LESSON PLAN

Subject/Class/Course and date Social Studies, Thursday March 1, 2018

Topic The values and perspectives of the ancient greeks

Grade Level 10 Duration 30 minutes

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly

language)

10.3.9 - Students should be able to identify the Greek values and perspectives as revealed in the
Greek gods and myths, the Olympic Games, and the oracle at Delphi.

Lesson # 2 of 3

SFL - I can identify the Greek values and perspectives as revealed in the Greek Olympic Games.

Introduction (10 minutes)

There will be a sign outside the classroom saying: “Take an identification card and sit at the
corresponding table to fill it out!” The I.D. cards will be used for APK. Students will have 3-5 minutes
to fill out their I.D. cards.

Note: The Olympic Theme music will play softly in the background during the apk.
https://www.youtube.com/watch?v=MCqUESCoB1w

A powerpoint slide including the SCO (in SFL) and the following agenda will be displayed at the
front.
Agenda
Identification card (bell work)
Introduction
Team Placement
Olympics!
Closing ceremonies

Nate will welcome the class and go over the agenda.

Martine will randomly select some volunteers to share what they filled in for the question on their
cards.
Jessica will play the three minute Ted talk video on the ancient Greek olympics
Karissa will say: “We really want to set the scene for you, when I say go, would all the boys please
stand against the left wall, the girls against the right wall and I’ll have the married ladies stay seated.”
Allow a few seconds for movement.
When everyone is in position, Karissa will say: “In ancient Greece, only men competed in the
olympics, girls were allowed to watch, but married women were not allowed near the competitions.
Every four years, the women had their own competitive event in honour of Hera, you remember from
last class that Hera was Zeus’ wife.”
Jessica will say: “Look at your ID cards. You can leave your belongings here in the classroom. I will
tell you where and with whom you need to go.” Number 1000’s will line up with Nate at the back of
the classroom. Number 2000’s will line up with Karissa at the back as well. Number 3000’s will sit on
the left hand side of the classroom with Martine, and number 4000’s will sit on the right hand side
with me.You may now move to your designated start point. Let the 2018 Crandall Olympics begin.”

Assessment

APK- Students will be asked to write one thing they know about the olympics in ancient Greece on
their ID cards as part of the bell work activity. Some students will have an opportunity to share what
they wrote with the rest of the class.

C4U- Throughout the lesson

Observation & conversation during the different olympic activity stations

Formative assessment- When students have completed the olympic activity, they will be asked to
think of which Greek values each station was representing. They will write their answers on their ID
cards which will be collected by Karissa, Martine and Nathaniel.

Develop the Instruction (15 minutes)

Students will be led to their assigned stations by Martine, Jessica, Nathaniel and Karissa

Martine’s corner: The importance of the arts

Martine will say,”In the grecian age everything was a competition. One was being able to
recite the entirety of Homer’s Iliad from memory sometimes through song. The Iliad was
used to pass on life lessons to the people.”
The students will be asked to pick a section from Homer’s Iliad to read aloud to the rest of
the group (the sections are divided up by difficulty) and a score will be awarded to each
athlete by the judge (Mrs. Boudreau). They will begin will a base score depending on the
level of difficulty of the passage chosen, points will be deducted for errors and the athletes
will be judged on fluency and expression.
Value: Competition Fosters Excellence

Jessica’s corner: The beauty of the body

What makes a celebrity?
Jessica will say “There I was, standing at the checkout line, perusing the covers of
People, Us Weekly, Star magazine, almost all of them featuring Beyoncé and Jay-Z, the
latest hyperbolically happy “it” couple. And after a brief moment of self-loathing, I’m soon
flipping through the pages, scrutinizing photos of other “it” couples— A-Rod & J-Lo, Cole
Sprouse & Lili Reinhardt, Selena Gomez and Justin Bieber. Somewhere in the back of my
head, the faintest of voices is asking, “Why on Earth do you even care?”
Students will brainstorm with the teacher out loud to determine what they think it means
to be a celebrity.
Jessica will tell them: celebrities have always given us an outlet for our imagination, just
as the gods and demigods of ancient Greece and Rome once did. Celebrities are our myth
bearers; carriers of the divine forces of good, evil, lust, and redemption. Heroes, we all
might agree, carry intrinsic value—the essence of the heroic and the noble. Durable gods
serve to lift our vision above the mundane. "Thirty years ago the only real celebrities were
in the movies. Now they're everywhere"—radio hosts, lawyers, murderers, teenagers. As a
result, "celebrities are just less interesting. Are modern day icons really so different from
those of Ancient Greece?
Chart Comparison Activity: using magazines or electronic devices, students will match
the following gods and goddesses with popular celebrities of today:

• Hermes- Messenger of the Gods

• Poseidon- God of the Sea
• Hades- God of the Dead
• Apollo- God of Music and Sunlight
• Ares- God of War
• Artemis- Goddess of the Hunt
• Athena- Goddess of Wisdom
• Dionysus- God of Wine

Students will share what they thought of with the group when they are done.

(Value: the Greeks' emphasis on the human body: on physical beauty)

Nathaniel and Karissa’s corner: Athletic ability as a sign of military success

Prepare for war! Today at Nathaniel & Karissa’s station we are going to challenge
ourselves physically. Each student will have the opportunity to test themselves physically
against that of a Greek God and Goddess. There will be 2 physical challenges each student
must complete. Push-ups and the raising the shield challenge. In the push up challenge,
each student will have 1 minute to do as many push – ups as they can. They must maintain
proper form for each push up to count. We will record their results and whoever has
completed the most push-ups within a minute will win that event. The raising of the shield
event will go as follows; Each student will have to raise 2 weights (one in each hand) above
their shoulder height. They will hold this as long as they can while we record their time.
Once they weights lower below their shoulders the time will stop. The contestant that
records the longest time will win this competition. Before the Competition begins there will
be a benchmark set for each activity by Nathanaelcuss and Karissacus, The Greek God
and Goddess. Students can challenge themselves to try and beat this records as well.

(Value: athleticism represents an actual military advantage: one's ability to run and
throw objects is what determines who lives or dies, and "sports" is simply a means
of military training.)

Closure (10 minutes)

All students will return to their desks.

Jessica will say: Take a few minutes to think of the values of Greek culture that each station was
representing. Write down your thoughts on the backs of your ID cards and hand them to Nathaniel,
Karissa or Martine when you are finished. She will then ask a student to repeat the instructions
(C4U).
While students are writing their answers, top finishers for each station will be decided.
Martine will hand out medals to the winners while Karissa, Jessica and Nathaniel look over the ID
cards to see who had the best answer for the question on Greek values. The person with the best
answer will share their response with the class and will receive a crown of laurels.
Karissa will say: Next class we are going to be writing short narratives from the perspectives of
people living during the times of the ancient olympics. It will be important to remember the values we
learned today in order to include them in our writing.
Nathaniel will thank the class for their hard work.

Materials, Technologies, Safety or Special Considerations

Powerpoint
Olympic Theme Song- https://www.youtube.com/watch?v=MCqUESCoB1w
Olympic Background Details Ted Talk Video- https://ed.ted.com/lessons/the-ancient-
origins-of-the-olympics-armand-d-angour

Jessica:
Togas
Crowns
Paper
Pens/Pencils
Celebrity Magazines
Activity Page

Martine:
Name tags
Gold, Silver and Bronze Medals
Laurel crown
Section of Homer’s Iliad
Rubric (Included below)
Cards with numbers for tables

Nate and Karissa:

3 lbs, 5 lbs, 10 lbs weights
Mobile white board & marker
Yoga mats
Additional Consulted Sources:
https://www.webpages.uidaho.edu/engl257/Ancient/greek_humanism.htm
https://www.psychologytoday.com/articles/199505/the-culture-celebrity
https://www.olympic.org/ancient-olympic-games
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/the_olympic_games/

Reflection
Recitation Rubric (Martine’s Corner)
Score 1 2 3 4

Difficulty 6-8 10-12 16 27

(# of lines)

Fluency Very choppy Some Good rhythm Beautiful rhythm

rhythm unnecessary Very few No unnecessary
pauses but was unnecessary stops or pauses
able to continue stops or pauses Kept audience
without losing engaged
audience

Expression Dull and Some tone Appropriate tone Tone expresses

monotone changes to express the feeling of the
general feeling passage. Gave
of the passage. life to the
characters

Deductions
Points deducted 5 3 1 0

# of errors Above 20% Between 10% Up to 10% 0%

(% of words) and 20% Perfect!!