KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYS

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1 Ancient Greece- Greece Lesson: Social Studies, Grade(s) 07 Foundations of Democracy Duration: 1 Week Lesson Essential/Guiding Questions How did the Greek city state and the rise of democracy affect the world today? Learning Targets I can describe ways government in Ancient Greece (monarchy, oligarchy,tyranny, dictatorship, and democracy ) have had an impact on the world. I can compare and contrast the elements of culture in Athens and Sparta. I can describe Greek political organization. I can compare limited and unlimited democracy. I cab trace the evolution of Greek government from kingdom to democracy. Formative & Summative Assessment On going formative assessments Socrative and Today's Meet Grade Cam Writing Assessments in journals (daily) 3 Question Stick for assessment Student-Centered Learning Experiences Day One 1 Have students complete the Preview activity in their Interactive Student Notebooks. Students act as members of a sports team to determine the best way to make a team decision. 2 Have students share their responses in pairs or as a class. 3 Explain the connection between the Preview activity and this lesson. Tell students that the four options for how best to make the team s decision relate to the four forms of government used in ancient Greece. Many Greek city states tried more than one form of government. Athens is the city state that became known for developing democracy. In a democracy, all citizens share the power to rule. In this lesson, students will learn about various forms of government in ancient Greece that led to the development of democracy. Page 1 of 6

2 Day Two 1 Introduce the Key Content Terms. Have students locate the Key Content Terms for the lesson in their Interactive Student Notebooks. These are important terms that will help them understand the main ideas of the lesson. Ask volunteers to identify any familiar terms and how they might be used in a sentence. 2 Have students complete a Vocabulary Development handout. Give each student a copy of the Vocabulary Development handout of your choice from the Reading Toolkit in the Program Resources. These handouts provide extra Key Content Term practice and support, depending on your students needs. Review the completed handout by asking volunteers to share one answer for each term. Day Three 1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question on the first page of the lesson: How did democracy develop in ancient Greece? Then have students read Section 1. Afterward, have students respond to these questions: What did the ancient Greeks from isolated communities have in common with each other? Did the ancient Greeks think of themselves as belonging to one country? Why or why not? In what ways were ancient Greek city states different from each other? 2 Have students complete the Reading Notes for this lesson. Assign Sections 2 5 during the activity, as indicated in the procedures for the Experiential Exercise. Remind students to use the Key Content Terms where appropriate as they complete their Reading Day 4 1 Collect music CDs several days in advance. Before you conduct the activity, give students several days to bring in their favorite songs on CDs. Tell students that the first ten CDs brought to class will be used for a musical listening activity. Have students label the CDs or CD cases with their names and the track numbers of their favorite songs. Preview the songs ahead of time to make sure the songs are appropriate in content and length. (Note: Alternatively, have students list their favorite songs, and download digital versions of the music. For the activity, make a CD, or use a digital music player and speakers.) 2 Arrange the classroom. Place the CD player and three chairs at the front of the room. 3 Introduce the activity. Tell students that they will listen to some of their favorite songs from the CDs they brought to school. Ask the class, Which songs should we listen to? How loudly should the music be played? Allow students to offer several suggestions, and thank them for their participation. But then explain to students that they will be using the principles of four forms of government from ancient Greece to select the songs and set the volume. After students have experienced each form of government, they will read to connect their experience with actual history. (Note: You may want to conduct all four phases of the Experiential Exercise before you have students read the lesson and complete their Reading Notes.) Phase 1: Monarchy 1 Introduce the concept of monarchy. Write the word monarchy on the board. Explain that the earliest form of government in ancient Greece was mon archy, in which one person, most likely a king, had the power to make all government decisions. 2 Have students sit on the floor. Explain that in this activity, students who are sitting on the floor have no power. They cannot speak or move without permission. 3 Choose music according to the principles of monarchy. Select two students to come to the front of the room. Place the yellow headband on one student and have him or her sit in a chair. Explain that this student is the king and has absolute power. Place the green headband on the other student and have him or her kneel next to the Page 2 of 6

3 king. Tell the class that this student is the prince and is next in line to become king. Tell the king to select a song to play. Announce that he or she will ignore any earlier suggestions from the class because a king has absolute power. Allow the king to play the song, at any volume he or she chooses. (Note: In the interest of time, you may want to have students play only a sample, perhaps 20 to 30 seconds, of the selected songs.) When the song ends, tell the king that he or she has just died. Remove the yellow headband and have the king lie on the floor. Tell the prince that he or she has now inherited the power from the king. Remove the prince s green headband, replace it with the yellow one, and have the prince sit in the chair. Have the prince (the new king) select and play a new song, following the same guidelines given to the former king. 4 Debrief the experience. Ask students, Did you like how the king and prince chose and played the music? Was there anything you could have done if your ideas differed from your leader s? Who makes the decisions in a monarchy? How did an individual become a king? What are the advantages of a monarchy? What are the disadvantages? 5 Have students complete the Reading Notes for Section 2. Have students read Section 2, Monarchy: One Person Inherits power, and complete the corresponding Reading Notes in their Interactive Student Notebooks. Then ask students to talk about connections between their classroom experience and the reading. Phase 2: Oligarchy 1 Introduce the concept of oligarchy. Write the word oligarchy on the board. Explain that oligarchy developed in ancient Greece as an alternative to monarchy. In an oligarchy, a small group of people have the power to make political decisions. 2 Choose music according to the principles of oligarchy. Continue having students sit on the floor. Remind them that, in this position, they have no power. Select three students to come to the front of the room. Give them the play money and have them sit in the chairs. Explain that these students are oligarchs. Most oligarchs in ancient Greece were wealthy aristocrats. They lived very comfortably. (Note: Consider either placing a soft blanket over the chairs or allowing students to put their feet up on chairs.) Have the oligarchs select a song to play. Announce that they will ignore any earlier suggestions from the class because oligarchs typically look after their own interests. Allow the oligarchs to play the song, at any volume they choose. 3 Debrief the experience. Ask students, Did you like how the oligarchs chose and played the music? Was there anything you could have done if your ideas differed from your leaders? Who makes the decisions in an oligarchy? How did an individual become an oligarch? What are the advantages of an oligarchy? What are the disadvantages? Why do you think oligarchy developed as an alternative to monarchy? 4 Have students complete the Reading Notes for Section 3. Have students read Section 3, Oligarchy: A Few People Share Power, and complete the corresponding Reading Notes in their Interactive Student Notebooks. Then ask students to talk about connections between their classroom experience and the reading. Phase 3: Tyranny 1 Introduce the concept of tyranny. Write the word tyranny on the board. Explain that discontent with the oligarchies in ancient Greece led to the rise of new leaders called tyrants. In a tyranny, one individual seizes power by force and rules single handedly. 2 Choose music according to the principles of tyranny. Continue having students sit on the floor. Remind them that, in this position, they have no power. Page 3 of 6

4 Ask for three or four volunteers, who would each like to choose the next song. Have the volunteers stand. Tell the remaining students to each stand next to the volunteer who, in their opinion, should be the one to choose the next song. Identify the student with the greatest number of supporters. Have everyone else again sit down on the floor. Ask the selected volunteer to come to the front of the class. Give the student a yardstick or meterstick to hold, and have him or her sit in a chair. Explain that this student is a tyrant. Most Greek tyrants were military leaders who promised improvements and who rose to power with the support of their soldiers and some of the people. Have the tyrant select a song to play. Announce that he or she will ask for the advice of those students who supported him or her, because tyrants need to please their supporters to stay in power. Allow the tyrant to play the suggested song, at a volume recommended by his or her supporters. 3 Debrief the experience. Ask students, Did you like how the tyrant chose and played the music? Was there anything you could have done if your ideas differed from your leader s? Who makes the decisions in a tyranny? How did an individual become a tyrant? What are the advantages of a tyranny? What are the disadvantages? Why do you think tyrannies developed after oligarchies and monarchies? 4 Have students complete the Reading Notes for Section 4. Have students read Section 4, Tyranny: One Person Takes Power by Force, and complete the corresponding Reading Notes in their Interactive Student Notebooks. Then ask students to talk about connections between their classroom experience and the reading. Phase 4: Democracy 1 Introduce the concept of democracy. Write the word democracy on the board. Explain that around 500 B.C.E., after the overthrow of a harsh tyrant, the citizens of Athens decided that they would rule themselves. In a democ racy, people vote to make political decisions. 2 Choose music according to the principles of democracy. Have all students sit in their seats. Tell students that everyone now has equal power to make the decisions about the choice of song and its volume. Ask students to share suggestions for which songs to play. Have a volunteer record the titles on the board. Have the class choose a song by voting on the titles on the board. Announce that you will play the song that receives the majority, or more than 50 percent, of the votes. If, after the first vote, there is no winner, the class will vote again, but this time, choosing between the top two songs. (Note: If time allows, repeat these steps to have students choose the volume.) Play the song voted on by the majority of students. 3 Debrief the experience. Ask, Who makes decisions in a democracy? How are these decisions made? What are the advantages of a democracy? What are the disadvantages? Why do you think democracy developed after the other three forms of government? 4 Have students complete the Reading Notes for Section 5. Have students read Section 5, Democracy: All Citizens Share Power, and complete the corresponding Reading Notes in their Interactive Student Notebooks. Then ask students to talk about connections between their classroom experience and the reading. Afterward, ask, In what ways is American government similar to and different from ancient Greek democracy? Strategies for Addressing Individual/Diverse Student Needs Page 4 of 6

5 The Rise of Democracy Learners Reading and Writing Below Grade Level Conduct a Prereading Exercise For the steps of the Experiential Exercise that involve reading the text, have students work in pairs to read aloud to each other. As they read, have them work together to jot down four words or phrases that are associated with each government type. Examples for oligarchy might include wealthy, army, unfairness, ruled as a group. After everyone has completed the reading, ask pairs to share their words, writing them on the board or using an overhead transparency. Then have students complete their Reading Notes individually or with their partners. Teacher Resources The following books offer opportunities to extend the content in this lesson. The Greeks: Life in Ancient Greece by Michelle Levine (Minneapolis, MN: Millbrook Press, 2009) The Pocket Timeline of Ancient Greece by Emma McAllister (New York: Oxford University Press, 2006) Tools of the Ancient Greeks: A Kid s Guide to the History and Science of Life in Ancient Greece by Kris Bordessa (White River Junction, VT: Nomad Press, 2006) Standards Covered 1.SS-7-GC: Government and Civics 2.SS-7-CS: Cultures and Societies SS-07-1: The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. SS : Formation of Governments Materials For a closer look at the materials list below, log onto Resources: 1. KET EncycloMedia-Discovery Education: Elementary Video Adventures: Ancient Greece 2. KET EncycloMedia-Discovery Education: Myths and Legends: Ancient Greece 3. KET EncycloMedia-Discovery Education: World History: Ancient Civilizations Page 5 of 6

6 Organizers Characteristics of Highly Effective Teaching & Learning - LEARNING CLIMATE 1. Teacher Characteristics: A. creates learning environments where students are active participants as individuals and as members of collaborative groups 2. Teacher Characteristics: G. effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections 3. Student Characteristics: B. actively participates and is authentically engaged Characteristics of Highly Effective Teaching & Learning - CLASSROOM ASSESSMENT & REFLECTION 1. Teacher characteristics: C. Revises instructional strategies based upon student achievement data Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RIGOR & STUDENT ENGAGEMENT 1. Teacher characteristics: F - Teacher integrates a variety of learning resources with classroom instruction to increase learning options. Additional Properties Author: Rowland, Pam Publisher: Kentucky Continuous Instructional Improvement Technology System Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: Rowland, Pam (1/17/ :46:00 AM) Last modified by: Rowland, Pam (1/19/ :29:00 AM) Other revisions of this resource: Page 6 of 6