Ancient Greece Unit Study Guide
Post on 28-Oct-2015
DESCRIPTIONAncient Greece Unit Study Guide for Grade 7 from HCS Learning Commons
ANCIENT GREECE UNITY STUDY GRADE 7The following items are included in the unit study kit and must be returned to HCOS:
1. Parent/Student Guide*Parent guide is available online with clickable links: http://www.onlineschool.ca/rooms/library/resource_kits/index.phpScroll down page and click on the kit name.
2. Greenleaf Guide to Famous Men of Greece 3. Life in Ancient Greece4. Encyclopedia of Ancient Greece5. Adventures in Ancient Greece by Linda Bailey6. Kingfisher Atlas of the Ancient World7. Atlas of the Bible Lands8. Drive thru History with Dave Stotts: Greece and the Word DVD
You will also need access to the Famous Men of Greece.You can get the text for this here for Famous Men of Greece (the Baldwin Project Online). You can also listen to the John H. Haaren stories for free on librivox.orgAsk your online teacher for a password for the Discovering Education website for access to the video clips. http://www.discoveryeducation.com
Other Resources available from HCOS library:Recommended: What in the World? Volume 1 CD by Diana Waring
- 4 Disc audio set Creation to ChristTrue Tales Complete Ancient Civilizations and the Bible by Diana Waring
- 3 disc audio setWriters Inc. or another reference for writing essays.Story of the World by Susan Wise BauerMystery of HistoryHistorical Fiction:The Iliad HomerThe Odyssey HomerThe Adventures of Ulysses Anna ClaybourneBlack Ships before Troy Rosemary SutcliffeThe Wanderings of Odysseus Rosemary Sutcliffe
Check for more books and resources on the library website.
Creating TimelinesIn her writings, Charlotte Mason recommended preparing a handmade Time Line Book (originally called a Museum Sketch Book; sometimes called a Book of the Centuries). This activity is based upon one of the major keys to motivation: the active involvement of students in their own learning. Students learn by doing, making, writing, designing, creating, and solving. Creating this Time Line Book is a marvelous way for students to not only be actively involved but to pull it all together and grasp the flow of biblical and historical events. In a short period of time, students can complete an illustrated time line page that tells a story, resulting in immediate feedback that is satisfying and rewarding. Then, as your students learn historical facts, they will make notes and sketches in their book, on the appropriate dated page, about famous people, important events, inventions, wars, etc.There are many versions of timelines you can make: a wall timeline, notebook, lapbook, computer generated or purchased book.See examples here:http://heartofwisdom.com/homeschoollinks/creating-a-timeline-book/HISTORYThrough the Ages Historical Timeline Figures help tremendously when putting the puzzle of history together. They allow you to follow across eras of time using illustrated figures to represent people and events key to world history. Using them on a wall will allow you to see the global picture, or you can use them in a notebook for portability that will become both a valuable resource and treasured keepsake!Timeline forms to print:http://www.donnayoung.org/history/timeline.htmhttp://www.homeschooling-ideas.com/homeschool-timeline-templates.htmlTo Set Up Your Time Line Book you will need:
1. A three-ring notebook with a clear-plastic pocket cover2. Blank 8.5 X 11 pages3. Smaller lined pages (8.5 x 11 cut down to 8.5 x9)4. A three-hole punch5. Glue sticks6. Optional: Clip art or Software
Decide upon the units of time you will use (decades, centuries, etc.) to divide your time line into segments. The nice thing about the notebook style timeline is that its cumulative; every years study can be added in. You can continue this time line as you study later periods by adding pages. As you study each period, there will be times when you will document decades on one page, and other times when you will document several centuries on one page.
Place the appropriate section of the time line across the top of each 8.5 x 11 page to represent increments. The shorter lined pages will go in between these pages to hold notes. If there is not room on your time line to include all of your chronology, cull some of the dates or add pages with larger segments that leave more room. Illustrate Pages - On the blank pages add illustrations. Utilize the Internet. Thousands of illustrations, maps, Christian clip art, etc., are available on the Internet. You can also draw your own illustrations, use illustrations from the web or trace or photocopy the illustrations from Reproducible Maps, Charts, Time Lines and Illustrations (What the Bible Is All About Resources). Add Notes and Outlines to Lined Pages - On the lined pages add notes or outlines about key events or people. Write a brief summary for each event, development, or invention. Include: Who did it? When did it occur? What it was. Where it occurred? Why it was important? Write a short biography for each person you research. Information that you may include: birth and death dates, where they were born, where they died, what they did that was important, etc.Here are some creative options for students to use to record their work. There are many websites and yahoo groups which have a lot of information as well as free resourcesjust do a search!
Big Book of Books and Activities: an illustrated guide for teachers, parents, and anyone who works with kids! by Dinah Zike is available from the HCOS library
http://www.dinah.com/About Lapbooks and LapbookingLapbooking is the term for taking a paper file folder and refolding it so that there are two covers on the front. It is held vertically, with the 11 inch long side being held in a vertical position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lapbook is dedicated to one topic of study. The child then makes miniature books and little folded flaps about content of that subject area. Those little books are glued to the inside of this lapbook. Extensions can be made, with card stock paper or tag board paper, to make the lapbook have more surfaces in which to place books. The cover can be decorated.
About Notebooks and NotebookingThe big difference between notebooks and lapbooks is that in lapbooking the information is made into tiny books which are glued inside of a file folder. With notebooking a child may make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. With notebooking, regular pages can be added as well as pressed leaves or other objects. In other words the notebook pages might just be flat and not have "mini books" in them. Also some people use notebooks like scrapbooks and can add in things like pressed flowers, real dried leaves, photographs your family took, et cetera. Notebooking can cover a whole subject such as Ancient History and may hold an inch thick stack of papers, while lapbooking is smaller/thinner and holds less information. Subjects for lapbooking may cover smaller topics such as Ancient Greece or Pyramids.Sites for lapbooks & notebooking:
Homeschoolshare has many free resources!http://www.homeschoolshare.com/lapbooking_resources.php
Lapbooking 101 http://lapbooking.wordpress.com/
Lapbook lessons http://www.lapbooklessons.com/
More website links are available through the Weblinks library:http://www.onlineschool.ca/php-bin/links/
http://mappinghistory.uoregon.edu/english/EU/eu.html - Mapping http://www.livius.org/index.htmlhttp://www.fsmitha.com/h1/index.htmlhttp://www.mrdonn.org/ancienthistory.htmlhttp://www.timelineindex.com/content/home/forcedhttp://www.civilization.ca/civil/greece/gr0000e.htmlhttp://www.bible-history.com/
Dear Parents and Students,We will be using the Greenleaf Guide to Famous Men of Greece as a primary source. Please read How to Use this Guide, pages 1 3 and the Supplemental Books on page 4. To enrich your learning about this time period, its beneficial to read a historical noveland fun too!At this grade level it is expected that the student should be able to work independently. Decide together how many activities you will do and what kind of format to use. A student who is most comfortable using a computer may want to type everything, whereas an artistic student may choose to do a lapbook. Feel free to adapt any of the activities to suit your student. If they want to do a powerpoint instead of a report, encourage them to do so! The use of the internet is important for research and many websites are included. Create a notebook where you will record your answers to discussion questions and include your essays. Reading assignments are noted by page number, but you will need to refer back and review when covering a new topic. Use the index to find specific topics. The Usborne Encyclopedia of Ancient Greece is referred to as just Ancient Greece throughout the unit.
You will need to create a timeline which you will add to throughout your study of history.
There are 13 lessons which may take up to 26 sessions to complete, depending on how much time is spent each day. Plan your schedule keeping the due date of the kit in mind (remember that the kit must be ready to send back about 5 days before it is due because of travel time).
Specific learning outcomes are noted, but there are others you may cover ie. Bible, language arts, art.
Enjoy your study!
Lesson 1 Geography of GreeceRead:Ancient Greece pg 8 -10
Life in Ancient Greece pg. 4-7
Atlas of the Ancient Worldpg. 26-27
Atlas of Bible Lands
pg. 50 & 51
Activities: Answer in your Notebook1. Greenleaf Guide Pg. 5-7
Complete numbers 1 through 4. Choose between #5 and #6.2. Start your timeline. See the Time chart of Bible History in the Atlas of the Bible
Lands, pg. 52, Atlas of the Ancient World pg. 20 and Greenleaf Guide pg. 51-53
Lesson 2 Early Greece
Watch: Discovering Education clip: watch the entire video or just part one. Discovering Ancient Greece: Part One [15:37]
Read:Ancient Greece pg. 12-32
Life in Ancient Greece pg. 8, 22-25
Famous Men of Greece pg. 1-7
Activities: Answer in your Notebook or lapbook1. Greenleaf Guide
(a) pg. 9 Discussion question 1.(b) Pg. 13 Compare the Greek Creation or Flood story with the Biblical
account. What are the similarities? Differences?
2. Add to your timeline
Lesson 3 Mythology & The Trojan WarWatch: Discovering Education clipElementary Video Adventures: Ancient Greece: Mythology Homers Odyssey
World History: Ancient Civilizations:Greek Mythology [07:27]
Gods and Heroes in the Greek World [01:12]
Homer's Odyssey: Heading Home [03:51]
Odysseus Returns Home [02:22]
Read:Ancient Greece pg. 94-102, 116-120
Famous Men of Greece pg . 9-33 (optional Reading)
pg. 35-50 Required Reading
Choose two Activities:Greenleaf Guide:
1. Pg. 22 Do number 7 or summarize the events of the Trojan War.2. Pg. 23 Do number 4.3. Write a research paper on the legend of Atlantis.4. Add to your timeline. Include inventions and important people. See Ancient
Greece pg. 126-133 and Greenleaf Guide pg. 51-53
Lesson 4 Everyday Life Watch: Discovering Education Video - Living History: Living in Ancient Greece
Read:Life in Ancient Greece pg. 6, 7, 12-19Ancient Greece pg. 38-39, 52-55, 58-59, 64-93
Activities: Choose 3 of the following to complete1. Make a contrast and compare chart showing the differences in the lives of
a Spartan and an Athenian; or write a story about two friends who are from the different towns and how their lives compare. Include food, clothing, education, attitudes, government etc.
2. Make a diorama or model of an ancient Greek home, using pictures from the Internet & other sources.
3. Find illustrations of the popular fashions; trace or draw them and add to your notebook.
4. Write an autobiography of a woman in Ancient Greece. Describe where you live, clothing, food, hardships, beliefs, status, conveniences & technology you use every day. What are the major differences between your life and that of a modern woman?
5. Research Greek food and make a special Greek dinner for your family.6. How could a civilization benefit from trade? How could it be used against
them? Identify key commodities in Ancient Greece, (e.g., wheat, corn, olives, fish). If you needed to trade for goods and services, what could you offer someone? How would you identify what you should receive in return for what you have to offer? (e.g., you can make cookies, if you feel twelve cookies should be worth two trips to the movies). What happens when the other person doesnt agree with you? (e.g., those twelve cookies are only worth a ride to the movie theatre). Describe how you would come to an agreement.
7. Map trade routes and describe trade technologies (e.g., camels, wagons, ships). What part of the trade system would you have liked to be part of? Explain. What did they trade? Did they trade goods that were not available in their own area?
8. Add to your timeline.
Lesson 5 Government of Ancient GreeceWatch: Discovering Education clips - Discovering Ancient Greece: Part Two [18:15]
History through Literature: Philosophy and Government: The World in Greek Times [24:04]
Read:Ancient Greece pg. 30-45, 56-57
Life in Ancient Greece pg. 9-11
Famous Men of Greece pg. 51-67
Greenleaf Guide pg. 24
Choose two or three Activities:
1. Imagine you are a Greek Official. What advice would you give Canadian officials on using current law based on Greek laws. What parts of ancient civilization legal systems and governments do you think should be brought into the present and applied in Canada?
2. Explain what Greek City States were and what issues they faced.3. List and describe aspects of current Canadian laws and government structures
that have evolved from ancient Greece (e.g., rule of law, democracy, senate, representation).
4. Present a scenario outlining a crime a person in an ancient civilization was charged with. Make sure you identify what level of society this person is in (slave, farmer, leadership, etc.) Find a way to seek justice according to their cultural codes for this individual. Consider questions such as the following:
What laws and cultural codes were most important in this case? How did the laws or codes apply to the individual in this situation? What aspects of your laws were unique? At what point did you have the greatest difficulty in deciding how to apply the
laws or codes or deciding which laws or codes to apply? Why? What additional information would have helped you? Would the individual have been treated differently if they were in a different
class? Would the individual have been treated differently in a different civilization?
5. Why were early forms of democracy such an original idea? Why would civilizations not want to be a democracy?
6. Describe examples of individual rights in ancient Greece and compare them to individual rights in current Canadian society. What aspects of individual rights are still present in Canadian society?
7. Add to your timeline.
Lesson 6 The OlympicsWatch: Chariots of Fire (rent if available)
Drive thru History with Dave Stotts: Greece and the Word DVD Episode 1
Read:Famous Men of Greece pg. 85-88
Ancient Greece pg. 92-93
Activities:1. Examine the scriptures 1 Corinthians 9:24 and discuss with parents.2. Write a movie review for Chariots of Fire.3. Greenleaf Guide pg. 36 : Write a report that answers the questions in #1.
Choose an Optional Activity:4. How are the original Olympics more representative of the environment they
originated in compared to the modern Olympic Games? Why has this change occurred?
5. The Olympics have been affected by politics, history and race relations. Research the following events: What was the motivation for the Arab terrorist raid on the Israeli Olympics
compound in 1972? In 1968, what statement were Tommie Smith and John Carlos making to the
world with their medal-stand salute? What made Jesse Owens four gold medals, awarded in front of Hitler in
1936, so significant? Why was the United States victory over the Soviets at Lake Placid in 1980 so
dramatic?6. Add important dates and people to your timeline.
Lesson 7 PhilosophyWatch: Discovery Education video clips -
Math and the Ancient Greeks Philosophy: Socrates and Plato
Drive thru History with Dave Stotts: Greece and the Word DVD Episode 2
Read:Life in Ancient Greece pg. 18-20
Ancient Greece pg. 121
Famous Men of Greece pg. 91-98
1. Read and memorize Colossians 2:4-82. Greek philosophy has greatly influenced Western culture. Research these
philosophers: Thales, Pythagoras, Socrates, Plato, Aristotle, Theophrastus, Euclid, and Epicurus. Choose one to research in depth and write an essay explaining his philosophy and how Western culture is influenced by it today.
3. Add the philosophers to your timeline.
Lesson 8 Science Read: Life in Ancient Greece pg. 21, 24-27, 29
Ancient Greece see index in book
1. The Greeks made many contributions in the areas of science, astronomy, medicine. Take some time to research and add to your timeline. Choose two scientists and write reports detailing their contribution, how it affected their culture and how it affects modern day society. Some famous men are noted below, but there are many others.
a. Pythagoras of Samos (569-500 B.C.).b. Hippocrates of Cos (460-377 B.C.). Considered as the father of
Medicine.c. Aristotle (Stagira, 384-322 B.C.). Considered the father of life sciences.d. Aristarchus of Samos (310-230 B.C.).e. Archimedes (Syracuse, 287-212 B.C.) Greek mathematician and
engineerf. Eratosthenes of Cyrene (276-200 B.C.) Greek astronomer and
Lesson 9 Culture Read: Ancient Greece pg. 50, 54-55, 76- 85, 90- 91, 122-123
Life in Ancient Greece pg. 26-29
1) Research one of the following areas using books and the internet. Write an essay and identify how it contributed to modern day. Include pictures and a Bibliography.
(1) Art - Sculpture (2) Architecture - Draw or construct examples of the different Greek
columns: Ionic, Dorian and Corinthian. Watch Discovery Education clip: The Parthenon: Design and Architecture
(3) EducationChoose one or two Optional Activities:2) Research Greek Theater and Epic Poetry. Read Homers Iliad and Odyssey. Write
you own play and perform it for you family or write or recite an Epic Poem. Add famous playwrights to your timeline.
3) What is the difference between membership and citizenship in terms of belonging to a civilization? What was first membership or citizenship? Explain.
4) Why is there such a big difference between ancient civilizations when it came to someones citizenship? (i.e. why would someone be treated so different from one civilization to the next). Look for differences like: Did you have to own something specific or apply to become a citizen? Could you become a citizen of a civilization if you werent born there? In what ways would you be treated as a citizen of a civilization?
Lesson 10 Persian WarsRead:Ancient Greece pg. 46-49, 124-125
Life in Ancient Greece pg. 30
Famous Men of Greece pg. 69-80
Activities: 1. Darius, King of Persia and then his son, Xerxes, attacked Greece. Research the
two wars and list the causes, major battles and key people involved. What affect did the wars have on Athenian politics, foreign relations, intellectual and artistic endeavors?
2. Greenleaf Guide pg. 29 Discuss #3-5; pg. 31 Discuss #2-5, pg. 32 Discuss #5
3. Greenleaf Guide pg. 34 Do #54. Create a map showing the Persian Empire, Macedonia, Thessaly, Peloponnese,
Messenia, Laconia, Sparta, Corinth, Thebes and Athens as they were in 477 B.C. Color-code the map showing the neutral states.
5. Add significant people and dates to your timeline.
Lesson 11 Peloponnesian War
Read:Ancient Greece pg. 58-62
Life in Ancient Greece pg. 31
Famous Men of Greece pg. 81-84, 89-90, 99-102Activities:
1. Greenleaf guide pg. 37 Discuss questions 1 5.2. Write an Essay about the war between Athens and Sparta. What were the causes
and was it inevitable?3. Add significant people and dates to your timeline.
Lesson 12 Alexander the GreatWatch: Discovery Streaming video clip Alexander the GreatRead:Ancient Greece pg. 104-108
Life in Ancient Greece pg. 31
Famous Men of Greece pg. 103-121
Atlas of Bible Lands
Choose two or three Activities: 1. Why would ancient civilizations fight with each other? Research an important
battle/conflict of Alexander the Greats exploits. Why did conflict occur? Did the new territory added to the winner of the conflict strengthen or weaken them (i.e. did it spread their resources to thin or did it result in too big of a civilization to sustain)? Can a civilization keep expanding and expanding without stopping? What does the history of ancient civilizations tell us about this? Does a civilization need to expand and fight with others in order to survive?
2. Prepare an interview with Alexander. Write a list of questions and answers as if Alexander had conducted televised news conference. What questions might reporters have asked and how would he have responded?
3. Research Alexanders conquest of Tyre. Read Zechariah 9:1-4 and explain how this prophecy from 150 years earlier was fulfilled.
4. Draw a map of the empire of Alexander. Include his routes and major battles.5. How do civilizations allow for the Word of God to be spread? How do they
obstruct it? Could the Word be spread if civilizations didnt exist? 6. Add significant people and dates to your timeline.
Lesson 13 Decline of Greece, Hebrews in Ancient GreeceWatch: Drive thru History with Dave Stotts: Greece and the Word DVD Episode 3
Read:Famous Men of Greece pg. 117-132
Ancient Greece pg. 104, 107, 109
Atlas of Bible Lands
Choose three Activities:1. Research and write a report on Judas Maccabeus and the Maccabean Revolt.2. What role did Christians play as citizens of ancient Greece? Could they be
3. Read what Paul had to say about living in the time he did. What difficulties did he face at the time? How was he treated that was different to non-Christian citizens? Was this fair to him as a member of the civilization? Was it fair to him as an individual? Explain.
4. Map Pauls journeys.5. What are the similarities and differences between how an early Christian would
have been treated in their civilization compared to a Christian in Canada? Also, compare to other modern countries (England, China, Congo, Egypt, Iran, etc.). What aspects of the ancient civilization are still present in Canada and the other countries you studied in terms of how Christians are treated? How are the needs of fellowship met for Christians today? How were they met in ancient civilizations? Explain any differences you notice.
6. Are modern civilizations (in the form of countries) at risk of decline? Is Canada? What events do you think would need to take place for a modern country to decline to the point that it would be taken over by other countries? Identify what these events might be for Canada.
7. Add to your timeline.
Grade 7 - Ancient History/Early Civilizations, Creation to 500 A.D. Learning Outcomes.
Students will choose three different cultures that existed between Creation and 500 A.D. to study this year. Specifically, the will look at:
Society and Culture - How did various cultures meet common needs, preserve their identities and adapt to change? What were the effects and consequences of contact and conflict between ancient cultures? What are some connections between current cultures and ancient cultures? Students will describe daily life, work, family structures, and gender roles in selected ancient cultures. Through their study, students will demonstrate an understanding of the concept of civilization and will demonstrate their understanding of events as part of a chronological series.
Politics and Law - Outline the evolution and purpose of rules, laws, and government. Compare the concept of the individual in early societies to that of today and compare ways in which ancient governments acquired and used power and authority. How did ancient civilizations define membership and citizenship? How have ancient systems of laws and government contributed to current Canadian political and legal systems?
Economy and Technology How were the settlement patterns, economies, and occupations of ancient peoples influenced by their physical environments? Describe various ways ancient peoples exchanged goods and services. How did technological innovations impact the lives of ancient peoples? Describe the contributions of ancient cultures to science and technology and compare ancient and modern means of communication.
Environment How have peoples interactions with their physical environments changed over time? What has been the impact of natural processes and human-induced changes on communities?
During their studies, students will construct, interpret, and use graphs, tables, scales, legends, and various types of maps.
Portfolio Submissions A minimum of 3 samples for each portfolio including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Where possible, please include any outlines the student created and the process by which the student determined whether a source was reliable or not. If an oral report is completed please submit a tape recording of the report.
A A written or oral report that shows the student is able to defend a position on a
global issue by considering competing reasons from various perspectives. A written, oral, or audio-visual presentation using more than one form of
representation (written and oral, audio-visual with a paper-based hand-out, etc.) and utilizing information from both primary and secondary sources.
A project where the student designs, implements, and assesses detailed courses of action to address national problems or issues.
A written sample that shows the students understanding of one or more of the above topics researched using a body of information from primary archaeological and historical evidence and secondary print, non-print, and electronic sources.
B A list of books, audio-visual materials, or multi-media that the student has learned from. A field trip log. Map work (showing the ability to locate and describe major geographic features
and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps)
Answers to comprehension questions