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Ancient Greece Lesson Plans

Lesson Two: The Philosophers


I. General Information:
Grade Level: 6th
Discipline: Social Studies/History
Unit Topic: Ancient Greece
Time Frame: One 60 minute class period
Text: The Ancient Greeks by Allison Lassieur
Other Materials:
The Ancient Greeks by Allison Lassieur
Passage from Wise Guy: The Life and Philosophy of
Socrates by M.D. Usher
Thought Chart
Reflection Chart
Exit Ticket
II. Standards/Indicators
SS 5.0.2: Analyze the emergence and eduring influence of
Aegean civilizations.
RI1: Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RI4: Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and
technical meanings.
III. Lesson Objectives:
1) Students will read Socratess thoughts on the future,
life, and happiness.
2) Students will closely read to determine the meaning of
Socrates phrases including but not limiting to out of
our control, things that can not be taken away,
correct attitude, wants the good things he or she
already has.

3) Students will be able to interpret Socrates viewpoint by


providing a written explanation in paragraph form.
IV. Procedures:
Introduction:
Students will be introducted to Greek philosophy by
watching a short YouTube clip sponsored by Honor Grad U.
Feel free to preview the clip here:
https://www.youtube.com/watch?v=_KWNIBGCTvQ. This five
minute clip provides a brief analysis and explanation of the
three main Greek philosophers Socrates, Plato, and Aristotle.
Teaching/Activities:
1) The teacher will refer to the poster chart that the
students filled in with their artifacts. She will explain
that today they will be studying one of the artifacts
and that todays focus will be on philosophy.
2) The teacher will introduce the word philosophy to
the students. She will explain how the word comes
from two parts: philia which means to love and
sophia which means wisdom. Therefore,
philosophy is the love of wisdom. The teacher will
write the vocabulary word on a sentence strip and
add it to the Ancient Greek bulletin board.
3) The teacher will then do a read-aloud of the section
The Age of Greek Philosophers in the anchor text.
The teacher will stop and discuss certain points of
the text including (but not limited to):
Philosophy was revolutionary because it
enable some people to explore the world
through their intellect and rational thought.
created an atmosphere of freedom of
thought that no other place had ever
enjoyed.

The way to gain knowledge was to ask


questions
To the Greeks, philosophy was not about
facts or correct answer. It was about
discussion and ideas.
4) The teacher will provide students with a copy of

Socrates viewpoints from the book, Wise Guy by


M.D. Usher.
5) Students will first independently read the text.
6) The teacher will ask the students what Socrates is
trying to say in this passage. She will chart their
responses (if any) on the board.
7) Together, the teacher and the students will underline
words and/or phrases that they fine unclear. The
teacher will focus on the phrases: out of our
control, things that can not be taken away,
correct attitude, and wants the good things he or
she already has. Students will contribute other
phrases that are unclear to them.
8) Together, the teacher and the students will break
down each phrase and the meaning of the individual
words. Students will record these meanings in the
margins of the paper.
Text dependent question What things do you think are
out of our control? Socrates lived thousands of years
ago are there things that couldnt be controled during
his time that can be controled today?
Text dependent question What do you think Socrates
means when he says that we should prize most highly
the things that can not be taken away?

9) When all of the phrases have been analyzed,


students will read the passage again.
Text dependent question In your opinion, what are the
good things that people should want?
Text dependent question What is the difference
between the good things that people should want vs.
the good things they actually want?
10) The teacher will ask the students how their
understanding of the passage has changed and what
Socrates is trying to say in this passage. She will
record their answers in the second column.
11) The teacher and the students will then discuss the
meanings of each of the four phrases. Students will
record the meanings on their chart.
Text dependent question Why would Socrates use the
phrase correct attitude? What do you think makes an
attitude correct if an attitude can even be correct?
12) After the discussion, students will read the
passage for the third time. Students will then explain
how their understanding has developed based on the
new information. The teacher will record their
discussions in the thrid column of the chart.
10) The teacher will then have the students write (at
least) one paragraph on their interpretation of Socrates
viewpoints.
Closure:
The teacher and the students will analyze their
understanding of Socrates viewpoints by seeing how their
understanding deepened after each reading. Students will

complete an exit ticket by choosing one of the four phrases


that were analyzed during the lesson.
VI. Evaluation/Assessment:
Assessment of Objectives
The formative assessment will be the students exit tickets.
She will also assess the students by grading their paragraphs
on their interpretations of Socrates viewpoints. In addition,
the teacher will also assess the students through their
discussions during the lesson.

Reflection Chart:
Understanding
After 1st Reading

Understanding
After 2nd Reading

Understanding
After 3rd Reading

Thought Chart:
out of our control

things that can not be taken


away

correct attitude

wants the good things he or


she already has

Passage from Wise Guy:

Since the future is always


uncertain and often out of our control,
Socrates believed that we should prize
most highly thouse things that cannot be
taken away from us, no matter what
happens good thoughts and a correct
attitude toward life. He tried to convince
people not to look for happiness in wealth
or fame. Rather, he argued, it is the person
who wants what good things he or she
already has who is the happiest of all.

For the exit ticket:


Choose one of the four phrases that we closely
read today. Write that phrase on the exit
ticket. Then, provide your interpretation of
what you think it means. Sumbit your exit
ticket when the bell rings.

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