Ancient Greek Achievements and Their Impact on the World

Ancient Greek Achievements and Their Impact on the World

Author(s):
Jenny Morris


Grade Level:
10th grade World Civilization

Timeframe: Five 45 minute class periods
(3 hours and 45 minutes, not including homework time)

Lesson Description or Explanation

Students will be “the teacher” for part of this unit on Ancient Greece. They will conduct research both through the internet and through other sources (such as their book) in order to get enough information on their particular topic. Each group will be assigned a topic to “teach” the class about, such as Greek accomplishments in philosophy or politics. After each group has done the research for their topic they will decide how they want to teach the class. For example, a group could decide to make a PowerPoint, create a digital story, or do an activity with the class. The final two (or three) class periods will be spent on these student presentations (or “lessons”). This is a chance for students to take charge of what they want to learn and what they want to do in the classroom and in their own education.

Indiana Curricular Standards


WH.2.5 Greek Civilization: Identify and explain the significance of achievements of Greeks in mathematics, science, philosophy, architecture and the arts and their impact on various peoples and places in subsequent periods of world history.

ISTE Standards

Facilitate and Inspire Student Learning and Creativity

Assessments
Formative/Summative
Formative: Most of the assessment will be done through formative assessment. First, during the student research days (in the computer lab) I will be observing to make sure that students are staying on task and to guide them to do the best possible project. Secondly, each group will meet with me during their research process in order to discuss what type of activity or “teaching” they will be doing with the class. During this meeting I will be providing descriptive feedback so that the students can move forward knowing my expectations. Lastly, the students will fill out a self and group evaluation form which will be calculated as part of their final grade for the project.

Summative: There are two parts of summative assessment that I will be doing. First I will give the students a final grade based upon the quality of their research, their in depth knowledge of their topic, and their “teaching” (or presentation) of the class. Secondly, there will a test at the end of the unit which will include what they learned during this project.

Prior Knowledge
Curricular Knowledge or Skills: Before beginning this project, I will have the students (probably on an exit card from the previous days class) write down what they know about Greek accomplishments (if anything) and I will have them rank their first and second choice of topic. This allows me to build groups based on their interest and prior knowledge.

Technology Knowledge: The required technology for this project will be an internet search. Since the students are 10th graders, I should not have a problem with students not knowing how to do research. Any other technology used during the presentation is option, but I will be available in case needed.

Technology

Internet Resources: (please list URLs)
www.ancientgreece.com and www.historyforkids.org/learn/greeks/

Hardware: computer with internet access, possibly a printer, and a USB for saving work

Software: possibly Microsoft office or video editing software

Procedure
Prior to beginning the unit, students will have filled out exit cards with their prior knowledge of the subject and their 1st and 2nd choice of topic.

Day 1:
• Students will get into assigned groups. We will then discuss the rules for the computer lab, instructions (handout), and then logon to computers (10 minutes)
• Students will begin researching their assigned Greek topic, printing or taking notes on important information using my provided websites
(33 minutes)
• Questions about the project, wrap up thoughts, and logoff computers
(2 minutes)

Day 2:
• Review computer lab rules, take questions about the instructions/project, logon to computers (5 minutes)
• Research assigned Greek topic using websites found on their own or using their textbook. Continue taking notes for the presentation
(15-20 minutes)
• During the research time, I will be coming around to each group meeting with them about their ideas for their presentations or activities
• Students will begin working on their presentation for teaching the class (15-20 minutes)
• Discuss homework, take questions, and discuss procedures for the next two days of presentations (5 minutes)

Day 3 &4:
• Brief students on respect during presentations and allow student set-up (5 minutes)
• Student presentations (40 minutes)
Differentiated Instruction

ESL Allow students to translate websites if needed. Assign a student to a group that allows him to link his cultural interests to the assigned topic.

Challenge/Extend
In order to fully challenge a student, I would have him/her take her topic and see if she could find evidence of it existing in the United States today. For example, if the topic was politics, I would have that group examine the Declaration of Independence and the Constitution to try and find similarities and differences.

Special Needs
For a student who might be blind, I would try to find a website with audio information or perhaps a History Channel special on the topic that way they could still be a part of the research process and fully interact with his/her group. If a student were deaf, he/she could still participate in the internet research, but for the presentation I would suggest some sort of hands on activity instead of just an oral presentation. For a student with a learning disability, I would try to follow their IEP and cater to their specific needs. I can generally alter any lesson plan given a specific learning disability. For example, if a student was having trouble reading, there is the option of making the print larger, helping them to read the information out loud, or using audio to supplement the learning.