Students will be able to describe the development and impact of government as well as citizenship; the scientific and cultural advancements; and the roles and contributions of individuals in Ancient Greece. ANCIENT GREECE 1
3 rd Quarter ISN – Table of Contents Left Side Page Right Side Page 3 rd Q. Table of Contents (Blank) 0 1 (Blank) 2 Greece Learning Goal 3 Where in Greece? Answers 4 Geo Cause & Effect C.N. 5 Ancient Greece Key Terms p.1 6 Ancient Greece Key Terms p.2 7 City-State called Polis C.N. Greek Forms of Government C.N. 8 9 Life in SPARTA Life in ATHENS 10 11 “I am” Poem & Presentation Draft “I am” Final Poem 12 13 3
Today’s Learning Target to reach our Goal! Students will be able to compare the government and daily-life of Sparta and Athens as well as evaluate how Athenian democracy opened the way for American democracy. 4
Ancient Greece Key Terms Directions: Turn to ISN page 6 and 7, using the front and back of the paper, divide it into TWO columns and FOUR rows. Then using the World History Ancient Civilizations textbook, define each term and draw a picture based on the definition. definition definition Democracy city-state (draw picture) (draw picture) definition definition Direct Acropolis (draw picture) Democracy (draw picture) definition definition citizen Oligarchy (draw picture) (draw picture) definition definition citizenship Aristocracy (draw picture) (draw picture) 5
Review: The Geography of Greece Affected their Government How did the geography of Greece influence the Greek city-state? If you’re not sure, review your ISN notes. The mountainous geography of Greece limited agriculture and political unity. The Greeks depended on the sea to connect with others and with the wider world. 6
The City-State and Democracy THE RISE OF GREEK CIVILIZATION A REGION OF PEOPLE UNIFIED BY CULTURE BUT NOT BY POLITICS! 7
ISN p.8 Set up for Cornell Notes Essential Question: How was Greece organized politically? Notes: ● A city- state in Greece is called a “polis.” Cues: ● Each polis was an independent community that was dominated by males Create SIX questions and bound together by race and all had independent identities. using Costa’s Levels of ● City-states remained small so that everyone would know one another, absolutely independent and self-sufficient. They each had its own Thinking (L1) which can government and laws. be answered using the ● They each took great pride and loyalty in their polis. information in your ● Each city-state had an agora (marketplace). It was the center of city life Notes section. where people gathered for all kinds of public activities, like business gatherings, political discussions and festivals. (Refer to next slide) ● ALL of the city-states shared a common language and religious ideas. 8
Costa’s Levels of Thinking Level 1 : Gathering Information & Introduction of Knowledge 9
Dominant Greek City-States Athens vs. Sparta Their similarities: • Covered small areas of land • Athens ( smaller than Rhode Island ) • Sparta ( smaller than Connecticut ) • Populations (around 10,000) • Regarded all non-Greeks as barbarians 10
QUICK LESSON REVIEW Today’s Learning Target….you may use your ISN! ◦ How did the geography of Greece influence the Greek city-state? ◦ What is a city-state? ◦ What is a city-state called in Greece? ◦ What is an acropolis? ◦ What is an agora? ◦ What are the names of the two dominant polis? 11
Life in Ancient Sparta I am Sparta! Are you tough enough? 13
SPARTA: A Military Polis http://www.history.com/topics/ancient-history/sparta/videos/spartans (About 3 mins and students will need to READ the statements made during the video. No verbal just music!) ➢ Ruled by monarchs (two kings), who were advised by oligarchy ➢ Only men older than 30 who were native to Sparta could be citizens ➢ Citizens made up an assembly to approve all major decisions 14
EDUCATION in SPARTA Only purpose of education was to prepare to be a soldier Age 7: boys go off to military school Men spent their lives living in barracks and training in the army 15
GROWING UP SPARTAN Young boys had to shave their heads and were not allowed to wear sandals. Boys were given little food and could only wear one piece of clothing in the winter to “ toughen ” them up for war. Had to hunt or steal for food 16
SPARTAN WOMEN Were taught reading and writing Girls exercised to be physically fit for child-birth A woman’s role was to produce healthy sons for the army; Sick children were left to die Had to obey husbands and fathers Allowed to own property 17
Sparta didn’t “play” well with other polis Didn’t trade or engage in contact with other Greek polis Close-minded, regimented lifestyle that focused on self-preservation Didn’t flourish culturally like other polis 18
The role of the individual… Considering Sparta’s characteristics, do you think Sparta emphasized individual desires? Was the individual more important than the state? How do you know? 19
Life in ANCIENT ATHENS Wisdom begins in wonder Are you smart enough? 20
Athens: The Rise of Democracy Free and open society where the ideas of men dominated Direct democracy : the citizens themselves made the laws, not elected representatives Assembly was open to adult men only All free men were considered equal under the law 21
Characteristics of Athenian Democracy 1. All citizens (free men) have the duty participate in government 2. Law results from human intelligence and the needs of the community, not gods 3. Common men are capable of making decisions that affect the entire community 22
EDUCATION in ATHENS Only boys whose family could afford school were educated Studied music, reading, writing, and poetry and committed to arts & sciences Emphasized public speaking skills Competed in athletic events 23
ATHENIAN WOMEN No role in public life Married at 14 to a man twice her age Lived in isolation; rarely left the home unless escorted by her husband or father Not taught to read or write Mental capacity was seen as immature and child-like 24
SPREAD OF ATHENIAN CULTURE Unlike Sparta, Athens spread its culture all over Greece Valued political freedom and cultural creativity 25
The role of the individual… Considering Athens’ characteristics, do you think Athenians emphasized individual desires? Was the individual more important than the state? How do you know? 26
“I am” poem & presentation Due Date: _________ Poetry War- Athens vs. Sparta! Handout- Rough draft and Review criteria and presentation expectations 27
Athens or Sparta: Which Is the Superior City-State? ● Complete the “I am” poem by imagining what a citizen living in either Athens or Sparta (you choose) may be thinking, feeling, and experiencing in this specific city-state. ● Be sure to discuss the form of government, treatment of non-citizens, quality of life, culture, education, military, the roles of males and females, etc. as you try to communicate your point of view. ● Be sure to use your ISN notes to help you compose your poem. 28
Example & Directions: “I am” poem ● The “I Am” framework is for you to draft your poem. ● Complete each line of the poem by referring to your ISN notes for either Athens or Sparta. ○ Be sure to discuss the form of government, treatment of non- citizens, quality of life, culture, education, military, the roles of males and females, etc. as you try to communicate your point of view. ● Each line of the poem should make sense for your selected city. ● Each line of the poem should be written in a COMPLETE SENTENCE using proper punctuation and capitalization. ● YOUR FINAL COPY for an assessment grade- Your final copy should be typed with the proper heading in the upper right hand corner. 29
Essential Question: Why were there so many different types of government in Ancient Greece? Cue Questions Notes: For each row, create a question that can Monarchy Aristocracy Oligarchy Direct Democracy be answered using the information For each row, create Ruled by a king Ruled by nobles Ruled by a small Ruled by all its a question that can group of citizens free citizens be answered using the information Power is hereditary Power is Rule is based on Rule is based on For each row, (passed down through hereditary and wealth and being a free male create a question that can be birth) based on the lands control of the citizen - answered using nobles owned military citizenship the information Kings claimed to be High social The ruling group Majority rules - For each row, create gods or to have the position and has control of the issues are put to a question that can blessing of gods wealth gave military (force) vote for decisions be answered using the information (divine right) nobles authority For each row, create Mycenae (1450 BC) Athens (594 BC) Sparta (800-600 BC) Athens (461 BC) a question that can be answered using 31 the information
Costa’s Levels of Thinking Level 1 : Gathering Information & Introduction of Knowledge 32
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