Transcript ancient greece

ANCIENT GREECE
By María Teresa Fren
ANCIENT GREECE
Grade level:1-2 High
school
Subject: Social Studies/
History
Time: 2 hours
ANCIENT GREECE
Objectives
Students will:
1. Learn about key elements of ancient
Greek civilization, including government,
mythology, philosophy, sports, art, and
architecture;
2. Understand the influence of ancient
Greece in the world today.
3. Learn specific vocabulary.
ANCIENT GREECE
Materials
The class will need the following:
Classroom Activity Sheet: Art and Architecture in Ancient Greece.
Classroom Activity Sheet: Government in Ancient Greece.
Classroom Activity Sheet: Mythology in Ancient Greece.
Classroom Activity Sheet: Philosophy in Ancient Greece Print and
Internet references on ancient Greece.
Classroom Activity Sheet: Sports in Ancient Greece.
Print and Internet references on ancient Greece.
World Map
ANCIENT GREECE
PROCEDURES
1.- Ask students what they know about ancient Greece. Have them brainstorm
ideas, and write their suggestions on the board.
2.-Review facts about ancient Greece. Have students locate Greece on a world
map. Explain that a great civilization thrived there between 500 and 323
B.C., during a time in history called the classical Greek period. The ancient
Greeks developed new ideas for government, science, philosophy, religion,
and art. The center of ancient Greek culture was the city-state of Athens.
Although wars between Athens and the city-state Sparta would eventually
weaken Greek civilization, its influence is visible today.
3.-Explain that in this activity, students will be researching the following aspects
of ancient Greek life:
Art and architecture
Government
Mythology
Philosophy
Sports
ANCIENT GREECE
4.- Have each group review the questions
on their activity sheets together and
add a question of their own. (If groups
are large, students may want to work
separately or in pairs.) Students
should use print and online resources.
The final task is to find examples of
ancient Greek influence in modern
culture.
5.- When each group has completed its
sheet, have it create a collage of
modern-day examples of ancient
Greek culture using magazines,
newspapers, or pictures from the
Internet.
6.- Invite groups to present their collages
to the class and explain how the
examples reflect ancient Greek
culture. Have groups hang their
collages in the classroom.
ANCIENT GREECE
( 800 BC - 146 BC)
Was known as the “Cradle of Western Civilization.”
From this mountainous peninsula and scattered group of
islands came the first democracy, epic stories, and
advancements in math, science, medicine, and
philosophy
ANCIENT GREECE
MYTHOLOGY
Zeus : King of the Gods
Hera : Queen of the Gods
Aphrodite : Goddess of love and beauty
Apollo : God of light, truth, healing, archery, music, poetry
Ares : God of war
Artemis : Goddess of hunt, moon, children
Athena : Goddess of wisdom, war, patriotism and good citizenship
Demeter : Goddess of grain, agriculture, fertility
Dionysus : God of wine, vegetation, and theater
Hades : God of the underworld
Hephaestus : God of forge and fire
Hermes : Messenger of the gods, god of motion, travelers, commerce, thieves,
and
sheep
Hestia : Goddess of the hearth and home
Poseidon : God of the sea, earthquakes, and horses
ANCIENT GREECE
SPORTS
The ancient Greeks loved competitions of all sorts, especially
sporting competitions. The Olympics were not the only games held
in ancient Greece, but they were the most popular.
The Greeks did take the games quite seriously. Nearly all the
ancient Greek cities sent teams to participate in the ancient Greek
Olympics. If two or more Greek city-states happen to be at war with
each other when the game date arrived, war was halted for the
duration of the games
ANCIENT GREECE
VOCABULARY
ANCIENT:
Definition: Relating to the historic period beginning with the earliest known
civilizations and extending to the fall of the Roman Empire in A.D. 476.
Context: The culture of ancient Greece had rich traditions, many of which exist today.
ARCHITECTURE
Definition: A particular style or fashion of building.
Context: Doric, Ionic, and Corinthian are three styles of Greek architecture found in
buildings around the world today.
CLASSICAL
Definition: Relating to the ancient Greek and Roman world, especially to its literature,
art, architecture, or ideals.
Context: The classical age of Greece began with the Persian War (490-479 B.C.) and
ended with the death of Alexander the Great in 323 B.C.
HERITAGE
Definition: Something, such as culture, passed from generation to generation.
Context: Greek heritage included mythology, philosophy, government, and much more.
ANCIENT GREECE
VOCABULARY
LEGACY
Definition: Something handed down or that remains from a
previous generation or time.
Context: One legacy of Socrates was his dialogues, or using
questions and answers as a teaching method.
MYTHOLOGY
Definition: A group of myths that belong to a particular people or
culture that tells about their history, heroes, and gods.
Context: Ancient Greek mythology includes stories about powerful
gods who look and act like humans, but who can control nature and
are immortal.
PHILOSOPHY
Definition: Academic study that is devoted to the examination of
basic concepts, such as truth, beauty, freedom, and reality.
Context: Scholars study Aristotle’s philosophy.
ANCIENT GREECE
Greek Gods
_____ Demeter
1)the Roman sky god and most powerful of
all Roman deities.
_____ Jupiter
2)this god rules the underworld with his
queen Persephone.
_____ Venus
_____ Poseidon
3)father of the gods in the Olympian
pantheon.
4)described as a mortal but came to be seen
as a god.
_____ Hades
5)the Greek god of fertility and vegetation.
_____ Zeus
6)the Eleusinian mysteries honor this
Greek grain goddess.
_____ Asclepius
7)the Roman goddess of love.
_____ Dionysus
8)god of the ocean and father of Cyclops.
ANCIENT GREECE
DISCUSSION QUESTIONS
1.2.3.-
4.5.-
What do you think are the more important contributions the ancient
Greeks made to the world today?
Compare the modern Olympics to the Olympics in ancient Greece.
Find two buildings in your community, one in classical Greek style and
another in a modern style. If such buildings are not available where you
live, use those in your region capital or in Santiago. Discuss and explain
differences in style, structure, and appearance.
Why do you think Greeks had a great variety of gods?
What are some subjects that interested the Greek philosophers? What
ideas did they develop?
ANCIENT GREECE
EVALUATION
You can evaluate students’ work using the following three-point rubric:
THREE POINTS: Actively participated in group project, researching
important facts and working collaboratively with others; thoroughly
completed activity sheet; presented information in a clear manner;
demonstrated an understanding of the material researched.
TWO POINTS: Participated in group project, researching facts and
working with others; completed most of the activity sheet; presented
information in a fairly clear manner; demonstrated an understanding
of the material researched.
ONE POINT: Took part in the group project, researching some facts
and working with others; submitted an incomplete activity sheet;
presented little or no information in group presentation;
demonstrated little understanding of the material researched.
Contraceptive
Decisions
Grade Level: 8, 9, 10, 11, 12,
Higher Education.
Subject: Health/Human Sexuality
Duration: 50 minutes
Description
High school and college students make choices about
engaging in sexual activities. These choices include use of
contraceptives to prevent unintended pregnancy.
The purpose of this lesson is
to encourage students to consider
features of contraceptives
prior to sexual activity.
Goals
•
Students will comprehend concepts related to
health promotion and disease prevention.
•
Students will demonstrate the ability to access
information and health-promoting products and
services.
•
Students will demonstrate the ability to use
interpersonal communication skills to enhance
health.
Objectives
•
Students will utilize informational resources for
contraceptive decision-making.
•
Students will discuss seven characteristics of an
effective contraceptive related to personal health
decisions.
•
Students will describe orally and/or graphically an
"ideal" contraceptive that is consistent with
personal values and health goals.
Materials
• state curriculum framework for health instruction
• classroom health textbook
• pamphlets and brochures on family planning from
local health department
• Access to the Internet to search web sites posted
Vocabulary
•
•
•
Sexually transmitted infection - Any of the many
bacterial, viral, or fungal agents that may be
transmitted from one person to another through sexual
acts.
Contraception - Planned use of chemical or barrier
methods to reduce likelihood of fertilization during
intercourse.
Unintended pregnancy - Conception that was
unplanned by the female.
Procedure
Students will read assigned chapter(s) on family
planning and contraception. Present a mini-lecture
on seven characteristics of effective contraceptives:
• Effectiveness rate to prevent pregnancy
• Effectiveness rate to prevent sexually transmitted
infection
• Costs
• Convenience
• Side Effects
• Reversibility
• Partner Acceptance
• Effectiveness rates are determined by accurate and
consistent use of a contraceptive during intercourse.
• Students must consider protection against unintended
pregnancy, as well as infectious disease.
• Costs include whether insurance covers the device and
estimates of out-of-pocket expenses.
• Convenience includes the time required to obtain it and
whether training is needed to use the device correctly.
Convenience also includes
the user's attitudes about
preparation and clean-up.
• Side effects include consideration of reasons not to use
the device and short- and long-term discomfort.
• Reversibility includes whether the contraceptive
temporarily or permanently prevents conception.
• Partner acceptance includes perceived attitudes and
beliefs about one's sexual partner(s) toward the device.
Each of these should be considered before selecting a
contraceptive and before having intercourse.
• Divide the class into small working groups of 4-6
students. Each group will utilize print and/or electronic
information to research attributes of contraceptives
according to the seven characteristics.
• As an application activity, each group will write about, or
draw, an "ideal" contraceptive. This device will be one
that is consistent with personal values and health goals.
• Finally, a spokesperson from each group will share aloud
features of their "ideal" contraceptive and discuss group
process. Encourage students to choose abstinence as
an effective method of preventing unintended pregnancy
and infection.
• Assessment:
Observation of students' oral and written
descriptions of ideal contraceptives to
determine if all seven characteristics of an
effective contraceptive were considered.
Useful Internet Resources:
U.S. Centers for Disease Control and Prevention
http://www.cdc.gov/
* Planned Parenthood
http://www.plannedparenthood.org/
* SIECUS (Sexuality Information and Education Council of the
United States)
http://www.siecus.org/
Sexual Harassment
• Grade level: 9-12
• Subject: Health
• Duration: Two class periods
Objetives
Students will do the following:
1. Define the term sexual harasment.
2. Identify examples of sexual harasment.
3. Consider appropriate responses to sexual
harasment.
Materials
The class will need the following:
•Paper and pencils.
•Newsprint and markers.
•Computer with Internet access (optional but very
helpful).
Procedures
1. Write “sexual harasment” on the board.
2. Then share with students the kind of
behavior that is usually considered a
form of sexual harassment:
3.Tell students that sexual harassment is
very common in schools.
4. (Only if you have computer available)
Before students begin to write, direct them
to the following webpages:
www.soroptimist.org/novdec99.htm
www.straussconsut.com/article2.htm
• 5. Give students time to work on their
scenarios in class. Tell them to be
prepared to hand in a complete, written
script. During the next class period, ask if
any groups would like to present their
scenario to the class.
• All students must turn in a complete,
written script.
• 6. To conclude the lesson, give students
time to write down their personal
responses to having worked on this
activity. Were they familiar with sexual
harassment beforehand? Have they ever
experienced sexual harassment? If so,
were they aware of it at the time?
Discussion question
• 1. Imagine that a friend confides in you that he or she has been a
victim of sexual harassment. What would you say to your friend?
What would you tell your friend to do about the harassment?
• 2. Suppose a boy repeatedly tells a girl, in public, that she has a
great figure. While at first the girl is flattered, when he keeps talking
about her figure publicly, she becomes increasingly uncomfortable.
Do you think she has reason to feel uncomfortable? Is this an
example of sexual harassment or positive attention? In our culture,
do you think it is easy to confuse the two? Give reasons to support
your ideas.
• 3. Do you think there is a relationship between self-esteem and
sexual harassment? Do you think people with low self-esteem would
be more likely to be the harasser, the victim, or both? Give facts to
support your ideas.
Evaluation
• Use the following three-point rubric to evaluate students’ ability to
discuss sensitive topics with maturity and insight.
• Three points: showed an above-average level of
maturity and insight in discussing sensitive topics.
• Two points:showed an average level of maturity and
insight in discussing sensitive topics.
• One point:had difficulty discussing sensitive topics with
maturity and insight.
Vocabulary
provocative
Definition:Serving or tending to provoke, excite, or stimulate.
Context:Looking at someone in a suggestive way or making an obscene
gesture can be provocative and hurtful.
sexual
Definition:Relating to or associated with sex or the relationship between
the sexes.
Context:During the teen years, young people become more aware of
behavior that is sexual in nature.
sexual harassment
Definition:Unwanted advances of a sexual nature.
Context:Touching someone in an inappropriate way is an example of
sexual harassment.
suggestive
Definition:Tending to suggest something improper or indecent.
Context:Parents often object to songs with suggestive lyrics.
Standards
The following standard is from the American
Association for Health Education for students in
grades nine through twelve:
• Students will demonstrate the ability to access
valid health information and health-promoting
products and services.
This lesson plan adheres to the standards set forth in theNational Science
Education Standards,in particular the category Science in Personal and Social
Perspectives.
Credits: Marilyn Fenichel and Shauna Felton.
The End
•
By Felipe Huenchuñir Castillo
.
Landmarks of Civilization
•
•
•
•
Target Group: 3°- 4° Secondary School
Duration: 2 Period classes
Title: Landmarks of civilization
Subject: Geography
Expected Outcomes
• Students will
understand:
• 1. how and why
people build
structures.
2. how structures can
reflect a culture’s
beliefs and values.
Materials
The class will need the
following:
•Pens, pencils, markers
•World map
•Large index cards
•Reference materials
about world landmarks
•Internet access
•Classroom Activity Sheet:
A Survey of World
Landmarks
Pre Activities
• 1. Discuss with students why people build structures. Ask them to
name important structures in their hometown or state. Help students
understand that structures usually serve a function, but they can
also serve as symbols that identify a place or represent a cultural
belief or value of a place. Such structures are called landmarks.
Pre Activities
• 2. Tell students that they will
research some of the world’s
most famous landmarks. Have
students choose partners to
work with. Allow each pair the
opportunity to choose from a
list of landmarks provided by
you. Suggested Web sites
accompany each landmark
Procedures
• 3. Distribute the Classroom
Activity Sheet: A Survey of World
Landmarks. Partners can begin
working on their activity sheets
cooperatively in class, and they
can complete any remaining
questions for homework.
Procedures
• 4. Partners will then work together to use information
from their activity sheet to create a landmark information
card. On an index card, students should draw or find a
small picture of the landmark and include important facts
from their activity sheets. Encourage students to be
creative.
Procedures
• 5. When students have finished
making their landmark cards,
they should present their cards
to the class as oral reports.
Afterwards, students can place
their landmark cards in the
correct locations on a world
map.
Post Activities
• 6. Have a follow-up discussion so students can compare and
contrast what they learned about the landmarks. How have
landmarks changed throughout history? What are some common
reasons people build landmarks? What are some common beliefs
and ideals reflected by landmarks throughout history?
Discussion Questions
• 1. For what different reasons
do people build awe-inspiring
structures?
• 2. Which landmark do you
believe is the most
spectacular? Why?
• 3. How have characteristics, or
features, of landmarks
remained the same throughout
history? How have they
changed?
• 4. Discuss landmarks in different parts of the world. How
are they alike? How are they different?
• 5. The Egyptian pyramids and other structures have
withstood the test of time. What modern-day structures
do you think will be around in the year 3000?
• 6. What do you think is the most important characteristic
that a landmark must have? Explain.
Evaluation
• You can evaluate partners on their projects
using the following three-point rubric:
• Three points:conducted research on their
landmark and completed the Classroom Activity
Sheet; worked cooperatively to choose a picture
and combine their research findings; presented
information in a class presentation that is
concise and engaging; placed their landmark
card in the correct location on the world map.
Evaluation
• Two points: conducted research on their
landmark and completed most of the
Classroom Activity Sheet; worked
cooperatively to choose a picture and
combine research findings; presented
information in a competent report; placed
their landmark card in the correct location
on the world map.
Evaluation
• One point:conducted research on their
landmark and completed some of the
Classroom Activity Sheet; worked together
to choose a picture and combine their
research findings; presented their
information with difficulty; could not place
their landmark card in the correct location
on the world map.
Vocabulary
• ceremony
Definition:Ritual to make something official
• civilization
Definition:The stage of cultural development
marked by urbanization, advanced techniques of
agriculture and technology, expanded population,
and complex social organization.
culture
Definition:The intellectual and artistic content of a
civilization.
landmark
Definition:A structure that characterizes a locality.
Extensions
• You Are There
Challenge students to create a magazine or
news report about what it was like on the
opening day of a famous world landmark. If
actual reports aren’t available, encourage
students to research how important ceremonies
were held at that time. Encourage students to
use their imaginations to describe the events as
if they were at the scene, seeing the landmark
for the very first time.
The Great Wall of
China
By: Margarita Venegas Fierro
TITLE: GREAT WALL OF CHINA
SUBJECT: World History
EXPECTED OUTCOMES:
Students will:
1. understand the roles played by different dynasties in
the construction of the great walls of China
2. understand the varied contributions of the Qin, Han,
Tang, and Ming dynasties to ancient Chinese civilization;
and
3. understand and recognize some of the events
occurring in other parts of the world during the time of
the early Chinese dynasties
TARGET GROUP: Grade level 6-8
DURATION: One to two class periods
MATERIALS: For this lesson, we will need:
•Print and Internet resources related to the Qin, Han,
Tang, and Ming dynasties. Suggested Web sites include
List of China Links
execpc.com/~dboals/chin-ja.html#CHINA/JAPAN
Condensed China: Chinese History for Beginners
asterius.com/china/
History Timeline
www-chaos.umd.edu/history/time_line.html
DYNASTIES
Qin
Han
Tang
Ming
PRE ACTIVITIES
As the teacher:
• 2. Next explain that several
different dynasties participated
1.Share with the class this quotation
in the creation of the walls. List
from Confucius in 500 B.C.:
Qin,Han, and Ming on the
“Learning without thinking is labor
board, stating that the primary
lost; thinking without learning is
architects of the walls lived
perilous.” Talk about what Confucius
during these dynasties. Add,
meant by this.
however, that the golden age
• Explain that you will be challenging
of China is considered to have
your students to both learn and
occurred during the Tang
think as they investigate the great
dynasty, when no walls were
walls and some of the great
constructed.
dynasties of China.
• Begin with a discussion of the
meaning of the word dynasty. Then
ask your students to hypothesize
why you used the plural,walls,
instead of just referring to the Great
Wall of China
WHILE ACTIVITIES
Divide the students into four groups. Each group will develop one
segment of a television news magazine show (15 Minutes)
featuring a different dynasty. Give each student a copy of the
program preparation sheet and review its elements with the class.
Explain that each group member will be expected to present at
least one part of the report for the class and the camera.
POST ACTIVITIES
After the teacher, as
executive producer, have
reviewed and approved
each preparation sheet,
have the groups present
their segments to the class.
Tape these, if possible, to
share with parents, the
PTA, or another class.
Discussion Questions
1. What is the purpose of walls? Why did the Chinese construct
them? How important is it that the Great Wall of China has survived
through the centuries and remains standing today? To what extent
does it serve as an icon for China?
2. The first Qin emperor built a huge and opulent tomb containing a
life-sized army constructed of terra-cotta soldiers. It took over
700,000 men 38 years to construct it. Why would he have done this?
Compare this to rulers’ tombs of other eras, such as the Egyptian
pyramids.
3. How is archaeology important to the study of history? Compare
archaeology and history. How are they similar, and how are they
different?
• 4. Genghis Khan is frequently credited with being the most
legendary warrior the world has ever known. Have your students
debate the extent to which they agree or disagree with this
assertion. Challenge them to nominate others deserving of this title.
• 5. Analyze the impact of the Great Wall(s) of China on the course of
western civilization. How would the world be a different place if the
Chinese had not constructed their walls?
• 6. The Chinese required ambassadors from other places to kowtow
to the emperor. This involved three bows with three acts of
prostration (having the forehead touch the ground) each time. Which
world leaders throughout the course of history would you consider
worthy of this act of extreme respect?
ADAPTATION PROPOSED FOR
OLDER STUDENTS:
Older students should investigate
each dynasty in greater depth and
be given the option of choosing one
on which to prepare a written
individual program preparation
sheet.
Without the time limit of taping, the
reports can be as extensive as is
appropriate for the class and time
allowed in the curriculum.
Groups can later condense these
written reports into an assigned time
slot for a news magazine program.
EVALUATION
In order to evaluate this topic we’ve to
elaborate a rubric according to which
segment/s we want to emphasize the
most.
In this case, separate grades for the parts
they present as follow:
RUBRIC TO EVALUATE EACH
SEGMENT AS A WHOLE FOR A
GROUP GRADE
Segment title: Is it catchy and engaging, yet also descriptive? (0-2 points)
Setting the stage: Does it open the piece effectively and also give background
about the time period in general? (0-3 points)
Dynasty in depth: Is there sufficient depth, and does it include the main rulers
and their dynastic achievements and show the ways in which the rulers
helped move China forward? (0-4 points)
Emperor interview: Are the interview questions relevant? (0-2 points)
Are the interview answers thorough and on target? (0-3 points)
Is information about the wall, or other dynastic achievements in the case of the
Tang, incorporated into the interview? (0-3 points)
Elsewhere in the world: Are at least two other locations or civilizations
included? (0-2 points)
Is there sufficient information about what was happening in these places? (0-2
points)
Closing with a segue into the next era: Is this both a summary and a lead-in
as appropriate? (0-2 points)
Total flow of the piece (0-2 points)
Total: 25 points
EXTENSIONS
Wall to Wall
As a teacher:
Challenge your students to investigate other historical
walls, both real and imaginary. Have them learn more
about the Berlin Wall, the Iron Curtain, the walls of
Jericho, the walls of Madrid, and any other walls they
can discover. Think about the purpose of walls
throughout history, and consider the alternatives
available in today’s world to achieve the same purposes.
Then discuss the extent to which such barriers remain
practical.
THIS LESSON PLAN WAS
TAKEN FROM:
http://school.discoveryeducation.com/lessonplans/
• The Credits belong to:
Tish Raff, an elementary-school
assistant principal, a member of
the associate faculty of the
College of Notre Dame of
Maryland, an educational
consultant, and a freelance
writer.