Introduction
o The student will demonstrate knowledge of ancient Greece in terms of its impact on
Western civilization by
Cognitive Objectives
Students will:
philosophy, and architecture through watching and discussing the videos of all the
students.
Materials/Technology:
• students’ laptops with Internet access, video editing software, and microphones
• materials for students to create scenery, props, and visuals if they wish
• video camera (There is only one for the class, but students can use their own or a digital
Advanced Preparation:
• Organize students in groups of two prior to class to cover the fifteen historical figures
who are the subjects of the videos (lesson based on 30 students in the class).
Pair outgoing students with more quiet students to bring out the personalities of
o If there are more than 30 students, then add one student to the following assigned
o If there are less than 30 students, then take away the architect.
If there are less than 28 students, then take away Sophocles and use the video the
teacher created when it is time to view and discuss the Sophocles commercial.
• List on the classroom board key points about the video assignment:
o Focus on your person’s contributions to Western civilization – What did they do that
o Ideas for video content: acting, edited videos from the Internet, still photos,
• Introduction/Anticipatory Set
o As students enter the room, teacher will direct them to sit beside their partner
handout that was assigned for reading as homework during the last class.
• Ask the students questions based on the handout ranging from recalling basic
• Based on the picture in the handout, compare and describe the differences of
o Teacher will clarify that the information covered in the handout is only the basic facts
about the historical figures and aspects of Greek culture, but more in-depth
o Teacher will tell the students the reason they are in pairs and assigned to a Greek
historical figure is because they are going to create a video in the form of a
commercial with the purpose of convincing the audience (classmates) that their
• Teacher will advise the students to think of the video like a political commercial
where the overall theme is, “Vote for me because I did _______ to contribute to
Western civilization.”
• Teacher will show the “Why Vote for Donald Greenleaf?” video at
http://www.youtube.com/watch?v=BaRwp39VuY0 as an example.
• Lesson Development
o Teacher will explain that each video needs to be between 30 and 60 seconds long –
• Teacher will point out that the Greenleaf video was only 20 seconds long, but it
o Teacher will explain that the commercial must include the accomplishments of the
person but the main focus is on what he/she did to contribute to Western civilization.
• The video can include modern uses, pictures, or videos of the historic figure’s
contributions.
• Teacher will encourage the students to use their creativity to make the
o Teacher will ask students to get out their laptops, and then the teacher will give a
demonstration on how to upload videos, pictures, and sounds into the video editing
• Teacher will answer any questions the students have about making videos.
VIDEO LESSON PLAN 5
o Students will research their assigned person in their textbook to get a general idea and
• Teacher will explain to the group assigned the Greek architect that they do not
have a specific person, so they can choose to create a fictional architect or use one
they find in their research. Focus the group on the building types and styles of
columns.
• Teacher will walk around the room while students are conducting research to
answer any questions, evaluate the progress of the groups, and point out the key
• Students will have the remainder of the class block to conduct their research and
o Teacher will explain that for homework the students must complete their research and
be ready to start creating their commercials during the next class block.
• Students can start on their videos as homework if they wish, but they will have the
• Teacher will encourage students to bring their own video cameras or digital
cameras that take videos if they want to use them during the next class.
o During the next class block, the pairs of students will work on creating their
commercials.
• There is one Sony Bloggie video camera for the class to use, but the students must
share and only use the camera when they are ready to record.
VIDEO LESSON PLAN 6
o Teacher will walk around the room and assist the students with any technical video
editing or content questions. Teacher will also evaluate students’ progress and ask
questions to ensure that the students are meeting the assignment objectives.
o Teacher will explain that the students must finish their commercials for homework
but they have over the weekend to complete the assignment. The videos must be
uploaded to the class website by Monday or Tuesday’s class, depending on the block
o During Monday or Tuesday’s class block, the teacher will play all the commercials
for the class to view in the order they appear on the “Contributions of Greek Culture
o All students will have a chance to ask questions of the creators of the commercials
o Teacher will follow up with positive comments and if necessary, clarifying questions
to ensure the essential knowledge of the SOL Curriculum Framework was covered.
• Closure
o After watching all the videos, students will nominate Greek historical figures who
• Students who nominate a person must state why they believe their nominee was
influential.
o All students will vote by a show of hands for the historical figure they believe had the
most influence.
VIDEO LESSON PLAN 7
• Teacher will tally the votes and include a separate tally for the number of boys
• Teacher will create a list of the top three most influential Greeks based on the
votes of the entire class and a separate list of the top three candidates from the
boys-only tally.
free adult males were allowed to vote, as previously covered under SOL
WHI.5c.
o Teacher will explain that the videos will remain on the class website, and the students
can use them along with their handout to study for the unit test.
Homework
After the first class block of research, students must complete their research for homework.
After the second class block of working on their videos, the students must complete their
commercials for homework and upload them to the class website before the following Monday
or Tuesday class.
Assessment
• Formative: Teacher will walk around the classroom while students are performing their
research and working on their videos to evaluate the progress of the research, the quality
of the Internet resources, and the materials student are selecting to put in their videos.
• Summative: The content of the lesson will be included on the unit test. Students will be
References
Interview a famous Greek: Reconstructing the lives of the ancient Greeks. Retrieved from
http://www.pbs.org/empires/thegreeks/educational/lesson3.html
Beck, R.B., Black, L., Krieger, L.S., Naylor, P.C., Shabaka, D.I. (2009). World History:
Patterns of Interaction (teacher’s edition). Evanston, IL: McDougal Littell.
Appended Materials
Democracy
Pericles led Athens during its golden age, which occurred mostly between the
Persian and the Peloponnesian Wars and is sometimes referred to as the Golden
Age of Pericles. He had three goals: 1.) strengthen Athenian democracy; 2.)
hold and strengthen the empire; 3.) glorify Athens. Pericles extended democracy
where most adult males had an equal voice. After the Persian Wars, Pericles
had Athens rebuilt, and the Parthenon is an example of that reconstruction.
Drama
Aeschylus was a notable dramatist who wrote tragedies. His most famous work
was a trilogy called Oresteia, which was based on the family of Agamemnon and
examines the idea of justice.
Sophocles was a dramatist who wrote more than one hundred plays, including
the tragedies Oedipus the King and Antigone.
Poetry
Homer was a Greek storyteller who used the spoken word to tell his epics,
narrative poems celebrating heroic deeds. His works include the Iliad and the
Odyssey. The Trojan War is the backdrop of the Iliad.
History
Herodotus pioneered the accurate reporting of events. His book on the Persian
Wars is considered to be the first work of history.
Thucydides was the greatest historian of the classical age. He believed certain
types of events and political situations recur over time and studying those events
and situations would help in understanding the present.
Sculpture
Phidias worked on the Parthenon and sculpted the giant statue of Athena inside
the temple.
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WORLD HISTORY I
ANCIENT GREECE
Science
Archimedes was a Hellenistic scientist who
accurately estimated the value of pi, explained the
law of the lever, and invented the Archimedes screw
and the compound pulley.
Archimedes Screw
Hippocrates was a Greek physician who is often called the “father of medicine.”
He sought to rely on facts, observation, and experimentation in the diagnosis and
treatment of illness. Today, the Hippocratic oath serves as an ideal of ethics for
physicians.
Mathematics
Euclid was a mathematician who wrote the book Elements that contained 465
geometry propositions and proofs. His work is still the basis for courses on
geometry.
Philosophy
Socrates was a philosopher who believed that absolute standards exist for truth
and justice. He encouraged his students to examine their beliefs by asking a
series of leading questions. This question-and-answer approach to teaching is
now known as the Socratic Method. Socrates was tried for “corrupting the youth
of Athens” and condemned to death.
Plato was a student of Socrates who founded a school called the Academy. His
most famous written work was The Republic, and in it he set forth his vision of a
perfectly governed society.
Aristotle was a philosopher who questioned the nature of the world and of
human belief, thought, and knowledge. He opened a school in Athens called the
Lyceum. Aristotle’s work provides the basis of the scientific method used today.
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WORLD HISTORY I
ANCIENT GREECE
Architecture
The aim of classical Greek art and architecture was to express true ideals. To do
this, the Greeks used balance, harmony, and symmetry in their art and
architecture. The Greeks used a variety of columns in buildings to hold and
support the roofs. The picture below shows the types of columns you would see.
The Doric and Ionic (or Ionian) columns were used in ancient Greece while the
Corinthian column was used in ancient Rome. Many buildings in the United
States, especially public buildings, still use these column styles today.
The Parthenon is a temple of the Greek goddess Athena, and it is the most
prominent example of classical Greek architecture. Note the use of Doric
columns.
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WORLD HISTORY I
ANCIENT GREECE
References
Beck, R.B., Black, L., Krieger, L.S., Naylor, P.C., Shabaka, D.I. (2009). World History:
Patterns of Interaction (teacher’s edition). Evanston, IL: McDougal Littell.