Ancient Greece and the Founding of Democracy 

Grade 6 
 Table of Contents
Unit Plan 2
Part 1 - Logistics 2
Part 2 – Desired Results 3
Part 3 – Assessment Evidence 5
Part 4 – Learning Plan 7

Lesson 1 15

Lesson 2 17

Lesson 3 19

Lesson 4 22

Lesson 5 24

Lesson 6 26
City State Presentation Rubric 28

Lesson 7 30

Lesson 8 33
Final Rubric 36

 
 Unit Plan 

Part 1 - Logistics 
Unit Title:​​ The beginnings of Democracy Instructional Designer(s): ​Todd Zimmerman

Problem/Issue/Theme: Driving Question/ Inquiry Question:

Greek City States Why did the Greeks have such a large impact on our roles on identity and
citizenship as Canadians?

Curriculum Areas/Topics:​​ Social Studies, Language Arts Big Ideas: ​Historical Thinking, Geographical Thinking, Citizenship, Identity,
Grade: ​Grade 6 Critical Thinking, Communication.

Rationale: ​The idea of this unit plan on the Greeks is to show the students where the idea of democracy was born and how we adopted it as a
society. The Greeks had been the foundation on what was an early form of democracy and citizenship. In grade 6 the focus is on democracy
and their involvement in forming society. Every lesson will have a guiding question to link them to why they are learning about the Greek city
states and why it connects to democracy and what makes them citizens in our society. This will allow the students to have a historical
thinking mind while connecting it to them personally. The unit plan will also teach the students about geography of Greece and compare it to
where they are now in Canada. The students will also learn the role of citizenship and why equality is important in a democratic society
through the the roleplay where each student can be drawn a role from citizen gender differences, slave,and metics. The students will form
their own democratic system within the class and they can choose their own final summative assessment assignment with a rubric that will
be shown to them ahead of time to vote on what they want to complete.

The unit is sticking with the curriculum but also connecting to the main ideas from the front matter by connecting their geographical location
to another, historical thinking and the idea of learning from ancient cultures and its citizens, learning about their own identity and comparing it
to others and learning their role as responsible voting citizens.
Duration: ​ The duration of this unit plan should take roughly three weeks to complete. Each lesson can be expanded into several due to the content
being taught within each. The key aspect of each lesson is to have the students reflect on their own identity as young future voting Canadian citizens.

Part 2 – Desired Results 

Cross-curricular competencies:

In this unit students will be mixing Social studies with English in several ways. Through reading on databases and cooperation. The student
will also learn about timelines and using mathematics to determine how long ago democracy was formed to how it is today.

Learning Outcomes: (Literacy, Numeracy, subject areas)

6.2 Historical Models of Democracy: Ancient Athens

6.2.1 ​appreciate​​ the relationship between the​​ values​​ of a society and the model of government adopted within a society (PADM)
● The student will learn their relationship and values of our society and compare it to one in the past.
6.2.2 ​value​​ the role of participation by citizens in diverse democratic societies (C, PADM)
● The student will gain an appreciation for their role in society as diverse participating democratic citizens.

6.2.3 ​analyze​​ the structure and functions of the democratic system in ancient Athens by​​ exploring​​ and ​reflecting​​ upon the following
questions and issues.
● The student will explore the lives of ancient Greek citizens and their ideas of democracy, identity, and citizenship and reflect on their
own lives and compare and contrast the differences.

● How was the government of ancient Athens structured? (PADM)

● • How did the structure of the government in ancient Athens provide opportunities for citizens to participate in decision making? (C,
PADM)
● • How did identity, status and class structure impact citizenship in ancient Athens? (C, I)
● • How did the social structure of ancient Athens impact its political structure? (CC, PADM)
● • To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? (I,
PADM)

Knowledge: Skills:
What knowledge will students acquire as a result of this unit? What should students be able to do? What behaviors will they exhibit?
Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),
important events or people, sequence and timelines, etc

Students will know about the location of Greece and its past. Students will learn to work independently as well as cooperate
Students will be able to compare our timeline to the Greeks together. They will work on These critical skills.
and compare their way of life to the life of a ancient
Greek citizen. Students will know about people and their role Interpret: Through their interpretations of our current system of
in society. government and democracy to one used in the past.

Compare and contrast: Students will understand the differences

between two societies and compare them to us.

Analyze: Students will be able to analyze information from the

textbook and gain an understanding of their role as a citizen.

Collaboration/cooperation:Students will learn to work together and

build their own city state within the classroom table groups.

Historical thinking: Students will gain a historical thinking mind

learning to compare the past and how it affected their lives.

Part 3 – Assessment Evidence 

Performance Task /Culminating Activity
What authentic, relevant task will allow students to show what they've learned during the unit? In the space below, include all elements of GRASPS,
including success criteria (based on learner outcomes). At the bottom of this section, describe the scenario or situation (in paragraph form) that will
require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Attach your performance task rubric to your unit
plan.

G - Goal :​​The goal of the assessments are to have personal reflections of their identity as canadians and compare them to ancient Greeks. They will be able to evaluate
information of democratic systems, appreciate differences between societies, and have a reflection on the lives of others.
R – Role :
Students will be taking various roles throughout the unit. The debate will help students learn about different roles in Greek society as well as take a leadership or voting role when the
debate happens. The students will be debating what their final assignment will be for the unit whether it is a poster comparing their lives to the greeks democratic systems, to a pamphlet,
or a essay response.

A – Audience: ​The audience will be myself, their class as well as the mentor teacher. The audience could also be city councilors or school administration.

S – Situation: ​The students will learn the importance of free democracy as well as the importance of debate in western society.

P – Product, Performance:​​ (​​For) ​LLQs​ , ​(For)​​ J

​ igsaw​,​ (Sum/For) ​Roleplay​, (​Sum)​ ​Debate​,​ (Sum) ​Student Choice Rubric

S – Success criteria :
The students will create their own project showing information they had learned and reflecting upon what they have done.

GRASPS performance task: This final task will be reflected once the students make their choice. The guidelines for the assignment will be the following: The students must perform
some task that reflects their learning of ancient Greece and compare it to their identity as Canadians. The student can not choose to do nothing and multiple choice will not be an
option.

The following assignments can be done if they wish: Drawings, Poster, Essay, powerpoints, plays, Interview, presentation, journal of their life as a citizen. They can also choose
another if they believe they would like to do that instead. The rubric will help them as a guideline of what to look for.

Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work
samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

F​ ormative Assessment:​ Students will be filling out LLQs every few days to see where they are at in their learning. They will also be filling out Jigsaws and
presenting it to the rest of the class.

Self-Assessment:​ Reflection on their own learning through weekly reports. Reflection on how their life is different in Canada and how their life is going
with the roleplay.

Summative Assessment: Students will choose their own form of work to be assessed on following a rubric. They will also be accessed on their city state
presentations, and marked on their weekly reflection.
 Part 4 – Learning Plan 
What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3?
What will the sequence of instruction be for this unit? In the space below, indicate how you will grab student attention through an introductory activity
(anticipatory set for the unit).

Introductory Activity/Entry Event:

Introduction to this lesson, Teacher should be wearing a toga or something Greek, address every student at the start as citizens of a great city ran by
noble leaders in a land far away were myths and great deeds were formed. Address them as free citizens of some of the great citys: Athens, Sparta,
Thessaly,Macedonia, Argos, Eperis, and Rhodes.

Lesson Learning Outcome Learning Activities A​​ssessment Resources / Materials

# (​​C​urriculum) (​​I​nstruction) (FOR/OF/AS) (equipment, textbooks,
(Include instructional strategy + what students will be doing) technology,
multimedia, etc.)

1. 6.2.1 ​appreciate​​ the
relationship between the
values​​ of a society and the
model of government
adopted within a society
(PADM)
Introduction - Where are we in the world! Formative Physical map​,
In this lesson students will be introduced to the unit. To start Slides
students will learn where Greece is and compare it to where we
are now by using a map. We will also be looking at the timeline Goverment types
and letting students draw the timeline themselves so they get oligarchy
an understanding of where and when we were talking about. Tyranny​,
They will be comparing an old map of Greece to a current. The ​Democracy
teacher should also note the industrial revolution and when Rubric for
europeans discovered europe on the timeline so they get an final project
understanding of how far back in time Democracy was formed. Displayed

2.
6.2.2 ​value​​ the role of
participation by citizens in
diverse democratic societies
(C, PADM)
They will also be informed about the role play activity that this
unit has and how they will be starting it shortly.
Citizens of Athens Formative Textbook,
Students in this lesson will learn about the social structures of Jigsaw,
greece by breaking up into their table groups. They will be able Slides
to work in the hall and fill in as much information as they can
from the textbook. They will learn about the following (E.g. LLQ
Slaves, children, men, women, Agora/market)
Once they have filled in their table the class will present it to
the rest of the class so they can fill in their worksheet We will be
discussing citizenship after the students have spoken
3 6.2.2 ​value​​ the role of
participation by citizens in
diverse democratic societies
(C, PADM)
6.2.3 ​analyze​​ the structure
and functions of the
democratic system in ancient
Athens by​​ exploring​​ and
reflecting​​ upon the following
questions and issues
● How did identity, status
and class structure
impact citizenship in
ancient Athens? (C, I)
● How did the structure
of the government in
ancient Athens provide
opportunities for
citizens to participate in
decision making? (C,
PADM
4 6.2.2 ​value​​ the role of
participation by citizens in
diverse democratic societies
(C, PADM)
Life as a Greek Citizen Summative Roleplay ​reflections
In lesson students will begin the roleplay. They will be randomly Done weekly Citizenship
chosen for a role and there will be new classroom rules. once they
have been
The following rules are in place: introduced to
Male citizens are incharge of each table, they may give the roleplay.
permission to female citizens to go to the bathroom in class, or
sharpen pencils. (both roles can be played by males or females)
Male citizens are the protectors of the house, meanwhile
female citizens must clean the house before they leave class.
Students will remain in their role while walking between classes.
They may end their role once they are in their other class.
- Teacher trumps all other rules though if the situation
requires it.
They will find out what city state they will be able to search up
their city state and draw an image that represents their city.
Forms of Government Formative Governments
In this lesson the students will be using their chromebooks to worksheet
access these websites. They will be looking further into Website1
kingdoms and citizenship. There will be two youtube videos one Website 2

5​​. 6.2.3 ​analyze​​ the structure
and functions of the
democratic system in ancient
Athens by​​ exploring​​ and
reflecting​​ upon the following
questions and issues
● How was the government of
ancient Athens structured?
(PADM)
6 City States
6.2.3 ​analyze​​ the structure
and functions of the
democratic system in ancient
Athens by​​ exploring​​ and
reflecting​​ upon the following
questions and issues.
for Athens. And another for Power and the government. Power and Polis
They will be able to identify what type of government is their Athenians
city state as groups. Once they are done they may draw or color, Spartans
or find an image of that government type on their city state
poster.
Computer
Whiteboard
Geography and Resources Formative Geography and
In this class will be given to the students to work on their city Resources C&C
state. They will be using the internet, as well as a physical map
to help create their city state. Things the city state banner must
Worksheet
have
- A thing of geography or resource that city used. LLQ
- What type of government that city state had
- What type of culture did that city have? whiteboard
How does the geography and resources of Greece shape and
mold their way of life?
Summative City state
Students will be presenting their City states as well as a Poster Presentation
discussion of their role and what it was like to live their life as a
greek citizen as well as what resources, geography, government, whiteboard
and culture type their city has.
After presentations we will discuss how things are different to
 ● • How did the social how we live today in Canada and how life has become better for
structure of ancient everyone.
Athens impact its
political structure? (CC, Teach students about the life of citizens and compare to what
we live like now
PADM)
● • To what extent were
democratic ideals of
equity and fairness
part of the structure of
government and
society in ancient
Athens? (I, PADM)

7 6.2.2 ​value​​ the role of Debate Sum Debate

participation by citizens in
diverse democratic societies
(C, PADM)
Students are going to learn about the debate in this lesson. They Slides
will be divided into two sides were male citizens get to take part Formative
in the vote. The others can discuss with the male citizens on
their side but they do not get to make the final decision. The
male citizens will decide what the final project is off the rubric
that will be displayed for the students.

In the lesson the students will follow the rules and class time
will be given for them to study up on what they want to talk
about if they are a speaker.

8 6.2.1 ​appreciate​​ the Final project Student Choice Rubric

relationship between the Students will be given time to work on their decided project. Summative
values​​ of a society and the The final project will be off of a rubric and is students choice on Whiteboard
model of government what the task is. Class time will be given so they can complete
adopted within a society their assignment and then present it.
(PADM)
● The student will learn To start the class the students will be taught what a debate is as
their relationship and well as the rules they must follow. They will be looking at some
papers before they debate to prepare for the role and partake in
values of our society
the decision. Citizen women can help the citizen males decide so
and compare it to one
they will have some choice but citizen children, slaves, and
in the past. metics will have no say in the final project to represent what life
was like for ancient Greeks.
6.2.2 ​value​​ the role of
participation by citizens in
diverse democratic societies
(C, PADM)
● The student will gain
an appreciation for
their role in society as
diverse participating
democratic citizens.

6.2.3 ​analyze​​ the structure

and functions of the
democratic system in ancient
Athens by​​ exploring​​ and
reflecting​​ upon the following
questions and issues.
● The student will
explore the lives of
 ancient Greek citizens
and their ideas of
democracy, identity,
and citizenship and
reflect on their own
lives and compare and
contrast the
differences.

● How was the

government of ancient
Athens structured?
(PADM)
● • How did the
structure of the
government in ancient
Athens provide
opportunities for
citizens to participate
in decision making? (C,
PADM)
● • How did identity,
status and class
structure impact
citizenship in ancient
Athens? (C, I)
● • How did the social
 structure of ancient
Athens impact its
political structure? (CC,
PADM)
● • To what extent were
democratic ideals of
equity and fairness
part of the structure of
government and
society in ancient
Athens? (I, PADM)

Resources

Visual Power and Polis​, ​Athenians​, ​Spartans​, ​oligarchy​ ​Tyranny​, ​Democracy

Technology Chromebooks, Poster Board

Literature Website1​, ​Website 2​, ​Student (text) book segment​​, ​Kingdoms website​​ , ​Oligarchy

Other resources Bibliography​, ​Map of the world,​ map of ancient Greece

 Lesson 1 
Title:​​ ​Where is Greece and why was it so important!

Instructor: Learning Outcomes:

Mr Z 6.2 Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient
Grade:​​ 6 Athens and the Iroquois Confederacy.

Subject: SLO Outcomes:

Social 6.2.1 ​appreciate​ the relationship between the​ values​ of a society and the model of government adopted within a
Studies society (PADM)

Purpose: ​The purpose of this lesson is to get the students to think about history , the timeline, as well as the geography
that created democracy. They will learn about our epoc and the time span between us and the greeks. The students will
also learn about the roleplay that will be coming in the next couple days so they can get their minds to think of the
different roles.

Prior Students will know about democracy already but they do not know where it came from. In this lesson they will be
Knowledge: introduced to democracy and how the Greek citizens Identity was linked to their version of democracy.

Materials, Teacher:​​ ​Rubric for final project ​, ​map​, Toga, ​Slides

Resources,
Technology: Students:​​ Paper, Pens of various colors

Total Time: Learning Activities Assessm

ent
 Body of Lesson: ​Introduce the unit the students with a story of ancient Greece. A time long before us
This lesson were kings ruled in the cities next to democracies and oligarchies, When you tell the story write down a
will take 1 number line and write out our current time. Mark 0 for the gregorian calendar. 508 BC to current. Also
day to mark the industrial revolution and explain how far we have advanced in that short timeline.
complete to
introduce the Write down each kingdom type and question students on kings and oligarchies. This is just a quick intro to
students to them. This will get them introduced to the terms.
the Athenians
and the Greek Explain them to the students so they get an understanding that not all of greece was democratic
city states.

Thinking of democracy link it to Canada and have a student that knows where Canada is come circle it on
the map with a dry erase. Make Sure everyone knows where we are and then mark where Greece was. The
idea around this is to get the students to think about location of them and where Greece was in the world
.

Conclusion:
Students will gain an understanding of timeline as well as where Greece was. The students will also learn
about different types of government in greece and how it differs from the Canadian form of Democracy.
 Lesson 2 
Title:​​ Citizens of Athens

Instructor: Learning Outcomes: 6.2

Mr Z
Grade: SLO Outcomes: ​6.2.2 ​value​​ the role of participation by citizens in diverse democratic societies (C, PADM)
6
Subject: Purpose: ​The purpose of this lesson is to show citizenship and let the students compare their lives to the
Social Athenians. Through this they will learn why democracy is so important.
Studies

Prior Students will have learned about where Greece was and where Democracy was first formed
Knowledge:

Materials, Teacher:​​ ​ LLQ​, ​Slides

Resources,
Technology: Students:​​Worksheet

Total Time: Learning Activities Assessme

nt

Previous Classroom Work/Lesson (bridging):

Students will be asked to remember where Greece is
Located on the world. They will also be asked about
Kingdoms and Oligarchies.
 Body of Lesson: LLQ
This lesson Social structures of Athens. Students will break up into table groups and each group will fill in as
should take much information as they can on the following pages 60-64.
around 2 days
to finish. 1 Male Citizens:Can vote, Serve in military, Lead the city.
day for
getting them Female Citizens: Citizens but can n
to fill in the ot vote, Property of their husband, brother or father.
information Children: Boys join army around 16, can vote after 2 years in army. Girls trained in household
and learn. duties. Property of father or brother.
The
following day Slaves:Often used as educators or workers. Non citizens.
will be
finishing up Medics:Free people cannot vote and are not citizens of athens.
the worksheet
as well as Agora/Market: Farmers market where everything is sold from trade goods, spices, and slaves.
discussion on
citizenship. Students will be discussing their life as Canadians from what they have learned about the
Greeks. Comparing the lives of the past to the present. With the LLQ students will be reflecting
on their learning and anything that might be confusing can be changed or adapted so they
understand.

Conclusion: ​Students will be discussing different roles of the individuals of Athens and
comparing it to the way we live now.
 Lesson 3 
Title:​​ Life as a Greek Citizen

Instructor: Learning Outcomes:6.2 Historical Models of Democracy: Ancient Athens

Mr Z
Grade:​​ 6 SLO Outcomes:

Subject: 6.2.2 ​value​​ the role of participation by citizens in diverse democratic societies (C, PADM)
Social
Studies 6.2.3 ​analyze​​ the structure and functions of the democratic system in ancient Athens by​​ exploring​​ and
reflecting​​ upon the following questions and issues
● How did identity, status and class structure impact citizenship in ancient Athens? (C, I)
● How did the structure of the government in ancient Athens provide opportunities for
citizens to participate in decision making? (C, PADM)
Purpose: ​The purpose of this lesson is to teach students about life as Greek citizens so they may compare
it to their life now as Canadians.

Prior Students should know about different types of citizens within Athens and the Greek social systems. Most
Knowledge: Greek city states had similar systems but different governments.

Materials, Teacher:​​ ​Reflection for students​, ​Chromebooks for citizens website​, ​Slides​, Poster Board or large white
Resources, paper
Technology:
Students:​​ Markers, pencil crayons

Total Time: Learning Activities Assessment

This lesson Previous Classroom Work/Lesson (bridging):

will take 1 Students Will be reminded on each role of citizen ensuring they all know what each
day to citizen did.
establish as
well as giving
them students
to work on
their city
state poster.
 Body of Lesson:
20 minutes Students will be introduced to the roleplay during this lesson before going to a web
browser to learn more about citizens of athens. Formal:
Introduction to
The following rules are in place:
roleplay
Male citizens are incharge of each table, they may give permission to female citizens to go
to the bathroom in class, or sharpen pencils. (both roles can be played by males or females)

Male citizens are the protectors of the house, meanwhile female citizens must clean the
house before they leave class.

Students will remain in their role while walking between classes. They may end their role
once they are in their other class.
- Teacher trumps all other rules though if the situation requires it.

Once the roleplay is established students will work on their poster for their city state. They
will be able to look into the city that is assigned to their table group and begin to draw
images that represent it.

25 minutes
 Lesson 4 
Title:​​ ​Forms of Government

Instructor: Learning Outcomes:6.2 Historical Models of Democracy: Ancient Athens

Mr Z
Grade: SLO Outcomes:
6.2.2 ​value​​ the role of participation by citizens in diverse democratic societies (C, PADM)
Subject:
Social Purpose: ​The purpose of this lesson is to teach the students about the different types of government in
Studies ancient Greece.

Prior
Knowledge:

Materials, Teacher:​​ ​Videos to be played throughout the lessons. : ​Power and Polis​, ​Athenians​, ​Spartans​ ​ ​oligarchy
Resources, Tyranny​, ​Democracy
Technology:
Students: ​Worksheet
Information: ​Website1​, W
​ ebsite 2​ ,
Information for governments: ​Kingdoms​, ​Oligarchy​, ​Democracy
Videos for students to watch: ​oligarchy​ ​Tyranny​, ​Democracy

Total Time: Learning Activities Assessment

 Previous Classroom Work/Lesson (bridging):
Students will be questioned on life as a Greek. Introduce the lesson about equality and
fairness for everyone. To think that someone can get something that someone else can't
get wouldn't be fair.

Body of Lesson:
This lesson To begin this lesson question students on Democracy to bring back knowledge from
should take earlier in the term.
3-4 days to Have each table group be assigned to a different form of government from the following
complete. 3
Each lesson
being 45 Democratic republic:Voting, Citizen lead, “Free choice”
minutes long. Oligarchies:Lead by a powerful few”Religions”, Tyrants
Kingdom/Patriarchy: Lead by a powerful leader, surfdom, class systems.

Have students search the websites on ​Kingdoms​, ​Democracy​ and ​Oligarchy

Students will fill in their worksheet about the different types of governments before the
class will watch a video on each type to fill in any missing information. The activity will
be done a as a Think, Pair, share with each group being divided.
As a group students in their table will be able to watch a video to help clarify their
information. ​oligarchy​ ​Tyranny​, ​Democracy

Once the students are done filling in the worksheet drawn 3 large venn circles on the
board as a class discuss things that are different from each other and things that might be
similar. Compare the older version of democracy and citizen participation to how we live
in Canada.
 Question students on other countries such as North Korea, China, Russia, England,
United states and have them classify what type of government they would be considered.

Conclusion:
Hand the students a LLQ before class ends on the last part of this lesson. Make Sure they
understand different types of governments

Evidence of Learning: Students should have a greater understanding of democracy and why citizens are so
important to upholding values of democracy within a country.

Lesson 5 
Title:​​ Geography and Resources

Instructor: Learning Outcomes:6.2

Mr Z
Grade:​​ 6 SLO Outcomes:
6.2.3 ​analyze​​ the structure and functions of the democratic system in ancient Athens by​​ exploring​​ and
Subject: reflecting​​ upon the following questions and issues
Social
Studies Purpose:

Prior
Knowledge:

Materials, Teacher:​​ ​For handy information​,​LLQ

Resources,
Technology: Students:​​ ​Geography and Resources C&C

Total Time: Learning Activities Assessment

Previous Classroom Work/Lesson (bridging):

In this class will be given to the students to work on their city state. They will be using the
internet, as well as a physical map to help create their city state. Things the city state banner
must have
- A thing of geography or resource that city used.
- What type of government that city state had
- What type of culture did that city have?

Body of Lesson: LLQ

This lesson Students will be discussing with the class on what they know about geography and
should take 2 what makes it special. Students will be able to break up into two groups one group will
days to study Canada's geography and making note of anything special. The second group will
complete. 1 be looking into Greeces geography. As a class we will compare them and discuss why
day to look at it is important.
Greece as a
whole before
moving on to Write down on the board what they need to look up
the students - A thing of geography or resource that city used.
looking at - What type of government that city state had
individual - What type of culture did that city have?
city states. Give students their worksheet and have them grab a chromebook to look up what kind of
resources Greece has near their city that they have been assigned to.

Once they are done the class will be discussing why resources are important in forming
 countries and cities.

Conclusion: ​Students will understand a geography of greece and gain an

understanding of the resources that make it unique.

Lesson 6 
Title:​​ City States

Instructor: Learning Outcomes:6.2 Historical Models of Democracy: Ancient Athens

Mr Z SLO Outcomes:
Grade:​​ 6 ​6.2.3 ​analyze​​ the structure and functions of the democratic system in ancient Athens by​​ exploring​​ and
reflecting​​ upon the following questions and issues.
Subject: ● How did the social structure of ancient Athens impact its political structure? (CC, PADM)
Social ● To what extent were democratic ideals of equity and fairness part of the structure of government
Studies and society in ancient Athens? (I, PADM)
Purpose: ​the purpose of this lesson is to teach the students about political structures and why democracy
was important for Athens.

Prior Students will have an idea on identity of a Greek citizen as well as the geography that made them.
Knowledge:

Materials, Teacher:​​ ​ Rubric​ for groups

Resources,
Technology: Students:​​ City State Posters

Total Time: Learning Activities Assessment

Previous Classroom Work/Lesson (bridging):

Students will have some knowledge and time
Previously to work on their posters to prepare them
For their presentation.

Body of Lesson:
This lesson Students will be presenting their City state posters to the class. This is a
will take 1-2 group presentation and their poster should show geography, political Formal:
days to system , and what life was like for their city state. The presentations Summative
complete. should be fairly short about 3-5 minutes each there is 7 table groups in
The tables total so that will take most of the time.
will be split
into 2 Following the presentations the class will be having a discussion on their
different days presentation as well as the roleplay. The main aspect is to compare their
so that after lives today and what it is like during the roleplay. This is a reflection time
each day for them to talk about what challenges they had during the day in their role
there can be a or any significant advantages they have had as a citizen or slave.
discussion on
their role
within their
city and
compare it to
their lives
now.

Evidence of Learning: Students will gain a further understanding of Greece and how each
political system has developed. We will be able to compare it to resources in Canada and
how our resources affects us.
 City State Presentation Rubric
Each section receives a score out of 4. Part 3 will be multiplied by 2 and Part 4 by 4 to account for the level of content
in each part. The rating scale is defined in the assignment description.
1-2-3-4
​ Developing --------Satisfactory -------- Very Good ------- Exceptional
4 scale ​ 1 2 3 4

Government type
/4
Student identifies The government type

Student is able to describe the type of government and its laws.

Notes

Geography and Resources

/4
Students poster shows geography of the region

Student has a image of the resources used by their city state.

Notes

Culture and life as citizens /4

Student has an example of what the culture was of their city.

Student is able to demonstrate what life would be like for that city through their roleplay.
- Each student will discuss their role as a female , male, medic, child, or slave.
Notes

TOTAL /12

● Developing (1/4 ) = ​content is missing many important elements, too many to confidently demonstrate appropriate knowledge and understanding.
● Satisfactory​​ ​(2/4) ​= the content is at a passing grade. There is demonstration of knowledge and understanding. More effort into the quality of content is recommended to demonstrate
confidence and consistency in the material.
● Very Good (3/4 ) ​= Content meets high expectations. The quality of work demonstrates knowledge and understanding required for excellent teaching of the activity.
● Exceptional (4/4 )​​ = Content has gone well beyond the expectations. The quality of work demonstrates knowledge and understanding for mastery teaching of the activity and physical
education.
 Lesson 7 
Title:​​ Debate

Instructor: Learning Outcomes:

Mr Z 6.2 Historical Models of Democracy: Ancient Athens
Grade:​​ 6
SLO Outcomes:
Subject: 6.2.2 ​value​​ the role of participation by citizens in diverse democratic societies (C, PADM)
Social
Studies Purpose: ​The purpose of this lesson is to teach the students about the role of participation in a
democratic society. The student will learn about formative argument as a way to simulate democracy
and decision making in ancient Greece and be able to reflect on how the Canadian system is.

Materials, Teacher:​​ ​Worksheet​, ​Slides

Resources,
Technology: Students:​​ The notes for their roles, pen and paper, costumes if they wish.

Total Time: Learning Activities Assessment

Previous Classroom Work/Lesson (bridging):

Students will be bringing in knowledge from
Each class into this debate to demonstrate what they
Have learned as well as what they might need help
With. the debate should help them decide on how
They would like to be tested.

Body of Lesson:
This lesson To begin this lesson The students will learn about argument and debate as a method to
will take 2-3 solve issues. They will then be able to brainstorm different ideas as a class with a mind Formal:
days to map on activities they can do for the final project. Debate
complete.
worksheet
Students will To get their minds around the debate the class will be doing a mock debate made on
need time to whether pizza or burgers are better. In this they will learn about
learn more
about debates Roles within
as well as In the debate only male citizens get to decide on the final option. Female citizens may
their roles. help convince the males on what they would like to do on the final assessment.
Children, metics, and slaves have no say in the decision. Each city will choose which
side they want to speak for.

Roles will be given to them in the final debate.

Introduction to a debate
Typically an issue has 2 sides each city state can choose which side they would like to
fight now. This is a formal debate so it remains civilized. And requires everyone to
follow a strict

1st proposition​​ of 2 minutes were they can state their side.

1st opposition​​ gets 2 minutes to claim their side of the argument.

1st Proposition- 2 male citizens

1nd Opposition - 2 male citizens

2nd proposition​​ gets 2 minutes to elaborate on their position.

2nd opposition ​gets 2 minutes to further their elaboration on their choice.

2nd proposition - 1 male citizen

2nd Opposition - 1 male citizen
Rebuttal each side gets to explain why their opponents side is false or not as fun.
During rebuttal opposition side gets to speak first.

opposition​​ gets to speak first this time on why the other side isn't a good choice.

1 male citizen and 3 female citizens get to speak for the opposition.

Proposition​​ gets 5 minutes to counter opposition.

1 male citizen and 3 female citizens get to speak for their proposition.

If a member of an ​opposite ​side wants to interrupt he can raise his/her hand and if the
speaker agrees the person has 15 seconds to speak.

Roles of non citizens

Metic Speakers:​​ 2 metics will be chosen for this task and they will hold the debate in
order and stop the opposite side from speaking out of turn. They will get 3 flags per
side if a side interrupts they lose a flag and that member is no longer allowed to speak
in the debate.

Slaves
Much like greek life Slaves do not have much decision with what they're doing. They
are to assist their cities masters by finding information from their notes on what would
work best for the class as well as to tidy the floor of any mess left behind.

Judges
Instructor, Educational assistant(if on hand),administration(if free) and a metic from
the students.

Once the debate is finished the judges will decide who had the best argument. Students
will reflect on the debate after in their journal.
 Conclusion:​​ In conclusion students will learn how to argument formally, cooperate as
a team, and learn the processes of government. Students will also be able to reflect on
each role and what was fair and not fair.

Lesson 8 
Title:​​ Ancient Greece final

Instructor: Learning Outcomes:

Mr Z 6.2 Historical Models of Democracy: Ancient Athens
Grade:​​ 6
SLO Outcomes:
Subject: 6.2.1 ​appreciate​​ the relationship between the​​ values​​ of a society and the model of
Social government adopted within a society (PADM)
Studies 6.2.2 ​value​​ the role of participation by citizens in diverse democratic societies (C,
PADM)
6.2.3 ​analyze​​ the structure and functions of the democratic system in ancient Athens
by​​ exploring​​ and ​reflecting​​ upon the following questions and issues

Purpose: The purpose of this lesson is to help reinforce the students knowledge and
prepare them for the final project that they will be presenting. In the project they
will be tested on all outcomes in this unit.
Prior Students will know about Greece and the founding of democracy. They will also know
Knowledge: about formative arguments, geography and the importance of resources on forming a
culture and society.

Materials, Teacher:​​ ​Rubric

Resources,
Technology: Students:​​ Depending on what the students choose in the debate the supplies they need to
start this lesson will vary. Items possibly chosen could be the following
Poster Board, chromebook, powerpoint slides, cardboard props,

Total Time: Learning Activities Assessment

Previous Classroom Work/Lesson (bridging):

Students will be reflecting on the debate and asked
Identity and equity in the political systems.
Was it fair that some people didn't get a voice?

Body of Lesson: Student

This lesson Students will be given time to work on their project in class. Whatever Choice Rubric
will be project they decide from the debate. After they have been given time to
dependant on complete their project students will present their work to the class.
students
decision on Each presentation should be 3-5 minutes or if the project is a art project
what they there will be a art show were students get to walk around and see other
choose to do. city states work. The rubric will be modified to whatever project it is
Over all this whether it is an individual assignment or a group assignment. The group
lesson will be assignment needs to be also marked for group participation which the
3-5 days long students will be the judge of for the mark.
allowing the
students time
to work on
their projects
before
presenting it.

Differentiation/Modifications:​​ Due to the individual needs of each

student. If a project choice does not work for a student they may choose
something that will work for them as long as it follows the same rubric
guidelines.

Evidence of Learning:

At the end of this unit students should have general outcome 6.2 covered through the
Athens and the city states. They will gain an understanding of why identity is important as
well as why democracy formed the way it did.
 Final Rubric 
Rubric Greek States Final Project
Student​​ _______________________________________________________
This final project will be based on your classes decision on the debate. The following information must be present in the project
being done.
1. There must be a appreciation between the relationships and values of society and their model of government.
2. An explanation of what makes participation by citizens in a democratic society important.
3. As well as an analysis with reflection of greek society compared to ours.

Excellent Proficient Adequate Limited Insufficient/Blank

Level 5 4 3 2 1

Criteria

Demonstrates Demonstrates Demonstrates Demonstrates Demonstra There is insufficient

6.2.1 appreciate significant ​values of meaningful simplistic tes evidence of student
the relationship society and shows values of values of society vague performance based on
between the perspective ​on the society and and shows values of the requirements of
values​ of a society models of government shows suitable society and the assessment task.
within our society thoughtful ​on the​ ​models of shows
and the model of
​on the​ ​models government weak
government within our ​on the
of government
adopted within a within our society models of
society (PADM) society governmen
t within
our society
Explain Explains Explains Explains Explains
6.2.2 ​value​ the Comprehensive ​roles of substantial rudimentary undevelop
role of participation as citizens in ​roles of ​roles of ed ​roles of
participation by democratic societies. participation as participation as participatio
citizens in citizens in n as
citizens in diverse
democratic democratic citizens in
democratic societies. democratic
societies.
societies (C, societies.
PADM)

Analyze Analyzes ​in-depth Analyzes ​mostly Analyzes Analyzes

6.2.3 ​analyze​ the structures and functions of accurate superficial incorrect
structure and ancient athens and has a structures and structures and structures
functions of the insightful​​ reflection on functions of functions of and
democratic system their lives to ours. ancient athens ancient athens functions
and has a and has a ​partial of ancient
in ancient Athens
relevant reflection on athens and
by​ ​exploring and reflection on their lives to has a
reflecting, their lives to ours. questiona
ours. ble
reflection
on their
lives to
ours.