slide from the

previous lessons PowerPoint (See Resource 1).
Have them read over points to refresh memory.
Ask students if there is anything they have
forgotten or are unclear about.

15

Draw a large picture of Australia on the

whiteboard. Explain that geographical features
impact the way in which a society develops.
Describe a physical feature of Australia, such as
its large areas of desert, label this on the map,
and ask students how that might have impacted
on how Australians live. Ask students for other

Teacher: Marking roll.

Student: Line up, sitting down,
copy words
Resources: Roll, Whiteboard or
Smartboard with Prepared
Vocabulary Words (also printed)
Teacher: Give handout, monitor
students reading, ask and answer
questions.
Students: Read handout and ask
questions.
Resources: Handout of slide
Teacher: Teacher draws map of
Australia on the whiteboard. Leads
discussion, asks for responses to
questions and selects students to
give responses.
Students: Think about
geographical features of Australia,

20
25

T/S

T/S

30
35
40

45

examples of geographical features and have

student write their suggestions around the map
of Australia. (Resource 2). Draw discussion
towards how these have impacted Australian
society, referring to topics such as lifestyle,
economy, and international relations. Ask if any
students know of any other significant impacts
that geographical features have had on other
countries.
Jigsaw Activity: First grouping (1s, 2s, 3s)
discuss how Mountainous terrain, Islands,
the coastline the climate impacts on society and
the flora might have impacted society. Focus
student discussion using questions What can
you do with and What cant you do with
Have students find a group with a 1,2,3,4 and 5
and share their discussion. Now that they have
shared information, come up with some
interconnected conclusions i.e. mountains and
long coastline means travel happened over sea
not land.
Ask for student volunteers to share their
conclusions and ideas.

and if selected write suggestion on

whiteboard around map of
Australia. Then reflect on how
these features shaped Australian
society.
Resources: Whiteboard and
multiple whiteboard markers.

Teacher: Grouping students.

Monitoring group discussions.
Asking focus questions.
Students: Completing Jigsaw
activity.
(Ensure that groups have a
different range of ability level,
as this activity can be
challenging, and students will
need to be able to support
each other)

Teacher: Choosing student

T/S
volunteers
Students: Volunteering
information.
50
Write summary dot-points on whiteboard and
Teacher: Writing summary dot
T
have students copy them into workbooks.
points on whiteboard or
55
(Resource 3).
smartboard.
Students: Copying dot-points
Resources: Whiteboard and
markers.
60
Ask students for any questions or comments.
Teacher: Questioning
T
Students: Asking questions.
Reflection: What have I learned about the teaching and learning process when
prepared this lesson?:
After previous lesson, Ive added more student centred group activities. Group work should be
effective but it will also give me a chance to assess group dynamics before the group centred
portfolio tasks begin. I am unclear as to how much scaffolding (focus questions and supporting
advice) will be needed for students to reach the right conclusions. Again, this will help as form of
assessment of ability, but Im concerned that too much confusion with disrupt the flow and
purpose of the lesson.
How am I measuring the outcomes of this lesson?
Outcome Method of measuring and recording
HT4-3
Students must demonstrate the ability to make connections between the geographical
context of Ancient Greece and the development of Ancient Greek society. Assess
student knowledge by listening to group discussions and observing if students are
able to make connections, and how much scaffolding they require. Make mental notes
of students who have difficulties making connections.
Other considerations
Graduate
Evidence within this lesson
Standards
Plan for and
Learning program is carefully sequenced, beginning with a source based
implement
exercise to determine the geographical features of ancient Greece, then these
effective
geographical features are used to see how geography impacts societal
teaching and
development. Next lesson will look at these societal developments and how

learning
they affect culture i.e. Polis city states, Mount Olympus etc.
WHS Considerations: Be careful with sharp pencils and ink poisoning from markers. Ensure
students making groups are monitored carefully to ensure no conflict occurs.

Resource 2: Starting ideas for how Australian geography impacts society

Isolated
Large Desert
Unique culture
People live on coastline.
Unique wildlife
Cultural diffierence between
International TV programs take a long
Eastern and Western sides of
time to air.
country i.e. no NRL or AFL
IslandExpensive international shipping
teams in WesternFlat
Australia
Lots ofmeans
beaches
= beach
mountains
space
Desert source ofFew
many
for large,culture
sprawling cities like
mineral resources.
Seafood
is big part of diet
Syndey
and
Adelaide.
Climate
Swimming is a popular
Hot, dry climate with seasonal
sport,
one of
best
rain is good for farming sheep,
means
weour
each
a
Olympic events
lot lamb.
Hot climate means outdoor lifestyle, lots of
sports, even in winter.

Resource 3: Dot Points for End of Lesson (Can be simplified depending on

students and time)
Mountains
o Separates different regions of Greece into a type of city states called a polis (Poleis is the
plural) which developed very different cultures because they were so isolated from each other.
Poleis were cities that were like small countries, with their own governments and their own
interests.
o It was very difficult to trade between poleis, so trade occurred primary by ship. This lead to
a lot of trade with other civilisations, such as Egypt.
o Things like metal, wood, stone and food are resources. These are things that are valued
and needed by a society in order to function. Mountains came with resources, such as gold
and silver, which could be traded for food.
o Small sections of lowland between the mountains could be used to grow food, but they
were not large enough to support whole cities, so Ancient Greeks were forced to trade with
other civilisations.
o They primary raised sheep, goats, pigs and poultry, as they needed less space than larger
animals like cows. Olives and grapes that grow well in rocky soil were the easiest crops to
grow but barley was also common. Olive oil, wine and wool were three of Greeces biggest
exports.
Islands
o Ancient Greeks liked to explore the ocean, and a number of their stories are about
travelling the ocean and finding new islands i.e. Jason and the Argonauts and the Odyssey.
o Because they could not travel over land, the Ancient Greeks created colonies on different
islands. Some of the most important Greek cities were formed this way, including Syracuse,
Corcyra, Chios, Aegina, Ithaca and Samos.
o Islands gave Ancient Greeks access to more farmland and to resources they couldnt find on
the mainland.
Coastline
o Ancient Greeks were primarily a seafaring people. Seafaring meant that they were very
good as skills like sailing, constructing boats and fishing. It also means that most of their
travel was done in boats. Their trade occurred over sea and their connections with other
civilisations were made via ship exploration.
o Seafood was a big part of the Ancient Greek diet.

o Being connected to other civilisations via seafaring gave them access to new ideas; they
developed their alphabet from Phoenicia and their currency from Anatolia. This is very
important because we have adapted our alphabet and our currency from the Ancient Greeks.
Climate
o The climate was very good for farming, with hot, dry summers and cool, wet winters
meaning that farming could be planned around the seasons.
o Ancient Greeks spent a lot of time outside. Their houses had large courtyards and many of
their public buildings were open air.
Flora: Ancient Greece had lots of forests, particularly pine forests. This meant that they had
lots of wood to trade and to build houses and ships. Olives and figs grew in large numbers and
were also good resources for trade.

Lesson Plan 3: Mapping Ancient Greece

Topic Area: The
Mediterranean
World
Date: 17/08/3016
Time: 11:20

Stage of Learner:
Stage 4

Syllabus Pages: 60

Location Booked:
I.1.4
Total Number of
Students: 25

Lesson Number:3/21

Printing/Preparation:
Book computer lab or prepare laptops or devices
25X Mapping Task Worksheet
25X Assessment Booklets.
Outcomes:
Assessment: Students learn
Students learn to:
about:
Syllabus Outcomes: HT4-9: Summative
The physical features
Describe the
Uses a range of historical
assessment of of the ancient society
geographical setting
terms and concepts when
the weeks
and how they
and natural features
communicating an
vocabulary
influenced the
of the ancient society
understanding of the Past.
words
civilisation that
developed there
CCP & GCs:
Subject Specific Concepts: Cause and effect: Students look at final
Literacy and
results of Ancient Greek societal development due to geography, through
Critical and
examining key cities and landmarks.
Creative Thinking Discipline Specific Skills: Research: Students use ICT research to label
different cities and landmarks on a map and provide information about
them.
Quality Teaching Elements (Lesson Focus). Highlight the Appropriate Areas:
Intellectual Quality
1.1 Deep
1.4 HigherThis refers to pedagogy focused on producing deep
knowledge
order thinking
understanding of important, substantive concepts, skills
1.2 Deep
1.5
and ideas. Such pedagogy treats knowledge as something
understanding
Metalanguage
that requires active construction and requires students to
1.3 Problematic
1.6
engage in higher-order thinking and to communicate
knowledge
Substantive
substantively about what they are learning.
communicatio
n
Quality Learning Environment
2.1 Explicit quality 2.4 Social
This refers to pedagogy that creates classrooms where
criteria
Support
students and teachers work productively in an
2.2 Engagement
2.5 Students
environment clearly focused on learning. Such pedagogy
2.3 High
self-regulation
sets high and explicit expectations and develops positive
Expectations
2.6 Student
relationships between teacher and students and among
direction
students.
Significance
3.1 Background
3.4 Inclusivity
This refers to pedagogy that helps make learning more
knowledge
3.5
meaningful and important to students. Such pedagogy
3.2 Cultural
Connectednes

draws clear connections with students prior knowledge

knowledge
s
and identities, with contexts outside of the classroom, and
3.3 Knowledge
3.6 Narrative
with multiple ways of knowing all cultural perspective.
integration
How the quality teaching elements you have identified are achieved within the
lesson.
Teaching
Indicators of presence in classroom
Element
Deep
The open ended travel itinerary activity gives students the opportunity to
Understanding
demonstrate their understanding of the concepts addressed over the
course of the week. They will pass if they complete the assignment, but
will excel if they really engage with the activity.
Engagement
Mapping activity uses literacy and numeracy and engages with students
knowledge of the concepts, but it also encourages imagination and uses
games to transfer knowledge.
Knowledge
This lesson is the culmination of a three lesson sequence to cement the
Integration
concepts of Ancient Greek geography. The mapping activity utilises these
concepts, by integrating them into than assessment activity which is also
challenging and engaging.

Time
5

10

Teaching and Learning

Actions
Students line up, come in and
sit. Students collect their
assessment booklets off
teachers desk when their name
is called, and copy vocabulary
words off board. Vocabulary
words: Colonies, territory,
Olympus and Crete. (Have
printed copies available).
Students listen and take notes
in workbook about Ancient
Greek colonisation and Ancient
Greek territory disputes.

15-45

Students are given Portfolio

Mapping Task Worksheet and
are given access to research
links. Teacher explains task and
explains that they will walk
around and help anyone who
needs it. Students complete
worksheet.

50

Teacher asks students to spend

a couple of minutes reading
over their weeks notes. Then
students fill in first section of
Portfolio Vocabulary Task under
test conditions.

55

60

Students hand in assessment

workbook and pack away
computers.

Organisation

T/S

Teacher: Calling roll

Students: Lining up, sitting down, collecting
assessment booklets and copying vocabulary
words.
Resources: Whiteboard with prepared
vocabulary words.

T/S

Teacher: Writing notes on whiteboard and

dictating.
Students: Copying notes from whiteboard
into workbooks.
Resources: Whiteboard, markers, workbook.
Teacher: Monitor class and provide
assistance. The task is an assessment so
teacher cannot provide answers, but they
can give suggests for ways to find
information.
Students: Listening to explanation, then
completing worksheet.
Resources: Computers, laptops or devices.
Portfolio Mapping Task Worksheet.
Teacher: Explain task and monitor students.
Students: Listen to explanation and complete
test.
Resources: Assessment booklet (word
banks for students who may need
them). If students cannot write, ask to
dictate privately to teacher while other
children are completing task.
Teacher: Collect workbooks, supervise cleanup
Students: and in booklets and clean up.

Reflection: What have I learned about the teaching and learning process when
prepared this lesson?
This lesson has a lot of great qualities, including inclusion of literacy and numeracy, and
combining everything learned in this sequence of lessons into an assessable but still
engaging task. The only issue might be that I have tried to fit too much into this lesson, which
may mean that assessment wont be completed effectively. If this is the case I will have to
revaluate the way a structure my lessons.
How am I measuring the outcomes of this lesson?
Learning Outcome
Method of measuring and recording
HT4-9: Uses a range of
historical terms and
concepts when
communicating an
understanding of the Past.

This is recorded through marking of the Assessment Portfolio

booklets. Assess use of terms through marking the vocabulary
task, look for spelling and assess correct use of terms and
understanding of concepts through marking Mapping Task,
particularly descriptions of geography and city-states.
Other considerations
Graduate Standards
Evidence within this lesson
Know the content and
This lesson is a demonstration of consolidation of many different
how to teach it
subject relevant concepts, constructed in such a many that they
are all part of a concise and carefully planned task that can be
assessed with great benefits for the teacher.
WHS Considerations: Carefully monitor student use of computers, make sure they are only
using teacher approved websites.

Resource 4: Dot points about Greek Colonisation and territory disputes

The peninsula of Ancient Greece could not produce enough resources to provide
for all its people. Their solution was to sail out and look for islands with good
farmland to build colonies on.
A colony is any place that is taken over by another civilisation and populated
with its own people. Australia was once a colony of Great Britain. Ancient Greek
colonies were slightly different, because once the colony was built, the people
considered themselves independent from their mother country. They still
however spoke the same language and worshipped the same gods.
Colonies formed on islands, such as Crete and Rhodes, but also on the coast of
the lands neighbouring Ancient Greece. Ancients Greeces neighbour to the
east was called Asia Minor, and they build many colonies there, including
Ephesus.
Because land that people could live on was hard to find, the very powerful poleis
like Sparta and Athens often fought over parts of territory. Territory is any piece
of land that belongs to a civilisation. Sometimes they fought for territory
because it gave them power. Sparta and Athens fought three wars over who
controlled Delphi. Delphi was a very very important religious site, and whoever
controlled it could command great power over the rest of Ancient Greece.
Though Athens and Sparta were the most powerful poleis, territory gave other,
smaller poleis power over them. Corinth controlled a narrow bridge between two
parts of Greece, and together with their ally, Thebes, they went to war with
Athens and Sparta on several occasions.
Resource 5: Links to Portfolio Mapping Task Websites

Mapping Sources:
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_12_389_cityst
ates/AC_12_389_citystates.html
http://www.childrensuniversity.manchester.ac.uk/media/services/thechildren
suniversityofmanchester/flash/module_ancient_greece_1_map.swf
http://www.ancientgreece.co.uk/geography/explore/exp_set.html
Fact Sources:
http://mysteryproductions.com/hyper/Hypermedia_2003/Miller/AM_hypermedia/Artifact/go.
htm
http://www.ancientgreece.co.uk/menu.html

Resource 6: Section of Portfolio Booklet Vocabulary Task (Teachers answers

in red)
The Ancient Greek mainland was a large peninsula, surrounded on three
sides by water. This, along with the very mountainous terrain, meant that
the Ancient Greeks were a seafaring people, travelling by ship over the
Aegean Ocean and the Mediterranean Sea. Most people settled on the coast
and in the lowlands, but the rocky ground made it difficult to grown large
amounts of food resources. Large mountains like Mount Olympus made
travel and communication difficult. City states called poleis or polis (make
note if students use correct form) developed, each with a different
government and culture. Some of these city states created colonies on
Greeces many islands, such as Crete, and they often fought amongst each
other for territory.
Resource 7: Portfolio Mapping Task Worksheet To be completed in
conjunction with sources and with a word processing program such as
Microsoft word.

Resource 6: Portfolio Mapping Task (Teachers

answers in red)

Activities:
1. Using the websites provided under
Mapping Sources, label each dot
with its corresponding city or
landmark.
2. Write a travel itinerary, including
date left and date arrived, on a
journey beginning in Crete, stopping
in Athens, Sparta and one other city
or landmark and ending at Mount
Olympus. Use the scale and
Mount Olympus
distance measures to help you.
3. Using the websites under Fact
Sources, annotate your travel
itinerary with one interesting thing
you saw at each place you visited,
and what the journey was like. Try to
use as many of this weeks
vocabulary words as possible.

Delphi
Thebes
Ephesus
Athens
Corinth
Olympia

Sparta
Rhodes
1cm = 40km
Ship travels 1.5km per hour
Horse and Cart travels .5km
per hour

Crete

Lesson Plan Justification

This sequence of lessons is based on the Stage 4 Depth Study The Mediterranean
World, in particular the core subject of Greece. These three lessons, based on
content requirements from the beginning of the unit, build upon each other to
consolidate knowledge and skills. The content specific skill of analysis and use of
sources is developed over the course of this lesson sequence, along with dedicated
general capability development in the areas of literacy and numeracy, through
vocabulary building and various exercises. In addition to developing skills, this lesson
also supports syllabus outcomes, particularly the outcome of Describes and assesses
the motives and actions of past individuals and groups in the context of past
societies (BOSTES, 2014, p.60), as the lessons slowly develop student understanding
of how geography influences the development of a society, before consolidating that
information with an overview of a developed society.
Skill development is an important part of this learning sequence. Analysis and use of
sources is a crucial part of history education, and this sequence develops these
abilities as a learning process. Students begin by looking at sources in the first lesson,
selecting pieces of information from what they can see and postulating what they
might mean i.e. seeing several mountains in pictures might mean that there are a lot
of mountains in Greece. Then they are asked to take that information and make
postulations about Greek society, using the information gained from those sources as
a point of reference. This source analysis doesnt cover elements like bias and
purpose, but is the beginning of understanding the process analysing sources. Though
this is a very simple analysis and use, it will begin to develop students understanding
of this skill, which can be developed through more difficult and complex analysis in
later lessons (DET, 2010).
This sequence of lessons utilizes a number of different pedagogical practises,
particularly explicit instruction theory and discovery learning, an element of
constructivism. Explicit instruction elements, such as presenting material in small
increments and building upon them and guiding practise by providing scaffolding in
the form of clues and prompts (Archer and Hughes, 2011, p.4), are used throughout
this sequence. In each lesson, students are given a vocabulary and are guided
through learning elements of information i.e. in lesson plan one, students learn the
word mountainous, and to understand what constitutes mountainous terrain. In
the following lesson they must look at how mountainous terrain affected social
development, learning vocabulary like polis and seafaring. In the final lesson this
knowledge is consolidated by looking at specific examples of these effects, such as
the polis of Athens, island colony of Crete and the religiously significant Mount
Olympus, which are also vocabulary words. Moore (2014, p.177) explains this process
as concepts to generalisations to facts and this is supported by Piagets schema
theory which advocates introducing new information by building on existing
frameworks (Clarke and Pittaway 2014, p.27). The Advanced Organiser provided will
also assist in this process, as it not only explicitly informs students about the learning
process, but connects concepts developed in previous lessons to future ones.
Examples of discovery based learning, an element of constructivist theory, are also
present within this sequence. Discovery based learning allows students to develop
their own understanding of concepts and knowledge, by giving them a question such
as How did the geographical features discovered in the first lesson impact on the
development of Ancient Greek society? and asking them draw conclusions on their

own. This is beneficial because it is economical, reducing extraneous cognitive load by

only focussing on relevant information (clear facts about geography, focussed towards
one single problem) (Clarke and Pittaway, 2014, p.201) and because it is proven to be
very motivating (Eggen and Kauchak, 2012, 245). It does have some issues, relating
to classroom management and a difficult knowledge obtained vs time taken ratio,
but a study by Alfieri, Brooks, Aldrich, & Tenenbaum (2011, p. 16-17) showed that if
discovery learning is coupled with explicit instruction, through feedback, worked
examples, scaffolding and explicit explanations, it can be very beneficial. This lesson
plan achieves this by providing a worked example of Australia as a model for
geographical impact on societal development, and by providing scaffolding questions
such as What can you do with and What cant you do with to focus inquiry. All
lesson plans in this sequence also close with an explicit explanation of the information
students should have learned through their inquiry, in the form of notes, to ensure
that the information has been transferred and to assist any students that may have
not gained from the inquiry, for behavioural or intellectual reasons i.e. they have
learning difficulties and cannot solve problems by the same means as the other
students or they are shy and cannot participate effectively in groups.
Several cooperative learning strategies are also used in this learning sequence,
specifically the Jigsaw and Think-Pair-Share. Jigsaw is effective overall because it can
teach a large amount of content in a smaller period of time, particularly the content of
this learning sequence, which has several varied concepts of geography, including
terrain and climate to analyse and comprehend (Clarke and Pittaway, 2014, p.143). It
also has social benefits of cooperation and responsibility, and can be very useful for
differentiating a classroom. Grouping students with different capabilities can enhance
learning for both gifted students, who learn through instructing, and students
experiencing difficulty, who can pick up on complex concepts through Vygotskys
Zone of Proximal Development Theory (Thousand, Villa and Nevin, 2014, p.105).
Think-Pair-Share is another technique, utilised effectively in the first lesson, because
the concept and content are very new, and the students may feel the need to
consolidate some of their ideas about the content with a friend before sharing with the
class (Clarke and Pittaway, 2014, p.8). Cooperative learning theory is proven to
produce high achievement and productivity and to improve socioemotional health and
relationships within the class (Laal & Ghodsi, 2012, p. 487), therefore all attempts
have been made to include these strategies in this lesson sequence.
In addition to using a number of research proven strategies within this lesson
sequence, all attempts have been made to include not only syllabus outcomes and
historical inquiry skills, but also literacy in the form of vocabulary development and
numeracy in the form of distance calculation in the portfolio assessment task in
Lesson Plan 3. Therefore, this learning sequence reflects a credible approach to the
process of teaching a depth study on Ancient Greece in accordance with the
Australian curriculum.
Word Count: 1085
Works Cited:
Alfieri, L., Brooks, P., Aldrich, N., & Tenenbaum, H. (2011). Does discovery-based
instruction enhance learning?. Journal Of Educational Psychology, 103(1), 1-18.
http://dx.doi.org/10.1037/a0021017
Archer, A. & Hughes, C. (2011). Explicit instruction. New York: Guilford Press.

BOSTES. (2014). History Curriculum K-10. Sydney: Board of Studies.

Clarke, M and Pittaway, S. (2014). Marshs Becoming a Teacher. Frenchs Forest NSW:
Pearson Australia.
Depatment of Education and Training. (2010). History for those new to teaching the
subject. Sydney: NSW Government.
Eggen, P. & Kauchak, D. (2012). Strategies and models for teachers. Boston: Prentice
Hall.
Jacqueline S. Thousand, Richard A. Villa, Ann I. Nevin. (2014). Differentiating
Instruction: Planning for Universal Design and Teaching for College and Career
Readiness. Los Angeles: Corwin Press
Laal, M. & Ghodsi, S. (2012). Benefits of collaborative learning. Procedia - Social And
Behavioral Sciences, 31, 486-490. http://dx.doi.org/10.1016/j.sbspro.2011.12.091
Moore, K. (2014). Effective instructional strategies. Thousand Oaks: SAGE Publications.

Advanced Organiser:
Ancient Greece

Connecting
Connecting
Week 4-5: Beliefs and Values
Week 1: Geography Week 7: Leonides
Concepts
Concepts
oLearn about:: The role of

Learn
about:
The
Learn about: Natural
Mount
Mythology
Leonides in the histroy of
significant beliefs and
features and geographical
Olympus
Ancient Greece.
values of Greek society.
setting.

Learn
to:
Learn to: Explain how
Learn to: Explain how
oUse
sources
to
investigate
beliefs and values are
natural features and
the
role
of
Leonides
in
shown through everyday life
geographical setting effect
Anceint Greece and assess
and war.
devlopment.
his
significance.
Vocabulary
Vocabulary
Connecting
Connecting
Portfolio
Checklist:

1.______, 2. ______, 3. ______

1.______, 2. ______, 3. ______
Concepts
Concepts
Vocabulary
Task
4. ______, 5. ______, 6. ______,
4. ______, 5. ______, 6. ______,
Religion
Divination
Mapping Task Polis
7. ______, 8. ______, 9. ______
7. ______, 8. ______, 9. ______
Profile
10. ______, 11. ______
10. ______, 11. ______
Source Task Ancient
oPortfolio :
oPortfolio :
Greek
Home
In Class: Pantheon Family
In Class: Mapping Task
Pantheon Family Tree
Tree
At Home: Polis Profile
Week 2-3: Key Groups
Week 5-6: Contact and
Connecting Concepts
Learn about: Important
Conflict
City States
groups in Anceint Greek
Learn about: Contacts and
Seafaring
society.
conflicts between Ancient
Exploration
Learn to: Outline how
Greece and other societies.
Trade
Ancient Greek society is
Learn to:Describe contacts
organisd and the roles of
through trade, warfare and
diffent groups. Describe the
conquest Concepts
and their
Connecting
everyday life of Ancient
concequences.
Trade
Greeks.
Vocabulary
Education
Vocabulary
1.______,
2. ______, 3. ______
Military
1.______,
2. ______, 3. ______
Connecting
Concepts:
4. ______, 5. ______, 6. ______,
______,
5. ______, 6. ______,
When we 4.
start
a new
7. ______, 8. ______, 9. ______
http://greece.mrdon7. ______, 8. ______, 9. ______
subject, take a look
10. ______, 11. ______
10. ______, 11. ______
at the connecting
n.org/acropolis.html
oPortfolio :
oPortfolio
concepts from
the :
In Class: Group Timeline
In Class:
Source Task
Appendix A:
Scope we
and
Sequence
subjects
have
Task
already learned
about. This will give
you a head start on

Connecting
Concepts
Military
Persia
Hoplite

Year 1
Term 1
10
Weeks
25
Hours

The Ancient World

Week 1
Week Week Week Week Week
2
3
4
5
6
Overvie Depth Study 1: Investigating the
w:
Ancient Past:
Prehisto Outcomes: HT4-1, HT4-5, HT4-5,
ry to the HT4-8, HT4-9, HT4-10
Ancient
Site Visit: Macquarie Museum of
World.
Ancient Cultures

Year 1
Term 2
10
Weeks
25
Hours

The Ancient World

Week 1 Week 2 Week 3 Week 4
Depth Study 2: The Mediterranean
World - Greece
Outcomes: HT4-2, HT4-3, HT4-6, HT49, HT4-10

Year 2
Term 1
10
Weeks
25
Hours

The Ancient to the Modern World

Week 1
Week Week Week Week Week Week
2
3
4
5
6
7
Overview: From Depth Study 4: The Western And Islamic
Ancient to
World Medieval Europe
Medieval
Outcomes: HT4-3, HT4-5, HT4-7, HT4-8, HT4Civilisation
9, HT4-10

Year 2
10
Weeks
25
Hours

The Ancient to the Modern World

Week 1 Week 2 Week 3 Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Depth Study 5: Japan
Depth Study 6: Expanding Contacts Aboriginal and Indigenous Peoples,
Under the Shoguns
Colonisation and Contact History
Outcomes: HT4-2, HT4-4,
Site Study: Cockatoo Island
HT4-6, HT4-7, HT4-9, HT4Outcomes: HT4-2, HT4-3, HT4-4, HT4-6, HT4-7, HT4-10
10

Week 7

Week 8

Week 9

Consolidation:
Formation of
Ancient Societies
Overview: Basic
Elements of
Ancient Societies

Depth Study 2: The

Mediterranean World - Greece
Outcomes: HT4-2, HT4-3, HT4-6,
HT4-9, HT4-10

Week 5
Week 6
Week 7
Week 8
Week 9
Depth Study 3: The Asian World India
Outcomes: HT4-2, HT4-3, HT4-6, HT4-9, HT4-10

Week 8

Week 9

Week 10

Week 10

Week 10

Depth Study 5: Japan Under the

Shoguns
Outcomes: HT4-2, HT4-4, HT4-6,
HT4-7, HT4-9, HT4-10

Appendix B: Concept Map

Appendix C: Assessment Schedule

Component

Topic 1

Topic 2

Topic 3

Topic 4

Nature of
the Task
Weighting

Field Report of Site

Study
15%

Portfolio

Group Presentation

Summative Exam

25%

20%

30%

Time

Term 1 Week 7

Term 2 Week 8

Term 2 Week 10

Outcomes

HT4-1, HT4-5, HT4-5,

HT4-8, HT4-9, HT4-10
20

Term 1 Week 8-Term 2

Week 3
HT4-2, HT4-3, HT4-6,
HT4-9, HT4-10
40

HT4-2, HT4-3, HT4-6,

HT4-9, HT4-10
15 Group, 15
Individual

All

Marks

50

Appendix D: Assessment Task (10 Pages each representing 1 A4 page)

Task 1: Vocabulary (Completed Weekly) ( /8)

Ancient
Greece

The Ancient Greek mainland was a large _______, surrounded on three

sides by water. This, along with the very _______ terrain, meant that the
Ancient Greeks were a _______ people, travelling by ship over the Aegean
Ocean and the _______ Sea. Most people settled on the coast and in the
_______, but the hot, dry climate made it difficult to grow food _______.
Large mountains like Mount _______ made travel and communication
difficult, city states called _______ developed, each with a different
government and culture. Some of these city states created_______ on
Greeces many islands, such as _______, and they often fought amongst
each other for _______.
The different city states is Ancient Greece has some similarities and
some differences. All cities had an upper class of _______, who were
allowed to vote, who served in the _______, and who took part in politics
and _______. These were all male, as women in Ancient Greece had very
few rights or freedoms. Males were seen as the head of the household,
known as the _______. All city states also had _______, usually prisoners
taken during wars. The biggest city-states were Sparta and Athens.
Athens was run by _______ made up of _______ representatives of the
_______. These groups voted on issues of law and politics, a political
system known as _______. Sparta, on the other hand, was run by an
_______, with two kings and a number of advisors. From time to time, city
states, include Athens, were run by _______, who took power by force.

Stage 4
Assessment Portfolio

The Ancient Greeks were a _______ society, meaning that they worshipped
lots of different gods. The twelve main gods were known as the _______.
The Ancient Greeks also had a very rich _______, stories about their gods
and goddesses, and how their world came to be. Stories about children
of gods and humans, known as _______ were popular myths. Other
popular myths included _______ stories about how places got their names.
Ancient Greeks believed they could know about the future through
_______. When making difficult decisions, such as when to go to war, they
would speak to the _______ at _______ who would tell them their future.
Ancient Greek temples usually had a statue of a god inside and a _______
outside when people could sit and pray. The biggest temples were
usually dedicated to the _______ god or goddess of each city, such as the
_______ in Athens.
Because Ancient Greece was made up of many different types of citystates, there were a lot of _______ wars between them. The biggest was
between Athens and Sparta, called the _______ war. The _______, soldiers

who fought on land, was made up of _______ who fought with spears in a
formation called the _______. Phillip II, king of _______ used this formation
better than any other king, and used it to take over all of Greece. Greece
also fought a number of wars with _______, who tried to invade Greece
three times. The _______ battle at Salamis was the Greeks most
significant defeat of Persia, using their smaller _______ ships to get
around the large Persian navy. Because they could not grow much food
of their own, the Ancient Greeks _______ many items from their
neighbours. This lead to a lot of trade between different civilisations,
which lead to a large, multicultural _______ class forming in the major
Greek cities.

(1)

Task 2: Mapping Ancient Greece ( /5)

Complete in class mapping activity and glue onto this
page.

Task 3: Polis Profile ( /5)

Using the links below as a starting point, create a
Polis Profile of one of these Ancient Greek City
States: Athens, Sparta, Corinth, Argos, Rhodes.
Staple to this page. Profile should include:
Name
Size (include description of any colonies)
Patron God/Goddess
Any natural resources/special commodities
Main form of government
One famous historical individual
One famous historical site
Sources:
http://www.ancientgreece.com/s/Geography/
https://quizlet.com/22909984/going-greek-1-polisprofiles-gods-goddesses-flash-cards/
http://www.bbc.co.uk/education/topics/z87tn39
http://greece.mrdonn.org/corinth.html

(2)
Task 4: Source Task ( /5)
Complete in class source activity, print and glue onto
this page.

(3)
Task 5: Ancient Greek Home Diagram ( /5)
Using the links below as a starting point, draw and
label and typical Greek home. Be sure to use the
correct name for each room and give a brief
description of its function.
http://www.ancientgreece.co.uk/dailylife/challenge/cha
_set.html
http://www.historyforkids.net/greek-homes.html
http://greece.mrdonn.org/houses.html

(5)
Task 7: Greek Myth Creative Writing Activity: ( /5)
(4)
Task 6: Pantheon Family Tree ( /5)
Complete Pantheon Family Tree task in class and glue
onto this page.

Read the five Greek mythology stories listed on the

National Geographic for Kids Website:
http://www.ngkids.co.uk/history/Greek-Myths and
rewrite the story in your own words. Try to be as
(6)
Task 8: Group Timeline Task ( /5)
Complete Group Timeline Task in class and glue onto
this page.

descriptive and creative as possible.

(7)

(8)

Task 9: Derivation Research Task: ( /5)

Look at one of the Ancient Greek practises that we
still use today, and write a short paragraph (300
words maximum) comparing how this practise was
used by the Ancient Greeks and how we use it today.
Staple to this page. Possible topics are:
Democracy
Medicine
Olympics
Theatre
Or, chose an Ancient Greek invention and show how
our modern version is different i.e. alarm clocks,
coins, showers, thermometers

(9)

Assessment Details:

Core Topic: The Mediterranean World Greece

Context: Students will complete assignment portfolio tasks concurrently with learning content. Task 1 of
Assignment will utilize vocabulary lists from each section of content, with the aim of assessing literacy and
knowledge of subject specific terms. Remaining tasks will take place in class and at home, and test a number of
different skills in addition to content knowledge, including historical inquiry, analysis and use of sources,
comprehension and communication.
Outcomes:
o HT4-2: Describes major periods of historical time and sequences events, people and societies from the
past
o HT4-3: Describes and assesses the motives and actions of past individuals and groups in the context of
past societies
o HT4-6: Uses evidence from sources to support historical narratives and explanations
o HT4-9: Uses a range of historical terms and concepts when communicating an understanding of the past
o HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Task: Ancient Greece Portfolio Task
o Weighting: 20% Marks: 40
o Due: Week 4 Term 2
Criteria For Success Task 1
Uses correct terminology and correct spelling
Uses correct terminology
Criteria for Success- Task 2 9
Completes task well
Shows significant knowledge of content
Effectively uses subject specific terminology
Effectively utilises subject specific skills
Makes significant effort in completing task
Shows reasonable knowledge of content
Uses subject-specific terminology
Shows evidence of subject specific skills
Makes some effort to complete entire task
Shows some knowledge of content
Occasionally uses subject-specific terminology corrected
Shows some evidence of subject specific skills
Makes some effort to complete task
Shows limited knowledge of content

Mark
8
4
Mark
32

24

16

Rarely uses subject-specific terminology

Shows little to no evidence of subject specific skills
Does not complete task

Appendix E: Unit Outline

Topic: The Mediterranean World

Stage Duration: 7 Weeks - 21 Hours

4
Prerequisite: Consolidation of Depth Study 1 and Overview of Basic Elements of Ancient Societies
Key Inquiry
Skills
Questions
How do we
Read and understand historical texts
know about the Sequence historical events and periods
ancient past?
Use historical terms and concepts
Why and where Identify the origin and purpose of primary and secondary sources
did the earliest
Identify the origin and purpose from a range of sources as evidence.
societies
Draw conclusions about the usefulness of sources
develop?
Identify and describe different perspectives of participants in a particular historical context.
What emerged
Interpret history within the context of the actions, attitudes, motives and people in the context of the past.
as the defining
Identify and locate a range of relevant sources, using ICT and other methods
characteristics
Use range of communication forms and technologies
of ancient
Develop historical texts, particularly explanations and historical arguments that use evidence from a range of
societies
sources.
What have been
Select and use a range of communication forms (oral, graphic, written and digital) to
the legacies of
communicate effectively about the past
ancient
societies?
Outcomes
Historical Concepts
HT4-2: Describes major period of historical time and sequences events, people and solidities from the
Continuity and Change
past.
Cause and Effect
HT4-3: Describes and assesses the motives and actions of past individuals and groups in the context of
Perspectives
past societies.
Empathetic
HT4-6: Uses evidence from sources to support historical narratives and explanations.
Understanding
HT4-9: Uses a range of historical terms and concepts when communication an understanding of the past.
Significance
HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about the
Contestability
past.

Term/
Week
/Less
on
1/8/1

1/8/2

1/8/3

1/9/1

1/9/2

1/9/3

Historical
Knowled
ge

Skills

Out
Com
e

Pedagogy

Resources/Activities

The
physical
features
of the
ancient
society
and how
they
influence
d the
civilisatio
n that
develope
d there

Describe the
geographical
setting and
natural
features of
the ancient
society
Explain how
the
geographical
setting and
natural
features
influenced the
development
of the society
Outline how
the ancient
society was
organised and
governed
including the
roles of law
and religion
Describe the
roles of
appropriate
key groups in
the ancient
society, e.g.
the ruling
elite, the

HT46

Vocabulary words: Peninsula, Mountainous, Seafaring,

Mediterranean, Aegean
Advanced Organiser and Portfolio Assessment Discussion
Show PowerPoint with images of Greece follow-up with Guided
Discussion.
Vocabulary Words: Seafaring, resources, polis
Class discussion of impact of geography on society.
Jigsaw Activity: Think of how features of Ancient Greek
Geography impacted society.
Vocabulary Words: colonies, territory, Olympus, Crete
Portfolio Vocabulary Comprehension task
ICT Activity: Portfolio Mapping Task

Advanced Organiser
Portfolio Booklet (See
Appendix D)
Greek Images Powerpoint

Vocabulary Words: Nobility, military, law-making, slavery

Teacher dictated hierarchy notes
Explain that only noble males could participate in law-making,
feed into discussion of court system i.e. advocacy.
Notes on Lycurgus and Solon. Worksheet comparing with US
Constitution.
Vocabulary Words: Oikos, assemblies, aristocrats, citizens
Discussion of the differences between daily life in Sparta and
Athens. Watch Horrible Histories Spartan High School Musical
video. Look at different values and ideals.
Athens vs. Sparta Group Task

US Constitution/Laws of
Lycurgus and Solon
Worksheet.
Martin, T. (2013). Ancient
Greece

Roles of
key
groups in
the
ancient
society,
including
the
influence
of law
and
religion

HT43

HT49

HT43

HT43

HT46

Vocabulary Words: Democracy, oligarchy, tyranny.

Textbook reading and note taking about three types of
government present in Ancient Greece.
In class debate: Democracy, Tyranny or Oligarchy,

Powerpoint Printout
A3 sheets of paper and
multiple markers to
create mind maps.
Computer lab or personal
or shared laptops,
Mapping Task Worksheet,
Portfolio booklet

Horrible Histories
https://www.youtube.co
m/watch?
v=6QhnlgHKEMA Athens
and Sparta fact slips for
group activity.
Types of government
worksheet. Pearson
History 7.
Martin, T. (2013). Ancient
Greece

1/10/
1

1/10/
2
1/10/
3

2/1/1

2/1/2

2/1/3

2/2/1

The
significan
t beliefs,
values
and
practices
of the
ancient
society,
with a
particula
r
emphasis
on
ONE of
the
following
areas:
warfare,
or death
and
funerary

nobility,
citizens
(Greece and
Rome),
bureaucracy,
women and
slaves
Describe the
everyday life
of men,
women and
children in the
ancient
society
Explain how
the beliefs
and values of
the ancient
society are
evident in
practices
related to
warfare

HT43
HT46
HT43

HT410

HT43

HT410

HT46

Teacher shows PowerPoint about Ancient Greek everyday life,

including lifestyle, economy and leisure.
Portfolio Source Task on Greek everyday life. Group scripted
roleplay about use of sources.
Assignment Vocabulary Comprehension Task
End of Semester Party: Three different Ancient Greek Festivals in
one. Create a peplos for the Panathenaea using a large piece of
butchers paper in the centre of the classroom. Hold a miniclassroom Olympics, with a Pin the Lightning Bolt on Zeus or a
Apollos Chariot paper plane toss. Have lollies and soft drinks
(juice, water etc.) and read out some corny jokes to represent
Greek comedies for Dionysia. Hand out a resource sheet with
information about each of these festivals and their significance,
and read to class as they are doing activities.
Vocabulary Words: Polytheistic, pantheon, mythology, demigods,
etiological
Portfolio Pantheon Family Tree Task. Students are asked to create
a fill in the Pantheon family, from titans to demigods, while
watching edited YouTube video. Family tree also includes sections
for describing each god i.e. God of, Symbols.

Laminated source
description sheets i.e.
amphora, phalanx spear,
Corinthian coin, aulos.
Portfolio Booklet,
Butchers paper, Art
supplies, Game boards
etc. Lollies and Drinks,
List of appropriate jokes.
Ancient Greek Festivals
Resource Sheet.

Vocabulary Words: Divination, oracle, Delphi.

Textbook notes about Delphic Oracle
Discuss why leaders would ask Delphic oracle for advice?
Ask students about decisions they have made in their life, and
how things might be different if they had had an oracle to give
them advice.
Vocabulary Words: Telemus, patron, Parthenon,
Teacher dictated notes about the design and function of Ancient
Greek Temples
Craft activity, create model of Parthenon from template.

Pearson History 7.
Martin, T. (2013). Ancient
Greece

Computer lesson used to complete any portfolio task elements

that have not been completed.
Students who have finished with be given a research task looking
at Thucydides and Herodotus, and instances of religion and war.

Pantheon Family Tree

Worksheet.
Ancient Greek Gods and
Goddesses Documentary
https://www.youtube.com/
watch?v=-MSEsh6jgHE

3D Parthenon Model
Template
http://www.stormthecastl
e.com/paper-castle/paperparthenon.htm
Pearson History 7.
Porfolio Booklet
Research task handout
Computer lab or personal
or shared laptops

2/2/2

customs

2/2/3

Contacts
and
conflicts
within
and/or
with
other
societies,
resulting
in
develop
ments
such as
the
conquest
of other
lands,
the
expansio
n of
trade
and
peace
treaties

2/3/1

2/3/2

2/3/3

2/4/1

Identify
contacts and
conflicts of
peoples within
the ancient
world.
Describe
significant
contacts with
other
societies
through trade,
warfare and
conquest.
Explain the
consequences
of these
contacts with
other
societies, eg
developments
in trade, the
spread of
religious
beliefs, the
emergence of
empires and
diplomacy.
Explain the
legacy of the
chosen
ancient
society

HT46
HT43
HT49
HT46
HT410

HT43

HT410

HT46

Consolidate lessons from past week with a brief, multiple choice

quiz.
Watch Disneys Hercules. Have students point out
anachronisms in the movie.
Vocabulary Words: civil, Peloponnesian, infantry, hoplite, phalanx,
Macedonia
Show Powerpoint of pottery artwork features hoplites and
phalanxes and have them take notes on common themes. Then
have students draw and label a diagram
Vocabulary Words: Persia, naval, trireme
Write notes about the wars between Persia and Greece.
Zerk the Jerk Comic Strip Activity: Students read story about the
Battle of Salamis then, in groups, create a comic strip about the
Battle. Designate one writer, one drawer and one colourist etc.
Vocabulary Words: import, merchant, diplomacy
Write notes on international trade between Greece and its
neighbours.
Trade Activity: Students are broken into teams named after
different countries i.e. Greece, Egypt, Asia Minor, Thrace. Each
team is given cards with the resources of their country, and given
different trade scenarios.
Portfolio Task Group Timeline Task. Students are given three text
passages to choose from, outlining either the Peloponnesian War,
the Persia Wars or the History of Greek Settlement. Students then
use Timeline Interactive to create a timeline of their chosen topic
and present timeline to class with brief descriptions of events
that took place.

Examine legacies of ancient Greece in modern society.

Jigsaw activity: Research one of the following topics: language,
science, government, sport, art.
Present findings to class.

Hercules film
Quiz papers

Powerpoint with different

images of Ancient Greece
pottery featuring hoplites
and phalanxes.
Pearson History & and
additional notes on
Greece and Persia wars.
Martin, T. (2013). Ancient
Greece
Cards with different
economical resources i.e.
grain, ore, olive oil, clay
etc.
Pearson History 7 and
additional notes.
Computer lab or personal
or shared laptops.
Portfolio Booklet.
Prepared text passages,
using some sources from
Thucydides, Herodotus
etc. but also secondary
textbook information.
Computer lab or personal
or shared laptops

2/4/2

2/4/3

The role
of a
significan
t
individua
l in the
ancient
Mediterr
anean
world.

Using a range
of sources,
including
digital
sources,
investigate
the role of a
significant
individual in
the ancient
Mediterranean
world.
Assess the
role and
significance of
the individual
chosen

HT43
HT49

Read sections of narrative biography Leonidas of Sparta: A Boy

of the Agoge. Then take notes using more fact based texts.
Have students create a Facebook page about Leonidas using
template.

HT43
HT49

Watch edited documentary 300: Last Stand of Leonidas

Complete documentary analysis worksheet.
Have students strategically analyse the documentary as a
secondary source in Think-Pair-Share, using worksheets.

Leonidas of Sparta: A
Boy of the Agoge Helena
P. Schrader
Pearson History 7 and
additional notes.
300 The Last Stand of
Leonidas
https://www.youtube.com/
watch?v=e_1d3ZasrTA
Documentary Analysis
Worksheet