Ancient Greece Unit

Lesson Plan 1: Introduction into Ancient Greece (Feb 15)
Subject: World History & Geography to 1500
Grade: 9th
VA S.O.L. (s): The student will demonstrate knowledge of ancient Greece in terms of its impact on
Western civilization by:
a) Assessing the influence of geography on Greek economic, social, and political development,
including the impact of Greek commerce and colonies.
Instructional Goals & Key Concepts

● The students will be able to identify the geography of Ancient Greece.
Essential Questions:
● How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin
shape Greek economic, social, and political development and patterns of trade and
colonization?
Lesson:
1. Bellringer: ( 5-10 minutes)
a. Counterfactual History
i. Students will have a writing prompt “What if Ancient Greek never existed or
what if Persia had defeated Greece? How would history be different?”
2. Go through Chapter Walkthru (10 minutes)
3. Accessing Prior Knowledge Activity (20-25 minutes)
a. Carousel Brainstorming
i. Purpose: To activate students' prior knowledge of a topic or topics through
movement and conversation.
ii. Description: While Carousel Brainstorming, students will rotate around the
classroom in small groups, stopping at various stations for a designated amount of
time. While at each station, students will activate their prior knowledge of different
topics or different aspects of a single topic through conversation with peers.
Through movement and conversation, prior knowledge will be activated, providing
scaffolding for new information to be learned in the proceeding lesson activity.
iii. Procedure:
1. I will generate 6 categories/questions about Ancient Greece and will write
each question on a separate pieces of paper. I will post topics/ questions
around the classroom.
2. I will divide 3rd Block into 5 groups of 4, and 4th block I will divide
students into 6 groups of 4. These groups will rotate around the room
during this activity.
3. I will direct each group to stand in front of a homebase question station.
4. Inform groups that they will have 2-3 minutes minutes to brainstorm and
write ideas at each question station. Each person will write ideas at each
station. When time is called, groups will rotate to the next station in
clockwise order. Numbering the stations will make this easy for students to
track. Group 1 would rotate to question station 2; Group 2 would rotate to
question station 3 and so on.
5. Before leaving the final question station, have each group select the top 3
ideas from their station to share with the entire class.
iv. After the activity has finished, I will create a version of a KWL chart in a Google Doc
and write down what each group already knows about Greece and what else they
want to know about Greece.
4. Geography of Greece
a. Geography Prezi (5 minutes)
i. Mountains
1. Around 80% of Greece is made up of mountains.
2. Over time, these communities became fiercely independent.
3. Politics
a. Rivalry between the communities led to warfare that
devastated Greek society.
ii. Seas
1. Greeks established colonies throughout the Mediterranean.
iii. Greek Map Labeling Activity (5 minutes)
1. Students will label a blank Greek Civilization Map
5. Minoan Civilization Prezi (5-7 minutes)
a. Arthur Evans, English archaeologist first discovered the civilization and named it
after Minos, the legendary king of Crete because some of its structures were similar
to the labyrinth that King Minos was said to have builg.
b. Bull Leaping Fresco
i. Archaeologists and anthropologists have studied the Bull-Leaping Fresco for
centuries. Many say that this form of bull-leaping is purely decorative or
metaphorical. Some scholars say the fresco represents a cultural or religious
event, and not a display of athletic skill. Others disagree, suggesting a series
of maneuvers—including using the bull’s horns for leverage—would propel
an athlete over a bull’s back as shown in the fresco.
c. Video (8 minutes)
i. https://www.youtube.com/watch?v=Pk1EyMTSBP8
Chapter 4: Greece “Walkthru” Answer the following
questions based on the graphics in the text.
Timeline, P. 104-105
1. When were the first Olympic games held?
776. B.C.
2. When were the Persian Wars?
499-479 B.C.
3. Who fought in the Peloponnesian War?
Spartans fought Athenians in the Peloponnesian
War
Map, P. 107
1. How would you describe the physical geography of Greece?
Very mountainous, surrounded by water - no part of the greek mainland is more than 60
miles away from a body of water, many islands approximately 2,000
Infographics: Primary Source P. 108

1. How many stories was the palace at Knossos?
Four stories
2. What purposes did the palace serve?
Royal seat of the kings
Primary Source: History and Arts, P. 113

1. Who was the Parthenon dedicated to?
Goddess Athena
2. What is an acropolis? What was on the Athenian Acropolis?
Fortified area on top of a hill; typically a place of refuge during a time of war.
Temples and public buildings. Parthenon
3. What was the agora?

Open area where people could gather and it also served as a marketplace
Map, P. 115
1. What seas did the Greeks trade on?
Aegean, Mediterranean, Black Sea
Primary Source: History and Arts, P. 116

1. What was given to winners of athletic contests in Athens?
An amphora, a jar, filled with olive oil
Map, P. 119
1. List the locations of Greek victories in the Persian Wars.
Marathon, Salamis, Plataea
2. What happened to the city of Athens during the Persian Wars?
Sacked and burned
Turning Point, P. 120

1. Look at the quote by Pericles. Why does he say their government (administration) is
called a democracy?
It favors the many instead of the few; this is why it is called a democracy
2. Pericles expanded democracy to all citizens in Greece. However, some people were
still left out. Who?
Women, Slaves
Primary Source: Infographics, P. 125

1. Which natural phenomena does the story of Persephone explain?
Seasons
2. What is an Achilles heel?
Weakness or vulnerability (only place where the hero Achilles could be wounded
Primary Source: History & Arts, P. 127

1. Who sculpted the statue of Athena in the Parthenon?
Sculptor Phidias
2. Compare the Parthenon the cover of the book to the illustration on this page. Which
features have been lost over time?
Roof, statue of Athena, the cella (inner chamber of the temple), the treasury, most
of the frieze and metope sculptures, most of the pediment sculptures and painting Pediment lost
Infographics, P. 128
1. Compare the “choros” of Greece to a “chorus” today.
Choros - chanted and commented on the ation

Chorus - group of singers or to speak in unison
People in History, p. 130
1. How was Socrates different from other philosophers of the time?
He did not travel to other cities to pursue intellectual interests. Spent his time in
Athens engaging anyone in debate with anyone who would participate.
2. How did the death of Socrates impact Plato?

Spent many years traveling and writing; when returned he founded an academy
drawing bright young students from athens and other greek city-states
Social History, p. 132-133

1. How long were the Olympic Games?
Five days
2. What happened on Day 1?
Athletes and spectators gathers from all city states all over Greece. Officials
would make sacrifices and offer prayers to the gods.
3. What events made up the pentathlon?

Five events - discus throw, javelin throw, jumping, running, wrestling.
4. What did the winner receive? Was that all?

Awarded a crown of olive leaves pulled from a sacred tree and permission to have
a statue placed of him at Olympia.
From their own city-states, grateful for glory and fame, rewarded them with a
wide variety of gifts (Celeb status).
Map, p. 135
1. What present day countries made up Alexander’s empire?
Greece, Turkey, Syria, Iraq, Iran, Egypt, Afghanistan, Pakistan, Turkmenistan,
Uzbekistan
2. Where were the three major battles?
Grancius, Issus, Gaugamela
Primary Source: History and Arts, p. 136

1. How does the mosaic portray Alexander compared to Darius?
May include that the is less protected, more courageous, and younger
Carousel Brainstorming
Question 1:
What do you know about Greek legends and
mythology?

Question 2:
What do you know about Greek philosophy or
philosophers?

Question 3:
What do you know about Greek government and
politics?

Question 4:
What do you know about Greek art and
architecture?

Question 5:
What do you know about Greek warfare and
wars?

Question 6:
What do you know about Greek contributions to
Western civilization?

Greece Map Activity
Map Locations:
Map the following:
A. Balkan peninsula
B. Peloponnesus peninsula
C. Asia Minor
D. Mediterranean Sea
E. Black Sea
F. Dardanelles (body of water)
G. Athens
H. Sparta
I. Troy
J. Macedonia
K. Aegean Sea
L. Crete
M. Knossos
Early Greece Slot Notes
- The _____________and the ___________ played significant roles in the development of Greek history.
Mountains
- Mountains isolated Greeks from one another and cause different Greek communities to develop
their _________________.
- These communities will eventually develop into __________________ such as Athens and Sparta.
-These more isolated city-states encouraged people to participate in ______________ and ___________ life.
Seas
-The ________________, Mediterranean, and _____________ Seas surround Greece.
- Because Greece is surrounded by so much water and has so many islands, they became
_______________.
- They travel throughout the Mediterranean as well as the ___________________.
- Over time, city-states would become ______________________.
-This problem led Greeks to search for ____________ land and colonize other areas in the
Mediterranean.
Minoan Civilization
- Minoan civilization was established 2800 B.C.
- The Minoans were not ___________ but they did influence the people of the Greek mainland.
- The Minoans traded with ____________ as well as with ______________________.
- The palace at Knossos was the ____________________.
- Around 1450 B.C. Crete suffered a sudden and catastrophic _______________.
- Some historians believe that a tidal wave triggered by a powerful ________________ of the island
of Thera was responsible for the devastation.
- Other historians believe it was a result of _______________ by the Mycenaeans (mainland
Greeks).
Mycenae: The First Greek State
- Mycenae flourished between 1600 B.C. and 1100 B.C.
- Mycenaean civilization was made up of powerful ___________________.
- Each ruling monarchy lived in a _____________________.
- Mycenaeans were, above all, a ___________ people who prided themselves on their ____________ in
battle.
Lesson Plan 2: Politics & Government in Ancient Greece (Feb 20 )

Grade: 9th
c) identifying the social structure and role of slavery, explain the significance of citizenship and the
development of democracy, and comparing the city states of Athens and Sparta.

● Students will be able to explain the Athenian development of the democratic system and
how it became the foundation of modern democracies.
● Students will be able to identify the social structure and citizenship of the Greek polis.
● Students will be able to understand and identify the contrasting philosophies of government
that divided the Greek city-states of Athens and Sparta.
● How did democracy develop in Athens?
● How did Sparta differ from Athens?
● Who was considered a citizen in Athens and who had political rights?
● What influence did Pericles have on the development of Athenian life and democracy?
Lesson:
1. Bellringer (2-3 minutes)
a. Historical Riddle
i. This next riddle is best known for its apocryphal involvement with the death
of the Greek poet Homer, described by philosophers of the time as “the
wisest of the Greeks.” Homer had traveled to the island of Ios, which an
oracle had warned him would be the place of his death (the Greeks never
listened to prophecies involving their own deaths). During his travels
around the island, Homer came upon some fishermen. He asked them how
their day was going and they responded with this riddle: “What we caught,
we threw away; what we didn’t catch, we kept. What did we keep?” Unable
to solve the riddle, Homer eventually died on the island, refusing to leave
until he discovered the answer.
ii. Answer: Lice.
2. Go over India-China Unit Test and explain grades.
a. Also tell students about their Rangoli completion grades.
3. Wrap up Early Civilizations of Greece Prezi
a. Mycenae (5-7minutes) (Tell students small mistake in slot notes lived in instead of
liked in).
i. Mycenaean comes from Mycenae , a fortified site on the Greek mainland that
was first discovered by German archeologist.
1. Mycenae was one center for Mycenaean civilization
2. Indo European groups that spread from Europe and Asia. They
entered Greece around 1900 B.C. and gained control of the Greek
mainland.
3. High point from 1400 B.C. to 1200 B.C.
ii. Palace of Mycenae
1. Royal families lived within the walls and civilian populations lived
scattered outside the walls.
2. Tholos tombs - built into the hillside; circular tomb chamber
constructed of cut stone in a dome shape that resembled a beehive.
iii. Warrior people
1. Wall murals show war and hunting
2. Trade throughout Mediterranean Syria , Egypt, Sicily, Southern Italy
3. Believed conquering even Crete, some islands fell to their control.
iv. Epic Poetry
1. Homer lived at the end of the Dark Ages. Homer did not so much as
record history as he created it.
2. He gave the Greeks an ideal past with ideal heroes. These epics were
used for education. Values taught were courage and honor. - proud
of Greek heritage and actions of ancestors.
v. The Trojan War
1. Reading (5-7 minutes)
2. Youtube videos
a. History Channel - (1 minutes 46 seconds)
https://www.youtube.com/watch?v=TOAraslCkgU
b. Youtube
i. https://www.youtube.com/watch?v=CiQ4j-D5o4o
4. Hand Brain Break (5 minutes)
a. This Brain Break seems simple. However, you will find out soon that you will have a hard
time mastering it.
i. Start by waving your right hand in front of you left to right.Your palm should be
facing away from you while keeping your hand with your fingers pointing up.
ii. Now stop that hand and have your left hand in front of you waving it up and
down.
iii. Now practice moving them at the SAME TIME. Do not move your hands going
diagonally.
iv. Now switch to have your right hand up and down and your left hand left and
right. Do this faster and switch often to make it more difficult.
v. Lastly, to increase the difficulty, have your arms crossed while doing this.
5. Nearpod - Development of Democracy (25 minutes)
a. Go through the Nearpod presentation.
b. Give students Development of Democracy slot notes and fill it in together.
Trojan War
In Greek mythology, the Trojan War was a legendary ten-year conflict in which Greek warriors laid siege
to Troy, a city on the northwestern coast of Asia Minor. Homer's great epic the Iliad describes the
activities of gods, goddesses, and human heroes during the final year of the war. Some scholars think
that the story of the Trojan War may have been based on memories of distant historical events, which
became myths with the passage of time.
According to these myths, the Trojan War was rooted in vanity and passion. A youth named Paris, one of
the sons of King Priam of Troy, was asked to choose the fairest of three goddesses: Aphrodite, Athena,
and Hera. Each goddess offered Paris a special gift if he declared her the fairest. Paris selected
Aphrodite, who had promised him the most beautiful woman in the world.
Aphrodite led Paris to Sparta, the home of a Greek prince named Menelaus. Helen, the wife of Menelaus,
was considered the world's most beautiful woman. Paris fell in love with Helen and carried her off to Troy.
Menelaus asked his brother King Agamemnon to lead the princes and warriors of Greece against Troy to
recover Helen and to punish the Trojans.
After some delays, the Greeks arrived outside Troy. They besieged the city but made little progress in the
war for more than nine years. The Iliad takes up the story just when Agamemnon insulted Achilles, his
bravest warrior. Furious with Agamemnon, Achilles withdrew from the conflict and cursed his Greek
comrades.
Meanwhile, Hector, another of Priam's sons and the leading Trojan warrior, led a force out of the
besieged city to attack the Greeks. He killed Patroclus, who had borrowed the armor of his friend Achilles.
Filled with grief and rage, Achilles returned to the battle and slew Hector. Then he dragged Hector's body
behind his chariot, preventing the Trojans from holding a proper funeral. This dishonorable act angered
the gods, who persuaded Achilles to return the body to Hector's family.
Paris killed Achilles with a well-aimed arrow, only to be killed in turn by a Greek archer. After the death of
Achilles, the Greeks recognized Odysseus as their finest warrior. The valiant Ajax, angry at being passed
by, attempted to kill the other Greek leaders and finally committed suicide. Meanwhile, the clever
Odysseus came up with a plan to defeat Troy by trickery rather than direct force. He instructed the
Greeks to build an enormous, hollow wooden horse on wheels. Greek soldiers hid inside the horse, which
was then wheeled to the gates of Troy. The Trojans awoke to find this marvel outside their gates and
brought it into the city. That night the Greek soldiers climbed out of the horse and opened the city gates to
admit more Greeks. Then they set Troy afire, killing Priam and his family. The term Trojan horse is used
to this day to refer to something that appears to be a harmless gift but carries unsuspected danger or
destruction within.
The Trojan War also provided mythological material for the Romans, who traced their ancestry to Aeneas,
a Trojan nobleman who escaped the destruction of Troy. Medieval Europeans created new poems and
legends about the Trojan War, often presenting the Trojan point of view. A British legend, for example,
claimed that Britain had been founded by descendants of Aeneas and the last Trojans.
Development of Democracy in Ancient Greece - Teacher Version
● A monarchy is ruled by one person known as a monarch.
○ This person gained their power from having it passed down to them.
○ The role of the monarch was to make decisions for his/her kingdom and provide
protection for those living in it.
○ Monarchy did not last because Kings and Queens could not hold onto their power.
Also, wealthy landowners, known as aristocrats, wanted a share of the power as
well. La
● Oligarchy means rule by the few.
○ In this type of government, three or more wealthy landowners, aristocrats, share the
power equally among themselves.
○ All laws and decisions were made solely by the wealthy, aristocratic rulers. The
common people had no say in the decision making.
○ Pros: more leaders meant there were more ideas,
○ Cons:
■ More leaders also meant it took longer to make decisions.
■ Leaders fought with each other.
■ Ordinary Greeks had no say in the affairs of the country.
● Tyranny is a form of government in which absolute power belongs to one person.
○ The ruler is called a tyrant or dictator. This person usually gained power through
military force and replaced the rule of the aristocrats.
○ Tyrants claim to be the champion of the common people promising to help the poor,
build new marketplaces, temples, walls, etc..
○ The absolute power almost always corrupt the leaders.
○ Pros:
■ With one leader decision are made very quickly.
■ Leaders originally start out with intentions of helping the common people.
○ Cons:
■ Decisions solely made by the tyrant or dictator.
■ Absolute power ends up corrupting leadership.
● Democracy is a government by the people or rule of many.
○ Two forms:
■ Indirect Democracy - Citizens elect representatives to make law making
decision for them.
■ Direct Democracy - every citizen votes and every citizen has a say in the
lawmaking process.
○ Pros:
■ Decisions tend to be more fair.
■ Citizens have a say and play an integral part in the government.
○ Cons:
■ Decision can take a long time to make.
Lesson Plan 3: Greek City States - Athens vs. Sparta (February 21)
Grade: 9th

● Students will be able to identify the social structure and citizenship of the Greek polis.
● Students will be able to understand and identify the contrasting philosophies of government
that divided the Greek city-states of Athens and Sparta.
● How did democracy develop in Athens?
● How did Sparta differ from Athens?
● Who was considered a citizen in Athens and who had political rights?
● What influence did Pericles have on the development of Athenian life and democracy?
Lesson:
1. Bellringer: (5-10 minutes)
a. Who Rules?
i. Review of the different types of government in Ancient Greece.
ii. I will provide provide a powerpoint that has a description of a type of
government on it. Students will have to choose either answer A or answer B.
1. In order to tell me their answer, students will have to move to one
side of the room for A and one side of the room for B.
2. Athens & Sparta City-State Prezi (15 -20 minutes)
a. Greek City-States
i. Our word, politics comes from the Greek word polis.
ii. In the physical sense, the polis was a town, a city, or village along with the
surrounding countryside.
iii. What are two important city-states?
b. Politics and Rivalry
i. The city-state consided of citizens with political rights and citizens with no
political rights, and non-citizens.
ii. Aristotle said, “We must rather regard every citizen as belonging to the
state.”
iii. Independent units would bring ruin.
c. Sparta
i. Government
1. Spartan government was headed by two kings who led the Spartan
army on its campaigns.
2. Ephors - elected each year and were responsible for the education of
you and conduct of all citizens.
3. Council of elders - composed of two kings and 28 citizens over the
age of 60, decided on the issues that would be presented to an
assembly made up of male citizens.
a. This assembly did not debate, but only voted on issues.
ii. Creating the Ultimate Soldier
1. At birth a boy was inspected by the elders, and if he appeared too
weakly for future military service, he was taken into the mountains and
abandoned.
2. If he was fit, he was taken from his mother at the age of seven to begin
rigorous military training.
3. At age 30 he could live at home with his family.
4. Encouraged to steal, lie to, or intimidate others to supplement their food
supply.
5. Encouraged fights between classmates
6. Wore light clothing to get them accustomed to the rigors of climate, and
they slept on the ground
iii. Women
1. It was seen as a guarantee that the strong and fit Spartan women
would reproduce, and when they had babies, those babies would be
strong warriors in the making.
a. Expected husbands and sons to be brave in war. Spartan
women would tell their son as she handed him his shield, to
come back carrying his shield or being carried on it.
iv. This is Sparta video (4 minutes 27 seconds)
1. https://www.youtube.com/watch?v=M7V1a1I5BL0&list=PL4opPf
cnLnObaJcNSw0MEQG0bBbkYdDQh
d. Athens
i. Tyrants
1. Draco - Lawgiver
a. Those who could not pay their debts would be sold into
slavery. People were angry and there was public outcry.
2. Solon - reform-minded aristocrat.
ii. Education
iii. Women
1. Women were expected to remain at home, out of sight in special
quarters, unless attending funerals.
2. If they left the house, they were to have a companion.
3. Women were strictly controlled.
4. They were not provided with any formal education.
iv. Greece
1. Commonalities
3. Athens & Sparta Wife Swap
a. https://www.teachertube.com/video/horrible-histories-wife-swap-spartans-and-ath
enians-305246
4. Answer the following Question:
a. Which state would you have rather lived in, Athens or Sparta? Why?
b. Take a Stand Activity -
5. Create Your Own City State Activity (Rest of Class)
a. If there is time, they can draw their city state.
Greek City-States: Athens vs. Sparta
- The Greek word for city state is “polis”.

- The center of the polis was a city or town where people could meet for political, social, and
religious activities.
Politics and Rivalry

- Citizens had fierce loyalty to their states which divided Greece into independent units.
Sparta
Creating a Military State

- Instead of starting new colonies, they conquered the neighboring Laconians and Messenians.
- These neighbors became ___________ and worked for the Spartans.
- To ensure control over the slaves, Spartans created a ____________________.
- Strict social structure.
Government
- ____________ - rule by a small group.
- Assembly of all citizens approved major decisions.
- _______________ - male, native born Spartans over the age of 30.
- Assembly elected five ____________ - officials who held power and ran day to day affairs.
Creating the Ultimate Soldier

- Sick babies were ______________.
- Age ____: Boys were taken from their mothers and began training as soldiers.
- Age ____: Could marry but stayed in the barracks.
- Age ____: allowed to leave military and serve in the assembly.
Women
- Spartan women expected to raise healthy children.
- Told to _____________.
- While they had to obey their fathers and husbands, they were allowed ______________ inside and
outside the household.
- Could own property.
- Completed a __________________.
Athens
Government
Stages in Athenian Government:
1. _____________ - ruled by a king.
2. ____________ - rule by upper class landowners (aristocrats.) (Aristocracy)
3. ____________ - rule by a tyrant or dictator.
4. _____________ - rule by the people.
Tyrants
-____________ - The Lawgiver
- Issued the first written laws.
-_____________ penalties were the most severe - death in most cases.
-______________ was also an aristocrat who worked for reform.

- Opened high offices to more citizens.
- Canceled all land debts and freed people fallen into slavery.
Limited Democracy
- Severely restricted citizenship.
- Male citizens had political rights.
- Women, children, and non-citizens (slaves, aliens) had no political rights.
- Athens had a __________________ - all the men voted on every issue. Allowed poor citizens to take part
in politics.
Education
- Wealthy aristocrats went to school.
- They learned reading, writing, public speaking, and studied poetry and music.
Women
- Women were excluded from ______________, except for religious festivals.
- Women were expected to stay at home and manage the household.
- Her chief obligation was to bear children.
- Women received no __________________.
Greece
- Even though city-states were separated they shared:
-Same _____________, ______________, and _____________.
- Gods on Mount Olympus.
Create Your Own Polis!
Your challenge is to create a fully functioning city-state!
The ancient Greeks had hundreds of years to perfect theirs….you don’t have
that much time!
Here’s what you should do:
1. Name your Polis!
2. Make some laws!

a. Each city-state had it own laws!
b. Make 5 laws for your city state.
c. 4 serious ones, 1 for fun
3. Make a government
a. Democracy, Monarchy, Tyranny, Oligarchy?
b. Who is the leader?
c. Who has political rights?
4. Education
a. Who will be allowed to have an education?
5. Arts
a. What building projects are you going to pursue? (A temple, marketplace, more
sculptures…)
6. Military
a. Will you have an army or a navy or both?
7. You have got FIERCE loyalty to your city-state.

a. Write 3 unique features of your city-state!
Remember To Be Creative….
You Want Us To Live There Don’t You?????
Have Some Fun With This

If you finish with this part of the activity….
1. Sketch an outline of your city-state
a. Make sure to include & label your acropolis,
agora, etc…
b. Draw what we would see in your city state
(buildings, marketplace, sculptures)
c. In the bottom corner...write how bit it is in
square miles and the population

Lesson Plan 4: Persian & Peloponnesian War (February 22)
Grade: 9th
d) evaluating the significance of the Persian and Peloponnesian Wars

● Students will be able to explain the importance of the Persian wars in uniting Athens and
Sparta against the Persian Empire.
● Students will be able to identify Athenian victories and understand the importance of
Athenian control of the Aegean Sea.
● Students will understand the importance of Athen’s maintained independence which led to
innovations in government and culture.
● Students will be able to explain the importance of the Peloponnesian Wars as a competition
for control of the Greek world which resulted in the slowing of cultural advances and
weakening political power.
● Why were wars with Persia important to the development of Greek culture?
● Why was the Peloponnesian War important to the spread of Greek culture, but how did it
result in the slowing of cultural advances and weaken political power?
Lesson:
1. Bellringer (5-10 minutes)
a. Fill in Athens Sparta Comparison Chart
b. Review with students
2. Persian War Prezi (20-25 minutes)
a. Greek Warriors & Warfare
i. Military system developed overtime. At first, nobles, aristocrats, on
horseback fought wars in Greece.
ii. Each soldier carried a round shield, a short sword and a thrusting spear
about 9 feet long.
iii. Hoplites fought in lines or ranks. Eight to ten ranks made a formation called
the phalanx. Lots of phalanxes massed together became like a giant human
tank. The Greeks had archers and cavalry, but it was the phalanx that won
many famous battles.
iv. Hoplite
1. A hoplite had to pay for his armour, unless his father was killed in
battle. Then he was given his father's weapons and armour. Rich
men had metal armour, shaped to the chest, but others wore cheap
armour made of linen cloth. Layers of cloth were glued together, to
make a tough, bendy jacket, which could be covered with metal
plates.
2. A Greek soldier carried a big round shield, made of wood and metal.
On his legs he wore metal guards, called greaves. On his head he
wore a metal helmet, often with a crest on top. The crest was usually
made of horsehair, and stuck up to make the soldier look taller and
fiercer.
b. Persian Wars
i. Why do wars start?
ii. Rebellion
1. Persia took over Greek in Asia Minor also known as Ionian Greeks.
2. Darius ordered one of his slaves to say t him at every meal, “Sire,
remember the Athenians.”
a. Do you think he will see revenge? Will he be successful?
3. Marathon is remembered for the heroism of a Greek named
Pheidippides. After the battle, he ran 26 miles (42 km) non-stop from
Marathon to Athens. With his last breath he declared, “Victory, we
win.”
4. Today’s marathon race is based on this heroic story. The modern
Marathon race is 26.2. Why?
a. In 1908, the Olympics were held in London, and the royal
family wanted to watch, so they rerouted the race and it is
26.2 miles..
5. Youtube Video - Horrible Histories (2 minutes 45 seconds)
a. https://www.youtube.com/watch?v=geR3BrcWSt0
iii. Persian Wars Round 2
1. Battle of Thermopylae - Greeks tried to delay the Persians at the pass
of Thermopylae, along the mainroad into central Greece.
a. Persian Armies
i. Persians favoured long-range assault using archers
followed up with a cavalry charge, whilst the
Greeks favoured heavily-armoured hoplites,
arranged in a densely packed formation called the
phalanx, with each man carrying a heavy round
bronze shield and fighting at close quarters using
spears and swords. The Persian infantry carried a
lightweight (often crescent-shaped) wicker shield
and were armed with a long dagger or battleaxe, a
short spear, and composite bow. The Persian forces
also included the Immortals, an elite force of 10,000
who were probably better protected with armour
and armed with spears. The Persian cavalry were
armed as the foot soldiers, with a bow and an
additional two javelins for throwing and thrusting.
Cavalry, usually operating on the flanks of the main
battle, were used to mop up opposing infantry put in
disarray after they had been subjected to repeated
salvos from the archers.
b. Read the Battle of Thermopylae Story
c. Decisive Battles Video (5 minutes 7 seconds)
i. Start at 11:00 minutes End at 16:07
ii. https://www.youtube.com/watch?v=8M4w-82iVXs
d. Athens was sacked and burned.
3. Mid-Class Game Review - (15-20 minutes)
a. (Marathon) Race at the board:
i. I will divide the class into two or three teams. Within each team there
will be subgroups of 3. One representative from each team comes to
the board at a time. You ask a question or give a problem, and the first
person to write the correct answer on the board wins a point for
his/her team.
ii. The catch: the students at the board only get one try. If they all miss
the question, you take the answer from the first person in the
audience who raises his hand. Be sure to keep this game moving to
minimize wasted time from students moving to and from the board.
iii. Rules:
1. No whining.
2. Only your sub-group teammates are allowed to help you.
3. Your first answer is accepted.
4. No abbreviations and must be legible.
4. Resume Prezi
i. Peloponnesian War
1. In the beginning both sides believe they can win the war.
ii. Athens vs. Sparta
1. Athens planned to remain behind their protective walls and receive
supplies from their colonies and navy.
2. Sparta hoped Athenians would come out and fight beyond the walls.
Pericles knew it wouldn’t work.
3. Athens had a stronger army vs. Sparta having stronger infantry.
iii. Significance
1. Results in slowing of cultural advance and weakening of political
power
2. During the next 67 years, Sparta, Athens, and Thebes struggle to
dominate affairs.
3. Macedonia would grow in power, and this would cost the Greek
city-states their freedom.
4. Ask who may arrive on the scene - Alexander the Great
5. Remainder of Class
a. Students will finish working on their “Create Your Own Polis Activity”
Athens Sparta
Which society is more

civilized and which is more
barbaric? Why do you think
this way?
What type or types of

government?
What did each society

value? Arts, education,
military….
How do they treat women?

What rights do they have?
Greek Wars
Greek Warriors & Warfare

- Military system relied on _______________, heavily armed infantry soldiers.
- Hoplites would march in rectangular formations known as a _____________.
- Their close formation created a wall of shields and spears that was hard for enemies to break
through.
Persian Wars
- In 499 B.C., _____________ in Asia Minor rebelled against the Persian Empire.
- Although the Athenians supported this rebellion, it was ______________.
- _____________ , the Persian ruler, vowed to seek revenge.
- In 494 B.C., Persians land on the plain of ________________ only 26 miles from Athens.
- Although outnumbered, the Athenians decisively ______________ the Persians at the Battle of
Marathon.
Persian Wars - Round 2

- Darius dies in 486 B.C., and his son, ______________ vows revenge against the Greeks.
- Aware of Persian war plans, the Greeks form an alliance under Spartan leadership.
- In 480 B.C., Xerxes leads a massive _______________ into Greece which includes 180,000 troops and
thousands of warships.
- Battle of _________________, 7,000 Greeks help off 180,000 Persians.

- This battle ends in _____________ for the Greeks.
- However, in 479 B.C., the Greeks finally defeat the remaining Persian forces and establish control
of the Aegean Sea.
Significance
- The Persian Wars ___________ the fiercely independent city-states of Athens and Sparta.
Peloponnesian War
- After the defeat of the Persians, the Greek world divided into two main camps:
1. The Athenian Empire (Athens and the ___________________)
2. Sparta and the ______________ League
- In 431 B.C., war erupts between the _____________, the ____________, and their allies.
- Reason for war: both societies ___________________ the other's system of government.
- The war goes on for 27 years.
During the War

- Athens' most dominant leader, ___________, dies. He is important because:
- He creates _______________ in Athens.
- He initiates massives building programs such as the Parthenon.
- During the second year of the war, plague broke out and killed more than 1/3 of the people of
Athens.
Do the Winners Win?

- In 404 B.C., Athens ______________ to Sparta.
- Athens' walls were torn down, the navy disbanded, and the Athenian Empire was _____________.
Significance
- This war weakened the Greek states ___________ and _______________.
Battle of Thermopylae
The battle of Thermopylae was the first between the Persians and Greeks during the Persian
invasion of 480-479 BC. The Greek force was very small but was determined to make a stand
against the huge Persian army.
All of Greece was in fear, knowing that the army of the Persian king Xerxes had begun its
invasion of Greece. Already the Thessalonians had gone over to the Persian side, but some Greek
cities had come together and forgotten their usual rivalries, determining to stop the Persian
invasion. These cities agreed that Sparta would lead the Greek army, as her reputation in war was
unmatched by any other Greek state.
The Greeks had chosen to defend a narrow pass, or gap, between the mountains of central
Greece and the sea, called Thermopylae. This pass was part of the route into Greece from the north.
Here the Greek force now waited, made up of only 300 Spartans under their king, Leonidas, and
about 6000 soldiers from other Greek cities. They faced a Persian army of perhaps 100,000 men.
After the Persians arrived at the pass, several days crept by without battle beginning. When
told that Persian arrows would darken the sky in battle, one Spartan responded, “That is good
news. We will fight in the shade!” Xerxes sent a scout to find out what the Greek position was. The
scout returned to the king, who was amazed by what he heard. In front of a wall that blocked the
pass the 300 Spartans were combing their hair and exercising. However, the king was warned not
to misread this information: the Spartans were preparing to fight to the death and were men of
great bravery.
Finally, after the nerve-wracking wait, the Persians launched their attack. The Greeks were
defending the pass from behind the wall that blocked the path. They took it in turns to hold the
front line and fought off wave after wave of attacking Persians. In the narrow space, the Persians
could not make use of their greater numbers and the longer spears of the Greeks meant that they
inflicted many casualties on the Persians.
The Spartans also used a clever strategy to further overwhelm their enemy. They pretended
to retreat so that the Persians chased after them, but would then turn upon the Persians and in the
confusion kill many of the enemy.
In this way two days of battle passed, with the Persians unable to defeat the much smaller
army of Greeks. The Persians had lost many men, but their luck was about to change. A Greek
traitor came to the Persian king with information of huge importance.
Above the pass of Thermopylae was another path that was known to local people only. It
would allow the Persians to come secretly through the mountains and round behind the Greek
army guarding the pass below. The Greeks would then be trapped with the Persians in front of and
behind them.
As darkness fell, the Persian king sent his best soldiers to take the secret path and so come
up behind the Greeks. At dawn on the third day of battle, the Greeks discovered that they had been
betrayed. Leonidas, the Spartan leader, chose to fight to the end, knowing that his men could never
win this battle. He told the remaining Greek soldiers to flee whilst they could, but the Spartans
would show their courage and fight on.
Race of Marathon
1. What is the name of a heavily armed Greek infantry soldier?

a. Hoplite
2. What famous battle formation do the Greeks use?
a. Phalanx
3. How long are hoplite soldiers spears?
a. 9 feet
4. In what country are the Olympics currently being held?
a. South Korea
5. Who was the first Persian ruler to go to war with Greece?
a. Darius
6. What was the distance that Pheidippides ran from Marathon to Athens?
a. 26 miles
7. Who won the Battle of Marathon?
a. Greeks
8. Which city-state was more focused on their military?
a. Sparta
9. What Disney movie is famous for the song Colors of the Wind?
a. Pocahontas
10. Who won the battle of Thermopylae?
a. Persians
11. What kind of government did Sparta have?
a. Oligarchy (Aristocracy)
12. What is the modern day capital of Greece?
a. Athens
13. Write these in order. What are the four stages of Athenian government?
a. Monarchy, Oligarchy (Aristocracy), Tyranny, Democracy
14. Who won the Super Bowl?
a. Eagles
15. Which society was more focused on the arts and education?
a. Athens
16. Who was the second ruler to wage war against Greece?
a. Xerxes
17. What is the name of one of the houses of Harry Potter?
a. Slytherin, Gryffindor, Hufflepuff, Ravenclaw
18. The Persian wars caused which city-states to unite?
a. Athens and Sparta
19. In Athens, what did wealthy aristocrats study in school?
a. Poetry, music, public speaking, writing, reading
20. In Sparta, name one sport that women participated in?
a. Discus, horseback riding, running, wrestling
21. Who are the champions of the common people?
a. Tyrants or Dictators
22. What is animal is black and white and eats bamboo leaves?
a. Panda
23. The development of Greece was impacted by which physical features?
a. Mountains, Seas
24. Which form of government did not allow common people to have a say?
a. Monarchy, Oligarchy, Tyranny
25. Today, what are the colors of the Greek flag?
a. Blue and white
Lesson Plan 5: Greek Mythology (February 23)
Grade: 9th
b) describing Greek mythology and religion

● Students will be able to understand that Greek mythology was based on a polytheistic
religion that was integral to culture, politics, and art in ancient Greece.
● Students will understand Greek mythology offered explanations of natural phenomena,
human qualities and life events.
● Students will be able to identify the main Greek gods and goddesses.
● Students will be able to explain how Greek mythology has influenced the later civilizations
through symbols and images in Western literature, art, and architecture.
● How did mythology help the early Greek civilization explain the natural world and the
human condition?
● What impact did Greek mythology have on later civilizations and the contemporary world?
Lesson:
1. Read Origin story of the Gods
2. Explain the importance of mythology in Greek civilization.
a. It was believed that the family of Greek gods lived in a cloud palace above Mount
Olympus (the highest mountain in Greece). These gods were thought to have special
powers, and each had control over a different aspect of life.
b. Although myths convey exciting stories about gods and heroes, they are not
equivalent to "stories" either in the modern sense of a deliberate fiction or the
traditional sense of a folktale or tall story. Rather, myths are traditional narratives
often of gods, goddess, and heroes, great deeds and supernatural powers, that are
passed down through various textual and visual sources and convey commonly held
beliefs in a particular society about natural phenomena, historical events, and
proper behavior.
c. Greek mythology offers so much more: inspiration for many works of art (both
written and visual), insight into the human condition, a glimpse at an ancient people
trying to make sense of phenomena they could not explain.
d. They often feature heroic battles and terrible creatures, and taught the importance
of bravery, intelligence, and right and wrong. They showed that even the gods, like
mortal men, could be punished or rewarded for their actions. Details of the ancient
tales have been found on everything from pottery to temples to stone statues!
e. Greek myths were a huge part of the religion in Ancient Greece, and offer a glimpse
into the lives of the ancient people who told them. Check out five of these fascinating
Greek myths below, and meet the people-eating, fire-breathing beasts and the
heroes who battled them!
3. Explain how Greek mythology has influenced Western culture in literature, art, and
architecture.
a. Your students might be surprised to find they're wearing shoes with the name of a
Greek goddess (Nike), rooting for (or against) a team named after Greek gods
(Tennessee Titans), and even listening to rock groups with mythological names
(Styx).
4. Student mythology project options:
a. Greek God advertisement.
b. Write your own Greek myth.
c. Research Project

Origin Story of the Greek Gods
In the beginning there was Chaos, a yawning nothingness. Out of the void emerged Gaia (the Earth)
and other divine beings — Eros (love), the Abyss (part of the underworld), and the Erebus (the
unknowable place where death dwells). Without male assistance, Gaia gave birth to Uranus (the
Sky), who then fertilized her.
From that union the first Titans were born — six males: Coeus, Crius, Cronus, Hyperion, Iapetus,
and Oceanus, and six females: Mnemosyne, Phoebe, Rhea, Theia, Themis, and Tethys. After Cronus
(time) was born, Gaia and Uranus decreed no more Titans were to be born.
Cronus castrated his father and threw the severed genitals into the sea, from which arose
Aphrodite, goddess of love, beauty and sexuality. Cronus became the ruler of the gods with his
sister-wife, Rhea, as his consort. The other Titans became his court. Because Cronus had betrayed
his father, he feared that his offspring would do the same. So each time Rhea gave birth, Cronus
snatched up the child and ate it. Rhea hated this and tricked him by hiding one child, Zeus, and
wrapping a stone in a baby’s blanket so that Cronus ate the stone instead of the baby.
When Zeus was grown, he fed his father a drugged drink, which caused Cronus to vomit, throwing
up Rhea’s other children and the stone. Zeus then challenged Cronus to war for the kingship of the
gods. At last Zeus and his siblings, the Olympians, were victorious, and the Titans were hurled down
to imprisonment in the Abyss.
Zeus was plagued by the same concern as his father had been and, after a prophecy that his first
wife, Metis, would give birth to a god greater than he, he swallowed Metis. But she was already
pregnant with Athena, and they both made him miserable until Athena, the goddess of wisdom,
civilization and justice, burst from his head — fully grown and dressed for war. Zeus was able to
fight off all challenges to his power and to remain the ruler of Mt. Olympus, the home of the gods.
One son of Titans, Prometheus, did not fight with fellow Titans against Zeus and was spared
imprisonment; he was given the task of creating man. Prometheus shaped man out of mud, and
Athena breathed life into the clay figure. Prometheus made man stand upright as the gods did and
gave him fire. Prometheus tricked Zeus, and to punish him, Zeus created Pandora, the first woman,
of stunning beau ty, wealth, and a deceptive heart and lying tongue. He also gave Pandora a box she
was commanded never to open, but eventually her curiosity got the best of her, and she opened the
box to release all kinds of evil, plagues, sorrows, and misfortunes, and also hope, which lay at the
bottom of the box.

Greek Gods & Goddesses

Zeus - king of the gods Poseidon - god of the sea and Hades - god of the
earthquakes underworld and of the dead.

He is the most powerful god Brother of Zeus. Although one Hades was Zeus and
on Mount Olympus. He was of the gods of Mount Poseidon’s elder brother.
god of the sky and thunder. Olympus, he spent most of Although a god of Mount of
He was dominating, powerful, his time in the ocean. His Olympus, Hades rarely left his
and had a soft sport for weapon was a trident which dark kingdom, the
pretty women which caused was said to be so powerful it underworld, where he ruled
trouble with his wife Hera. He could shake the earth and over the dead. Because he
could be terrifying when shatter any object! He had a represented death, Hades was
angry and throw lightning reputation for being the most feared of the
bolts at those who displeased bad-tempered and moody, Ancient Greek gods – some
him. and would seek revenge on people even refused to say his
those who angered him name! Hades was aided in the
underworld by his three
headed dog, Cerberus.
Also, he married Persephone
and kidnapped her against her
will.

Hera - goddess of women, Ares - god of war. Athena - goddess of wisdom,
marriage, and family skill, and warfare.

Our first goddess is Hera. She He would fight on both sides, She is the goddess of wisdom
sits on the right side of Zeus if possible. He was young, and war and also the pro
and is his wife. Of course, strong and handsome, and tector and namesake of the
she’s his sister too, but liked to dress in battle clothes city of Athens. She preferred
that’s the way it was on even when he wasn’t fighting. reason to violence unless she
Olympus. She is the guardian was pushed. She turned
of marriage and was Arachne into a spider for
well-loved by the Greeks; it’s bragging that she could spin
kind of sad that she’s the better than Athena. She was
goddess of marriage because very competitive and is often
her own marriage was so bad. pictured with her helmet and
She was often jealous of her a spear. She carried Zeus’s
husband’s girlfriends and did shield, called the aegis. The
mean thing to them, even the owl was her bird. She is said
ones who didn’t want to be Zeus’s favourite
anything to do with him, but daughter.
she could be tender and
loving as well.
Hera was well worshipped by
the Ancient Greeks, and the
oldest and most important
temples of the region were
built in honour of her. Her
sacred animals were the cow,
lion and peacock.
Aphrodite - goddess of love Apollo - god of the sun, Artemis - goddess of hunting,
and beauty. poetry, music, and medicine. chastity, and the moon.

Hephaestus’s wife, Aphrodite, Apollo was a twin. He was the Artemis was Apollo’s twin.
whose Roman name was god of sun or light, poetry, She protects women and
Venus, was the goddess of music, and medicine and was small children, is fiercely
love and beauty. She was famous for his oracles (wise independent and particularly
born out of sea women to whom he gave his dislikes men. Artemis is
foam when the blood of power to predict and interpret deadly with her bow, and
Uranus dropped into the the future). He was very doesn’t suffer fools,
ocean. She was the mother of proud and also protective of especially male fools. Artemis
Eros (Cupid) and was his mother and sister. His enjoyed hunting with her
irresistibly charming, fickle, symbols were the gold bow handmaidens and basically
vainand competitive. Her and arrows, and he often kept to herself unless she was
symbol was a cestus, or appears golden and shining. bothered. Once a male hunter
magic belt, that made He wears a laurel wreath in tried to spy on Artemis while
everyone fall in love with the memory of Daphne, who she was bathing. The goddess
wearer; sometimes she would didn’t want to be his lover turned him into a deer and
lend it to humans. This is a and prayed to Mother Earth her hunters tracked him down
famous painting of the birth for help escaping him? She and killed him. Basically, she
of Venus, or Aphrodite, by was turned into a laurel tree. doesn’t have much of a sense
Botticelli. Her sacred animal of humor when it comes to
was the dove. peeping toms. In pictures, she
is seen accompanied by three
hunting hounds, a bow and a
fawn.

Notes to Know:
● The Greek religion was a polytheistic religion.
● Greek mythology was an important part of culture, politics, and art in ancient Greece.
● Greek mythology offered explanations of natural phenomena (such as the weather or the
seasons), human qualities, and life events.
● Greek mythology has had a lasting impact on Western literature, art, and architecture.
Greek God Advertisement

Instructions:
1. Design your own advertisement for a make-believe product based on one of the Greek gods or
goddesses.
2. Your company’s product must have some reference or association to the mythological figure you have
selected.
3. Your advertisement should contain AT LEAST the following: a visual image, the product’s name, and a
slogan. Additional creative content is encouraged.
4. You may design your product on the computer or on a sheet of copy paper. YOU MUST USE COLOR
TO RECEIVE FULL CREDIT!
5. Once you finish your drawing, you need to write on a separate sheet of paper a myth:
1. Create your own myth with the product in it. The myth must be at least 3 paragraphs.
2. Also, you have to tell me why you chose this god or goddess.
Mythological Figure or Concept Role in Greek Mythology

Zeus Most powerful ruler of all the gods. Associated with lightning bolts and eagle
Hera Zeus’ jealous wife. Goddess of marriage. Associated with a peacock
Poseidon God who ruled the seas. Associated with a trident
Ares God of war and instigator of fight
Aphrodite Goddess of love
Athena Goddess of wisdom
Artemis Goddess of the moon. Chief hunter to the gods. Protector of young women.
Hermes Messenger of the gods. God of commerce and protector of traders and herds.
Apollo God of the sun. God of poetry, music, and song. Protects young men.
Hephaestus God of fire and metalwork. He made armor, weapons and jewelry.
Eros Winged youth who sometimes carried a flower or bow and arrows. He shot
darts of desire into the gods.
Write Your Own Greek Myth

Sections:
1. Myth explains a natural phenomenon or teaches a moral lesson.
2. Myth contains at least one Greek god, either from historical Greek mythology or
created by student.
3. Myth has a beginning. It tells the reader who wants what.
Introduce the main character.
Establish the setting.
Decide what the character wants.

4. M yth introduces a Conflict/Problem.
The conflict is the problem the main character must overcome or confront. What
or who is your character struggling with and why?

5. The myth includes a Rising Action.
This is where the problems come into the story. The rising action focuses on the
characters trying to conquer their problem or avoid being defeated.
6. Myth has a Climax.
This is the event(s) leading to solving the problem.
7. The myth has a Falling Action.
Write about what happens once the problem is out of the way. Give the character
what he/she wants.
8. R
esolution/Ending
Write an ending that gives the reader a satisfying end.
9. S
pelling, Grammar, Punctuation
This will include good, well-written sentences.
10. N
eatness
Please write very neatly or typed.
Greek Gods, Goddess’, and Myth Research Project
You many choose any one of the 16 options that I give you (if you find another interesting
topic please talk to me). You will have to conduct the research on your own, using resources at the
library or on the computer. You must document (or cite) where you get ALL your information. Do
not make any information up, and do not use information from your head or another person. This is
an informational report, and the information about the god must be completely accurate.
Nonetheless, you cannot copy another author’s writing into your report, so you must paraphrase
ideas (put the ideas into your own words) you read in your resources. Copying or not citing your
sources is considered plagiarism and will not be tolerated. You will be given a zero on this
assignment if you plagiarize.
I am excited to read your reports and see your covers because I know that they will be
awesome! If you have questions at any time, please just ask me. Good luck!
OPTIONS:
Your options for the Greek god/goddess to research include:
1. Aphrodite goddess of love and beauty
2. Apollo god of the sun, poetry, & music
3. Ares god of war
4. Artemis goddess of the moon & the hunt
5. Athena goddess of wisdom & war
6. Demeter goddess of agriculture
7. Dionysus god of wine & fertility
8. Eros god of love
9. Hades god of the underworld
10. Hephaestus god of fire & metalworkers
11. Hera goddess of marriage
12. Hermes messenger of the gods & god of travel
13. Hestia goddess of the hearth (family fire)
14. Pan god of nature
15. Poseidon god of the sea
16. Zeus ruler of the gods
RESEARCH:
You must use 2 or more resources (websites, encyclopedias, or books) to gather information for
your project. The following are suggested resources to use for your research, but you may also use
other resources at the library. For the websites listed below, be sure to type in the entire web
address. At each site, you will need to navigate on the page and click on the appropriate links to find
more information about your chosen god/goddess. As one more reminder, you must write down
information about each resource that you use using the forms provided.
INTERNET WEBSITES:
http://www.greekmythology.com/Olympians/olympians.html
http://greek-gods.info/greek-gods/
http://www.mythweb.com/
http://www.timelessmyths.com/classical/olympians.html
http://greece.mrdonn.org/greekgods/index.html
http://www.webexhibits.org/greekgods/index.html
http://www.pantheon.org/areas/mythology/europe/greek/
www.worldbookonline.com
www.magnolia.msstate.edu
http://www.greekmyths4kids.com
PROJECT OVERVIEW:
REPORT: Your final product is a 6-paragraph informational research report on the Greek god or
goddess of your choice that contains the following information:
1. Introduction: Greek and Roman name of the god (and origins of name), the title of the god, a list
of any important powers the god has, and a brief description of where the god can usually be found
(where does the god spend his/her time in most myths?).
2. Family/Relatives: parents, siblings (brothers/sisters), and children; what gods or goddesses did
he or she marry, love, or desire?
3. History: the story of the development of the god through birth, infancy, childhood, and life as an
adult
4. Physical appearance and symbols: description of what the god looked like and any weapons /
objects / animals / other symbols associated with the god
5. Summary of one important myth involving the god: a retelling of the major events in one
myth, with a focus on the most important characteristics and powers of the god
6. Conclusion: other interesting facts or identifying characteristics about the god, summary of the
findings and characteristics of the god; remember to leave the reader with something to remember
about your god/goddess
COVER PAGE: You will also create a colored cover page that includes:
Greek name of the god
the title of the god (found on page 2 of this packet)
hand-drawn OR printed image of the god or goddess (must be colored)
your name (as the author)

Lesson Plan 6: Influential People of Greece (February 26)
Grade: 9th
e) characterizing life in Athens during the Golden Age of Pericles
f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and
philosophy, with emphasis on Socrates, Plato, and Aristotle.

● Students will be able to understand how Athenian culture during the classical era became
one of the foundation stones of Western civilization.
● Students will be able to identify the three main Greek Philosophers.
● Students will be able to identify important contributions of classical Greece in the areas of
drama, poetry, history, sculpture, architecture, science, and mathematics.
● Why was the leadership of Pericles important to the development of Athenian life and Greek
culture?
● What were some important contributions of Greek culture to Western civilization?
Lesson:
1. Bellringer:
a. Catch up Monday (5 minutes)
2. Review Gods and Goddesses
a.
3. Jigsaw Groups
a. Drama -
i. Aeschylus
ii. Sophocles
b. Poetry:
i. Homer
c. History
i. Herodotus
ii. Thucydides
d. Sculpture
i. Phidias
e. Architecture
i. Column types - Doric, Ionic, Corinthian
ii. Parthenon
f. Science
i. Archimedes
ii. Hippocrates
g. Mathematics
i. Euclid
ii. Pythagoras
h. Philosophy
i. Socrates
ii. Plato
iii. Aristotle
4. Rest of Class Students will have the opportunity to:
a. Finish Greek God Advertisement
b. Start on the study guide
Historical Figure Research Project

1. Please choose a historical figures’ name from the list provided.
a. Name:____________________________
b. Presentation Date:
2. Once you have chosen a name, you will research some of the contributions that individual made in history
3. Using the information that you have discovered, you will create the following:
a. Google Slide
i. Person’s Name
ii. Birth and Death Dates
iii. Biography/Contributions
iv. Pictures or Drawings which show inventions, ideas or other contributions
b. Presentation
i. All items from the poster must be presented in detail
ii. Student must present with mastery of the material, please practice your presentation
iii. Presentations can be no longer than 5 minutes each
c. Extra Credit: Students are to received preapproval in order to ensure that credit is received.
i. Culture Element
ii. Art Integration
1. Students may add an element to their presentations using their art. Example: Chorus, students can sing a
famous song from that individual’s historical time period.
Lesson Plan 6: Influential People of Greece (February 26) (Out sick)
Grade: 9th
● Students will be able to understand how Athenian culture during the classical era became
one of the foundation stones of Western civilization.
● Students will be able to identify the three main Greek Philosophers.
● Students will be able to identify important contributions of classical Greece in the areas of
drama, poetry, history, sculpture, architecture, science, and mathematics.
● Why was the leadership of Pericles important to the development of Athenian life and Greek
culture?
● What were some important contributions of Greek culture to Western civilization?
Lesson Plan 7: Alexander the Great (February 27)
Grade: 9th
g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic
culture by Alexander the Great.
● Students will be able to explain how Alexander the Great’s adoption of Greek culture
allowed it to spread throughout his empire.
● Students will be able to identify Hellenistic culture as a blend of Greek and oriental
elements.
● Students will be able to understand how Hellenistic culture spread throughout his vast
empire..
● How did the empire of Alexander the Great establish a basis for the spread of Hellenistic
culture?
Lesson:
1. Bellringer:
a.
2. Review Greek People
a. Quizlet Live
3. Alexander the Great Prezi
a. Macedonia
i. Macedonia was a large agricultural society, and had not been highly involved
in Greek affairs because they had focused on defending their northern
borders
ii. Macedonia would become the chief power in the Mediterranean world.
iii. Fearing Phillip, Athenians united with other city states and went to battle.
iv. - Philip gained control of all of Greece, bringing an end to the freedom of
Greek city-states.
b. Alexander the Great
i. He secured his rule by going back to Macedonia and eliminating rivals. He
also established dominance over the Greek city-states and made an example
out of Thebes by burning the city to the ground, and selling the people as
slaves.
ii. Conquests
1. Alexander was taking a risk. The Persian empire was weakened, but
still strong in 334 B.C.
2. Alexandria
a. This would be the first of a series of cities named after him.
3. When returned to Babylon, he was planning on more conquests but
died.
4. Death & Issues
a. He had great military skills. Brave and reckless.
b. Sought to imitate Achilles - kept a copy of the Iliad and a
dagger under his pillow.
iii. Legacy
1. Political
a. His successors used force and claims of divine rule to create
military monarchies.
2. Cultural
a. Alexander wanted solidify his empire by using Persians as
officials and encouraging his soldiers to marry native women.
Many Macedonians and Greeks thought Alexander was
becoming too foreign.
iv. Short Bio of Alexander the Great video (3 minutes)
1. https://www.youtube.com/watch?v=FyjAyIyXOeM
v. Hellenistic Kingdoms
1. After death, united empire fell apart into four kingdoms.
2. These four kingdoms were all conquered by the Romans.
3. Alexander had planned to fuse the empire together, but these
Hellenistic monarchs relied only on the Greeks and Macedonians to
form the new ruling class.
4. Architects, engineers, dramatists, and actors were all in demand in
the new Greek cities.
5. Through trade, the new Greek cities spread Hellenistic culture to SW
and Central Asia as far as modern day Afghanistan and India.
c. Arts and Literature
i. Alexandria became the home of poets, writers, philosophers, and scientists.
1. Library at Alexandria became the largest in ancient times with more
than 500.000 scrolls.
ii. Hellenistic kings spent money to beautify cities within their states building
characteristic of Greek homeland baths, theatres, and temples.
iii. Thousands of statues were erected in towns and cities all over the hellenistic
world.
4. Study Guide
5. Alexander the Great Social Media Project

a. Interview Options
i. Ask students to imagine Alexander the Great living in today's media age.
What would we see and hear in a media event featuring Alexander?
ii. Direct students working in small groups to select one of the following
scenarios to flesh out. Prompts in the form of questions accompany each
scenario but should not limit students' lines of thinking
1. Scenario A: Alexander conducting an empire-wide televised
news conference at a critical point in his reign
a. What questions might reporters ask?
b. How will Alexander respond?
2. Scenario B: Alexander and Darius appearing together as
guests on a television talk show after the battle at Gaugamela
a. How will the conqueror and the defeated rival treat
each other?
b. What issues will cause fireworks between them?
c. What role will the show's host play?
3. Scenario C: Alexander close to death, granting an interview to
a writer for the Inquiring Macedonian What kind of
publication is the Inquiring Macedonian ?
a. What accomplishments is Alexander proud of?
b. What regrets about his life does Alexander have?
c. What are Alexander's parting words to the world
iii. Using the content and tone of the models they have examined,
students should now flesh out their scenarios in writing. Each group
should produce one of the following:
1. a made-up transcript of an Alexander the Great news
conference (with indications of where and when the
conference occurs and who asks the questions)
2. a made-up transcript of a TV talk show in which a host, who
must be identified by students, engages Alexander and Darius
at the same time
3. a made-up interview in question-and-answer format or a
report based on an interview that Alexander grants the day
before he dies
iv. Have each group read or perform its written product for the rest of the class.
v. Contemplate these questions:
1. How would Alexander stack up against today's heads of state
when facing the news media?
2. Would the media help or hurt Alexander?
3. Alexander was relatively young for a leader of such huge
power and influence. Could a leader his age succeed today?
Can you name a young leader in the military or in other areas?
Would people take him seriously? Explain why or why not.
b. Facebook Page Option
i. Template will be given
Alexander the Great and Hellenistic Era Slot Notes
Macedonia
- Macedonians were probably not _________, and most Greeks viewed their northern neighbors as
____________.
- By end of the fifth century, Macedonia emerged as a powerful kingdom.
- In 359 B.C. , ____________ came to the throne and built a powerful army.
- Philip II admired Greek _____________, and he wanted to unite all of Greece under Macedonian rule.
- In 338 B.C., the Macedonian army crushed the ______________.

- Phillip insisted that Greeks should unite under Macedonia and make war against ___________.
- Before the invasion, Philip II was assassinated.
Alexander the Great
- After the death of Phillip, _______________ ascended to the throne at the age of 20.
- He would continue his father’s campaign against Persia.
- Alexander was motivated by ________ and ________, but also by the desire to ________ the Persian
burning off Athens in 480 B.C.
Alexander’s Conquests
- In 334. B.C., Alexander entered Asia minor with 37,000 troops and 5,000 calvary.
- Within the next year, he freed the ____________ Greek cities and defeated a large Persian army at
Issus.
- By 332 B.C., Alexander had control of ___________, _____________, and _____________.
- In Egypt, he built _______________ as the Greek capital of Egypt.
- By 331 B.C, Alexander controlled the rest of the Persian Empire.
- By 326 B.C., Alexander reached _____________. His soldiers refused to go further. Alexander agreed to
return home.
- After returning to Babylon in 323 B.C., Alexander died from his wounds, fever, and alcohol
consumption at the age of _______.
Legacy
Politically
- While the Greeks remained committed to the ideals of the city-state, Alexander’s political legacy
was the creation of ________________.
- After Alexander’s death, the empire fell into four Hellenistic ____________: Macedonia, Syria,
Pergamum (Asia Minor), and Egypt.
Culturally
- Culturally he left the Greek ____________, _____________, literature, art, and religious diversity
throughout parts of Asia and North Africa.
- Greek culture blended with Eastern culture to become known as _____________ culture.
- Hellenistic rulers encouraged spread of Greek colonists to Southwest Asia.

- Through trade, new Greek cities spread ____________ culture to Southwest, and Central Asia.
Alexander the Great Interview Options
Interview Options
1. Imagine Alexander the Great living in today's media age. What would we see and hear in a media
event featuring Alexander?
2. You will have three scenarios for Interview options. There are questions that correspond with
each scenario, but these questions should not limit your thinking and creativity. Once you have
chosen your scenario you will write a transcript describing the interview or news conference.
a. Scenario A: Alexander is conducting an empire-wide televised news conference at

a critical point in his reign.
i. What questions might reporters ask?
ii. How will Alexander respond?
iii. Create: a made-up transcript of an Alexander the Great news conference
(with indications of where and when the conference occurs and who asks
the questions)
b. Scenario B: Alexander and Darius appearing together as guests on a television talk

show after the battle at Gaugamela
i. How will the conqueror and the defeated rival treat each other?
ii. What issues will cause fireworks between them?
iii. What role will the show's host play?
iv. Create : a made-up transcript of a TV talk show in which a host, who must
be identified by students, engages Alexander and Darius at the same time
c. Scenario C: Alexander close to death, granting an interview to a writer for the

Inquiring Macedonian What kind of publication is the Inquiring Macedonian ?
i. What accomplishments is Alexander proud of?
ii. What regrets about his life does Alexander have?
iii. What are Alexander's parting words to the world
iv. Create : a made-up interview in question-and-answer format or a report
based on an interview that Alexander grants the day before he dies
3. Contemplate these questions as you create your transcripts:

a. How would Alexander stack up against today's heads of state when facing the news
media?
b. Would the media help or hurt Alexander?
c. Alexander was relatively young for a leader of such huge power and influence.
Could a leader his age succeed today? Can you name a young leader in the military
or in other areas? Would people take him seriously? Explain why or why not.
Greece Study Guide
Greece Study Guide Part 1
Types of government (define each)

1. Monarchy -
a. rule by one monarch; rule by king or queen
2. Aristocracy (Oligarchy)
a. - rule by the few; typically three or more wealthy landowners, aristocrats, share power
equally
3. Tyranny
a. - absolute power belongs to one person; rule by tyrant or dictator
4. Democracy
a. - rule by the many
Identify the columns

1. 2.
3.
People
Identify each person.
1. Phidias
- known for sculpting Zeus and a statue of Athena
2. Herodotus
- contributions in history (wrote history of the Persian Wars)
3. Aeschylus
- wrote plays
4. Euclid
- wrote a geometry textbook
5. Socrates
- philosopher who came up with a method of questioning to discover
6. Sophocles
- wrote plays
7. Thucydides
- contributions in history; History of the Peloponnesian wars
8. Hippocrates
- contributions to medicine
9. Plato
- student of Socrates; wrote the Republic
10. Pythagoras
- came up with the theorem for right triangles
11. Archimedes
- contributions to physic such as lever/pulley
12. Pericles
- rebuilt Athens after Persian War
Wars
List who fought in, who won, and the significance of each war.
1. Persian Wars- Greeks and Persians

Winner- Greeks
Significance- United fiercely independent Athens and Sparta
2. Peloponnesian War- Athenians and Spartans and their allies

Winner- Spartans
Significance- war weakened the Greek states politically and culturally
List the three philosophers we studied in chronological order. Give a contribution for each.
Name Contribution
1. Socrates; method of questioning to discover; Socratic method
2. Plato - wrote The Republic - his ideas about government
3. Aristotle - student of Plato - tutored Alexander the Great
Gods and Goddesses -What are they god or goddess of?
1. Zeus
- king of the gods
2. Hera
- goddess of marriage, women, and family
3. Aphrodite
- goddess of love and beauty
4. Athena
- goddess of wisdom, skill, and warfare
5. Artemis
- goddess of the hunt, chastity, and the moon
6. Ares
- god of war
7. Hades
- god of the underworld and dead
8. Poseidon
- god of the sea and earthquakes
9. Apollo
- god of the sun, poetry, music, and medicine
Athenian Governments List the order of Athenian Governments

1. Monarchy
2. Aristocracy
3. Tyranny
4. Democracy

Greece Study Guide Part 2
1. How did geography influence the development of ancient Greece?

a. Mountains isolated Greeks from one another and caused different Greek communities to
develop their own ways of life. Created independent city-states.
2. What is the name of the early civilization located on the island of Crete?
a. Minoan
3. What was the name of the earliest Greek state?
a. Mycenae
4. What is the name of the main Greek peninsula? What about the one where Sparta was located?
a. Balkan peninsula; Peloponnesian Peninsula
5. What is the Greek word for city state?
a. Polis
6. Which city state stressed military virtues and stern discipline?
a. Sparta
7. Which city state valued education and extended political rights?
a. Athens
8. What type of government did Athens have?
a. Monarchy, Aristocracy, Tyranny, Democracy
9. Who were the two tyrants we studied in Athens? Give an example of something each did.
a. Draco - issued the first written laws. (Draconian penalties)
b. Solon - opened high offices to more citizens and canceled all land debts and freed people
who had fallen into slavery.
10. What type of government did Sparta have?
a. Oligarchy
11. At what age did a Spartan enter the military?
a. Age 7
12. What happened to unhealthy babies in Sparta?
a. Left them on a mountain to die
13. Which city state gave women more rights?
a. Sparta
14. Who were considered to be citizens in Greece?
a. Sparta; male native born over the age of 30
b. Athens - (eventually) all males have political rights
15. Who received an education in Athens?
a. Wealthy aristocrats (men)
16. What things did the city states have in common?
a. Shared the same language, religion, and myths
17. What form(s) of government allowed people to have a say in government?
a. Democracy
18. What form (s) of government did not allow the common people to have a say?
a. Monarchy, Aristocracy (Oligarchy), and Tyranny
19. What are the two types of democracy? How are they different?
a. Direct - every citizens votes and every citizen has a say in the lawmaking process
b. Indirect - citizens elect representatives to make law decisions for them
20. Were the Greeks polytheistic or monotheistic?
a. Poly
21. What were the names of the two rulers of Persia during the Persian War?
a. Darius
b. Xerxes
22. What happened at the Battle of Marathon?
a. Persians come to Greece; Athenians decisively defeat the Persians; Phidippides runs 26
miles to Athens
23. What happened at the Battle of Thermopylae?
a. Xerxes invades Greece; Greeks fend off 180,000 Persians. 300.
b. Battle ends in defeat for Greeks.
24. What was significant about the Persian War?
a. United Sparta and Athens
25. What did the Persians do to the city of Athens?
a. Sacked and burned
26. What was the Delian League? Who dominated it?
a. Athens and their empire
b. Athens
27. The Age of Pericles was known as a ________________ for Athens
a. Golden Age
28. Who rebuilt Athens after the Persian Wars? What building was an example of this reconstruction?
a. Pericles
b. Parthenon
29. What changes were made during the government of Pericles?
a. He creates a direct democracy in Athens
30. What was the Peloponnesian League?
a. During the Peloponnesian War, it was Sparta and her allies
31. What caused the Peloponnesian War?
a. Both city-states were unable to tolerate the other’s system of government.
32. What formation did the Greek army fight in?
a. Phalanx
33. What was the name of a heavily armed Greek infantry soldier?
a. Hoplite
34. Who did Aristotle tutor?
a. Alexander the Great
35. What did Phidias sculpt?
a. Statue of Zeus and another of Athena
36. Who is called the father of history? What wars did he write about?
a. Herodotus
b. Persian Wars
37. Who wrote The History of the Peloponnesian War?
a. Thucydides
38. What land was Philip II king of?
a. Macedonia
39. What was Philip’s dream?
a.
40. Who replaced him after his death?
a. His son, Alexander the Great
41. What empire did Alexander try to conquer? Was he successful?
a. Persia
b. Yes
42. What culture emerged after Alexander’s conquests?
a. Hellenistic Culture
43. What did Alexander spread during this time?
a. Greek language, architecture, literature, art and religious diversity
b. Greek culture blended with Eastern culture
44. Who emerges as a powerful state during the Hellenistic Age?
a.
45. What did Homer write? What were they about?
a. Iliad and the Odyssey
b. Epic poems about the great deeds of heros
Short Answer: 10 points
Compare and contrast Athens and Sparta. You must compare and contrast the following:
1. The governments of each city-state.

2. What each city-state valued culturally
3. Explain who had political rights
4. Explain the rights of women
In addition to comparing and contrasting these components, you will need to tell me which city-state
you would rather have lived in and why. This will probably take at least 8-10 complete sentences to
properly explain.
Lesson Plan 8: Ancient Greece Review Day (February 28)
Grade: 9th
Lesson:
1. Tell the students pick up your trash or no more food in the classroom.
2. Collect Greek Gods and Goddesses Projects
3. Finish going over study guide
4. Play Hot Seat Review game
a. Hot Seat
i. For this review game, have one student sit facing the class. Write a
vocabulary word on the board behind their seat. The audience raises their
hands and the “Hot Seat” student can call on three students for clues to
guess the word. Change the “Hot Seat” student if they don’t get the word
correct.
ii. Rules:
1. The student in the seat can only call on three students for clues to
guess the word. If they don’t get the word correct, then they are
removed from the hotseat.
2. Students cannot be called on more than twice in a row to help. (I
suggest working together and collaborating).
3. You have one minute to guess.
4. Each guess is worth 10 points.
5. You cannot say the word/words on the screen.
a. There are some words that tell you that you cannot describe
them with certain words.
b. You cannot say sounds like or rhymes with or say it in a
foreign language.
Lesson Plan 9: Ancient Greece Unit Test & Beginning of Rome (March 1)
Grade: 9th
a) Assessing the influence of geography on Greek economic, social, and political development,
including the impact of Greek commerce and colonies.
b) describing Greek mythology and religion
d) evaluating the significance of the Persian and Peloponnesian Wars
Lesson:
1. Review for test (15-20 minutes)
2. Greek Unit Test (20-30 minutes)
a. Tell students they must write their answers in the blank.
b. I will only accept the answers that are in the blank
3. Rome Chapter Walkthru (20-30 minutes)
a. Handout will be given to students
b. Review Chapter Walkthru
4. Access Prior knowledge
Greece Test Name: ___________________________
Matching
___1. Polis A. stressed education and arts
___2. Parthenon B. Sparta Belonged
___3. Delian League C. stressed military strength
___4. Peloponnesian League D. every citizens votes
___5. Sparta E. Greek city states
___6. Athens F. citizens elect representatives
___7. Direct Democracy G. Athens belonged
___8. Indirect Democracy H. Pericles built after Persian Wars
Multiple Choice
___9. What is the name of the main Greek peninsula?
a. Peloponnesian b. Appenine c. Balkan d. Sinai
___10. At what age did a Spartan boy enter the military?
a. 5 b. 7 c. 10 d. 13
___11. Who were citizens in Greece?

a. men over 21 b. men over 30
c. all men d. men who owned property
___12. Who was ruler of Athens during its Golden Age?

a. Cleisthenes b. Pisistratus c. Pericles d. Phidias
___13. Who did Aristotle tutor?

a. Socrates b. Plato c. Alexander the Great d. Philip
___14. How did geography influence the development of ancient Greece?

a. The seas allowed Persia to gain control of the Aegean Sea
b. Mountains made the Spartans militarily superior
c. The seas helped Athens dominate the Aegean
d. Mountains created independent city-states
___15. The ancient Greeks were ______________

a. polytheistic b. monotheistic
___16. Greek city-states had all the following in common except

a. Religion b. Government c. Myths d. Language
___17. In which battle did the Athenians decisively defeat the Persians and Pheidippides run 26 miles to
Athens?
a. Issus b. Thermopylae c. Granicus d. Marathon
___18. Rule by a king or queen is a (n)

a. aristocracy b. monarchy c. oligarchy d. tyranny
___19. Rule by an elite few is a (n)

a. aristocracy b. monarchy c. oligarchy d. tyranny
___20. In this type of government, absolute power belongs to one person and claims they are the
champion of the common people
a. aristocracy b. monarchy c. oligarchy. d. tyranny
___21. The epic poem about the Trojan War was the
a. Iliad b. Odyssey c. Vedas d. Aesop’s Tales
___22. What land was Philip II king of?

a. Athens b. Sparta c. Persia d. Macedonia
___23. Who conquered the Persian Empire?

a. Philip II b. Alexander c. Pericles d. Leonidas
___24. What was the tyrant, Draco, famous for?
a. expanded political rights to all males in Athens
b. canceled all land debts and freed people who had fallen into slavery
c. issued the first written laws (penalties)
d. built the Parthenon
Matching (some will be used more than once)

___25. Euclid a. contributed to drama
___26. Aeschylus b. geometry
___27. Archimedes c. history
___28. Pythagoras d. theorem for right triangles
___29. Homer e. sculpted Zeus and Athena
___30. Sophocles f. medicine
___31. Herodotus g. physics, lever and pulley
___32. Thucydides i. wrote epic poems
___33. Phidias
___34. Hippocrates
Matching
___35. Zeus a. god of underworld
___36. Hera b. god of the sea
___37. Artemis c. head god/ god of thunder and lightning
___38. Aphrodite d. god of sun and music
___39. Poseidon e. god of war
___40. Hades f. goddess of love and beauty
___41. Ares g. goddess of marriage
___42. Apollo h. goddess of the hunt and moon
___43. Who came up with a method of questioning used for teaching?

a. Socrates b. Plato c. Aristotle d. Alexander
___44. Who was a student of Socrates who wrote The Republic?

a. Socrates b. Plato c. Aristotle d. Alexander
___45. Who extended political rights in Athens through direct democracy?

a. Solon b. Pericles c. Draco d. Euclid
___46. Who wrote The History of the Peloponnesian War?

a. Platob. Thucydides c. Phidias d. Hippocrates
___47. During Alexander’s conquest, Hellenistic culture emerged. What is Hellenistic culture?
a. The blending of Greek city-states culture
b. The blending of Macedonian and Greek culture
c. The blending of Macedonian and Persian culture
d. The blending of Greek culture with Eastern culture
___48. What was the cause of the Peloponnesian War?

a. Athens and Sparta were unable to tolerate each other’s system of government
b. Persians sought revenge against Athens
c. Alexander the Great sought to conquer Persia
d. Greeks wanted to avenge the burning of Athens
Wars
List who fought in, who won, and the significance of each war.
49. Persian Wars

a. Who fought -
b. Who won -
c. Significance -
50. Peloponnesian War

d. Who fought -
e. Who won -
f. Significance-
Identify the type of column (choices: Ionic, Doric, Corinthian)
Short Answer: (10 points)

Compare and contrast Athens and Sparta. You must compare and contrast the following:
1. The governments of each city-state.

2. What each city-state valued culturally
3. Explain who had political rights
4. Explain the rights of women
In addition to comparing and contrasting these components, you will need to tell me which city-state
you would rather have lived in and why. This will probably take at least 8-10 complete sentences to
properly explain.
Chapter 5: Rome “Walkthru”

Answer the following questions based on the graphics in the text.
Timeline, P. 144-145
1. What year was considered the start of the Roman Republic?
509 B.C.
2. When were the Punic Wars?
264 B.C. - 146 B.C.
3. When was the death of Jesus?
33 A.D.
4. When was the fall of the Roman Empire?
476 B.C. (Fall of Western Roman Empire)
Map, P. 147
1. What mountain range runs down the Italian peninsula?
Apennines
2. What river is the city of Rome located on?
Tiber River
Infographics: Roman Law P. 149

1. What was the Roman law code called?
Twelve Tables - protected both the rights of the patricians and plebeians.
2. Why would it be important to record and display the laws for citizens to see?
So that everyone understands their responsibilities and rights under the law
Map, P. 150
1. Who did Rome fight in the Punic Wars?
Carthage
2. What do you think would be the easiest route from Carthage to Rome?
Sicily and/or the sea
3. What route did Hannibal take?
Began in Spain and went through the Alps down into the Apennine Peninsula
Primary Source: Infographics, P. 153
1. What were some of the reforms pursued by the Gracchus brothers?

● Reduce unemployment - by trying to pass land-reform bills that called for
the government to take back public land held by large landowners and give it
to landless Romans.
● Extending citizenship to non-Romans
● Lowering the food prices
● Giving farmers more legal rights
2. Why do you think they were killed?

Wealthy land owning aristocrats controlled all the land and the government.
They did not want to give up their wealth and power.
People in History, P. 155

1. How was Augustus (Octavian) related to Julius Caesar?
Julius Caesar’s grand-nephew
2. List 4 things Augustus did during his rule as emperor.

1. Instituted civil service
2. Spread rule of law
3. Spread common currency throughout empire
4. Armies secured safe travel and secure trade
Infographics, P. 157
1. How did the building of roads, forts and walls help trade in the empire?
Building of roads helped move the army and allowed trade to expand
Forts and walls helped to keep invaders out and increase safe travel
→ increase trade
Roman Empire: Trade and Expansion, P. 158

1. Why did control of the Mediterranean region benefit Rome’s economy?
Control of the Mediterranean facilitated trade.
More trade led to economic growth and political stability.
The wealth generated by trade spurred the economy.
Connecting to the US, P. 161

1. How does the city of Washington, DC reflect Roman planning?
Streets were laid out in a grid, and government building arranged around an open
area.
2. What kind of columns are on the Supreme Court building?
Corinthian
History & Arts: Primary Source, P. 163

1. What did the typical Roman diet consist of?
Meatless, bread served with every meal
Seafood, cheese, fruits, olives, and vegetables made the bulk of the Roman diet.
History & Arts: Primary Source, P. 164

1. What happened at the Circus Maximus?
Chariot races, horse races, and athletic contests were held
2. What about the chariot races appealed to the audience?

Dangerous and exciting
Social History, p. 166-167
1. Who sat where at the Colosseum?
Wealthy and important people sat in the lower levels while the poor, slaves, and
women were near the top.
2. What was spread on the arena floor to soak up blood?
Sand
3. Who were typically gladiators?

Slaves, prisoners of war, or criminals
Infographics: Roman Religion and Mythology, p. 169

1. Why do you think January was named after Janus?
God of doorways - beginning of year
2. Which natural phenomena does the story of Vulcan explain?

Volcanoes
Map, p. 171

1. What city clusters had the most growth in Christianity up to 325 AD?
Jerusalem, Tyre, Damascus, Alexandria, Cyrene, Carthage, Rome, Tarsus, Antioch,
Constantinople
Turning Point, p. 172

1. What did the Edict of Milan do? Who was responsible for it?
Christianity was made a “permitted” religion and gave Christians back
confiscated property
2. What did Theodosius I do?

In 380 A.D., he made Christianity the official religion of the empire.
3. What was the main unifying force in Western Europe in the 400s? Why?
After Roman empire declined, Christianity was the main unifying force.
Citizens looked to the church for moral authority when after Rome’s authority
decayed. Loyalty turned to the church after lose faith in Rome.
Map, p. 175

1. Who divided the Roman Empire?
Emperor Diocletian
2. Where did that emperor live?
Nicomedia
Map, p. 176

1. What part of the Roman Empire seemed the safest from Germanic invasions?
Eastern Roman Empire (Asia Minor, Egypt)
2. What group(s) actually came onto the Italian peninsula?

Visigoths

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Lesson Plan 1: Introduction into Ancient Greece (Feb 15)

Subject: World History & Geography to 1500

Instructional Goals & Key Concepts

Infographics: Primary Source P. 108

Primary Source: History and Arts, P. 113

3. What was the agora?

Primary Source: History and Arts, P. 116

Turning Point, P. 120

Primary Source: Infographics, P. 125

Primary Source: History & Arts, P. 127

Choros - chanted and commented on the ation

2. How did the death of Socrates impact Plato?

Social History, ​p. 132-133

3. What events made up the pentathlon?

4. What did the winner receive? Was that all?

Primary Source: History and Arts, ​p. 136

Map the following:

F. Dardanelles (body of water)

-The ________________, Mediterranean, and _____________ Seas surround Greece.

- They travel throughout the Mediterranean as well as the ___________________.

- Over time, city-states would become ______________________.

- Minoan civilization was established 2800 B.C.

- The Minoans traded with ____________ as well as with ______________________.

- The palace at Knossos was the ____________________.

- Around 1450 B.C. Crete suffered a sudden and catastrophic _______________.

- Mycenae flourished between 1600 B.C. and 1100 B.C.

- Mycenaean civilization was made up of powerful ___________________.

- Each ruling monarchy lived in a _____________________.

Lesson Plan 2: Politics & Government in Ancient Greece (Feb 20 )

Instructional Goals & Key Concepts

Subject: World History & Geography to 1500

Instructional Goals & Key Concepts

- The Greek word for city state is “​polis​”.

Politics and Rivalry

Creating a Military State

Creating the Ultimate Soldier

-______________ was also an aristocrat who worked for reform.

Here’s what you should do:

1. Name your Polis!

2. Make some laws!

7. You have got FIERCE loyalty to your city-state.

Subject: World History & Geography to 1500

Instructional Goals & Key Concepts

Which society is more

What type or types of

What did each society

How do they treat women?

Greek Warriors & Warfare

Persian Wars - Round 2

- Battle of _________________, 7,000 Greeks help off 180,000 Persians.

During the War

Do the Winners Win?

1. What is the name of a heavily armed Greek infantry soldier?

Subject: World History & Geography to 1500

Instructional Goals & Key Concepts

Greek God Advertisement

Mythological Figure or Concept Role in Greek Mythology

Write Your Own Greek Myth

1.​ ​Myth ​explains​ a natural phenomenon or ​teaches​ a moral lesson.

6.​ ​Myth has a ​Climax.

This is the event(s) leading to solving the problem.

7.​ ​The myth has a ​Falling Action.

Write an ending that gives the reader a satisfying end.

Social History, p. 132-133

Primary Source: History and Arts, p. 136

-The ____, Mediterranean, and _ Seas surround Greece.

- The Minoans traded with as well as with __________.

- The Greek word for city state is “polis”.

1. Myth explains a natural phenomenon or teaches a moral lesson.

6. Myth has a Climax.

7. The myth has a Falling Action.

Types of government (define each)

Gods and Goddesses -What are they god or goddess of?

Athenian Governments List the order of Athenian Governments

Short Answer: 10 points

_15. The ancient Greeks were ____________

___16. Greek city-states had all the following in common except

___44. Who was a student of Socrates who wrote The Republic?

___46. Who wrote The History of the Peloponnesian War?

Map, p. 171

Turning Point, p. 172

Map, p. 175

Map, p. 176