Unit One
Origins of Greek Civilization / Unit Two
The Ascendancy of Greece / Unit Three
The Rise and Fall of Athens / Unit Four
Aspects of Daily Life / Unit Five
Lasting Greek Culture / Unit Six
The Hellenistic Period
Handouts /
Classwork /
Writing Activities /
Reading /
Enrichment Resources /
Study Guides
UNITONE: ORIGINS OF GREEK CIVILIZATION
Lesson 1
Topic: What’s A Greek -Greece and Greeks
/ What’s A Greek? – Greece and Greeks pp.
/ Map of the Greek region
Guided Reading Activity
/ Places to locate:
Mediterranean Sea Ionian Sea Aegean Sea Black Sea Macedonia Troy
Mount Olympus Asia Minor Persia Crete Ionia Olympia
Athens Sparta Knossos Mycenae Delphi
SQ3R Questions
/ Create a UNITPAGE for Unit One: Origins of Greek Civilization
/ Map of Ancient Greece
Map of Ancient Greece and Greek City States
Classwork – Homework
Lesson 2
Topic: Gods, Priests and Oracles – Greek Religion
/ Gods, Priests and Oracles – Greek Religion pp.
/ Guided Reading Activity
/ SQ3R Questions
Key Terms
/ Create a MAIN IDEA Graphic Organizer using the statement: “The Greeks honored their gods in many ways.”
/ Ancient Greek religiouspractices
Classwork – Homework
Lesson 3
Topic: Mysterious Minoans – The Earliest Greeks
/ Mysterious Minoans – The Earliest Greeks pp.
/ Guided Reading Activity
/ SQ3R Questions
Key Terms
/ Create a WANTED POSTER / COMMEMORATIVE PLAQUE for Theseus using information from “The Life of Theseus”
/ Palace of Knossos in Crete
The Life of Theseus
Classwork – Homework
Lesson 4
Topic: A Great Civilization Is Born – Mighty Mycenaeans
/ Mysterious Mycenaeans – The Earliest Greeks pp.
/ Guided Reading Activity
/ SQ3R Questions
Key Terms
/ Create a VENN DIAGRAM comparing and contrasting the Minoan and Mycenaean civilizations using these topics: GEOGRAPHY WORK CULTURE BUILDINGS GOVERNMENT CLASSES WORK
DEFENSE
/ Comparing and contrasting the Minoans and Mycenaeans
Classwork – Homework
The Ancient Greek World
Unit One: Origins of Greek Civilization
Chapter One: What’s A Greek? – Greece and Greeks
Guided Reading Activity
- Why would it be difficult to decide the “average” ancient Greek?
- What did Greek communities have in common with each other?
- What challenges did the mountains present to the people of ancient Greece?
- What role did the sea play in the economy and life of the ancient Greeks?
Critical Thinking Activities
- The Greeks lived separately in self-governing communities. Make a list of pros and cons of living separately and independently from other communities.
- What problems might the Greeks have anticipated when the independent communities met to compete in sporting events and festivals.
The Ancient Greek World
Unit One: Origins of Greek Civilization
Chapter Two: Gods, Priests and Oracles – Greek Religion
Guided Reading Activity – SQ3R
- How did the Greeks view their gods?
- Why was MountOlympus special?
- What was the relationship between the Greek gods and humans?
- How did the Greeks honor their gods?
Key Terms
eternal, mortal, nourish, sacrifice, oracle
The Ancient Greek World
Unit One: Origins of Greek Civilization
Chapter Three: Mysterious Minoans – The Earliest Greeks
Guided Reading Activity – SQ3R
- What was early Minoan life like?
- What accomplishment are the Minoans credited for?
- How does the legend, Theseus and the Minotaur, tell of the fall of Crete?
- What findings did SirArthurEvans uncover near Knossos?
- What theory is also offered for the fall of Minoan civilization?
Key Terms
millennium, fertility, ferocious, labyrinth
The Ancient Greek World
Unit One: Origins of Greek Civilization
Chapter Four: A Great Civilization is Born – Mighty Mycenaeans
Guided Reading Activity – SQ3R
- How did the use of written language help the Mycenaeans?
- How did the Mycenaeans differ from the Minoans?
- How did trade affect the Mycenaean civilization?
Key Terms
excavate, calamity, artisan, tribute, syllabary, epidemic
Unit One
Origins of Greek Civilization / Unit Two
The Ascendancy of Greece / Unit Three
The Rise and Fall of Athens / Unit Four
Aspects of Daily Life / Unit Five
Lasting Greek Culture / Unit Six
The Hellenistic Period
Handouts /
Classwork /
Writing Activities /
Reading /
Enrichment Resources /
Study Guides
UNITTWO: THE ASCENDANCY OF GREECE
Lesson 1
Topic: Greece Spreads Its Wings – Colonies and CityStates
/ Greece Spreads Its Wings – Colonies and City States pp.
/ Guided Reading Activity
/ SQ3R Questions
/ Create an INFORMATION WEB with “The Greek Polis” as the central theme
Create a UNITPAGE for Unit Two: The Ascendancy of Greece
/ The Greek City-State
Classwork – Homework
Lesson 2
Topic: Who’s In Charge? The Rise of Athens
/ Who’s In Charge? The Rise of Athens pp.
/ Guided Reading Activity
/ SQ3R Questions
/ Create an INFORMATION WEB about Athens using City of Athens; The People rule; Guilty or not Guilty?; Women of Athens; Lives of the slaves; City life and cultureas supports
/ Ancient Greece
Classwork – Homework
Lesson 3
Topic: The Spartan Experiment – Daily Life in Ancient Sparta
/ The Spartan Experiment – Daily Life in Ancient Sparta pp.
/ Guided Reading Activity
/ SQ3R Questions
/ Create a SENSORY FIGURE of the Spartan leader, Lycurgus, using information found in the appropriate website.
/ LYCURGUS The Father of Sparta
Classwork – Homework
The Ancient Greek World
Unit Two: The Ascendancy of Greece
Chapter Seven: Greece Spreads Its Wings – Colonies and CityStates
Guided Reading Activity – Group Notetaking
- What occurred in the Greek world during the “Dark Age”?
- What did a polis consist of?
- How did trade and travel affect Greek ideas on government?
- What new ideas did the Greeks pick up as a result of leaving their policies?
- How did colonizing new lands help Greek influence in the Mediterranean?
Key Terms
government, society, inhabit, fortified, colony, prosperity
The Ancient Greek World
Unit Two: The Ascendancy of Greece
Chapter Eight: Who’s In Charge? The Rise of Athens
Guided Reading Activity – Group Notetaking
- Why was the middle class dissatisfied with government?
- How did Solon’s reforms help the economy?
- How did Solon’s class system affect Greek society?
- What was a tyrant?
- How did Peisistratus achieve success as a tyrant in charge of Athens?
Key Terms
bankrupt, tyranny, jury, mint, corrupt
The Ancient Greek World
Unit Two: The Ascendancy of Greece
Chapter Twelve: The Spartan Experiment – Daily Life in Ancient Sparta
Guided Reading Activity – Group Notetaking
- What is meant by the “Spartan Existence”?
- How did Spartan females differ from other Greek women?
- What was life like for a Spartan male?
- Describe the classes in Spartan society.
- How did Lycurgus’ values govern Spartan society?
- How did the Spartan monarchy operate?
Key Terms
Deprive, pamper, structured, rebellion, overseer
Sensory Figure of
Lycurgus
Unit One
Origins of Greek Civilization / Unit Two
The Ascendancy of Greece / Unit Three
The Rise and Fall of Athens / Unit Four
Aspects of Daily Life / Unit Five
Lasting Greek Culture / Unit Six
The Hellenistic Period
Handouts /
Classwork /
Writing Activities /
Reading /
Enrichment Resources /
Study Guides
UNITTHREE: THE RISE AND FALL OF ATHENS
Lesson 1
Topic: The Persian Empire and Its War With Greece
/ Woe To The land of Persia - The Persian Empire and Its War With Greece pp.
Events of the Persian Wars
/ Guided Reading Activity
Persian Wars “jigsaw” MATRIX
/ SQ3R Questions
Document the important information from each of the events of the Persian Wars
/ Create a UNITPAGE for Unit Three: The Rise and Fall of Athens
Create a FLOW CHART organizing the important events leading up to and during the Persian Wars
/ The Persian Wars
Classwork – Homework
Lesson 2
Topic: Democracy in Athens
/ “The Hands Of The Many” – Democracy in Athens pp.
Types of Government in Athens
/ Guided Reading Activity
/ SQ3R Questions
Types of Government “jigsaw” MATRIX
/ Determine the following concepts of each type of government
Definition Etymology Visual How it was practiced Why it declined
Classwork – Homework
Lesson 3
Topic: Hoplites and Triremes - Warfare
/ Hoplites and Triremes - Warfare pp.
/ Guided Reading Activity
/ SQ3R Questions
/ Create a CARICATURE of a member of the Greek military
/ War 500 BC:Greece
Classwork – Homework
Lesson 4
Topic: The Greek World War – The Peloponnesian War
/ The Greek World War – The Peloponnesian War pp.
/ Guided Reading Activity
/ SQ3R Questions
/ Create a MATRIX / CHART documenting the events of the Peloponnesian War
/ The Peloponnesian War
Classwork – Homework
Lesson 5
Topic: “Freed From The Clash Of Arms”: The Olympic Games
/ “Freed From The Clash Of Arms”: The Olympic Games pp.
/ Guided Reading Activity
/ SQ3R Questions
/ Create an INFORMATION WEB with the Ancient Greek Olympics as the central theme
/ The Ancient Greek Olympics
Classwork – Homework
The Ancient Greek World
Unit Three: The Rise and Fall of Athens
Chapter Thirteen: Woe To The Land of Persia – The Persian Empire and Its War With Greece
Guided Reading Activity – Group Notetaking
- How did the Greeks view the Persians?
- Why did Darius declare war against the Greeks?
- What occurred at Marathon?
- What role did the Spartans play in the Persian Wars?
- What were some of the results of the wars with Persia?
Key Terms:
exception, destruction, traitor, maneuver
The Ancient Greek World
Unit Three: The Rise and Fall of Athens
Chapter Fourteen: “The Hands Of The Many” – Democracy in Athens
Guided Reading Activity – Group Notetaking
- How did the Delian League and the Peloponnesian League differ?
- How was Spartan government practiced?
- Why was democracy challenged?
- How did Athenian government work – leaders, voting and ostracism?
- What problems were there in the Athenian system of government?
Key Terms:
prudent, democracy, auspicious, orator, inherit
The Ancient Greek World
Unit Three: The Rise and Fall of Athens
Chapter Fifteen: Hoplites and Triremes - Warfare
Guided Reading Activity – Group Notetaking
- What aspects of early Greek culture inspired war?
- What were some causes of ancient warfare?
- How did triremes improve naval warfare?
- Describe the backbone of the Greek army – hoplites.
- What were the usual results of war?
Key Terms:
patron, oppressed, plunder, fragile, phalanx, execute
The Ancient Greek World
Unit Three: The Rise and Fall of Athens
Chapter Sixteen: The Greek World War – The Peloponnesian War
Guided Reading Activity – Group Notetaking
- How did the Delian League and the Peloponnesian League differ?
- What events led to hostilities between the two Greek powers?
- What was Pericles’ strategy for victory? Why did it fail?
- What role did Alcibiades play in the wars?
Key Terms:
looming, infantry, prohibit, plague, truce, ambition, sacrilege, vanquish
The Ancient Greek World
Unit Three: The Rise and Fall of Athens
Chapter Eighteen: “Freed From The Clash Of Arms”: The Olympic Games
Guided Reading Activity – Group Notetaking
- Why were the games important to the Greeks?
- What events were contested in the ancient Olympic Games?
- What problems surfaced in the games?
Key Terms:
amateur
The Ancient Greek Olympics
Part 1: No Fighting Allowed
One of the more stunning true stories about ancient Greece was that during the Olympic Games, all fighting stopped. No matter how long or how fierce a battle had raged, every soldier in the battlefield put down his weapons and traveled to Olympia, there to compete in athletic games designed to honor Zeus and the other Greek gods. For seven days before and seven days after (and for the period of the Games, of course), no fighting was allowed. It was considered disrespectful to the gods.
These soldiers also were allowed to travel safely from the battlefields to the Olympic Games without fear of being attacked by anyone.
Why did this happen? Several reasons can be found:
- The most important is that the Olympic Games were a religious festival. The Greeks considered it their duty to attend, and duty to their gods was more important than duty to their city-states, which were fighting the wars in the first place.
- Many of the best athletes were soldiers whose commanders would not want them to leave the fighting. With the truce in place and the fighting halted, these soldier-athletes were free to compete in the Games and then return to the fighting when the Games had finished.
- Some of the best athletes were not skilled fighters and weren't part of the army or navy. Since war was so much a part of life in ancient Greece, victorious soldiers came to be heroes for their city-states and role models for the young. Having the Olympic Games and showcasing the athletic talents of men who were not soldiers allowed city-states to celebrate heroes and role models who might not be the best fighters.
- The athletes competed for themselves, not their city-states. In this way, they could be celebrated for their own accomplishments and not honored as only representatives of their city-states. This was another way in which the Olympic Games shifted emphasis away from the city-state. If Demetrius of Corinth won the running race, then he was celebrated as Demetrius--just Demetrius--not Demetrius of Corinth. This was to make sure that battlefield prejudices didn't spill onto the Olympic athletic fields.
Part 2: The Games They Played
The Olympics of ancient Greece weren't exactly the worldwide spectacle that we have today. For one thing, only Greeks took part. For another, only nine events were featured.
- Boxing: Those who boxed wore a sort of glove made of straps of soft ox-hide. They didn't fight people of similar weight; opponents were chosen at random. Boxing matches had no time limit and ended only when one boxer held up his hand or fell to the ground.
- Discus: The throwers of the discus originally threw a circular stone and then later a circular shape made of iron, lead, or bronze. The movements and techniques of ancient discus throwers were very similar to those of today's athletes.
- Equestrian Events: Horse racing took place in a hippodrome, a large stadium that contained a racetrack very much like today's track and field ovals. The athletes would ride in war chariots that were fitted to either two or four horses. (Even with four horses, only one man rode in the chariot.) The races numbered three, eight, or 12 times around, depending on the age of the horse.
- Javelin: The javelin of ancient Greece was made of wood and was about as tall as an average man. The javelin throwers of this time also attached a piece of leather called a thong, a leather strap that formed a loop. The thong made the javelin easier to grip in the first place and made it fly longer after it was released. The Games featured two kinds of javelin events: throwing for distance and throwing at a target (for which an athlete would throw from horseback at a specific distance).
- Jumping: This was long jump only, and the main difference in ancient times was that the jumper carried a weight in each hand. He would swing these weights as he ran down the ramp, jump, then release the weights just before he landed. All of this was designed to increase the distance of the jump.
- Pankration: This was a sport that has been lost. It was a combination of boxing and wrestling that was very, very rough. The only things outlawed were biting and gouging out an opponent's eyes. Athletes didn't wear boxing gloves, but they could hold an opponent with one hand and hit him with another, unlike in boxing. Two versions of the pankration were offered. In the first, whoever hit the ground first lost; in the second, whoever lost consciousness first lost. Soldiers were usually very good at this sport, and it was not unusual for pankration athletes to be seriously injured or even die.
- Pentathlon: This event combined five other events: discus, javelin, long jump, running, and wrestling. The first three were used only in the pentathlon. Historians don't know much about the winner of the pentathlon was determined.
- Running: The running races were usually very popular. The three distances were 200 meters, 400 meters, and a long-distance race, which ranged from 1400 to 1800 meters. Various running races took place, including one in which athletes wore armor. In every case, the winner was the one who crossed the finish line first.
- Wrestling: This, too, was similar to wrestling today. The object was to get an opponent to fall to the ground. The first man to fall three times lost. Hitting, as in boxing, was not allowed, nor was biting or gouging out one's eyes. Tripping was allowed, however. Also, no weight classes were involved, meaning that the smallest man could take on the largest man if the luck of the draw made it so.
All of the athletes were men, of course, as was always the case in ancient Greece. Women couldn't own property or vote or fight in wars, and they certainly couldn't compete in the Olympic Games. And unlike today's athletes, who wear their countries' colors on their uniforms, the ancient Greeks usually competed without wearing any clothes at all, just another way in which pride in one's city-state or army was left out of what was supposed to be a religious festival.