ALEX Lesson Plan

     

Ancient Greece On Parade

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Cindy Greene
System: Morgan County
School: Cotaco School
  General Lesson Information  
Lesson Plan ID: 31001

Title:

Ancient Greece On Parade

Overview/Annotation:

Everyone loves a parade!   As an end to a unit on Ancient Greece, students will  produce an Ancient Greek shoebox float celebrating one of the cultural contributions of the civilization.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

Technology Education
TC2 (2009)
Grade: 6-8
14 ) Use digital tools to generate new ideas, products, or processes.

Examples: ideas—predictions, trends

-  products—animation, video

-  processes—models, simulations

Social Studies
SS2010 (2010)
Grade: 8
World History to 1500
3 ) Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

•  Identifying cultural contributions of early world religions and philosophies
Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians

Insight Unpacked Content
Strand: History
Course Title: World History to 1500
Evidence Of Student Attainment:
Students:
  • Compare the early world religions and philosophies, including the origins, development, influence, spread, and cultural contributions of each.
Teacher Vocabulary:
  • Judaism
  • Diaspora
  • covenant
  • Greek gods
  • Hinduism
  • Buddhism
  • Roman gods
  • oracle
  • Confucianism
  • Daoism
  • Legalism
  • Islam
  • Christianity
  • Zen
  • prophets
  • messiah
  • disciple
  • apostle
  • Darma
  • Karma
  • monotheism
  • polytheism
  • meditation
  • reincarnation
  • excommunicate
  • monastery
  • doctrine
  • parable
  • philosophies
  • tenets
Knowledge:
Students know:
  • The origins, development, influence, spread, and cultural contributions of Judaism, Greek and Roman gods, Hinduism, Confucianism, Taoism, Buddhism, Christianity, and Islam.
Skills:
Students are able to:
  • Identify locations on a map or globe.
  • Use maps to support conclusions about cultural groups.
Understanding:
Students understand that:
  • The history, key tenets, and beliefs of early world religions and philosophies have influenced regional and world history.
Social Studies
SS2010 (2010)
Grade: 8
World History to 1500
4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Insight Unpacked Content
Strand: History, Civics and Government
Course Title: World History to 1500
Evidence Of Student Attainment:
Students:
  • Analyze and compare cultural contributions of Classical Greece, including politics, intellectual life, arts, architecture, and science
Teacher Vocabulary:
  • cultural contributions
  • Classical Greece
  • politics
  • intellectual life
  • oligarchy
  • democracy
  • representative democracy
  • direct democracy
  • philosophy
Knowledge:
Students know:
  • The cultural contributions of Classical Greece, including the areas of politics, intellectual life, arts, literature, architecture, and science.
  • The social and political structures of various city-states throughout Greece's Classical Era.
  • The contribution of Greek democracy to the American system of government.
Skills:
Students are able to:
  • Analyze textual evidence of primary and secondary sources.
  • Locate places on a map.
  • Describe how geography influenced Greek culture.
Understanding:
Students understand that:
  • There were many cultural contributions of Classical Greece, in government, politics, arts, history, philosophy, drama, literature, architecture, math, and science.

Local/National Standards:

 

Primary Learning Objective(s):

Students will research events or people that contributed to Ancient Greece civilization.  When research is complete, students will develop a shoebox float to display information. Cooperatively learning groups could be used depending on class dynamics.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

shoebox- medium to large size, construction paper or tissue paper, scissors, glue, markers, and items to create float top.

Technology Resources Needed:

computer with Internet access, word processing program, printer

Background/Preparation:

Teacher prep- This project needs to be done toward the end of the Greece unit.  Students may not understand about parade floats.  Teacher may need to make a model to explain concept.

  Procedures/Activities: 

1.  Teacher will discuss with students about the idea of a parade.  Why and How? (10 min.)  (Times are suggestions.)  Give out handout.  (see attachment for example)

2.  Students will write down three topics from Ancient Greece that they are interested in researching.

3.  Students will research topics and select one that they will demonstrate on a parade float. (30 min.)

4.  Student will either print or draw items for display on float top. These items could be pictures or artwork.

5.  After research is completed, student will draw or sketch float plan.  Computer based graphics could be used by student that have experience with them.  Students will seek teacher approval before moving to float building.

6.  While in class, student will use items(from home or school) to build float. (60 minutes)

7.  When float is complete, display all floats to celebrate Ancient Greece.



Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

A rubric would be the most appropriate assessment for this project.  Rubristar was used for sample. See attached rubric for example.

Acceleration:

Students who finish early may compile a list of Float Awards to give for parade.  For example, Best Theme, Best Use of Color, etc. The awards could be voted on by the class after the parade.

Intervention:

This project can be done with collaborative groups.  Teacher will need to consider technology strengths of students.  A template may be provided for float model.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.