Name: Steve Erickson

Grade Level: 6th

School: Howard

Date: 4-3-02

Time:  TBA


Background, CONTEXT, and Purpose 

This LESSON is in Social Studies.  We are studying ancient greece and the land that makes it up.  we will be watching a film strip with a number of great pictures and sites about ancient greece for us to look at. 

Lesson GOAL (s)

(Curriculum/standards based)

  1. Analyze the geographic, political, economic, and social structures of the early civilization of Ancient Greece with emphasis on the location and physical setting that supported the rise of this civilization; the connections between geography and the development of city-states, including patterns of trade and commerce; the transition from tyranny and oligarchy to early democratic forms of government and the significance of citizenship; the differences between Athenian, or direct, democracy and representative democracy; the significance of Greek mythology to the everyday life of people in ancient Greece and its influence on modern literature and language; the similarities and differences between life in Athens and Sparta; the rise of Alexander the Great in the north and the spread of Greek culture; and the cultural contributions in the areas of arts, science, language, architecture, government and philosophy. (SDSSS #4 6th grade)


Lesson Objectives 

(Measurable performance)


Students will:

·       watch the film strip Aegean Area.

·       develop questions from pictures and information given.

·       formulate their own opinions about what they are seeing.

·       understand the contributions of Ancient Greece to today.

·       relate Ancient Greece to their world today.

Materials Needed: 


 A.  The Lesson 


  1. Introduction  (getting attention, relating to past experience and/or knowledge, creating a need to know, sharing objective, in general terms)

·        To introduce, I will ask questions about what we have covered so far in Ancient Greece.

·        To relate to past experience, ask them things that they use or have that have come from Ancient Greece (architecture, Olympics)

·        They will need to know this to better understand the Ancient Cultures and understand where things have came from.

·        The students will understand the contributions, formulate questions, and relate Ancient Greece to their life today.


  1. Methods (include adaptations and extensions for different needs of learners) 

·        The students will be told to clear their desks and sit quietly.

·        Questions will be asked about what we have covered to this point about Ancient Greece.

·        Get the students thinking about what they have given us and what things are from the Greeks.

·        This will develop an interest in the students and will prepare them to watch the video.

·        The students will then be allowed to watch the video.

·        Periodically, we will stop and talk about certain things and answer any questions that there may be.


  1. Closure (providing students with opportunities to reflect and express what they are learning)


B. Assessments Used

Assessments (in introduction, lesson development, or summative assessment)


C. Extensions and Adaptations

(Ideas for enrichment and adaptations)


D.  Resources

(A bibliography listing works which might be consulted for additional information)


Film Strip Aegean Area