Ancient Civilization


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Ancient Civilization

  1. 1. Maggie Noctor 1 Ancient Civilizations Lesson PlanIntroduction Lesson Topic: Investigate and understand ancient Greece government’s influence Length of Lesson: 45 mins SOL: 3.1 The student will explain how the contributions of ancient Greece and Rome haveinfluenced the present world in terms of architecture, government (direct and representativedemocracy), and sports.Cognitive Objectives Students Will:Identify how ancient Greece contributed and influenced the present world in terms ofgovernment (direct democracy)Materials/Technology and Advanced Preparation Materials:1 paper crownSmart BoardAdvanced Preparation:1. Bring the website up on an Internet browse so that it iscompletely loaded before class.2. Pick student to be King/Queen for the morning3. Explain the limitations of the King/Queen role to the student prior to him/her picking “laws”
  2. 2. Maggie Noctor 2Teaching and Learning Sequence Introduction/Anticipatory Set: • At the beginning of the day pick a student to be the class king or queen for the morning. Give him/her a crown to wear. • Tell all the students that this morning they will have a king/queen for the classroom and the rest of the students will be citizens. • With the teacher’s input, tell the king/queen to make laws solely according to his or her wishes. The laws may include: having students pay taxes or fines, assigning seating or line arrangement, recess regulations, any other special privileges in the classroom. • After simulating king/queen reign for the morning, have students split into groups and discuss how they felt about having one person make all the rules without any input from the “citizens”.Lesson Development: • Bring the class back together and lead a quick discussion about how the students felt, did they feel represented? Or treated fairly? • Define the word democracy and put up on Smart Board. (Citizens vote to make their own laws) • Tell students that we are going to vote on the laws or choices that the king/queen made in the classroom earlier today. • Allow all students to place ideas for how the “laws” should be run, write ideas on the Smart Board • Then have all students vote as to which choice they would prefer.
  3. 3. Maggie Noctor 3 • After classroom “laws” have been voted on ask the students which kind of government they would prefer to have: democracy or king/queen reign. • Explain to students that Greece was the birthplace of democracy. • Describe Ancient Greece’s direct democracy – all male citizens were allowed to vote or may have a voice in the laws/government decisions. • Show students the video about democracy on website • Explain to students they will split into groups of 3 or 4 to decide which side of the discussion they will side. • Play the clips from the Democracy in Ancient Greece website • After each clip allow the students a couple of minutes to digest the information from the clip and discuss in their groups. At least one person should be writing down the groups ideas and reasoning • After the last clip, let each group stand and state their opinion on the matter.Closure: • Once every group has presented their opinion, let the students vote as a class on whether or not Athens should go to war with Sparta. • After they have voted, explain to students that this is how Greek assemblies would have worked. • Explain to students that for homework tonight they should go home and think about all the things they learned today and answer the homework question with full sentences and examples. • Put the homework question on the Smart Board so that students may write it down.
  4. 4. Maggie Noctor 4Homework: Answer the following question: Think about the government in Athens, Was thesystem in Athens more democratic than ours today, or less?Assessment: Formative: • Watch while students present their opinions about the king/queen reign and democracy; do the students reasons correspond with the correct type of government? Summative: • Collect the homework assignment and check for student understanding, do they incorporate examples that relate to ancient Greece or the government we have today?References:Virginia Department of Education. (2010). Enhanced Scope and Sequence. Condliffe. (2010). Democracy in Ancient Greece.