CLASSICAL GREECE - UNIT PLAN
Greek Olympics Unit
Grade & Ability
level: 6th Grade
Unit Title: Classical
Time Frame: 5-7 days
II. Overview and Rationale
A. Scope and major concepts
1. This unit covers the
history of Greece from after the defeat of the Persians until the
defeat of Athens by Sparta. This time period, which covers only
about 50 years, is of great importance to advances in democracy,
art, literature, and architecture developed within Athens.
2. This unit will include
3. This unit will
concentrate on language arts and cultural diversity skills.
4. The Unit will focus on
student personal discovery and challenge to student to express their
own ideas and beliefs concerning world events.
B. Rationale: This unit is
designed for 6th-grade. The unit will broaden their horizons by
showing how decisions made in one country can, and do affect other
countries. It will also help prepare students for Maryland State
exams by introducing concepts used in Maryland State, and U.S.
government. It will also relate Greek ideas on art, literature,
government, and architecture to present day U.S.
III. Objectives (C = Cognitive, A = Affective, P = Psychomotor)
TSWBAT analyze the role
of slavery in maintaining the lifestyle of Athenian citizens.
TSWBAT Contrast the
lives of men and women in Classical Greece (C, A)
TSWBAT Identify the
elements that led to the Golden Age in Athens (C, P)
research skills. (C, P)
presentation skills. (C, P)
TSWBAT Identify the
causes of the Peloponnesian War
TSWBAT Analyze opposing
viewpoints concerning the trial of Socrates
TSWBAT Compare prewar
and postwar Athens.
TSWBAT Analyze the
effects of the conquering and colonizing strategies of Alexander
Alexander's strategies for controlling his empire with those
uses by previous countries.
examples of the influence of ancient Greece on contemporary
American culture and Western civilization
TSWBAT Explain the
significance of the questioning approach of ancient Greek
philosophers, scientists, and historians.
TSWBAT give personal
judgments and express values concerning world events. (C, A)
TSWBAT broaden their
personal horizons through role playing and panel work. (A, P)
IV. Evaluation Process
A. Ways to evaluate:
1. The student's
participation in classroom discussions, debates, completion of
assigned homework, and activities will demonstrate the students
understanding of the lessons.
2. The students are given a
daily drill question to answer. The students will be graded mostly
on effort and attempt to answer.
3. A directed writing
activity will be assigned. The students will be graded on writing
skills, and the appropriateness, and content of their work.
4. A quiz on the chapter
will be given. Quiz will be T/F, multiple choice.
V. Subject Matter/Skills Outline
A. Following is a list of
essential thinking skills and related concepts that will be related
to each days activities. Each skill will be numbered and this number
will be listed at the end of each days subject matter outline. This
listing of skills is taken from the Dimensions of Learning handout
given by the Anne Arundel County Public Schools, Office of Staff
Development, Instructional Leadership
Attitudes and Perceptions:
A. Classroom Climate
B. Classroom Tasks
2. Acquiring and
A. Declarative Knowledge
B. Procedural Knowledge
3. Extending and Refining
4. Meaningful Use of
5. Productive Habits of the
for Ancient Greece
Ideas (Paper Columns & Gift-Wrapped Greeks)
Life in Ancient Greece
Plans for Ancient Greece
Ancient Greece Presentations in PowerPoint format