Department: Social Studies
Unit of Instruction: The Classical World (Ancient Greece)
Standards Applied in the Course of the Unit:
NY State Social Studies Framework:
9.3 CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.(Standards: 2, 3, 5; Themes: MOV, TCC, GEO, GOV, CIV)
Common Core Standards:
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Assess the extent to which the reasoning and evidence in a text support the author's claims.
Compare and contrast treatments of the same topic in several primary and secondary sources.
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
LESSON AIM: Is the Classical Period in Greece (5th and 4th centuries BCE) a “Golden Age”?
1) Students will be able to analyze primary and secondary sources pertaining to political, social and economic developments during the Classical Period in Greece.
2) Students will be able to justify whether the Classical Period in Greece is or is not a Golden Age using evidence gathered during the course of the lesson.
MOTIVATION: (5 mins)
The teacher will show the students a five-minute video clip entitled “Top 5 Facts about Ancient Greece” (https://www.youtube.com/watch?v=OE4VldFPUWE). Students will be asked to think about the characteristics of Ancient Greece that could have encouraged or hindered growth of Ancient Greek society.
TRANSITION or ALTERNATIVE MOTIVATION: (5 mins)
The teacher will then write “Golden Age” on the board. The teacher will discuss the term Golden Age with the students and then have them brainstorm the characteristics of a Golden Age as relating to a historical time period. Students will also be asked what they know about Ancient Greece that would have helped or hindered Ancient Greece developing a Golden Age.
• Gallery Walk (20 mins): Following the Motivation and/or Transition Activities, the teacher will explain the procedure and purpose of the Gallery Walk activity (i.e. to help students evaluate whether the Classical Period in Ancient Greece was a “Golden Age”). These stations reflect different aspects of Classical Greek society and incorporate a variety of primary and secondary sources. Students will be given a graphic organizer to take notes on each station. The categories of this graphic organizer are: 1) Characteristics/Development, 2) 2 Facts about the Development, 3) How did this help or hinder (prevent) the development of Ancient Greek society? and 4) Is this development still used today or has it influenced our society? If yes, explain how. Students will be complete this gallery walk individually.
*Originally I had planned on assigning each student either stations A,B,C,D (“green”) or stations E,F,G,H (“blue”) to analyze. I then would have the students work with a partner to “jig-saw” the other stations with a partner. This is an option but I decided that I would prefer my students to examine all of the documents (during the gallery walk) and then complete the following individual/partner work.
• Individual/Partner Work (5-10 mins): Students will then work individually or with an assigned partner. Each student will share the information he/she collected in the chart with his/her partner. They will then work together to complete their 3-2-1 Chart. The categories are: 3 Things I Learned, 2 Interesting Facts and 1 Opinion I Have. The 1 “Opinion I Have” category is the Exit Ticket and will be completed later.
• Exit Ticket (5 mins): The teacher will briefly discuss with the students whether they think Classical Greece (5th and 4th centuries BCE) is a Golden Age or not. Students will then individually complete the Exit Ticket on the 3-2-1 Chart. Students will back their claims with evidence collected from the Motivation, Gallery Walk and Partner Activities and write their answer in complete sentences.
*For tomorrow’s lesson, the teacher will discuss Greek achievements in more detail as well negative aspects/consequences of this period.
1) What are the characteristics of a Golden Age?
2) What social, political, economic and military characteristics/developments occurred in the Classical Age of Greece?
3) Did these characteristics/developments helped or hinder Classical Greece developing a Golden Age?
This lesson is for a 9th grade Global History Regents class and is about the Golden Age of Classical Greece. The Aim is “Is the Classical Period of Greece (5th and 4th century BCE) a Golden Age”? Although historians widely acknowledge this period as “the Golden Age of Greece”, I specifically avoided using this term in order to allow students to reach their own conclusions. This lesson will focus on defining a Golden Age, determining the characteristics/developments of this historical period and determining how these developments helped or hindered progress in Ancient Greek society. Students will collect evidence as to whether the Classical Period in Greece can be considered a Golden Age through analyzing primary and secondary sources during the Motivation, Gallery Walk and Partner Work activities. Students will be able to demonstrate whether they achieved the lesson objectives during the Exit Ticket in which they answer the Aim question and back their claim with evidence.
Day of the lesson: Complete the gallery walk and 3-2-1 chart if not completed during class.
Next day: Students will expand upon their exit tickets from today’s lesson to create an essay outline for “Is the Classical Period (5th and 4th centuries BCE) the Golden Age of Ancient Greece”? Students should use today’s graphic organizers from today’s lesson as well as their previous notes. The teacher will instruct students to discuss at least 4 achievements/characteristics in detail and to cite evidence from today’s sources.