Medium Term Planner ANCIENT GREECE 1/6. (including assessment) and learning activities

Transcription

1 1. How can we possibly know so much about the Ancient Greeks who lived over 2,500 years ago? (1.5 hours) ANCIENT GREECE 1/6 NB Activities shown in blue can be found on the 100 Great Teaching approaches part of the website Learning objectives Pupils understand that our knowledge of the climate and geography of Greece today helps us understand the important of long coastlines, mountainous interior, abundant islands. These feature frequently in Greek legends. Fastest finger first Using a map of Greece pupils take turns to point out as many physical features as they can. Play it three times to find a winner. Pupils assume Mantle of the Expert and run a tourist agency for people interested in exploring Ancient Greece. But where will they go? What time of year should they go? etc Detailed relief map, clearly showing highland, indented coastline and island. Preferably on IWB so pupils can annotate Pupils can place Ancient Greece on a simple timeline, but also show when Athens was at its height in C5th - C6th BC Interactive timeline which features as part of tourist guide book Pupils should be aware of the Treasure Hunt Find clues. Complete the Simple timeline showing the following key periods which will feature in the topic 1. Trojan Wars 2. Start of Olympics 3. Golden Age of Athens 4. Battle of Marathon 5. Building of Parthenon Simple coloured sheets cut up with picture of type of evidence on it. Pupils have to find them and complete the picture accurately identifying what the different pictures

2 evidence base, recognising the importance of archaeological evidence as well as written and spoken, e.g.: myths and legends as well as surviving buildings Pupils grasp that much evidence comes from pottery and that many of the pictures they see in books are scenes from the sides of pots jigsaw shape, with each types of clue making up the complete picture represent 2. What can we work out about everyday life in Ancient Athens (6 hours) from the pottery evidence that remains? ANCIENT GREECE 2/6 Pupils can work out which statements about Ancient Greece are true, which false, which maybe true, using a gallery of pictures to help Can draw inferences from evidence on pots going beyond the literal Picture gallery Images Can make deductions and creative and informed speculation when analysing images on pots Who wants to be a millionaire Call my bluff See Outstanding Lesson Visit British Museum website

3 Children grasp the diversity of life style depending on position within society and know the influence that the large slave population had on Ancient Greeks ability to have time to think. Teacher explanation. Use of visual aid to show society as pyramid. Pupils create the shape physically in groups That sometimes books disagree, e.g.: did women do the shopping That we need to cross-refer between a number of sources to be able to answer the questions historians pose. That it is often difficult to be certain so we have to use tentative language, e.g.: perhaps Evaluate textbook Account Picture analysis: role of women; what can we tell from the pictures? That there was a clear distinction between life in Athens and Sparta for both men and women Chart Who said this? followed by Athenian or Spartan? Pupils can draw together all their knowledge of context and imagery of pots to provide own commentary on mute film Wiped commentary

4 3. Why was Athens able to be so strong at this time? (3 hours) ANCIENT GREECE 3/6 Year Pupils should understand and be able to show on a timeline the golden Age of Athens Interactive timeline Pupils can explain why the Battle of Marathon was fought and can give reasons for defeat of Persia, classifying not just listing, e.g.: Persian weaknesses, Athenian strengths History mystery Why did tiny Athens defeat mighty Persia? See Outstanding Lesson on Marathon Pupils can compare different versions of the Battle of Marathon and give 2 or 3 valid reasons why textbook accounts might differ Groups work on different versions of story, using grids to summarise key differences. Pupils evaluate main reasons, scoring them out of 10 or placing on a spectrum Pupils understand the importance of Greek sea power Pupils understand that dominance of Athens was short-lived

5 4. What was so special about life in C5 th BC Athens that makes us study it? (4 hours) ANCIENT GREECE 4/6 Pupils understand the importance of the Victory over Persia in opening up opportunities to focus on domestic issues Pupils know that this was a time of massive growth in new ideas and ways of thinking. Focus on philosophers and ideas such as democracy Role play Athenian Assembly discussing Pericles idea to build a Parthenon Pupils make own ostracons and use them to apply their democratic rights to expel a corrupt politician See Outstanding Lesson Should we build the Parthenon? Outstanding Lesson. Would you want to be an idiot in Ancient Athens? Pupils understand that this would not have been possible without the slave culture which gave men time to think and cultivate interests Pupils can appreciate the sheer scale of their achievements Stamp design Pupils understand the nature of individuals contributions Weakest link/ Big Brother

6 5. What can we tell about the Ancient Greeks from their interest in the theatre and festivals like the Olympics? (3 hours) ANCIENT GREECE 5/6 Pupils understand that the Olympics were not just athletic events Pupils text mark the various events in the Olympics, colour coding for thing to do with athletics, fighting, religion See Outstanding Lesson on diary of events during the Olympic Games Pupils grasp that religion and preparation for war were also critically important Pupils grasp that the plays reflected Athenian interest in politics as well as the central importance of the gods in daily life.

7 6. In what ways have the Ancient Greeks influenced our lives today? ANCIENT GREECE 6/6 Pupils understand the sheer scale and variety of the Greek achievement in so many areas Under the cloth Pupils have lots of cut up photocopy images of Ancient Greek influence on our world today all placed under a cloth. Pupils have to work in pairs to retrieve one picture and then identify it, not that easy as you have put 6 red herrings in there too! Pupils grasp that many of the words we use today derive directly from the Greek Text analysis of story. Pupils find 20 modern words in story which derive from Ancient Greece That the buildings they see around them today have been influenced by classical Greek design and that the Greeks heavily influenced the Tudors (theatre) and the C18th and C19th

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