The Ancient Greeks Referred To Themselves As: To Be A Citizen of A City-State

Ancient Greece for Kids
Greece is a peninsula, which means that it is surrounded on three sides by water. Greece has
a lot of smaller peninsulas sticking out from it, which means Greece enjoys many natural
harbors.
Greece is also covered with mountains. They are not huge mountains but if you are trying to
go from place to place in Greece, you'll find the mountains a bit of a hindrance.
Three thousand years ago, it was very difficult to get from place to place in ancient Greece
by walking. But it was easy to get from place to place in Greece by boat.
In the ancient world that grew up around the Mediterranean Sea, the Greeks became known
as great sailors. They sailed about the Mediterranean, setting up colonies and outposts where
they could.
They tried to set up a colony or two in Egypt, but the Egyptians chased them away. They had
more luck establishing new towns on the coast of Turkey, on the coast of Italy, on the coast
of Africa, and on the coast of France.
Meanwhile, back in mainland Greece, cities were thriving. The soil was mostly fertile. The
Greeks had a wealth of seafood, fresh fish, a wealth of vegetables, and fresh drinking water.
The Greeks were very happy with their land.
After the Greek dark ages, exciting things began to happen in ancient Greece. Villages
started to band together to form strong trading centers. These groups of villages that banded
together were called city-states. Soon, hundreds of city-states had formed in ancient Greece.
TO BE A CITIZEN OF A CITY-STATE: The ancient Greeks referred to themselves as

citizens of their individual city-states. Each city-state (polis) had its own personality, goals,
laws and customs. Ancient Greeks were very loyal to their city-state.
The city-states had many things in common. They all believed in the same gods. They all
spoke the same language.
But if you asked an ancient Greek where he was from, he would not say, "I live in Greece."
If he was from Sparta, he would say, "I am Spartan."
If he lived in Athens, he would say, "I am Athenian."
And so it went. The city-states might band together to fight a common foe, but they also
went to war with each other.
There was no central government in ancient Greece. Each city-state had its own form of
government. Some city-states, like Corinth, were ruled by kings. Some, like Sparta, were
ruled by a small group of men. Others, like Athens, experimented with new forms of
governme
Athenians thought of themselves as the shining star of the Greek city-states. They were
famed for their literature, poetry, drama, theatre, schools, buildings, and government.
Before the Greek dark ages, Athens was a small village, home to a tribe of Ionian people.
After the Greek dark ages, Athens grew rapidly until Athens was one of the two most
powerful city-states in the ancient Greek world. (The other was Sparta.)
The Athenian were very different from the ancient Spartans.
 The Spartans were famed for their military strength.

 Athenians were famed for their commitment to the arts and sciences.
The Greeks believed that each city-state in ancient Greece had a god or a goddess in charge
of it, their special patron. For Athens, the patron was Athena, goddess of wisdom. Perhaps
because Athena was their patron, Athenians put a great deal of emphasis on education.
Girls learned at home from their mothers. They learned how to run a home, and how to be
good wives and mothers.
Boys were educated quite differently. Until age 6 or 7, boys were taught at home by their
mothers. From 7-14, boys attended a day school outside the home. There, they memorized
Homeric poetry and learned to play the lyre. They learned drama, public speaking, reading,
writing, math, and perhaps even how to play the flute.
After middle school, they went to a four year high school and learned more about math,
science, and government. At 18, they attended two years of military school.
There was just cause for Athens to be proud of its system of education for its citizens.
Each city-state chose its own form of government. Most Greek city-states were ruled by
kings. In Athens, citizens (the men) met each week to discuss problems. They worked on
solutions. The men of Athens experimented with government. For about 100 years, Athens
was a direct democracy!
Remember the Dorian people who ruled ancient Greece during the Grecian Dark Ages?
Sparta began as a small village of Dorian people.
Life was very different in ancient Sparta than it was in the rest of ancient Greek city-states.
The Spartans were proud, fierce, capable warriors. No great works of art came out of Sparta.
But the Spartans, both men and women, were tough, and the Greeks admired strength.
Sparta's government was an oligarchy. The people were ruled by a small group of warriors.
The Spartans spoke Greek, wrote Greek, thought of themselves as Greeks, but they were
different.
In most of the other Greek city-states, the goal of education was to create a strong citizen of
that city-state. In Sparta, the goal of education was to create a strong warrior.
All of the ancient Greeks were warriors, but Sparta's warriors were legendary.
In Sparta, boys were taken away from their parents at age 7. They lived a harsh and often
brutal life in the soldiers barracks. Younger children were beaten by older children who
started fights to help make the younger boys strong. Children were often were whipped in
front of groups of other Spartans, including their parents, but they were not allowed to cry
out in pain.
Girls went to school too, to learn how to fight. They lived at home during training. Their
training was not as harsh and the boy's, but it was harsh enough. Sparta women were
warriors.
Children, during their training process, were given very little food. They were encouraged to
steal food, instead. If caught stealing, they were beaten. Spartan children learned to be
cunning, to lie, to cheat, to steal, and how to get away with it! The Spartans did this to train
more capable warriors. After all, warriors are not much good if they cannot stay alive to
fight as long as possible. The training process was very tough for that reason.
As adults, Spartan men did not live with their families. They visited their families, but men
lived in the soldiers' barracks.
As adults, Spartan women, unlike women in the rest of Greek world, had a great deal of
freedom. Many ran businesses. Sparta women were free to move about and visit neighbors
without permission from their husbands. How would they get permission? The men were
often off fighting.
The first Olympics games are usually given the start year of 776 BCE, but they probably
began even sooner. The ancient Greeks loved competitions of all sorts, especially sporting
competitions.
The Olympics were not the only competition games held in ancient Greece, but they were
the most popular.
The following is a humorous look at five ancient Greek city-states. In truth, the Greeks took
the games quite seriously. Nearly all the ancient Greek cities sent teams to participate in the
ancient Greek Olympics.
If two or more Greek city-states happen to be at war with each other when the game date
arrived, war was halted for the duration of the games.
Everyone wanted their city-state to win!
The Greeks loved to tell stories about the magical family who ruled the heavens. The Greeks
truly believed that their gods could interfere in their lives, to help or hinder them.
According to Greek myth, Zeus was the king of all the gods. Zeus had two brothers and
three sisters. When their father died, the boys - Zeus, Poseidon, and Hades - divided the
world up between themselves. Zeus took all of the heavens, Poseidon took the sea, and
Hades took the underworld. Each was quite content with their selection.
Zeus had a very jealous wife named Hera. He also had a whole bunch of kids. Zeus was very
fond of all his children. Each of his children had special magical powers.
Zeus had more powers than anyone. Zeus could throw his voice, and sound like anybody. He
could shape shift, and look like anybody. In fact, he was so good at shape shifting that he
could shape shift into the form of an animal. He could throw lightning bolts. His horse,
Pegasus, carried his lightning bolts for him.
Zeus had a quick temper, a big sense of humor, and lots of girlfriends. He was not afraid of
anything except Hera, his wife.
There are a great many myths about the famous Zeus, king of all the gods, myths like these:
may be important. Have them compare what they see to Egypt.
EGYPT GREECE
Desert Very wet
One Coast
Surrounded by Seas (Med, Ionian, Aegean
(Mediterranean)
One solid piece Many peninsulas and islands
Flat Mountainous
Nile River only fertile
Much fertile land
land
THE EARLY GREEKS: UNIT OVERVIEW
Donald G. Donn, Corkran Middle School, Maryland, USA

Created during my first year as a teacher. It has some ideas I still use so I left it online.
Please keep in mind - this is an early work.
I. Introductory Information
A. Subject: Ancient Greece
B. Grade & Ability level: 6th Grade; easy
C. Unit Title: The Early Greeks
D. Time Frame: 7-15 days
E. Textbook page references are noted throughout this unit. I used several textbooks.
Substitute appropriate pages from the textbook you are using.
II. Overview and Rationale
A. Scope and major concepts
1. This unit covers the early history of Ancient Greece.
2. This unit will include lessons on:
 The key role of geography in the development of Greece.

 Athenian democracy and it relationship to our own
 Ancient Greek culture and the roots of western culture
 The growth of Athens and Sparta and the Persian Wars.
3. This unit will concentrate on geographic and language arts skills.
4. The Unit will focus on student personal discovery and challenge the student to express their own
ideas and beliefs concerning world events.
B. Rationale: This unit is designed for 6th-grade students. The unit will broaden their horizons by
showing how decisions made in one country can, and do affect other countries. It will also help
prepare students for Maryland State exams by introducing concepts used in Maryland State, and
U.S. government. It is designed to increase students map skills by giving them the opportunity to
see how geography affects people and history.
III. Objectives (C = Cognitive, A = Affective, P = Psychomotor)

(TSWBAT: The Student will be able to)
 TSWBAT use map skills to locate Greece, Create, and the Aegean sea on a map(C)
 TSWBAT discuss and support either side of an argument in a debate given an
appropriate subject. (C, A)
 TSWBAT demonstrate writing skills. (C, P)
 TSWBAT demonstrate research skills. (C, P)
 TSWBAT demonstrate presentation skills. (C, P)
 TSWBAT demonstrate, understand, and use maps, charts and graphs. (C, P)
 TSWBAT give personal judgments and express values concerning world events. (C,
A)
 TSWBAT broaden their personal horizons through role playing and panel work. (A,
P)
IV Evaluation Process
Ways to evaluate:
1. The student's participation in classroom discussions, debates, completion of assigned

homework, and activities will demonstrate the students understanding of the lessons.
2. The students are given a daily drill question to answer. The students will be graded
mostly on effort and attempt to answer.
3. A directed writing activity will be assigned. The students will be graded on writing
skills, and the appropriateness, and content of their work.
4. A quiz on the chapter will be given. Quiz will be T/F, multiple choice.
V. Subject Matter/Skills Outline
Following is a list of essential thinking skills and related concepts that will be related to each days
activities. Each skill will be numbered and this number will be listed at the end of each days
subject matter outline. This listing of skills is taken from the Dimensions of Learning handout
given by the Anne Arundel County Public Schools, Office of Staff Development, Instructional
Leadership
Program
Positive Attitudes and Perceptions
A. Classroom Climate
 Acceptance
 Comfort
 Order
B. Classroom Tasks
 Value
 Ability/Resources to perform tasks
 Clarity
Acquiring and Integrating
A. Declarative Knowledge
 Construct Meaning
 Organize
 Store
B. Procedural Knowledge
 Construct Models
 Shape
 Internalize
Extending and Refining
1. Directed Teaching of Thinking Skills

2. Comparing
3. Classifying
4. Inducing
5. Deducing
6. Analyzing Errors
7. Constructing Support
8. Abstracting
9. Analyzing Perspectives
Meaningful Use of Knowledge
 Directed Teaching of Dimension

 4 Mental Processes
 Decision Making
 Investigation
 Experimental Inquiry
 Problem Solving
 Invention
Productive Habits of the Mind
 Self-regulation
 Critical thinking
 Creative Thinking
Lesson #1 Introduction Ancient Greece
Lesson Topic: Introduction
Type of Lesson: Introductory
Lesson Objectives:
 TSWBAT using proper terminology, identify and describe terms associated with
geography.
 TSWBAT, using proper terminology, locate and name Greece and its surrounding
seas on a map.
Materials:
1. Notebook/Paper
2. Textbook
3. Pencil/Pen
4. Blackboard/Chalk
5. Overhead projector
6. Overhead transparency list of terms.
7. Overhead transparency map of Ancient Greece.
Lesson Background: This is the introductory lesson of a unit on Ancient Greece. This lesson will
build on our knowledge of Ancient Civilizations with locations, distance, and topography
similarities and differences from Egypt. It will also explore the Grecian economy and why it
developed the way it did.
Lesson Procedures:
Drill (5-10 minutes): (Activity #1) the vocabulary words are written on an overhead transparency.
Students know to copy these into their notebooks in the vocabulary/drill section.
Motivation/Recall (5 minutes) (Activity #2)
Transition statement: You have just finished your unit on Egypt, now we will be moving across the
Mediterranean Sea to look at Greece. Lets look at our map and find Greece. (Have a student come
up to the Map and find Greece; give them some assistance if necessary)
Initiatory Activity: (Activity #3) Have students open their textbook to p-329 and study the map of
Greece. Have them look for geographic aspects of Greece that they think may be important. Have
them compare what they see to Egypt.
EGYPT GREECE
Desert Very wet
One Coast (Mediterranean) Surrounded by Seas (Med, Ionian, Aegean
One solid piece Many peninsulas and islands
Flat Mountainous
Nile River only fertile land Much fertile land
Transition statement. Good ! You have found all the major differences. Now look at the map of
Greece again. Since all of Greece is near a sea, how do you think most Greeks traveled. (by boat,
raft). Exactly. Now, where do you think most of the Greeks worked and what did they do?
Developmental Activity (5 minutes): List several activities associated with the sea. Fishing, trading,
transportation, communications. Discuss very briefly the importance of the sea to each activity.
Transition Statement: Class, we are about out of time so if I could have your attention.
Culminating activity (2-5 minutes) (activity 5). Vocabulary words.
Lesson #2 Ancient Greek Culture

Minos & Mycenae
Lesson Topic: Ancient Greek Culture
Type of Lesson: Developmental
Materials:
1. Notebook/Paper
2. Textbook
3. Pencil/Pen
4. Blackboard/Chalk
6. Overhead transparency list of terms.
7. Maps of, the World, Europe
Lesson Background: This is the second lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the the Early Greek
civilizations, and their effect on later Greek civilizations.
Objectives:
1. The Student will be able to, with the help of a graphic organizer, compare the Greek
civilizations of Minos, and Mycenae.
2. The student will be able to describe what a "dark age" is
3. The student will be able to discuss oral history, its accuracy and reliability, as well as
why historians use it today.
Lesson Procedures:
Motivation/Recall: (10 minutes)
1. Students will copy today's drill questions on their drill sheets for turn in.
2. Drill questions: The Mycenaens built their cities on ___________. Minoan cities
included underground plumbing and ______________ and ______________.
3. A selected student will read aloud today's Objectives from the blackboard.
Transitional activity: Students take out graphic organizer we were working on last week. We are
going to finish this today.
Developmental Activity: Students will fill in with the help of the textbook, the graphic organizer on
Mycenae.
Transitional Statement: Please put the graphic organizer in your notebooks. You will need these
notes for your Unit Quiz. Now let us turn our attention to the "Greek dark ages". Who can tell me
what a "dark age" might be. Have them write their thoughts in their notebooks as an important
concept.
Overhead: The Early Greeks
How did geography and climate influence ancient Greece in the following areas?
FARMING TRADE
1. 1.
2. 2.
3. 3.
How did geography contribute to Greece's development as a group of individual city states?
(The rugged mountains and the many bays divided Greece into small, isolated
regions)
What were some of the things the Minoans achieved and the Mycenaeans adopted in these areas?
After you fill out the chart, put an X next to the achievements that were lost during the Dark Ages.
AREA MINOAN MYCENAEAN

ART
TRADE
BUILDING
LANGUAGE
Answer these questions:
1. When did the Greek city-states develop?

2. What was the Age of Expansion?
Developmental Activity:
1. Define Epic, discuss oral history.

2. Begin reading the Odyssey (the Cyclops cave) as an example of Oral history that was
later written down.
Safety Valve: Map Activity, Have students find on a map of Europe then a map of the world,
Greece, Egypt, Mesopotamia, Crete, Turkey (Asia Minor). Discuss trade.
Review/Conclusion: Have students give examples, using their graphic organizers of similarities
and differences between Minos, and Mycenae.
Ancient Greece: Lesson #3 Athens as a City-State
Lesson Topic: Athens as a City State; introduction of Democracy; introduction to Sparta
Lesson Objectives:
TSWBAT explain the political evolution of the city-state
TSWBAT define democracy

TSWBAT explain the structure of Athenian society and economy
Lesson Background: This is the third lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of democracy, and its importance to Athens. It will also touch upon
Athenian society and economy.
Lesson Procedures:
Transition Statement: You have heard many times in your life that we live in a democracy. Have
you ever wondered what a democracy really is?
1. Have students define "Democracy". Write their ideas on a blank transparency.

2. Have students look up "Democracy" in their textbook. write this definition under
their ideas.
3. Give a dictionary definition of "Democracy" write this under the textbook
definition.
4. Have students compare the three definitions, and discuss their comparisons.
Transition Statement: The Greek city states were among the first practitioners of Democracy. Lets
take a look at two of the most famous of the Greek cities.
1. Have students read aloud the background information on Athens and Sparta.
(Teacher will provide additional material). List important notes on each in columns
on a blank overhead.
2. On blank overhead draw a Venn Diagram. Label one section Sparta, label the other
outside section Athens, label middle shared section similarities. Have students
provide information from the list into each section.
Conclusion: Review with students, democracy, the growth of the City-states, Athens and Sparta
Ancient Greece: Lesson #4 Rise of the City States
Lesson Topic: The rise of the City States in Greece
Lesson Background: This is the fourth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of the rise of the city-states in Greek and the development of
democracy.
Objectives: The Student will be able to define democracy. The student will be able to describe
what a "city-state" is The student will be able to discuss who was able to participate in Athenian
democracy. Lesson Procedures:
1. Students will copy today's drill questions on their drill sheets for turn in. Drill questions:
 The Minoans & Mycenaeans both spoke ____________

 During the Dark Ages _________came to a standstill.
Transitional activity: Today we are going to try an experiment. Today, you will write on the
overhead. The first word you will write is Democracy. Who would like to do that?
Developmental Activity: Students will brainstorm ideas on what democracy is. Teacher will write
these ideas on a blank overhead. Tell students that we will look at this transparency at the end of
the day to see if they might change what they believe a democracy is.
Define Democracy, Monarchy, Oligarchy. Have students write down definitions as notes.
Developmental Activity: Read Aloud "Understanding Democracy". Discuss with class why they
think Athenian democracy can or cannot work in the U.S.
Review/Conclusion: Take out transparency of student ideas on democracy. Discuss with students
how they would change this overhead now.
Ancient Greece: Lesson #5 Daily Life
Supplemental Material: For printable information on ancient Greek daily life, for classroom
use, see Mrs Donn's Special Section: Daily Life Ancient Greece.
Lesson Background: This is the fifth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the the daily life of the
Greeks.
Objectives: The Student will be able to, define democracy. The Student will be able to describe the
daily life of a typical Greek citizen.
Transitional activity: Yesterday we started a discussion about democracy in ancient Athens, and
how it compares to democracy today. We will continue that lesson today, and in addition look at
the daily life of a Greek by using the filmstrip. Take out some paper to write down some notes.
Developmental Activity: Show filmstrip, discussing appropriate sections with the students, having
them take notes about democracy in Athens, and daily life in Greece.
Ancient Greece: Lesson #6 The Olympics and the Gods (1 of 2)
For a complete 3-4 day mini-unit, to supplement this section, and better position the
importance of Greek city-states:
Ancient Greek Olympic Games in the Classroom
Lesson Background: This is the sixth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the the origin of the
Olympic games, and Greek mythology.
Objectives:
1. The Student will be able to define Olympics.

2. The student will be able to list some events that took place during the Greek
Olympics.
3. The student will be able to discuss the Greek beliefs in Gods and myths.
Olympics Background: In 776 B.C., the Olympic Games were first held in honor of Zeus, through
a festival in the Greek city of Olympia. The Olympics were very important to the Greeks. If any
of the city states were at war when the Olympics started, the war would stop so that everyone
could go to the Olympics. Only men could participate in the Ancient Greek Olympics, and only
men could watch, because the participants in the games did not wear clothes. Chariot racing was
the only game women could win, and only if they owned the horse. If that horse won, they got the
prize.
Transitional activity: Yesterday we started a discussion of the life of the greeks. We talked about
how Greeks developed coins for trade, and how rich Greeks were expected to pay for government
functions. Today we are going to take a closer look at some things the Greeks found important in
their lives. In other words we are going to discuss parts of the Greek culture. Developmental
Activity: Students will read aloud p345. Ask students what they know about the Olympics today.
With a graphic organizer, compare the original Olympics with modern Olympics.
Transitional Statement: It said in our textbook that the Olympics were held to honor the Gods.
The Greeks believed in many Gods.
Developmental Activity: Hand out shapes, and information sheets on the Greek Gods. Have
students design a symbol to Represent the God they have been given. Have students work in pairs.
Inform them that we will be developing a Greek God family tree. (have students put their names
on the backs of their designs. Work on this for the rest of the class. Tell students that we will be
introducing a new God or Gods each day next week
Safety Valve:
1. Have students turn to page 344 in their textbook "Comparing Graphs"
Discuss with students the two type graphs shown. have them solve problems using the two type
graphs shown using the try it section. Give them information from Towson state, In 1996, 10,000
students. growing to 25,000 by 2000 A.D. In 1996, 1000 students in fraternities, 4000 students living
in the dorms, 5000 students commute. If percentages stay the same, how many students will
commute in 2000 A.D.
2. Have students turn to page 342 in their textbook and study the graph. Inform them that this is
called a bar graph, and it contains the same type information as the pie chart on page 344. See if
students can convert the bar graph into a pie chart.
Lesson #7: The Greek Gods, Sanctuaries, and the Olympics (2 of 2)
Lesson Background: This is the seventh lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the the origin of the
Olympic games, and Greek mythology.
Objectives:
1. The Student will be able to, define Olympics.

2. The student will be able to list some events that took place during the Greek
Olympics.
3. The student will be able to compare modern Olympics with Greek Olympics.
4. The student will be able to discuss the Greek beliefs in Gods and myths.
Transitional activity: Last week we ended the week starting to learn a little about the Greek Gods.
We will continue with that lesson a little later today. But for now I would like everyone to open
their books to p 345.
Developmental Activity: Students will read aloud p345. Ask students what they know about the
olympics today. With a graphic organizer, compare the original Olympics with modern Olympics.
Transitional Statement: It said in our textbook that the Olympics were held to honor the Gods.
The Greeks believed in many Gods. They believed that the gods controlled every thing in nature,
and liked to interfere with men's lives. The reason I had you start drawing a symbol for the God
that you were representing is that we are going to build a family tree of Greek Gods. Each of you is
going to be given the opportunity to present your symbol and explain to the class why you chose
that symbol to represent that God.
We are then going to place them in their correct spot on our Greek God family tree. You will be
receiving a grade on your project. The grade will be based on completion of work, appropriateness
of your symbol, and your presentation.
Developmental Activity: Hand out shapes, and information sheets on the Greek Gods.
Have students design a symbol to Represent the God they have been given. Have students work in
pairs. Inform them that we will be developing a Greek God family tree. (have students put their
names on the backs of their designs. Work on this for the rest of the class. Tell students that we will
be introducing a new God or Gods each day next week
2. If we have time we will present our first two Gods today.
Safety Valve: Have students turn to page 346 in their textbook "The Family of Greek Gods".
Students will read this page aloud.
Greek Gods: The ancient Greeks explained the wonders around them and the happenings in their
lives as being the work of the gods. The gods and goddesses looked much like people. However, the
gods and goddesses were more beautiful, handsome, clever, and powerful. They not only looked
much like people, they acted like people. They had quarrels, played tricks, and were often jealous.
Their homes were not the heavens but just the top of mountain in northern Greece - Mount
Olympus. The mountain was much too difficult a climb for mere mortals. The Greeks made
stories about their gods and goddesses which are called myths. These myths are still read today.
Zeus and Hera were the King and Queen of the Greek gods. For a list of Greek gods, click
Lesson #8 Greek Culture
Lesson Topic: The Greek Gods, Sanctuaries, and Greek Drama
Lesson Background: This is the eighth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into Greek Drama and Greek
mythology.
Objectives:
1. The Student will be able to define Tragedy and Comedy.

2. The student will be able to describe additional Greek Gods.
Transitional activity: Yesterday we introduced (worked on symbols for) some Greek Gods. I would
like to introduce two (more) to place on our family tree.
Developmental Activity: Two students will present their symbols for Greek Gods.
Transitional Statement: We will continue with our presentations tomorrow. Now everyone open
your textbook to page 350, lets look at Greek Drama.
1. Have students read aloud p350. As notes, define comedy and tragedy. Inform them
that these will be tomorrows drill questions.
2. Discuss why the plays were written.
3. Compare to modern plays/films/tv shows
Review/Conclusion: Review the Gods we have in our family tree. Review Greek Drama.
Safety Valve: Have students turn to page 346 in their textbook "The Family of Greek Gods".
Students will read this page aloud.
Lesson #9 Sparta and Athens (1 of 3)
Prior to comparing Sparta and Athens, we suggest, if time permits, you take 3-4 days to run your
own Olympics in the Classroom. This link is also listed above, under Lesson #6: Olympics.
Lesson Topic: The Greek Gods, Sparta and Athens
Lesson Background: This is the ninth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the Greek mythology, and
the differences between Sparta and Athens.
Objectives:
1. The Student will be able to, describe additional Greek Gods

2. The student will be able to compare Spartan government with Athenian
government.
Transitional activity: Yesterday we introduced two more Greek Gods. I would like to introduce two
(more) to place on our family tree.
your textbook to page 351.
Developmental Activity: Begin reading on page 351, Sparta and Athens. Read through page 353.
Hand out a Graphic organizer for notes, review what we have learned about Athenian government
from page 341.
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian Government vs
Spartan Government.
Safety Valve: Have students turn to page 354 in their textbook "Growing up in Sparta and
Athens". Students will read this page aloud reading each age group for both Sparta and Athens.
The students will take notes and place them on a graphic organizer.
Worksheet Assignment:
Compare life in Athens with life in Sparta

Prior to comparing Sparta and Athens, we suggest, if time permits, you take 3-4 days to run your
own Olympics in the Classroom. This link is also listed above, under Lesson #6: Olympics.
Lesson Background: This is the ninth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the Greek mythology, and
the differences between Sparta and Athens.
Objectives: The Student will be able to, describe additional Greek Gods The student will be able to
compare Spartan government with Athenian government.
your textbook to page 351.
Developmental Activity: Begin reading on page 351, Sparta and Athens. Read through page 353.
Hand out a Graphic organizer for notes, review what we have learned about Athenian government
from page 341.
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian Government vs.
Spartan Government.
Worksheet Assignment:
Compare life in Athens with life in Sparta
ATHENS SPARTA
physical education
cultural education
military obligations of citizens
form of government
government control of daily life
Lesson Background: This is the tenth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into Greek mythology, and the
differences between Sparta and Athens.
compare Spartan education with Athenian education.
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian education vs.
Spartan education. Lesson #11 Sparta and Athens (3 of 3)
Lesson Background: This is the twelfth lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into Greek mythology, the
differences between Sparta and Athens, and the Persian Wars.
compare Spartan training with Athenian training. The student will be able to list several causes for
the Persian Wars
Review/Conclusion: Review the Gods we have in our family tree. Review Athenian education vs.
Spartan education. Review with students; Olympics, government, and daily living in Greece.
Lesson #12 The Greek Gods
Lesson Topic: The Greek Gods
Lesson Background: This is the Thirteenth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into Greek mythology.
Objectives: The Student will be able to, describe additional Greek Gods The Student will be able
to finish presentations on Greek Gods.
Transitional activity: Last week, we introduced several Greek Gods. I would like to introduce two
Transitional Statement: We will continue with our presentations tomorrow. Now everyone let us
have a little fun today. I need an artist. (Select one or two students to draw a family tree using
handout as a model. We are going to place our symbols on the family tree. I would like everyone to
finish and color in your symbol today. You may take the rest of the class to do so. I am going to
place this tree up on the back bulletin board so do a good job.
Developmental Activity: Have students finish coloring in symbols.
Review/Conclusion: Review the Gods we have in our family tree.
Safety Valve: Have students turn to page 355 in their textbook. Students will read this page aloud.
The students will take notes.
Lesson #13 The Persian Wars (1 of 3)
Lesson Topic: The Persian Wars.
Lesson Background: This is the Fourteenth lesson of a unit on Ancient Greece. This lesson will
develop the students understanding of cultural diversity. It will also delve into the Persian Wars.
Objectives:
1. The Student will be able to, list the causes for the Persian Wars
2. The Student will be able to describe the major phases of the Persian wars.
Lesson Procedures:
Transitional activity: So far we have just talked about Greece. Today I would like to move into the
area of foreign affairs.
Developmental Activity: Students will work silently with partners to fill in the graphic organizer
using pages 355 and 356 in their text. Advise students that they will be writing an assessment of the
wars from the information that they gather and put on their graphic organizer. Have them work
for 20 minutes, then return to their seats.
Transition: Have students break into pairs, reminding them that I have the option of breaking up a
pair if they are not working.
Developmental activity: Review with students their assessment of the, causes of the, and the results
of the Persian Wars.
Zerk the Jerk

As part of this discussion, to introduce the third and final major battle, the Battle of Salamis, as
most students will have wandering interest at that point, and most probably will not have reviewed
this important battle - introduce Xerxes, the Persian King, as Zerk the Jerk. Xerxes (pronounced
Zerkzes) easily becomes Zerk the Jerk.
Talk about how Zerk the Jerk had his slaves carry his golden throne from Persia and set it up on a
hillside so he could watch the Greeks be destroyed. The Greeks were greatly outnumbered, and
the Persians had huge ships compared to the Greeks. But the Greeks surprised him. Their small
ships could maneuver better. The Persians were caught on their ships, and destroyed. Zerk the
Jerk ran away, leaving his army behind. Sparta marched north at full strength and defeated the
Persian army. The Greeks took the day! Zerk the Jerk ran away. The Persian threat to Greece
was ended!
Materials:
1. Notebook/Paper
2. Textbook
3. Pencil/Pen
4. Blackboard/Chalk
6. Graphic Organizer
Lesson Background: This is the 15th lesson of a unit on Ancient Greece. This lesson will develop
the students understanding of cultural diversity. It will also delve into the Persian Wars.
Objectives:
1. The Student will be able to, complete their list of the four main battles of the Persian
Wars
2. The Student will copy the rubric for their Persian War assessment.
Lesson Procedures:
Transitional activity: Last week you worked on a graphic organizer for the Persian Wars. Now
that you have the information, you need to do something with it. You are going to write a paper
explaining the Persian Wars.
Developmental Activity: Hand out the Rubric for writing the Assessment. Go over in class. Ensure
all students understand.
Transition: Hand out copy of writing rubric. Tell students, We have finished with chapter 11. What
usually happens when we finish a chapter? We are going to have a test. To get you ready for the
test we are going to have a little review.
Review: Use flash cards, and break up into teams.
Writing Assessment Rubric: Using your graphic organizer, you will write a paper about the
Persian Wars. This paper will include:
1. An introduction paragraph which will also include the causes of the Persian Wars.
2. Three additional paragraphs each of which will discuss one of the following battles.
 Marathon
 Thermopalyle
 Salimis
3. Each of the paragraphs discussing the three battles will include:
 Who is involved
 Where was it fought
 When was it fought
 What happened.
 Who won.
 Details of the battle if known.
4. A conclusion paragraph.
This assessment is due (due date)
Materials:
1. Notebook/Paper
2. Textbook
3. Pencil/Pen
4. Blackboard/Chalk
Lesson Background: This is the Sixteenth lesson of a unit on Ancient Greece. This lesson will
Objectives: The student will be able to write an assessment of the Persian wars following a rubric.
Lesson Procedures:
Transitional activity: Yesterday you were working on gathering information for a graphic
organizer. Today we are going to use those graphic organizers again. Take out the graphic
organizer, paper to write on, and something to write with.
Developmental Activity: Give students copies of the Rubric. Have students write a paper using the
information from their graphic organizer, and following the format from the Rubric. Have them
finish as homework.
Rubric: Write a paper on the Persian War containing at least 5 short paragraphs.
 Each paragraph is worth 1 letter grade

 Style and proper writing (mechanics) is worth 1 letter grade
 5 = A, 4 = B, 3 = C, 2 = D, 1 = E, 0 = F
The Paragraphs should correspond to the following:
1. Introduce the war by writing about the causes (more then one) for the war.
2. Explain the Battle of Marathon including:
a. Who is fighting
b. Where are they fighting
c. Who was the winner
3. Explain the battle of Thermoplyae including:
a. Who is fighting
c. Who won, and how
4. Explain the battle of Salamis including:
a. Who is fighting
c. Who won and how did they win?
5. Explain the battle of Plataea:
a. Who is fighting
b. Who won
Additional information/research can be used to raise a mark with the exception of "A" papers.
Do not copy directly out of the book, but rewrite using your own words.
Lesson #16 Early Greek Unit Review
Lesson Topic: Ancient Greece Review
Materials:
1. Notebook/Paper
2. Textbook
3. Pencil/Pen
4. Blackboard/Chalk
7. Filmstrip and Filmstrip projector.
8. Handout with filmstrip questions
9. Handout with textbook review questions.
Lesson Background: This is the Seventeenth lesson of a unit on Ancient Greece. This lesson will
Objectives: The student will review using a filmstrip and textbook.
Lesson Procedures:
Transitional activity:
1. Last week you completed a writing assessment of the Persian Wars. I would like to
return those papers now. (have selected students pass out papers.
2. Second, we will be going on the field trip tomorrow (at least some of you are). We
will be having a special lesson tomorrow, as well as some additional review. Finally, I
want to remind you that we will be having a test Thursday. We will be reviewing the
material we have covered in two ways. First we will watch a film strip answering
some questions. Then we will use the Review questions I have ready for you.
Developmental Activity: Have students view filmstrip on ancient Greece, answering questions as
we go. Be sure and ask (and label stance questions from MSPP).
Transition: Keep these answer sheets to review with. The questions on this review will probably
show up on a test somewhere. As we answer these questions, I would like you to take notes, I will
be pretty specific so it would be a good idea to write down what I am telling you. Again we will
probably see some of these questions on the test. Developmental activity: Review with students
questions drawn up from the test. Safety Valve: Team questions, winning team is exempt from the
drill tomorrow.
Greek Vocabulary List

epic - a long poem that tells the story of a hero
2. barbarians - the name given by the Greeks to any people who were not Greek
3. colonies - areas set up in conquered lands by the Greek city states for use when they
themselves became overpopulated
4. Minoan (min-o-un) - an ancient Cretan civilization
5. myths - legends or stories that attempt to explain natural events
6. Dorians - a group that invaded Greece around 1000 B.C.
7. Hellenes - the name the Dorians gave themselves
8. Acropolis - a hilltop fortress in Ancient Athens which included the Parthenon and
other famous buildings where citizens met to discuss affairs of the community
9. agora - the central marketplace in Ancient Athens and the site of numerous temples
and government buildings
10. mattock - a heavy hoe which was the chief tool of Greek farmers
11. drama - a serious play or theatrical event
12. metics - a class of people in Athens who were not citizens
13. Helots - one of the Spartan slave classes
14. city-state - a self governing unit made up of a city and its surrounding villages and
farmland
15. Homer - a Greek epic poet and author of the Iliad and Odyssey
16. monarchy - a system of government in which a monarch - a king, queen, or emperor
is the sole and absolute ruler
17. oligarchy - a system of government in which a few people rule
18. democracy - a system of government in which the people rule, either directly or
through elected representatives
19. tyrant - a ruler who has absolute power (not limited by a constitution or by other
officials)
20. polis - a city-state in Ancient Greece
21. trireme - a major sailing vessel powered by three banks of oarsmen
22. fresco - a painting done on fresh plaster with water colors
23. Peloponnesus - a hilly major peninsula in Greece
24. ostracized - shunned, avoided
25. oracle - places where the gods spoke directly to man
26. phalanx - special Greek battle formation where soldiers formed rows, closely pressed
together
27. philosophy - the study of the meaning and knowledge of life
28. Sophocles - a famous Greek writer
29. Pericles - a Greek leader of the Golden Age
30. Ionia - a group of Greek cities on the coast of Asia Minor
List of Greek Gods
Go here for a pronunciation guide and a brief description of the ancient Greek deities!
1. Zeus was the most powerful of the gods. Should he have to bring order, he would
hurl a thunderbolt. Zeus shared his powers and ruled with other great gods.
2. Hera was the wife of Zeus, and thus, the Queen. Hera was the goddess of marriage,
children, and the home
3. Poseidon, the lord of the sea, was the brother of Zeus
4. Hades, another brother of Zeus, was lord of the dead.
5. Ares, Zeus' son, was the god of war. He tall and handsome but cruel and vain. Ares
could not bear to suffer pain.
6. Hephaestus, god of fire, often made metal tools and weapons to aid the gods and
some fortunate mortals.
7. Hermes was Zeus' son and the messenger of the gods. Hermes was noted for his
pranks as well as for his speed. (pronounced hur'-meez)
8. Apollo was Zeus' son and god of the sun, light and music.
9. Artemis was goddess of the hunt
10. Dionysus was the god of wine.
11. Athena, for whom Athens was named, was the goddess of wisdom.
12. Aphrodite was the goddess of love and beauty
13. Eros was the god of love. He had a bow and arrow to shoot people and make them
fall in love.
14. Dionysus was the god of life, hospitality, and wild things
15. Pan was half man, half goat, and the god of all nature. He was also the protector of
shepherds and their flocks
16. Hercules was another of Zeus' sons. He was half man, half god, and very strong.
17. Centaur was half man, half horse, and tried to steal Hercules' wife.
18. Pegasus was a winged horse
19. Cerberus was the three-headed dog that guards the entrance to the underworld.
20. The Muses were daughters of Zeus. They made such beautiful music with their
singing that it brought joy to everyone who heard them.
EARLY GREEKS - UNIT TEST
I. Matching - Match the words in column A with their definitions in column B. Write the letter
from column "B" in the matching space in front of the word in column "A"
Column A Column B
____1. democracy a. a king rules the country

____2. monarchy b. everyone participates in the government
____3. oligarchy c. a few people hold power over the country
____4. tyranny d. a single ruler, who seized power forcefully
II. True or False. Read each statement carefully. Write out true or false in the blank.
1. ______ Sparta was ruled by an oligarchy during most of its history.
2. ______ Education in Sparta consisted mostly of art and music.
3. ______ Life in Athens and Sparta was the same for everyone including women and slaves.
4. ______ Spartans and Athenians both kept slaves.
5. ______ A tragedy was a type of Greek play that made fun of the gods or famous men.
III. Multiple Choice. Place the letter of the Best Answer in the blank.
____1. This army was defeated by the Athenians at Marathon.
a. Salamis
b. Persia
c. Macedonia
d. Rome
____2. What is not required for a citizen of Athens.
a. be male
b. be over 18
c. fight in a war
d. have a father who was a citizen
____3. In Sparta, which was not a physical skill.
a. running.
b. jumping
c. ice skating
d. wrestling
____4. Who won the battle of Thermopylae?
a. Athens
b. Sparta
c. Persia
d. Macedonia
____5. In Greece, a prediction or the name of the place where a prediction was told.
a. Athens
b. Eleusis
c. Olympus
d. oracle
IV. Matching - Match the words in column A with their definitions in column B.
Column A Column B
____1. Zeus a. Goddess of marriage

____2. Hera b. God of the Sea
____3. Ares c. Father or Head of the Greek Gods
____4. Poseidon d. God of light and health
____5. Apollo e. God of War
V. True or False - Write true or false in the space provided.
____1. Only those Greeks who lived in Athens worshipped Zeus
____2. Mt. Olympus was supposed to be the home of the Gods.
____3. Athletes were often killed in war on their way to the Olympics
____4. Xerxes watched his ships be destroyed at Salamis
____5. The Spartan army ran away at the battle of Thermopylae.
VI. Multiple choice - Choose the most correct answer.
1. The only occupation a man could have in Sparta.
a. trader
b. farmer
c. actor
d. soldier
2. A battle where the Persians were defeated, and the name of a 26 mile race.
a. Marathon
b. Plataea
c. Salamis
d. Thermopylae
3. Who could be a Citizen in Athens.
a. a slave
b. a woman
c. a metic
d. a male
4. The type of Greek play where a man was brought down by a flaw in his character.
a. comedy
b. tragedy
c. mystery
d. horror
5. The Minoans built elaborate palaces that contained what.
a. running water
b. indoor plumbing
c. elaborate mazes
d. all the above
VII. Fill in the blank. Write in the word from the word bank that best completes
the statement. Use only words from the word bank. A word can be used once, more
then once or not at all.
1. __________ were independent, self governing units.
2. Sparta's emphasis was on a strong __________ ?

3. __________ had the most successful democracy
4. __________ and Athens were the two biggest city-states
5. __________ was the site of the festival that centered around sports, and honored Zeus.
Word Bank:
Athens
Sparta
Olympia
city-states
army
navy
Delphi
democracy
776 BCE was the year of the 1st Olympic games. The games were held every 4 years in Olympia, in honour of the god Zeus.
Some of the sports included wrestling, jumping, javelin and chariot racing. A crown of olive branches was awarded to the
winner.
In 508 BCE 'democracy' began in Athens. We still use this term today meaning 'ruled by the people'. Male citizens were
given the chance to vote in order to decide how the city-state should be run. This is often said to be one of their greatest
ideas.
500 BCE was the start of the 'Classical Period' in Greece. At this time there was a lot of interest in arts, imagination and
buildings especially in the city-state Athens. This period continued until 323 BCE.
In 490 and 480 BCE the Greeks defeated Persian invaders at the battles of Marathon (490 BCE) and Salamis (480 BCE). The
Greek victories kept the growing Persian Empire in check.
In 472 BCE Greek theatres first became popular in Athens. Greeks found entertainment by visiting theatres to see magicians,
jugglers and plays. The actors often wore masks to show the audience if they were happy or sad.
In 432 BCE the Parthenon in Athens was finished. This huge temple was built to house a statue of the Goddess Athena. She
was put there to look over and protect the city-state.
In 338 BCE Philip II, the king of Macedonia, took control of Greece. After his death, his son Alexander the Great took the
throne.
In 146 BCE Rome conquered Greece - Greece becomes part of the Roman empire.
 Where Western civilisation beganAncient Greece is called 'the birthplace of Western

civilisation'. About 2500 years ago, the Greeks created a way of life that other people
admired and copied. The Romans copied Greek art and Greek gods, for example. The
Ancient Greeks tried out democracy, started the Olympic Games and left new ideas in
science, art and philosophy (thinking about life).The Ancient Greeks lived in mainland
Greece and the Greek islands, but also in what is now Turkey, and in colonies scattered
around the Mediterranean sea coast. There were Greeks in Italy, Sicily, North Africa and as
far west as France. Sailing the sea to trade and find new land, Greeks took their way of life
to many places.The timeline will show you some of the important events in the history of
Ancient Greece.
 What was ancient Greece like?Ancient Greece had a warm, dry climate, as Greece does
today. People lived by farming, fishing, and trade. Some were soldiers. Others were
scholars, scientists or artists. Most Greeks lived in villages or in small cities. There were
beautiful temples with stone columns and statues, and open-air theatres where people sat
to watch plays.Many Greeks were poor. Life was hard because farmland, water and timber
for building were all scarce. That's why many Greeks sailed off to find new lands to settle.
 How Greece was ruledThere was not one country called "Ancient Greece." Instead, there
were small 'city-states'. Each city-state had its own government. Sometimes the city-states
fought one another, sometimes they joined together against a bigger enemy, the Persian
Empire. Athens, Sparta, Corinth and Olympia were four of these city-states, and you can
find out more about them on this site. Only a very powerful ruler could control all Greece.
One man did in the 300s BC. He was Alexander the Great, from Macedonia. Alexander led
his army to conquer not just Greece but an empire that reached as far as Afghanistan and
India.
 When did Greek civilisation begin?About 3000 BC, there lived on the island of Crete a
people now called Minoans. The name comes from their King Minos. Minos and other Minoan
kings grew rich from trade, and built fine palaces. The Minoan civilization ended about 1450
BC. After the Minoans came the Myceneans. They were soldiers from mainland Greece, and
were the Greeks who fought Troy in the 1200s BC. After the Mycenean age ended, about
1100 BC, Greece entered a "Dark Age". This lasted until the 800s BC when the Greeks set
off by sea to explore and set up colonies. The Olympic Games begun in 776 BC. This was
the start of "Archaic" Greek civilization. Around 480 BC the "golden age" of Greece began.
This is what historians call "Classical" Greece.

 What was the Trojan War?The Trojans lived in the city of Troy, in what is now Turkey.
The story of their war with the Greeks is told in the Iliad, a long poem dating from the 700s
BC, and said to be by a storyteller named Homer. The Odyssey, also by Homer, is the tale
of the adventures of a Greek soldier named Odysseus, after the war. The Trojan War began
when Paris, Prince of Troy, ran away with Helen, wife of King Menelaus of Sparta. The
Greeks sent a fleet of ships, with an army, to get her back. The war lasted for 10 years. In
single combat, the greatest Greek warrior, Achilles, killed the Trojan leader Hector. In the
end the Greeks won, by a clever trick using a wooden horse.
 The Wooden HorseThe Wooden Horse was the trick the Greeks used to capture Troy. First
they pretended to sail away, but left behind a giant wooden horse. Inside the horse, Greek
soldiers were hiding. Rejoicing that the Greeks had gone, the Trojans dragged the horse
into their city. They thought it was a gift. That night the Greek ships returned. While the
Trojans were asleep, the hidden Greeks climbed out of the wooden horse. They opened the
city gates, and let in the Greek army. Troy was destroyed. The Trojan War was over.
Fun Facts
 Only rich people in Greece went to war in armour and riding horses.
 In Greece, there were two classes of people: free people and slaves.
 A favourite Minoan sport was bull-leaping. People did gymnastic vaults over the backs of
fierce bulls.
 Legend says Crete was the home of the Minotaur, a man-eating monster half-human and
half-bull.
 A Greek hero called Theseus killed the Minotaur. He made sure he could find the way out of
its underground lair by unwinding a ball of thread as he went.
 A priest named Laocoon tried to stop the Trojans taking the wooden horse. He guessed it
was a trick. But two giant snakes killed him. The Trojans thought this meant the gods were
angry.
 A Trojan princess called Cassandra also warned her people not to trust the wooden horse.
But no-one believed her. No one ever did.
 Our word alphabet comes from the first two letters in the Greek alphabet, alpha and beta.
 The Greeks called themselves "Hellenes", and their land was "Hellas". The name "Greece"
comes from the Romans.
 The name 'Hellenes' came from a legendary hero named Hellen (a man, and not the same
as Helen of Troy).
 Some Greek philosophers did not mind shocking people or being laughed at. A wise Greek
named Diogenes lived in a barrel, to show people he had no need of riches.
 Greek theatreMost Greek cities had a theatre. It was in the open air, and was usually a
bowl-shaped arena on a hillside. Some theatres were very big, with room for more than
15,000 people in the audience. All the actors were men or boys. Dancers and singers, called
the chorus, performed on a flat area called the orchestra. Over time, solo actors also took
part, and a raised stage became part of the theatre. The actors changed costumes in a hut
called the "skene". Painting the walls of the hut made the first scenery.The plays were
comedies (funny, often poking fun at rulers) or tragedies (sad and serious, with a lesson
about right and wrong).
 What were Greek plays like?Greek actors wore masks, made from stiffened linen, with
holes for eyes and mouth. Actors also wore wigs. They wore thick-soled shoes too, to make
them look taller, and padded costumes to make them look fatter or stronger. The masks
showed the audience what kind of character an actor was playing (sad, angry or funny).
Some masks had two sides, so the actor could turn them round to suit the mood for each
scene. The best actors and play writers were awarded prizes - a bit like the Hollywood
Oscars and BAFTAs today. The most famous writers of plays were Aeschylus, Sophocles and
Euripides for tragedy and Aristophanes for comedy.

 Greek statuesGreek sculptors made figures of people and gods. Statues were set up
outdoors in towns and inside temples. A statue lasts much longer than a painting, especially
when made of a hard stone, such as marble. There were also statues made of wood and
bronze (a kind of metal). Over time Greeks made their statues more lifelike - gods look like
human beings. There are figures of people without clothes, and statues of athletes in action
(a discus thrower, for example). The Romans collected Greek statues and made copies of
them. Many later artists imitated the Greek styles too.
 Architecture The Greeks believed that architecture (the art of making buildings) was
based on mathematical principles. They built beautiful temples. Temple roofs were held up
by stone columns and decorated with friezes with carved stone figures. In the British
Museum in London, you can see some figures from the Parthenon in Athens. They are
known as the "Elgin Marbles".There were three styles or "orders" of columns in Greek
architecture: called Doric, Ionic and Corinthian. Because many architects copied Greek
styles, you can see much later buildings (from the 18th and 19th centuries for example)
which look "Greek".
 PotteryThe Greeks made pots from clay. They made small pottery bowls and cups for
drinking, middle-sized pots for carrying and cooking, elegant vases for decoration, and
large jars for storing wine and foods. Potters in the city states of Corinth and Athens made
beautiful pottery. They used a watery clay mixture to make figures or decoration on the
clay before it was hard. When the pot was baked in a kiln, the areas painted with the clay
mixture turned black. Unpainted areas turned red-brown. Black animal figures are typical of
Corinthian pottery. Greek potters also made pottery decorated with red figures on a black
background.
 Arts festivals and the Oracle The arts, such as music, singing and poetry, played a part
in Greek festivals. The Pythian Games took place near Delphi every four years. Winners got
prizes, just like winning athletes. Delphi was famous for its Oracle. Here Greeks believed
the sun-god Apollo answered questions about the future. People came to put questions to
the priestess of Apollo. She was called the Pythia. She gave Apollo's answers in a strange
muttering voice. What she said often had two or more meanings, so it was hard to say the
Oracle was ever wrong.
Fun Facts
 The legendary founder of Corinth was Sisyphus. As punishment for his wickedness, he had
forever to push a heavy stone uphill; at the top, it always rolled down again.
 There were lots of deaths in Greek plays. But murders and other killings almost always
happened off-stage, out of sight of the audience.
 Masks worn by Greek actors had large mouth-holes. The holes helped make the actors'
voices louder.
 Most Greek temples faced east, towards the rising sun.
 A temple had a statue inside. All the ceremonies, sacrifices and so on went on outside.
 Most Greek statues were painted in bright colours to make them more lifelike.
 Pictures on vases show comic actors. One picture shows two men dressed like a modern
pantomime horse - playing the part of a centaur.
 Potters made small perfume pots. Men and women in Greece used perfume.
 Land of two kingsWhile Athens was trying democracy as a form of government, its rival
Sparta had two kings. One king might stay at home, while the other was away fighting
battles. Fighting battles was what the Spartans did best. Greeks said that in a battle one
Spartan was worth several other men. The Spartans spent so much time training for battle
that they would have starved without slaves called helots. The helots worked on the
Spartans' farms. They grew the food for the Spartan soldiers and their families.
Soldier stateAlthough every Spartan man had a farm, he spent a lot of his time preparing
for war. He became a soldier when he was 20. However, a boy's training began much
earlier, when he left his family home at the age of 7, and went to live in an army school.
Discipline was tough. He was allowed only one tunic, and had to walk barefoot even in cold
weather. He was taught how to live rough and steal food. He was warned it was foolish to
get drunk, like some other Greeks did. Men lived in army camps even after they got
married.
 Growing up in SpartaIt was tough being a Spartan. Sickly babies were killed. Children ran
around naked. Boys practised fighting and did athletics. Girls also did physical exercises. Spartan
women had more freedom than other Greek women - a wife ran the family farm and gave orders
to the helots or slaves. Old people too were shown more respect in Sparta than in other Greek
states.Spartan mothers told their sons before they left for battle, "Come back with your shield, or
on it." Dead Spartans were carried home on their shields. Only a coward would drop his shield and
run away.
 The 300 SpartansSparta's most famous battle was Thermopylae. The year was 480 BC. A
huge Persian army was trying to invade Greece. Barring the way at the mountain pass of
Thermopylae were 300 Spartan soldiers led by King Leonidas, along with a few hundred
other Greeks. The Spartans' brave fight lasted three days. One story says that after they
broke their swords, the Spartans fought the Persians with their bare hands and teeth! In
the end, Leonidas and his Spartans lay dead. The Persians marched on to capture Athens.
But soon afterwards the Greeks defeated the Persian fleet at the sea battle of Salamis.
Fun Facts
 A Spartan wife looked after the family farm while her husband was away training or
fighting.
 Unlike other Greek states, Sparta for years had no defence-walls. It relied on its mountains
and its army to keep enemies away.
 Spartans were not interested in business or getting rich, just in being tough and fit.
 The Spartans did not use coins like other Greeks. They used iron bars as money.
 In camp, Spartans did not bother digging toilet-trenches. Soldiers were just told to go far
enough away from their friends!.
 Spartans thought all men should marry and have children. Any adult men not yet married
had to walk naked through town once a year.
 The Spartans practised night-fighting by creeping about in the darkness hunting helots
(slaves).
 The Spartans were proud of their long hair. They combed it before going into battle.
 Spartans wore red cloaks, so bloodstains from wounds would not show.
 At Thermopylae a Spartan named Eurytus had eye-trouble. He could not see, but ordered
his slave to lead him into the fighting.

The Ancient Greeks Referred To Themselves As: To Be A Citizen of A City-State

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The Ancient Greeks Referred To Themselves As: To Be A Citizen of A City-State

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Ancient Greece for Kids

TO BE A CITIZEN OF A CITY-STATE: The ancient Greeks referred to themselves as

If he was from Sparta, he would say, "I am Spartan."

If he lived in Athens, he would say, "I am Athenian."

The Athenian were very different from the ancient Spartans.

 The Spartans were famed for their military strength.

Everyone wanted their city-state to win!

may be important. Have them compare what they see to Egypt.

Donald G. Donn, Corkran Middle School, Maryland, USA

A. Subject: Ancient Greece

B. Grade & Ability level: 6th Grade; easy

C. Unit Title: The Early Greeks

D. Time Frame: 7-15 days

II. Overview and Rationale

A. Scope and major concepts

1. This unit covers the early history of Ancient Greece.

2. This unit will include lessons on:

 The key role of geography in the development of Greece.

3. This unit will concentrate on geographic and language arts skills.

III. Objectives (C = Cognitive, A = Affective, P = Psychomotor)

1. The student's participation in classroom discussions, debates, completion of assigned

V. Subject Matter/Skills Outline

Acquiring and Integrating

Extending and Refining

1. Directed Teaching of Thinking Skills

Meaningful Use of Knowledge

 Directed Teaching of Dimension

Productive Habits of the Mind

Lesson #1 Introduction Ancient Greece

Lesson Topic: Introduction

Type of Lesson: Introductory

Motivation/Recall (5 minutes) (Activity #2)

Culminating activity (2-5 minutes) (activity 5). Vocabulary words.

Lesson #2 Ancient Greek Culture

Type of Lesson: Developmental

Motivation/Recall: (10 minutes)

Overhead: The Early Greeks

AREA MINOAN MYCENAEAN

Answer these questions:

1. When did the Greek city-states develop?

1. Define Epic, discuss oral history.

Ancient Greece: Lesson #3 Athens as a City-State

Lesson Topic: Athens as a City State; introduction of Democracy; introduction to Sparta

Type of Lesson: Developmental

TSWBAT explain the political evolution of the city-state

TSWBAT define democracy

1. Have students define "Democracy". Write their ideas on a blank transparency.

Ancient Greece: Lesson #4 Rise of the City States

Lesson Topic: The rise of the City States in Greece

 The Minoans & Mycenaeans both spoke ____________

Ancient Greece: Lesson #5 Daily Life

Ancient Greece: Lesson #6 The Olympics and the Gods (1 of 2)

1. The Student will be able to define Olympics.

1. Have students turn to page 344 in their textbook "Comparing Graphs"

Lesson #7: The Greek Gods, Sanctuaries, and the Olympics (2 of 2)

1. The Student will be able to, define Olympics.

2. If we have time we will present our first two Gods today.

Lesson Topic: The Greek Gods, Sanctuaries, and Greek Drama

1. The Student will be able to define Tragedy and Comedy.

Lesson #9 Sparta and Athens (1 of 3)

1. The Student will be able to, describe additional Greek Gods

Compare life in Athens with life in Sparta

Lesson Topic: The Greek Gods, Sparta and Athens