Students will be able to describe the development and impact of government as
well as citizenship; the scientific and cultural advancements; and the roles and
contributions of individuals in Ancient Greece.
ANCIENT GREECE1
3rd Quarter ISN –Table of ContentsLeft Side Page Right Side Page
(Blank) 0 3rd Q. Table of Contents 1
(Blank) 2 Greece Learning Goal 3
Where in Greece? Answers 4 Geo Cause & Effect C.N. 5
Ancient Greece Key Terms p.1 6 Ancient Greece Key Terms p.2 7
City-State called Polis C.N. 8 Greek Forms of Government C.N. 9
Life in SPARTA 10 Life in ATHENS 11
“I am” Poem & Presentation Draft 12 “I am” Final Poem 13
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Today’s Learning Target to reach our Goal!
Students will be able to compare the government and daily-life of Sparta and Athens as well as evaluate how Athenian democracy opened the way for American democracy.
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Ancient Greece Key TermsDirections: Turn to ISN page 6 and 7, using the front and back of the paper, divide it into TWO columns and FOUR rows. Then using the World History Ancient Civilizations textbook, define each term and draw a picture based on the definition.
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Democracy(draw picture)
definition city-state(draw picture)
definition
Direct
Democracy(draw picture)
definition Acropolis(draw picture)
definition
citizen(draw picture)
definition Oligarchy(draw picture)
definition
citizenship(draw picture)
definition Aristocracy(draw picture)
definition
Review: The Geography of Greece Affected their Government
How did the geography of Greece influence the Greek city-state? If you’re not sure, review your ISN notes.
The mountainous geography of Greece limited agriculture and political unity.
The Greeks depended on the sea to connect with others and with the wider world.
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The City-State and Democracy
THE RISE OF GREEK CIVILIZATION
A REGION OF PEOPLE UNIFIED BY CULTURE
BUT NOT BY POLITICS!7
ISN p.8 Set up for Cornell NotesEssential Question: How was Greece organized politically?
Notes: ● A city-state in Greece is called a “polis.”
● Each polis was an independent community that was dominated by males and bound together by race and all had independent identities.
● City-states remained small so that everyone would know one another, absolutely independent and self-sufficient. They each had its own government and laws.
● They each took great pride and loyalty in their polis.
● Each city-state had an agora (marketplace). It was the center of city life where people gathered for all kinds of public activities, like business gatherings, political discussions and festivals.
● ALL of the city-states shared a common language and religious ideas.
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Cues:
Create SIX questions
using Costa’s Levels of
Thinking (L1) which can
be answered using the
information in your
Notes section.
(Refer to next slide)
Costa’s Levels of ThinkingLevel 1: Gathering Information & Introduction of Knowledge
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Dominant Greek City-StatesAthens vs. Sparta
Their similarities:• Covered small areas of land
•Athens (smaller than Rhode Island)•Sparta (smaller than Connecticut)•Populations (around 10,000)
•Regarded all non-Greeks as barbarians
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QUICK LESSON REVIEW
Today’s Learning Target….you may use your ISN!◦ How did the geography of Greece influence the Greek city-state?
◦ What is a city-state?
◦ What is a city-state called in Greece?
◦ What is an acropolis?
◦ What is an agora?
◦ What are the names of the two dominant polis?
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Life in Ancient Sparta
I am Sparta!Are you tough enough?
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SPARTA: A Military Polis
http://www.history.com/topics/ancient-history/sparta/videos/spartans(About 3 mins and students will need to READ the statements made during the video. No verbal just music!)
➢Ruled by monarchs (two kings), who were advised by oligarchy
➢Only men older than 30 who were native to Sparta could be citizens
➢Citizens made up an assembly to approve all major decisions
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EDUCATION in SPARTA
Only purpose of education was to prepare to be a soldier
Age 7: boys go off to military school
Men spent their lives living in barracks and training in the army
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GROWING UP SPARTAN
Young boys had to shave their headsand were not allowed to wear sandals.
Boys were given little food and could only wear one piece of clothing in the winter to “toughen” them up for war.
Had to hunt or steal for food
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SPARTAN WOMENWere taught reading and writing
Girls exercised to be physically fit for child-birth
A woman’s role was to produce healthy sons for the army; Sick children were left to die
Had to obey husbands and fathers
Allowed to own property
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Sparta didn’t “play” well with other polis
Didn’t trade or engage in contact with other Greek polis
Close-minded, regimented lifestyle that focused on self-preservation
Didn’t flourish culturally like other polis
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The role of the individual…Considering Sparta’s characteristics, do you think Sparta emphasized individual desires? Was the individual more important than the state? How do you know?
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Life in ANCIENT ATHENS
Wisdom begins in wonder
Are you smart enough?
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Athens: The Rise of Democracy
Free and open society where the ideas of men dominated
Direct democracy: the citizens themselves made the laws, not elected representatives
Assembly was open to adult men only
All free men were considered equal under the law
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Characteristics of Athenian Democracy
1. All citizens (free men) have the duty participate in government
2. Law results from human intelligence and the needs of the community, not gods
3. Common men are capable of making decisions that affect the entire community
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EDUCATION in ATHENSOnly boys whose family could afford school were educated
Studied music, reading, writing, and poetry and committed to arts & sciences
Emphasized public speaking skills
Competed in athletic events
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ATHENIAN WOMEN
No role in public life
Married at 14 to a man twice her age
Lived in isolation; rarely left the home unless escorted by her husband or father
Not taught to read or write
Mental capacity was seen as immature and child-like
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SPREAD OF ATHENIAN CULTURE
Unlike Sparta, Athens spread its culture all over Greece
Valued political freedom and cultural creativity
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The role of the individual…
Considering Athens’ characteristics, do you think Athenians emphasized individual desires? Was the individual more important than the state? How do you know?
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“I am” poem & presentationDue Date: _________Poetry War- Athens vs. Sparta!
Handout- Rough draft and Review criteria and presentation expectations
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Athens or Sparta:Which Is the Superior City-State?● Complete the “I am” poem by imagining what a citizen living in either Athens or Sparta
(you choose) may be thinking, feeling, and experiencing in this specific city-state.
● Be sure to discuss the form of government, treatment of non-citizens,
quality of life, culture, education, military, the roles of males and
females, etc. as you try to communicate your point of view.
● Be sure to use your ISN notes to help you compose your poem.
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Example & Directions:“I am” poem● The “I Am” framework is for you to draft your poem.
● Complete each line of the poem by referring to your ISN notes for either Athens or Sparta.○ Be sure to discuss the form of government, treatment of non-
citizens, quality of life, culture, education, military, the roles of
males and females, etc. as you try to communicate your point
of view. ● Each line of the poem should make sense for your selected city.
● Each line of the poem should be written in a COMPLETE SENTENCE using proper punctuation and capitalization.
● YOUR FINAL COPY for an assessment grade- Your final copy should be typed with the proper heading in the upper right hand corner.
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Essential Question: Why were there so many different types of government in Ancient Greece?
Cue Questions Notes:For each row, create a question that can be answered using
the information
Monarchy Aristocracy Oligarchy Direct Democracy
For each row, create a question that can be answered using
the information
Ruled by a king Ruled by nobles Ruled by a small group of citizens
Ruled by all its free citizens
For each row, create a question
that can be answered using the information
Power is hereditary(passed down through birth)
Power is hereditary and based on the landsnobles owned
Rule is based on wealth and control of the military
Rule is based on being a free male citizen -citizenship
For each row, create a question that can be answered using
the information
Kings claimed to be gods or to have the blessing of gods(divine right)
High socialposition and wealth gave nobles authority
The ruling group has control of the military (force)
Majority rules -issues are put to vote for decisions
For each row, create a question that can be answered using
the information
Mycenae (1450 BC) Athens (594 BC) Sparta (800-600 BC) Athens (461 BC)
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Costa’s Levels of ThinkingLevel 1: Gathering Information & Introduction of Knowledge
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