Medium Term Plan Year 6 History Ancient Greece

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1 Medium Term Plan Year 6 History Ancient Greece SMSC Links throughout unit Social: Children working in mixed ability groups; reflection on social groups in Ancient Greek Civilisation AD900 Moral: What was life like in Ancient Greece? Was it a fair society? How different/similar was it to life in Britain at that time? Spiritual: Belief systems in Ancient Greece; comparison with modern day Britain; link to RE studies Cultural: Legacy of Ancient Greece; National Curriculum Objective: Ancient Greece - a study of Greek life and achievements and their influence on the western world Objectives Activities Resources & Cross Curricular links 1. Where and when was Ancient Greece? To place Greece in its geographical location To identify main sites in Ancient Greece on a map To learn about the key features SWYK ask children to write down everything they already know about Ancient Greece and any areas they are particularly interested in. Show video of Greece today. Discuss key features of geography. Why were important buildings built on hills? Own experience of Greece? Examples of old versus new Greece? (donkeys/cars; ancient ruins/new buildings) Where was Ancient Greece? Show interactive map of AG. Identify & discuss major sites. Several city states with totally different cultures. Most famous were Athens and Sparta. Give children own copy of map to complete, labelling cities and states. When was Ancient Greece? Use interactive timeline to place key events in chronological Active unit 1: Where and when was Ancient Greece? Maps of Ancient Greece for children to annotate String, cards and pegs for timeline Outcomes Children will understand who the ancient Greeks were and be able place them on a timeline. Children will understand that the past can be divided into periods ancient and modern

2 of the Greek landscape To understand how Ancient Greece relates in time to the present day and other historical periods. 2. What was life like in everyday Greece? (part 1) Find out about the experiences and beliefs of men, women and children in ancient Greece Understand the differences in lifestyle between rich and poor Understand that we have to find clues from fragments of evidence to make sensible deductions. order. Emphasise importance of BC and AD. Relate to other historical periods studied in school Ancient Egypt, Vikings, Romans, Ancient Greece usually refers to one century in around 3000 years of history and one city state Athens. Create own timeline in classroom using washing line and peg on key historical events? NB Ancient Greece & Egypt: approx 3000BC Romans: AD Vikings: AD Tudors: Victorians: Education in Ancient Greece depended on who you were and where you lived. We are going to look at school life for boys in Athens and boys in Sparta. Watch video clip on Athenian boys, children to make notes in general books. How do we know about life in Ancient Greece? Work of archeologists images from pottery depicting scenes of everyday life as well as famous battles/gods, etc. Look at pot on f/c and identify details. What could someone deduce from our ancient pot? (names of house groups, sports, etc.) Watch video of boys in Sparta. Children to make notes and identify differences. Task ideas: Make notes on a chosen area then create a fact sheet. Compare life for a child in Ancient Greece to life today. Active unit 3: Going to school ICT: Use of simulation to broaden knowledge of AG and use of internet to carry out further research. Fact sheet or report comparing lifestyles of rich/poor Children will be able to give some differences between the lifestyles of the rich and poor. Children grasp that ancient images are difficult to interpret, but by looking carefully they can make sensible deductions. 3. What was life like in everyday Greece? Women s lives Active unit 4: Children will be able to give some

3 (part 2) Find out about the experiences and beliefs of men, women and children in ancient Greece Understand the differences in lifestyle between rich and poor Understand that we have to find clues from fragments of evidence to make sensible deductions. 4. What really happened at the Battle of Marathon? Identify and describe some reasons for and results of the Battle of Marathon Understand some accounts of the battle differ and to give some reasons for this. Watch video showing poorer household tasks Read text about wealthy women How to train a wife Look at pictures of women on pots. Look for clues to show whether they are rich or poor and give reasons for answers. Spartan women. How and why were their lives different? Make comparison chart to record the differences. Would girls in class rather have grown up in Athens or Sparta? Task ideas: Write a diary entry A day in the life of Recap location of Marathon (see unit 1). Watch video about Battle of Marathon. Then read version of the battle (resource sheet 1). How are they similar/different? Talk through sequence of events during battle and sequence as a class. Emphasize that the main focus is not the battle itself, but the role of Pheidippedes, the runner. Children then to put events in correct order using resource sheet 3b from (needs to be simplified?) Children to read other versions of the story and discuss in groups similarities and differences. (use sheets 4a 4d) Women s lives Diary entry PSHE: How fair was life in Ancient Greece? Compare the roles of women then and now. Active unit 5: The Persian Wars History Resource pack The Battle of Marathon Newspaper report about the battle PSHE: Conflict resolution. When is it right to fight back? differences between the lifestyles of the rich and poor. Children grasp that ancient images are difficult to interpret, but by looking carefully they can make sensible deductions. Children can identify the main events of the Battle of Marathon Children grasp that there are different versions and understand how these differ. Children create their own account of the Battle of Marathon based on a variety of sources.

4 Each group to feed back to class on their findings. Talk about the different versions and reasons for the differences (see explanation of the different theories) (Look at image of soldiers on Greek pot, then try to label the different parts using information from notepad). 5. What was the religion in Ancient Greece? Identify and describe some beliefs and ideas of the Ancient Greeks Write a news report of the battle of Marathon. Look at the first screen the six Gods (Demeter, Zeus, Hera, Posiedon, Athene, Hades). Link names to pictures. Copy and label the pictures. Research task use books and other information to create a fact file for one of the Gods ensure children are covering all six between them. Watch the Parthenon videos make notes in general books. Task create a tourist information leaflet about the Parthenon in Ancient Greek times. What is there to see and do? Active unit 7: Religion Fact file and/or tourist information leaflet Children can understand the role of the gods in Ancient Greek society Children can identify the social, cultural or religious diversity of different societies in Britain and the wider world 6. What were the myths and legends of Ancient Greece? Task 1 (1 hour) Watch Theseus and the Minotaur parts one & two from unit 8. As a class draw up a story map for the sequence of events. List the main characters in the story. Now look at Fact or fiction? Is this just a story or is it based on fact? Look at the evidence and discuss the connections between the story and the ruins at Knossos. Look on the map PSHE: Should items from ancient civilisations be kept in museums? Return of the Elgin marbles Active unit 8 Myths and legends Artefacts from History Centre Children make simple deductions and inferences using their knowledge of everyday life and religious customs of the period.

5 (unit 1) to retrace the sea journey taken by Theseus in the story. Then listen to the poem about the Minotaur. Which gods does it refer to? (Poseidon and Hades) Does it make you think differently about the Minotaur? Is it a beast? How does it feel about being killed? Task 2 (1 hour) Introduce box of artefacts. Teacher and children to wash hands (link to Qur an treat with care and respect?) Write own version of myths Art: Sketching artefacts Talk about care needed to preserve them washing hands before and after touching them, acid free tissue paper to protect them, bubble wrap and polystyrene padding in box, not allowed to stay in car overnight because of damage) Look at different artefacts. Can children describe what they would have been used for or what they represent? Let children handle non-breakable items, others with care? What can we learn about life in ancient Greece from these items? Pictures on pottery or in plaques? Play Call my bluff with 3 selected items. Teacher or 3 children to read out description of item and its use, children must decide which one is true/most likely. 7. What was Greek Theatre like? Identify and describe some beliefs and ideas of the Ancient Greeks Understand and describe reasons for and results Put selection of items on each table and get children to sketch them in art books. Task 1 Watch video showing an example of an ancient Greek theatre. Look in more detail at the different parts of the theatre. Key words: orchestra (circular area, meaning dancing floor ; chorus (the actors who sang and danced); skeneos (the stage building, often painted to look like the setting hence scenery today); theatron (where the people sat, important ones at the front, less important at the back); the parados (the passageway where the actors entered into the orchestra); logeion (wooden stage); Active unit 9: Theatre Art: Sketching artefacts and making masks understand the significance of the theatre to Ancient Greek religious life and citizenship

6 of events such as the theatre. Look at unit on Men in masks. Discuss the pros and cons of wearing masks for a performance. Look again at the masks from the artefacts box. Children to design their own mask based on a character from a Greek myth we have read in class. Task 2 Using artefacts from history centre, children to complete sketches from previous week or sketch a different artefact. 8. What do we know about Greek Language and Democracy? Describe some ideas and beliefs of the Ancient Greeks and compare life in different city states Go through first 3 sections of Ancient Greek language (alphabet, words from Greek, writing) Children to try and write their own full names in Ancient Greek alphabet. Watch video about modern day democracy and discuss. (2 mins) Watch clip about Ancient Greek democracy (2 mins). Discuss whether it was a very fair system. Demonstrate within class by ruling out all the girls, then Spartans, etc. (rule out 50% for Spartans then 50% for slaves) Discuss voting in modern day 18, women got vote in 1918? Look at artefacts from Greek law courts. Look at unit on ostracons. Task Children to make their own ostracons by scratching their Greek names into wax on card. Active unit 2: Ancient Greek language Active unit 6: Democracy in Athens Debate about fairness of the system; persuasive writing Drama: Role play as a Greek Children understand the term democracy and how it was used in Ancient Athens take the role of an Athenian or a Spartan and identify positive and negative aspects of living in either place 9. What can be learned about the Greek s beliefs and ideas from studying Watch video showing Olympia. Start a list of events at the Ancient Greek Olympics. Add notes about their relevance to Ancient Greeks as training for Active unit 10: The ancient Olympic Games Children can give some reasons as to why the Olympics were held

7 the Olympics? Identify and describe some beliefs and ideas of the Ancient Greeks Understand and describe reasons for and results of events such as the Olympics. warriors. Watch sections on throwing and jumping add notes to list. Watch sections on combat sports and prizes add notes to list. Watch sections on chariot races. Compare and contrast with modern day Olympics. What events are there at modern day Olympics? Link names of events with Greek language e.g. triathlon, pentathlon, heptathlon, decathlon, marathon. understand the significance of the Olympics to Ancient Greek religious life and citizenship Look at organisation and history of modern Olympics e.g. winter sports, Paralympics. Task ideas Create a poster to advertise the Olympics at the forthcoming Greek Day? OR 10. Who was the greatest Greek? Understand the impact of famous Greeks on life today Find out about people from a range of sources, including ICT 11. The Legacy of the Greeks why should we be grateful to Create factsheet about Ancient Greek Olympics using notes for information and adding drawings Use the Greek Legacy booklet to complete the Great Greek s Hall of Fame section. Children to work in groups to use the information in the booklets, but also research in secondary texts and possibly on internet if ICT suite is free. Children present information gathered about their famous Greek and class vote on who was the greatest. Watch section on buildings children to draw examples of Ionic, Doric and Corinthian pillars for their topic books. Greek Legacy ICT: Research in computer suite or on netbooks Active unit 11: The legacy of take on a role in a discussion. Children can support their opinions with evidence. give some examples of famous Ancient Greeks. give examples of the legacy of the Ancient

8 them? Make links between legacy of Ancient Greeks and effect on life today. Recap greatest Greeks from previous week. Look at sections on Archimedes, Hippocrates and Eratosthenes on Active. Try out maths activity with 100 square? Recap and review all aspects of Ancient Greece covered over course of the unit: Language, democracy, religion, myths and legends, theatre, Olympics, great Greek thinkers, scientists and mathematicians. Which is the most important influence? Discuss with class and get children to write what in their opinion is the most significant legacy of the Greeks? Ancient Greece Persuasive writing what is the most significant legacy? Art: Sketching pillars Greeks in our lives today. give their opinion on the importance of different aspects of Ancient Greek legacy, and support their ideas with reasons and evidence.

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