Unit 4

What ideals inspired

ancient Greece?
 Unit 4
What ideals inspired ancient Greece?

OVERVIEW Suggested Pacing: 15 instructional days

Key Concepts
1: Athens, a Greek city-state, was the leading democracy of its time.
2: The ancient Greeks developed myths to interpret the world.
3: Philosophers promoted the pursuit of knowledge in ancient Greece.

Unit Performance Assessment

Socratic Seminar: Who should be allowed to vote?
Teacher’s notes, activity sheet, and rubric, pp. 281–285
Students will conduct a Socratic seminar to discuss democracy, exploring the questions of who
should be allowed to vote and what should the qualifications for voting be?

EdVantage
During Unit 4, students begin their study of ancient Greece. Students will engage in Democratic
Processes as they examine the democratic government in Athens and make comparisons to the
democratic government in the United States. As part of the Unit Performance Assessment, students
will be asked to form their own opinions about the current democratic processes in the United
States, and they will make recommendations about how to make the United States more democratic.
Students will also engage in the strategic objective of Self-Directed Pursuit of Knowledge as they
learn about the importance of knowledge in ancient Greece.
Students will also engage with the EdVantage Core Values of lifelong learning, individual
responsibility and self-control. Through Unit 4, students will be asked to engage in cooperative
learning and to share their ideas with their peers. In order to do this effectively, students must exhibit
cooperation, respect, and self-control. Finally, during the Unit Performance Assessment, students will
discover more about their responsibilities as U.S. citizens.

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 Unit 4
General Notes
Unit 4 examines the government, religion, and philosophy of ancient Greece. While studying
new content as it relates to ancient Greece, students should compare and contrast the Greeks’
civilization to that of the Mesopotamians, Egyptians, and Nubians. Students should also begin to
make connections and comparisons between ancient Greece’s government and philosophy to that of
modern America’s.

Prerequisites
• Students should be able to use primary and secondary sources to interpret history.
• Students should be able to use political and physical maps to understand geography.

World History: Ancient Civilizations  lesson planning material    235

 Focus Content and Skills
• Greek mythology • Greek democracy
• Greek philosophy • Compare and contrast monotheism and polytheism
• Greek literature • Interpret primary sources

Sunshine State Standards

Focus Benchmarks
The following is a list of the state benchmarks addressed most frequently and in the greatest depth
during this unit. Other benchmarks may be addressed from time to time, aligned to specific learning
objectives.
SS.A.1.3.2 – Knows the relative value of primary and secondary sources and uses this information
to draw conclusions from historical sources such as data in charts, tables, and graphs.
SS.A.2.3.1 – Understands how language, ideas, and institutions of one culture can influence other
cultures.
SS.A.2.3.5 – Knows significant historical leaders who shaped the development of early cultures.
SS.A.2.3.6 – Knows the major events that shaped the development of various cultures.
SS.A.2.3.7 – Knows significant achievements in art and architecture in various urban areas and
communities to the time of the Renaissance.
SS.A.2.3.8 – Knows the political, social, and economic institutions that characterized the significant
aspects of Eastern and Western civilizations.
SS.A.3.3.1 – Understands ways in which cultural characteristics have been transmitted from one
society to another.
SS.A.3.3.5 – Understands the differences between institutions of Eastern and Western civilizations.
SS.B.1.3.1 – Uses various map forms and other geographic representations, tools, and technologies
to acquire, process, and report geographic information including patterns of land use, connections
between places and patterns and processes of migration and diffusion.
SS.B.2.3.5 – Understands the geographical factors that affect the cohesiveness and integration of
countries.

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 Unit 4
Teacher’s Notes




























World History: Ancient Civilizations  lesson planning material    237

 Unit 4
What ideals inspired ancient Greece?

Key Concept 1
Athens, a Greek city-state, was the leading democracy of its time.

Learning Objectives
Students will be able to…
4-1 Locate ancient Greece and ancient Athens on a political map, as well as analyze their
geographic features on a topographical map. (SS.B.1.3.1, SS.B.2.3.5)
4-2 Define “democracy” and analyze its forms in ancient Greece and modern America.
(SS.A.2.3.6, SS.A.2.3.8)
4-3  Compare and contrast Athenian and American democracy. (SS.A.2.3.1)
4-4  Analyze and assess Pericles’ rule. (SS.A.2.3.5)
4-5 Identify the goddess Athena and evaluate her importance to ancient Greek culture.
(SS.A.2.3.8)
4-6 Analyze and assess ancient Greek architecture as a symbol of democracy. (SS.A.2.3.1,
SS.A.2.3.7, SS.A.3.3.1)

Resources
Teach! Strategies and Resources (TSR)
Glencoe Journey Across Time (Time), chaps. 4–5
Prentice Hall History of Our World (History), chaps. 6–7

Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
citizen direct democracy peninsula
colony majority philosophy
democracy mythology representative democracy

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 Unit 4
Unit 4

KEY CONCEPT 1
What ideals inspired ancient Greece?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 247.

Day Learning Objectives Instructional Approaches Resources

1 4-1 Introducing the Key Concept TSR, “Public Forum

4-2 Debate,” p. 276
Island Nation
Time, “Ancient Greece,”
p. 117; “The Geography of
Greece,” p. 117
History, “Ancient
Greece,” p. 167; “Greece’s
Geographic Setting,” p. 169

2 4-2 A New Government TSR, “Venn Diagram,” 

4-3 pp. 193–194
Time, “Democracy
in Athens,” p. 139;
“Comparing Governments,”
p. 140
History, “Democracy in
Greece,” p. 175

3 4-4 Powerful Pericles Time, “Pericles’ Funeral

Oration Primary Source,”
p. 145
History, “Religion,
Philosophy, and the Arts
Introduction,” p. 180

4 4-5 Athena and Athens TSR, “Three-Column

4-6 Notes,” pp. 190–192;
Greek Revival Slide Show
“Quicksketch,” 
pp. 199–200
Time, “The Parthenon
Diagram,” p. 162
History, “The Parthenon,”
p. 186

5 Review, Remediate, Enrich, or Assess

World History: Ancient Civilizations  lesson planning material    239

 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Learning Objectives
Students will be able to…
4-1: L ocate ancient Greece and ancient Athens on a political map, as well as analyze their geographic features on a topographical map.
(SS.B.1.3.1, SS.B.2.3.5)
4-2: Define “democracy” and analyze its forms in ancient Greece and modern America. (SS.A.2.3.6, SS.A.2.3.8)
4-3: Compare and contrast Athenian and American democracy. (SS.A.2.3.1)
4-4: Analyze and assess Pericles’ rule. (SS.A.2.3.5)
4-5: Identify the goddess Athena and evaluate her importance to ancient Greek culture. (SS.A.2.3.8)
4-6: Analyze and assess ancient Greek architecture as a symbol of democracy. (SS.A.2.3.1, SS.A.2.3.7, SS.A.3.3.1)

Introducing the Key Concept 15 min Island Nation 30 min

Learning Objective(s): 4-1 Learning Objective(s): 4-2

Whole-Group Debate: To introduce students
to the concepts of “direct democracy” and
“majority rule,” have them debate about
changing school hours. Use the following
prompts to stage the debate:
• School should start one hour later and
dismiss one hour later. School should start
one hour earlier and dismiss one hour earlier.
School start and dismissal times should
remain the same.
• Have students choose the statement they
agree with and then support their position.
Have students vote for their choice, tally the
votes, and declare a winner.
• Ask: How do you feel about the outcome of
the vote? Is this system a fair way to make
new policies? If not, what would be a better
system?
• Explain to students that this system is called
“direct democracy,” and that it was used by
the ancient Greeks to make decisions and
laws.
Resources
TSR, “Public Forum Debate,” p. 276
Paired Analysis: Have pairs complete the
following activities in order to understand the
impact that geography had on the politics and
culture of ancient Greek city-states:
• Have students analyze the “Ancient Greece”
map, identifying the borders, territories, and
geographic features of ancient Greece.
• Have students generate hypotheses in response
to the question: How might the geography of
ancient Greece have influenced the ancient
Greeks and their culture?
• Have students test their hypotheses by reading
“The Geography of Greece” or “Greece’s
Geographic Setting.”
Resources
Time, “Ancient Greece,” p. 117; “The Geography
of Greece,” p. 117
History, “Ancient Greece,” p. 167; “Greece’s
Geographic Setting,” p. 169
Adaptations and Notes
Additional Support: To aid struggling students,
review geography terms such as “island,”
“mountain,” and “peninsula.”
Technology: Go to PHSchool.com and use web
code mup-0601 for additional practice.

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Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.
A New Government 45 min
Learning Objective(s): 4-2, 4-3
Whole-Group Discussion: Have students
discuss the pros and cons of direct and
representative democracy.
• Have students read “Democracy in Greece”
or “Democracy in Athens” to create their
own definition of democracy.
Direct Instruction: Create a class definition
for “democracy,” “direct democracy,” and
“representative democracy.” Explain that
representative democracy is the form of
democracy in the United States.
• Have students use the reading “Comparing
Governments” to create a class Venn diagram
to compare and contrast representative and
direct democracy.
• Ask: Is it possible for the United States to be
a direct democracy? (See Model Lesson and
Sample Student Work.)
Resources
TSR, “Venn Diagram,” pp. 193–194
Time, “Democracy in Athens,” p. 139;
“Comparing Governments,” p. 140
History, “Democracy in Greece,” p. 175
Adaptations and Notes
EdVantage
Global Outreach: Have students research
modern democracies around the world.
World History: Ancient Civilizations  lesson planning material   
Unit 4
KEY CONCEPT 1
Powerful Pericles 30 min
Learning Objective(s): 4-4
Individual Writing: Have students identify
Pericles and his achievements and co-write his
funeral oration.
Direct Instruction: Introduce Pericles and
his achievements as an Athenian general. Also
introduce and provide the context for “Pericles’
Funeral Oration.”
• Have students read and analyze an excerpt
from “Pericles’ Funeral Oration.”
• Ask students to write the next paragraph of
“Pericles’ Funeral Oration,” continuing to
rally support for the Athenian way of life.
Resources
Time, “Pericles’ Funeral Oration Primary
Source,” p. 145
History, “Religion, Philosophy, and the Arts
Introduction,” p. 180
Adaptations and Notes
Additional Support: Read “Pericles’ Funeral
Oration” with a small group of struggling
readers.
Advanced: Allow students to recite their
addition to “Pericles’ Funeral Oration.”
241
 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Learning Objectives
Students will be able to…
4-1: L ocate ancient Greece and ancient Athens on a political map, as well as analyze their geographic features on a topographical map.
(SS.B.1.3.1, SS.B.2.3.5)
4-2: Define “democracy” and analyze its forms in ancient Greece and modern America. (SS.A.2.3.6, SS.A.2.3.8)
4-3: Compare and contrast Athenian and American democracy. (SS.A.2.3.1)
4-4: Analyze and assess Pericles’ rule. (SS.A.2.3.5)
4-5: Identify the goddess Athena and evaluate her importance to ancient Greek culture. (SS.A.2.3.8)
4-6: Analyze and assess ancient Greek architecture as a symbol of democracy. (SS.A.2.3.1, SS.A.2.3.7, SS.A.3.3.1)

Athena and Athens 20 min Greek Revival Slide Show 25 min

Learning Objective(s): 4-5 Learning Objective(s): 4-6

Paired Research: Have students research the Direct Instruction: Explain to students that
relationship between the people of ancient they are going on a tour of the United States to
Athens and the goddess Athena. examine Greek Revival architecture.
• Have students read “The Parthenon” or • Present students with images of Doric,
analyze “The Parthenon Diagram.” Ionic, and Corinthian columns, as well
as a pediment. Allow students to make
• Then have students make inferences about
observations about each in their notes.
the importance of the goddess Athena.
• Next, show students buildings in the United
• Ask: How does the name “Athens” and
States whose designs are based on Greek
the temple built for Athena reflect her
architecture, such as the White House, the
importance to the people of ancient Athens?
New York Stock Exchange, and the Manatee
• Have students quicksketch their own County Courthouse.
rendition of the 40-foot-high missing statute
• Have students take three-column notes listing
of Athena and explain how their sketch
the location in the left column, elements of
shows her importance to the people of
Greek architecture in the middle, and the
ancient Athens.
a description of the building in the right
column.
Resources
TSR, “Quicksketch,” pp. 199–200 • Ask: Why is there so much Greek
Time, “The Parthenon Diagram,” p. 162 architecture in the United States? What does
it represent?
History, “The Parthenon,” p. 186

Adaptations and Notes Resources

Technology: Have students explore the TSR, “Three-Column Notes,” pp. 190–192
Parthenon using The Acropolis Web site (see
Additional Resources). Adaptations and Notes
Technology: Use PowerPoint to create the slide
show.

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Unit 4: What ideals inspired ancient Greece?

Unit 4
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

KEY CONCEPT 1
Connections

EdVantage
Democratic Processes: By studying the
origins of democracy and participating in class
debates, students are learning to participate in
democratic processes.

Community
Have students visit examples of Greek Revival
architecture within Manatee County. Ask
students to take pictures of the different types
of columns that are used and then to explain
why that particular location was built in that
style of architecture.

State Assessment
To prepare for the state assessment, ask students
“Words and Phrases in Context” questions
about Pericles’ funeral oration.

World History: Ancient Civilizations  lesson planning material    243

 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Learning Objectives
Students will be able to…
4-1: L ocate ancient Greece and ancient Athens on a political map, as well as analyze their geographic features on a topographical map.
(SS.B.1.3.1, SS.B.2.3.5)
4-2: Define “democracy” and analyze its forms in ancient Greece and modern America. (SS.A.2.3.6, SS.A.2.3.8)
4-3: Compare and contrast Athenian and American democracy. (SS.A.2.3.1)
4-4: Analyze and assess Pericles’ rule. (SS.A.2.3.5)
4-5: Identify the goddess Athena and evaluate her importance to ancient Greek culture. (SS.A.2.3.8)
4-6: Analyze and assess ancient Greek architecture as a symbol of democracy. (SS.A.2.3.1, SS.A.2.3.7, SS.A.3.3.1)

Advanced Pathway Additional Support Pathway

Advanced students should complete an independent
writing assignment to demonstrate their
understanding of the democratic governments of
ancient Greece and the United States. Ask students
to write a letter to an American explaining ancient
Greek democracy and another letter to an ancient
Greek explaining American democracy.
• Each letter should include the reasons why each
society chose its specific form of government.
• Each letter should include specific facts about
both systems of government.
• Each letter should persuade the reader with
creative and thoughtful arguments about both
systems of government.
• The letter to an ancient Greek should explain how
the United States borrowed Greek architecture to
symbolize democracy.
Resources
Ancient Democracy
www.historyforkids.org/learn/government/
democracy.htm
Some students might need additional support to
interpret maps, learn and master important Unit 4
vocabulary, as well as to interpret primary sources.
Promote mastery of the content in Key Concept 1
by supplying graphic organizers and vocabulary and
reading strategies.
• Provide students with a cause-and-effect graphic
organizer to interpret maps of ancient Greece.
• Have students create vocabulary note cards for
the terms “democracy,” “direct democracy,” and
“representative democracy.”
• Have struggling students summarize “Pericles’
Funeral Oration,” rather than add an additional
paragraph to his speech.
Resources
TSR, “Summarizing,” pp. 91–94; “Vocabulary Note
Cards,” pp. 131–132; “Cause and Effect,” p. 232

244    Manatee Core Curriculum

Unit 4: What ideals inspired ancient Greece?

Unit 4
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

KEY CONCEPT 1
Additional Resources
Recommended Readings
Chrisp, Peter. Ancient Greece Revealed. New York:
DK Children, 2003.
Ross, Stewart. Ancient Greece: History in Stone. San
Diego, CA: Silver Dolphin, 2002.

Web Sites
Geography
www.ancientgreece.co.uk/menu.html (select
“geography,” then select “explore”)
Historical Overview
www.primaryhistory.org (select “history
summaries,” then select “ancient Greeks”)
The Acropolis
www.pbs.org (keyword search “the Greeks
and the Acropolis,” then select “history of the
Acropolis”)

Audio/Visual
United Learning. “Discovering Ancient Greece
(1500–100 BC)”
http://streaming.discoveryeducation.com/
(search for “ancient Greece” and choose the
appropriate video clip)
Athens: Dawn of Democracy, DVD. Directed by
Timothy Copestake: PBS, 2007.

World History: Ancient Civilizations  lesson planning material    245

KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Teacher’s Notes




























246    Manatee Core Curriculum

KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Unit 4
Key Concept Planning Template

KEY CONCEPT 1
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students. Consult with your implementation coach and colleagues as necessary.

Day Learning Objectives Instructional Approaches Resources

World History: Ancient Civilizations  lesson planning material    247

KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Unit 4
Model Lesson

KEY CONCEPT 1
How am I influenced by the principles of democracy developed by the ancient Greeks?
In this Model Lesson, students use primary and secondary sources to develop an understanding of
the definitions and applications of “democracy.” Students also compare ancient and contemporary
democratic principles and practices to reinforce this understanding.

Rationale
It is important for students to understand the development of democracy.
Students will gain this understanding by analyzing the ways in which
contemporary societies use the principles of democracy to support the
growth and functions of civilization.
This Model Lesson supports the EdVantage Strategic Objective of
understanding and participating in Democratic Processes.

Learning Objectives
Students will be able to…
4-2: Define
“democracy,” and analyze its forms in ancient Greece and
modern America.  (SS.A.2.3.6, SS.A.2.3.8)
4-3: Compare and contrast Athenian and American democracy.
  (SS.A.2.3.1)

Materials

• TSR, “Three- Column • Time, “Democracy 

Notes,” pp. 190–192; in Athens,” 
“Venn Diagram,”  p. 139; “Comparing
pp. 193–194 Governments,” p. 140
• History, “Democracy in
Greece,” p. 175

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KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.
Advanced
Challenge students to
develop an acrostic poem that
illustrates their understanding
of democracy.
Additional Support
Consider using a color-coded
three-column chart to indicate
the distinctions among the
different types of democracy.
Classroom Management
If you have a large class,
consider separating students
into small groups to complete
their visual representations.
Teacher Note/Check-In
Key words that students
highlight in their definitions
may include, for direct
democracy: “mass meetings”
or “citizens vote”; for
representative democracy:
“smaller groups represent” or
“large populations.”
250
Before
Warm-Up
Small-Group Inquiry: Ask student groups or pairs to brainstorm words or
phrases that they associate with democracy.
• Have several students share their responses with the class. Students’
responses will reveal their understanding of democracy and may include
ideas such as “government by and for the people” and “people having a
say in government issues.”
• Explain to students that, during this lesson, they will analyze the
development of a democratic system of government by the ancient
Greeks and then use that knowledge to compare that system to that of
the United States.
During
• Have student groups or pairs read “Democracy in Greece” or
“Democracy in Athens” to develop definitions of democracy in their
own words.
• Ask groups or pairs to share their definitions of “democracy,” “direct
democracy,” and “representative democracy” with the class.
• Chart and display student responses, discussing the distinctions between
and among the following categories: democracy, direct democracy, and
representative democracy.
• Have students use the ideas and concepts from each group to develop a
class definition for each term.
• Divide the class into three groups and have each group create a visual
representation of one of the three types of democracy.
• Have groups present their visual representations to the class, explaining
their choice of pictures and words to illustrate their assigned type of
democracy.
• Have students use three-column notes to list key terms and phrases
associated with the definitions of “democracy,” “direct democracy,” and
“representative democracy.” (See Sample Student Work.)
• Have students label the columns: democracy, direct democracy and
representative democracy. Students should list key terms and phrases in
the appropriate column.
   Manatee Core Curriculum
KEY CONCEPT 1: Athens, a Greek city-state, was the leading democracy of its time.

Unit 4
After Classroom Management

KEY CONCEPT 1
• As a reflection, ask students to use the concepts and ideas from the Consider creating an overhead
lesson and the reading “Comparing Governments” to complete a Venn transparency of the Venn
diagram, comparing and contrasting the terms “direct democracy” and diagram and completing
the comparison of the
“representative democracy.” terms direct democracy and
representative democracy as
• Have students respond to the following discussion prompt: Do you a whole group.
think the United States could or should function as a direct democracy?

Homework and Assessment

• Ask students to use a newspaper or magazine to identify a local
contemporary social issue.
• Have students respond to the following prompt: How can this issue be
addressed using the ideals and principles of direct democracy?

Making Connections
EdVantage
Democratic Processes: Support the EdVantage Strategic Objective of
participating in the Democratic Process by having students develop an
understanding of democracy and the democratic process through the
exploration of modern democracies around the world.

World History: Ancient Civilizations  lesson planning material    251

Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:

During
Have students use three-column notes to list key terms and phrases
associated with the definitions of democracy, direct democracy, and
representative democracy.

Democracy Direct Democracy Representative Democracy

•  citizens self-govern
•  most developed in Athens
•  supported by the work of Solon
•  only for citizens (men)
• not for slaves, women,
or foreigners q
•  system used in ancient Athens • system used in the United
•  citizens self-govern States
• used with a small group of • citizens vote for people who
people will make decisions for them
•  most developed in Athens • used with large groups of
people for all citizens e
•  only for citizens
• not for slaves, women, or
foreigners
•  mass meetings of all citizens
• people vote to make the
decisions of government w

Commentary on Sample Student Work

q Addresses learning objective 4-2 by defining the origins and characteristics of democracy.

w Addresses learning objective 4-2 by analyzing the form of democracy that existed in ancient
Greece.
e Addresses learning objective 4-3 by comparing the Athenian and American forms of democracy.

World History: Ancient Civilizations  lesson planning material    253

 Unit 4
What ideals inspired ancient Greece?

Key Concept 2
The ancient Greeks developed myths to interpret the world.

Learning Objectives
Students will be able to…
4-7 Name and describe the Greek gods and goddesses who resided on Mount Olympus.
(SS.A.2.3.8)
4-8  Research the mythology of a specific Greek god or goddess. (SS.A.2.3.8, SS.A.3.3.1)
4-9  Explain the function and importance of a Greek oracle. (SS.A.2.3.8)
4-10  Interpret ancient artifacts that depict Greek gods and goddesses. (SS.A.1.3.2, SS.A.2.3.8)
4-11  Analyze and interpret the meaning of various ancient Greek myths. (SS.A.2.3.8, SS.A.3.3.1)

Resources
Teach! Strategies and Resources (TSR)
Glencoe Journey Across Time (Time), chaps. 4–5
Prentice Hall History of Our World (History), chaps. 6–7
Web site(s)

Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You
might use word walls, vocabulary journals, games, and graphic organizers to support vocabulary
building.
hero pottery sacrifice
odyssey prophecy symbol
oracle ritual tribute

254    Manatee Core Curriculum

 Unit 4
Unit 4

KEY CONCEPT 2
What ideals inspired ancient Greece?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 263.

Day Learning Objectives Instructional Approaches Resources

1 4-7 Introducing the Key Concept TSR, “K-W-L Chart,” 

4-8 pp. 86–87
Gods and Goddesses
Time, “Greek Gods and
Become an Expert
Goddesses,” 
pp. 155–156
History, “Gods and
Goddesses,” p. 182
Web site(s)

2 4-9 Oracles and Prophecies Time, “What Was a

Greek Oracle?” p. 156
History, “The Oracles,”
p. 183
Web site(s)

3 4-10 Archaeology and Mythology TSR, “T-Chart,” p. 190

Web site(s)

4 4-11 Facing Temptation TSR, “Making

Connections,” p. 89;
“Shared Reading,” p. 99
Time, “Icarus and
Daedalus,” pp. 164–167
History, “The Sirens,”
pp. 192–195

5 Review, Remediate, Enrich, or Assess

World History: Ancient Civilizations  lesson planning material    255

 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

Learning Objectives
Students will be able to…
4-7: Name and describe the Greek gods and goddesses who resided on Mount Olympus. (SS.A.2.3.8)
4-8: Research the mythology of a specific Greek god or goddess. (SS.A.2.3.8, SS.A.3.3.1)
4-9: Explain the function and importance of a Greek oracle. (SS.A.2.3.8)
4-10: Interpret ancient artifacts that depict Greek gods and goddesses. (SS.A.1.3.2, SS.A.2.3.8)
4-11: Analyze and interpret the meaning of various ancient Greek myths. (SS.A.2.3.8, SS.A.3.3.1)

Introducing the Key Concept 10 min Gods and Goddesses 15 min

Whole-Group Brainstorming: Many students Learning Objective(s): 4-7

have background knowledge of ancient Greek
mythology, as it is frequently referenced in
popular culture. Use a K-W-L chart to help
students activate their prior knowledge.
• Ask: What do you know about ancient Greek
mythology? Do you know the names of any
gods or goddesses? Have you read any Greek
myths?
• Ask: What do you want to learn about
ancient Greek mythology? Ask specific
questions about topics that come up in the
“Know” section of the chart. Which gods
or goddesses do you want to learn more
about? Do you want to learn about other
adventurers?
• Explain to students that they will return
to their K-W-L charts at the end of this
Key Concept to complete the “What I’ve
Learned” column.
Resources
TSR, “K-W-L Chart,” pp. 86–87
Independent Analysis: Introduce students
to the Greek gods and goddesses, specifically
the gods and goddesses who lived on Mount
Olympus.
• Have students read “Gods and Goddesses” or
“Greek Gods and Goddesses” and examine
the corresponding charts.
• Ask: Were the ancient Greeks monotheistic
or polytheistic? How were the gods and
goddesses similar to humans? How were they
different?
Resources
Time, “Greek Gods and Goddesses,”
pp. 155–156
History, “Gods and Goddesses,” p. 182
Adaptations and Notes
Additional Support: Provide an advanced
organizer with information about gods and
goddesses for students to reference throughout
this Key Concept.

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Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.
Become an Expert 20 min
Learning Objective(s): 4-8
Individual Research: Have students become
an expert on the god or goddess who interests
them the most.
• Have students access the “Gods and
Goddesses” Web site
• Then, ask students to skim the information
about each god or goddess and choose one
god or goddess to research further.
• Have students write a 12-to-15-line poem
about the god or goddess whom they selected
to research.
• The poem should include a description of
the god’s or goddess’s physical appearance,
physical powers, objects or symbols related to
the god or goddess, and festivals celebrated
to honor the god or goddess.
Resources
Gods and Goddesses:
www.ancientgreece.co.uk/gods/explore/
exp_set.html
Adaptations and Notes
Additional Support: Consider having students
draw a picture of the Greek god or goddess that
interests them most instead of writing a poem.
Teacher Note: Allow students to work on this
assignment as homework and turn it in at the
culmination of the Key Concept.
World History: Ancient Civilizations  lesson planning material   
Unit 4
KEY CONCEPT 2
Oracles and Prophecies 30 min
Learning Objective(s): 4-9
Paired Writing: Have pairs write a journal
entry about a journey to the oracle at Delphi
from the perspective of an ancient Greek.
• Have students read “The Oracles” or “What
Was a Greek Oracle?” Then ask students to
define “oracle.”
• Play the “Delphi” segment of “Discovering
Ancient Greece” and ask students to take
notes and use them to complete their journal
entry.
• If students are struggling, ask guiding
questions such as: How did you travel to
Delphi? What did you see on your journey?
What did you ask the oracle? How did she
respond? Did the oracle speak to Apollo or
Dionysus? What offerings did you make?
Resources
Time, “What Was a Greek Oracle,” p. 156
History, “The Oracles,” p. 183
Discovering Ancient Greece:
http://streaming.discoveryeducation.com/
index.cfm? (search “oracle,” then select
“Discovering Ancient Greece,” then select
“Delphi segment”)
Adaptations and Notes
Multicultural: Ask students to compare and
contrast Greek oracles with spiritual leaders
from their own religion.
257
 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

Learning Objectives
Students will be able to…
4-7: Name and describe the Greek gods and goddesses who resided on Mount Olympus. (SS.A.2.3.8)
4-8: Research the mythology of a specific Greek god or goddess. (SS.A.2.3.8, SS.A.3.3.1)
4-9: Explain the function and importance of a Greek oracle. (SS.A.2.3.8)
4-10: Interpret ancient artifacts that depict Greek gods and goddesses. (SS.A.1.3.2, SS.A.2.3.8)
4-11: Analyze and interpret the meaning of various ancient Greek myths. (SS.A.2.3.8, SS.A.3.3.1)

Archaeology and Mythology 45 min Facing Temptation 45 min

Learning Objective(s): 4-10 Learning Objective(s): 4-11

Paired Inquiry: Explain to students that
they are going on an archaeological dig to
find ancient pots decorated with religious
scenes. Have students analyze these new-found
artifacts.
• Have students access the Daily Life Web
site and select the “Religion” tab to view the
ancient pottery.
• Have students create a T-chart to take field
notes. They should label the left column
“observations” and the right column
“inferences.”
• Then, ask the pairs to record observations
and make inferences about the religious
ceremonies depicted on each pot.
• Have students access the Festival for Athena
Web site to check their inferences. They
should then go back to their notes and make
any necessary revisions.
Resources
TSR, “T-Chart,” p. 190
Daily Life:
www.ancientgreece.co.uk/dailylife/explore/
exp_set.html
Festival for Athena:
www.ancientgreece.co.uk/gods/story/
sto_set.html
Whole-Group Reading: Complete a shared
reading of “The Sirens” or “Icarus and
Daedalus.”
• Begin class by explaining the use of symbols
in mythology. Also explain that myths were
used to teach lessons about daily life in
ancient Greece.
• Start the shared reading of “The Sirens” or
“Icarus and Daedalus.” Have students make
a connection to the text. Ask: Have you ever
wanted something so much that you broke
the rules in order to get it?
• Ask: What does this myth teach us about
temptation? What other lessons or morals
does this myth teach us?
Resources
TSR, “Making Connections,” p. 89; “Shared
Reading,” p. 99
Time, “Icarus and Daedalus,” pp. 164–167
History, “The Sirens,” pp. 192–195
Adaptations and Notes
Teacher Note: Teachers who have access to
both textbooks could have students read both
selections and then have them compare and
contrast each myth.

Adaptations and Notes

Advanced: Have students research the gender
roles in ancient Greek religious ceremonies.

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Unit 4: What ideals inspired ancient Greece?

Unit 4
KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

KEY CONCEPT 2
Connections

Across Disciplines
English Language Arts: Students will study
myths in Unit 6 of their grade 6 English
Language Arts class. Ask students to apply their
knowledge of myths from social studies to their
English Language Arts class.

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 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

Learning Objectives
Students will be able to…
4-7: Name and describe the Greek gods and goddesses who resided on Mount Olympus. (SS.A.2.3.8)
4-8: Research the mythology of a specific Greek god or goddess. (SS.A.2.3.8, SS.A.3.3.1)
4-9: Explain the function and importance of a Greek oracle. (SS.A.2.3.8)
4-10: Interpret ancient artifacts that depict Greek gods and goddesses. (SS.A.1.3.2, SS.A.2.3.8)
4-11: Analyze and interpret the meaning of various ancient Greek myths. (SS.A.2.3.8, SS.A.3.3.1)

Advanced Pathway Additional Support Pathway

Advanced students could meet the learning
objectives for Key Concept 2 by writing their own
modern day myth. To successfully complete this
assignment, students will have to research ancient
Greek myths and complete the following tasks:
• Have students select a natural or human
phenomenon to explain in their myth, such as a
recent natural disaster or war.
• Have students select the most logical mythological
characters to be associated with their story. For
example, if students were writing about Hurricane
Katrina, they should use Poseidon as their main
mythological character.
• Student myths should be at least five paragraphs
in length and include a visual representation of the
events described in the story.
Resources
Gods and Goddesses:
www.ancientgreece.co.uk/gods/explore/exp_set.
html
Some students might struggle with the figurative
language presented in myths, while other students
may have trouble making observations about
artifacts. Consider adapting some of the activities to
support struggling students.
• Consider omitting the Gods and Goddesses
approach to create additional time for the research
portion of the Become an Expert approach.
• The Archaeology and Mythology approach
provides students with two pots to analyze. Make
observations and inferences about the first pot as
a model lesson with a small group. Then allow
students to make observations and inferences
about the second pot on their own.
• Allow some students to read “Icarus and
Daedalus” or “The Sirens” on their own. Create a
small guided reading group for struggling readers.
Resources
TSR, “Guided Reading,” pp. 102–103

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Unit 4: What ideals inspired ancient Greece?

Unit 4
KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

KEY CONCEPT 2
Additional Resources Additional Information
Consider having students study various myths from
Recommended Readings Classic Myths to Read Aloud or Favorite Greek Myths
Russell, William F. Classic Myths to Read Aloud. as independent reading assignments, extra credit, or
New York, NY: Three Rivers Press, 1992. additional practice.
Osborne, Mary. Favorite Greek Myths. New York, Have students complete their K-W-L charts from the
NY: Scholastic Press, 1989. Introduction to the Key Concept approach at the
end of this Key Concept.
Web Sites
Greek Mythology
www.historyforkids.org/learn/greeks/religion/
greekrelig.htm

Audio/Visual
Gods & Goddesses. A&E Home Video, 2006.

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KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

Teacher’s Notes




























262    Manatee Core Curriculum

KEY CONCEPT 2: The ancient Greeks developed myths to interpret the world.

Unit 4
Key Concept Planning Template

KEY CONCEPT 2
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students. Consult with your implementation coach and colleagues as necessary.

Day Learning Objectives Instructional Approaches Resources

World History: Ancient Civilizations  lesson planning material    263

 Unit 4
What ideals inspired ancient Greece?

Key Concept 3
Philosophers promoted the pursuit of knowledge in ancient Greece.

Learning Objectives
Students will be able to…
4-12  Define “philosophy” and identify the major ancient Greek philosophers. (SS.A.2.3.8,
SS.A.3.3.5)
4-13  Compare and contrast ancient Greek philosophers. (SS.A.2.3.5)
4-14  Analyze and assess ancient Greek philosophers and their theories. (SS.A.2.3.5)
4-15  Evaluate the social impact of ancient Greek philosophers. (SS.A.2.3.5)
4-16  Critique and debate the ancient Greek philosophies. (SS.A.3.3.5)

Resources
Teach! Strategies and Resources (TSR)
Glencoe Journey Across Time (Time), chaps. 4–5
Prentice Hall History of Our World (History), chaps. 6–7
Web site(s)

Vocabulary
Below is a list of subject-specific and/or state assessment words relating to this Key Concept. You might
use word walls, vocabulary journals, games, and graphic organizers to support vocabulary building.
aristocracy oligarchy Socratic method
logic philosophy tyranny
observation reason

264    Manatee Core Curriculum

 Unit 4
Unit 4

KEY CONCEPT 3
What ideals inspired ancient Greece?

KEY CONCEPT AT A GLANCE

The following represents one possible path through the recommended Instructional Approaches. You
are encouraged to adapt this path to best meet your pacing needs, as well as your students’ specific
needs, interests, and ability levels. A blank version of this planning chart is on p. 273.

Day Learning Objectives Instructional Approaches Resources

1 4-12 Introducing the Key Concept TSR, “Think-Pair-Share,” 

4-14 pp. 272–273;“Jigsaw,” 
“Love of Wisdom”
pp. 294–296
Time, “The Ideas of
Socrates,” p. 170; “The
Ideas of Plato,” p. 171; “Who
Was Aristotle?” p. 171
History, “Socrates,” p. 184;
“Plato and Aristotle,” p. 185
Web site(s)

2 4-13 Socrates, Plato, and Aristotle TSR, “Venn Diagram,” 

4-14 pp. 193–194
Time, “The Ideas of
Socrates,” p. 170; “The
Ideas of Plato,” p. 171; “Who
Was Aristotle?” p. 171
History, “Socrates,” p. 184;
“Plato and Aristotle,” p. 185

3 4-14 “Know Thyself” TSR, “Three-Column Chart,”

4-15 pp. 190–191
Bumper Sticker Philosophy
Web site(s)

4 4-15 Philosopher-Kings Debate TSR, “Quickwrite,” 

4-16 pp. 201–202; “Roundtable
Discussion,” pp. 264–265
Time, “The Ideas of Plato,”
p. 171
History, “Plato and
Aristotle,” p. 185

5 Review, Remediate, Enrich, or Assess

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 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 3: 2: Philosophers promoted
The ancient Greeks the pursuit
developed mythsof to
knowledge
interpret in
theancient
world. Greece.

Learning Objectives
Students will be able to…
4-12:Name
4-7: Define
and“philosophy”
describe theand
Greekidentify
gods the
andmajor
goddesses
ancient
whoGreek
resided
philosophers.
on Mount Olympus.
(SS.A.2.3.8,
(SS.A.2.3.8)
SS.A.3.3.5)
4-8: Research
4-13: Comparethe andmythology
contrast ancient
of a specific
GreekGreek
philosophers.
god or goddess.
(SS.A.2.3.5)
(SS.A.2.3.8, SS.A.3.3.1)
4-9: Explain
4-14: Analyzethe
andfunction
assess ancient
and importance
Greek philosophers
of a Greekand
oracle.
their
(SS.A.2.3.8)
theories. (SS.A.2.3.5)
4-10: Evaluate
4-15: Interpret the
ancient
socialartifacts
impact that
of ancient
depict Greek
Greek philosophers.
gods and goddesses.
(SS.A.2.3.5)
(SS.A.1.3.2, SS.A.2.3.8)
4-11: Analyze
4-16: Critique and
and interpret
debate thetheancient
meaning
Greek
of various
philosophies.
ancient(SS.A.3.3.5)
Greek myths. (SS.A.2.3.8, SS.A.3.3.1)

Introducing the Key Concept 15 min “Love of Wisdom” 30 min

Think-Pair-Share: Begin class by displaying Learning Objective(s): 4-12, 4-14

Socrates’ famous quote “Know thyself” on Small-Group Inquiry: Divide the class into six
the board. Have students think-pair-share a groups to complete a jigsaw activity in which
response to this quote. students identify ancient Greek philosophers and
• Ask: What does the quote “Know thyself” their ideas.
mean? Why is it important to “know • Define “philosophy” and explain its etymology:
thyself?” Do you know yourself? “philo” means “loving” and “sophia” means
• Allow students to share their responses to the “knowledge.”
quote with the whole class. • Have each group study Socrates, Plato, or
• Explain to students that this quote is Aristotle by reading the corresponding texts for
a famous saying by Socrates, a Greek each philosopher from the textbook and the
philosopher. During Key Concept 3, they Knowledge and Learning Web site.
will study the philosophy of Socrates and his • Have groups take notes on each of the
students. (See Model Lesson.) philosophers’ beliefs and share them with the
class.
Resources
TSR, “Think-Pair-Share,” pp. 272–273 • Then compile the groups’ information on a class
chart about ancient Greek philosophers. (See
Model Lesson and Sample Student Work.)

Resources
TSR, “Jigsaw,” pp. 294–296
Time, “The Ideas of Socrates,” p. 170; “The Ideas
of Plato,” p. 171; “Who Was Aristotle?” p. 171
History, “Socrates,” p. 184; “Plato and Aristotle,”
p. 185
Knowledge and Learning
www.ancientgreece.co.uk/knowledge/explore/
exp_set.html.

Adaptations and Notes

Teacher Note: For additional information about
Plato and Aristotle see “Plato and Aristotle.”

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 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 3: 2: Philosophers promoted
The ancient Greeks the pursuit
developed mythsof to
knowledge
interpret in
Socrates, Plato, and Aristotle 30 min
Learning Objective(s): 4-13, 4-14
Whole-Group Analysis: Have students complete
a class Venn diagram to compare and contrast the
ancient Greek philosophers.
• Display the class chart on ancient Greek
philosophers created during the “Love of
Wisdom” activity.
• Ask: Which ideas are shared by Socrates, Plato,
and Aristotle? How are their philosophies
different from each other?
• Record student responses on a Venn diagram
on the board. Display the Venn diagram with
the class chart about ancient Greek philosophers
completed during this Key Concept.
Resources
TSR, “Venn Diagram,” pp. 193–194
Time, “The Ideas of Socrates,” p. 170; “The Ideas of
Plato,” p. 171; “Who Was Aristotle?” p. 171
History, “Socrates,” p. 184; “Plato and Aristotle,”
p. 185
Adaptations and Notes
Additional Support: Reproduce the class chart
about ancient Greek philosophers and the class Venn
diagram for struggling students to use as a reference.
World History: Ancient Civilizations  lesson planning material   
Unit 4
theancient
world. Greece.
KEY CONCEPT 3
“Know Thyself” 25 min
Learning Objective(s): 4-14, 4-15
Independent Analysis: Have students analyze
famous quotes by Socrates, Plato, and Aristotle.
• Explain to students that they are going to
choose a famous quote by Socrates, Plato,
and Aristotle.
• Have students access the The Quotations
Page Web site and type either “Socrates,”
“Plato,” or “Aristotle” into the search bar to
find quotes.
• Have students analyze each quote that they
chose using a three-column chart. Label the
left column “The Quote and Its Author,”
the middle column “What It Means,” and
the third column “Why This Quote Is
Important.”
Resources
TSR, “Three-Column Chart,” pp. 190–191
The Quotations Page
http://quotationspage.com
Adaptations and Notes
Advanced: Have students create their own
philosophical quotes based on the ones that
they have analyzed.
EdVantage: Ask students to select quotes
of Socrates, Plato, and Aristotle that reflect
EdVantage objectives and goals.
267
 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.
Learning Objectives
Students will be able to…
4-12: Define “philosophy” and identify the major ancient Greek philosophers. (SS.A.2.3.8, SS.A.3.3.5)
4-13: Compare and contrast ancient Greek philosophers. (SS.A.2.3.5)
4-14: Analyze and assess ancient Greek philosophers and their theories. (SS.A.2.3.5)
4-15: Evaluate the social impact of ancient Greek philosophers. (SS.A.2.3.5)
4-16: Critique and debate the ancient Greek philosophies. (SS.A.3.3.5)
Bumper Sticker Philosophy 20 min
Learning Objective(s): 4-14, 4-15
Individual Project: Explain to students that
they are going to help spread the wisdom
of ancient Greek philosophers by creating
philosophy bumper stickers.
• Have students review the three quotes they
chose for the “Know Thyself” approach.
Ask them to choose the one that they think
would make the best bumper sticker.
• Have students write the quote they chose on
construction paper and decorate it as they see
fit.
• Have students present their bumper sticker,
explaining why they chose the quote, along
with why they think it’s important for
society to read it.
• Have students write two paragraphs
explaining why and how this quote could
be used to inspire society. If necessary, have
students complete their paragraphs for
homework.
Resources
The Quotations Page
http://quotationspage.com/
Adaptations and Notes
Teacher Note: Draw the back of an automobile
on chart paper. Have students attach their
bumper sticker to the drawing after their
presentation.
268
Philosopher-Kings Debate 45 min
Learning Objective(s): 4-15, 4-16
Whole-Group Discussion: Examine the pros
and cons of Plato’s Republic.
Direct Instruction: Review Plato’s ideas
for government. Explain Plato’s argument
that there should be three groups in society:
philosophers who rule using logic and ideas,
soldiers who protect the nation, and workers
who provide basic needs.
• Have students quickwrite a response to the
question: What do you think of Plato’s ideal
society?
• Review the guidelines for a roundtable
discussion and conduct a discussion about
Plato’s Republic.
• Ask: Do you agree or disagree with Plato?
What are the advantages and disadvantages
of having philosopher-kings?
Resources
TSR, “Quickwrite,” pp. 201–202; “Roundtable
Discussion,” pp. 264–265
Time, “The Ideas of Plato,” p. 171
History, “Plato and Aristotle,” p. 185
Adaptations and Notes
Additional Support: Allow all students to
share their initial response before opening the
discussion up for additional comments.
   Manatee Core Curriculum
Unit 4: What ideals inspired ancient Greece?

Unit 4
KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

KEY CONCEPT 3
Connections

EdVantage
Self-Directed Pursuit of Knowledge:
Have students create their own systems to
pursue knowledge modeled after Socrates’,
Plato’s, and Aristotle’s systems of questioning
everything and making observations in order to
gather and analyze information.

Community
Have students post their philosophy bumper
stickers around the school to spread the
wisdom and knowledge of the ancient Greek
philosophers.

World History: Ancient Civilizations  lesson planning material    269

 Unit 4: What ideals inspired ancient Greece?
KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

Learning Objectives
Students will be able to…
4-12: Define “philosophy” and identify the major ancient Greek philosophers. (SS.A.2.3.8, SS.A.3.3.5)
4-13: Compare and contrast ancient Greek philosophers. (SS.A.2.3.5)
4-14: Analyze and assess ancient Greek philosophers and their theories. (SS.A.2.3.5)
4-15: Evaluate the social impact of ancient Greek philosophers. (SS.A.2.3.5)
4-16: Critique and debate the ancient Greek philosophies. (SS.A.3.3.5)

Advanced Pathway Additional Support Pathway

Advanced students should complete an independent
research project along with an oral presentation about
an ancient Greek philosopher other than Socrates,
Plato, or Aristotle. Students’ oral presentations will
enrich the entire class study of Greek philosophers by
introducing additional philosophers and their ideas.
• Have students select an ancient Greek philosopher
to research.
• Ask: What are the core philosophical beliefs of
your philosopher? What do you think about his
core beliefs?
• Have students compare and contrast their
philosopher’s ideas with those of Socrates, Plato,
and Aristotle.
• Ask: How are the beliefs of your philosopher
relevant today?
• Have students create a poster for use as a visual
aid during their oral presentation to the class.
Some of the activities in Key Concept 3 could
be adapted to support struggling students. Some
students may have difficulty organizing their notes
without a provided structure, so provide these
students with graphic organizers. Other students
might struggle with interpreting quotes, so give them
support by creating a guided group for instruction.
• Provide a graphic organizer for the “Love of
Wisdom” approach to guide student note taking.
Create columns for students to list their assigned
philosopher’s name, main beliefs, and major
contributions.
• Rather than have struggling students search
philosophy quotes individually, choose a quote
from each philosopher for them and complete this
activity in a small group.
• Have struggling students choose the quote
discussed in their small group to create their
bumper sticker.

Resources Resources
Knowledge and Learning TSR, “Guided Reading,” pp. 102–103
www.ancientgreece.co.uk/knowledge/explore/
exp_set.html
Greek Philosophy
www.historyforkids.org/learn/greeks/
philosophy/index.htm

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Unit 4: What ideals inspired ancient Greece?

Unit 4
KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

KEY CONCEPT 3
Additional Resources
Recommended Readings
Sniderman, Alex. Plato: The Father of Logic. New
York, NY: Rosen Central, 2006.
Usher, M.D. Wise Guy: The Life and Philosophy of
Socrates. New York, NY: Farrar, Straus and
Giroux, 2005.
Whiting, Jim. Aristotle: Biography from Ancient
Civilizations. Hockessin, DE: Mitchell Lane
Publishers, 2006.

Web Sites
The Greeks
www.pbs.org/empires/thegreeks/ (click on the
site index to find information on Socrates, Plato,
and Aristotle)

Audio/Visual
Western Philosophy. Kultur Video, 2006.

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KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

Teacher’s Notes




























272    Manatee Core Curriculum

KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

Unit 4
Key Concept Planning Template

KEY CONCEPT 3
Use this Key Concept planning chart to map out a path of Instructional Approaches for your
students. Consult with your implementation coach and colleagues as necessary.

Day Learning Objectives Instructional Approaches Resources

World History: Ancient Civilizations  lesson planning material    273

KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

Unit 4
Model Lesson

KEY CONCEPT 3
How did the ideas and works of the ancient philosophers influence the development of ancient
Greek civilization?
This Model Lesson demonstrates the pedagogical approach for a think-pair-share and a jigsaw
activity, asking students to analyze and assess the beliefs, characteristics, and theories of ancient
Greek philosophers.

Rationale
It is important for students to understand the beliefs that had an impact
on the development of ancient Greek civilization.
This Model Lesson exemplifies the EdVantage Core Value that all people
have value and can add value.

Learning Objectives
Students will be able to…
4-12: Define “philosophy” and identify the major ancient Greek
philosophers.  (SS.A.2.3.8, SS.A.3.3.5)
4-14: Analyze and assess ancient Greek philosophers and their
theories.  (SS.A.2.3.5)

Materials

• TSR, “Quotes/Notes/ • History, “Socrates,”

Comments,” pp. 108–110;
“Brainstorming,” 
pp. 195–196; “Think- Pair-
Share,” pp. 272–27 3;
• Knowledge and Learning:
“Jigsaw,” pp. 294–296
• Time, “The Greek
Philosophers,” p. 170;
“The Ideas of Socrates,”
p. 170; “The Ideas of
Plato,” p. 171; “Who Was
Aristotle?” p. 171; “Plato
and Aristotle,” p. 172
p. 184; “Plato and
Aristotle,” p. 185
www.ancientgreece.co.uk
(click on the “knowledge”
link to explore the
site for information
about ancient Greek
philosophers such as
Socrates, Plato, and
Aristotle)

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KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.
Teacher Note/Check-In
During the discussion, guide
students to understand that
the ancient Greeks placed
great value on discovery,
learning, and knowledge.
Advanced
Challenge students to identify
and define additional words
which contain either “philo”
or “sophia,” using word
origins to determine meaning.
Additional Support
Provide students with quotes/
notes/comments graphic
organizers to assist them
with collecting information
from the textbook and Web
resources. Consider spending
time with groups to keep them
focused.
Classroom Management
Assign each group one
philosopher to collect
information about during the
jigsaw activity.
276
Before
Warm-Up
Think-Pair-Share: Have students complete a quickwrite on which they
respond to Socrates’ famous quote “Know thyself.”
• Ask students to think of responses to the following prompts: What
does the quote “Know thyself” mean? Why is it important to “know
thyself”? What do you know about yourself?
• Have students share their responses with a partner, noting any
similarities or differences between their ideas.
• Ask students to write their responses on chart paper; then lead the
class in a discussion that helps them to gain a deeper understanding of
Socrates’ quote.
During
Small-Group Inquiry: Define “philosophy” for students and explain its
etymology: “philo-” means “loving” and “-sophia” means “knowledge.”
• Have student groups use the text selections and the Knowledge and
Learning Web site to complete a jigsaw of the information about
Socrates, Plato, or Aristotle.
• Have students use the following questions to guide their group work:
• How do we know about (insert philosopher’s name) work?
• What important contributions did (insert philosopher’s name) make?
• How did the work of (insert philosopher’s name) influence the
ancient Greeks?
• How does the work of (insert philosopher’s name) influence life
today? (See Sample Student Work.)
• Ask each group to use the information it collects during the jigsaw
research activity to construct a biographical and informational sketch,
including notes and a visual representation of the philosopher the group
researched.
• Have student groups create, share, and post a visual representation
of their philosopher and his ideas using words, pictures, or magazine
clippings.
After
• Have class members use the information they gained during the
presentation of the jigsaw research to generate key words or phrases to
describe each philosopher.
• Record student responses for each philosopher on chart paper.
   Manatee Core Curriculum
KEY CONCEPT 3: Philosophers promoted the pursuit of knowledge in ancient Greece.

Unit 4
Homework and Assessment

KEY CONCEPT 3
• Ask students to use the information they gained during the presentation
of the jigsaw research to develop slogans they think each philosopher
might use if he were alive today.
• Provide students with example slogans that each philosopher might use,
such as Socrates: “Reason and Knowledge Will Set You Free!”; Plato:
“Rule with Logic and Wisdom!”; or Aristotle: “Use Good Sense When
Making Choices!”

Making Connections
EdVantage
Self-Directed Pursuit of Knowledge: During this lesson, students
analyzed and assessed the belief systems and ideals of three ancient Greek
philosophers. Encourage students to continually pursue knowledge by
questioning what they do not understand and making observations about
the people, places, and things that surround them.

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Sample Student Work
This sample student work represents a proficient, grade-level-appropriate response to the following
section of the Model Lesson:

During
Have students use the following questions to guide their group work:
• How do we know about (insert philosopher’s name) work?
• What important contributions did (insert philosopher’s name) make?
• How did the work of (insert philosopher’s name) influence the ancient
Greeks?
• How does the work of (insert philosopher’s name) influence life today?

TEACHER: How do we know about Socrates’ work?

STUDENT: Socrates did not write down anything about his work. Everything we know about him was
written down by his students.
TEACHER: What important contributions did Socrates make?
STUDENT: Socrates taught many of his students to ask questions and think about the things they see
around them everyday. He also taught them something called the “Socratic Method.” This is a way of
thinking and asking questions that teachers still use today. We think it must be a pretty good thing if it
survived all these years.q
TEACHER: How did the work of Socrates influence the ancient Greeks?
STUDENT: We think the work of Socrates really scared the ancient Greeks because they accused him
of teaching his students to break the law. They were so scared of his work that they sentenced him to
death.w Socrates decided to teach his students to stand up for their beliefs by drinking a poison called
hemlock instead of accepting his death sentence.
TEACHER: How does the work of Socrates influence life today?
STUDENT: The way of teaching that he invented is still used. Also, the way he asked questions of his
students helps teachers today ask questions of their students. We want to know if our teacher uses any
of Socrates’ questioning methods.e

Commentary on Sample Student Work

q Addresses Learning Objective 4-14 by analyzing and assessing ancient Greek philosophers and their
theories.
w Addresses Learning Objective 4-12 by identifying the major ancient Greek philosophers.

e Addresses benchmark standard SS.A.2.3.1 (understands how language, ideas, and institutions of one
culture can influence other cultures), by providing a modern day example of an idea students learned
about in reference to an ancient culture.

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 Unit 4
UNIT PERFORMANCE ASSESSMENT
Unit 4
What ideals inspired ancient Greece?

Unit
Performance Assessment

Socratic Seminar: Who should be allowed

to vote?
Learning Objectives
4-2, 4-3, 4-4, 4-6, 4-12, 4-13, 4-14, 4-15, 4-16

EdVantage
This Unit Performance Assessment meets the EdVantage Strategic
Objectives of Democratic Processes and Goal Setting. In order to
participate in the Socratic seminar, students must analyze who they think
should have the right to vote and then engage in a discussion in which they
defend their beliefs. Students must also develop an understanding of voting
rights in ancient Greece and then apply that understanding as they decide
who should be given the right to vote.
Students must also prepare a plan in order to thoroughly engage in the
discussion about voting rights. Students will reflect on their goal and their
effort to achieve their goal in their reflective paper.

Teacher’s Notes
Conduct a Socratic seminar to discuss democracy using the questions: Who
should be allowed to vote and what should the qualifications for voting be?
To help facilitate an insightful Socratic seminar, ask students the discussion
questions a day before you conduct the seminar. Have students write a
brief, but thoughtful, response to the questions on an index card and bring
it as their entrance ticket to the seminar.
Preface the Socratic seminar by making a declarative statement, such as:
“Ancient Greece is credited as being one of the first democracies because
it granted citizens the right to vote, yet the requirements for citizenship
were extremely rigid. In modern democracies the right to vote has been
expanded to many more groups, an occurrence that Plato, promoter of the
Philosopher-Kings ideology, would not support.”
Also, to provide greater context for the seminar, have each student read the
article “Californians Consider Granting 14-Year-Olds the Right to Vote”
to guide their thinking.

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 Then ask your students: Who do you think should be allowed to vote?
What should the qualifications for voting be?
Have students write a three- to five-paragraph reflective paper to help them
develop their original ideas about this topic; this will encourage them to
actively participate and listen during the Socratic seminar. Ask students to
quote their classmates in their writing assignment, as well as to mention
ideas that changed or challenged their original stance on the issue.
Socratic Seminar Guidelines for Students
• Complete an “entrance ticket” in response to the discussion questions
prior to the Socratic seminar.
• Actively participate and listen throughout the discussion.
• Complete a three- to five-paragraph writing assignment to reflect on the
discussion.
The creative process for the Socratic seminar should occur throughout
Unit 4. In the unit, students will thoroughly study democracy and
philosophy in ancient Greece. After the completion of each Key Concept,
students can prepare for the Socratic seminar.
To complete the Unit Performance Assessment, students should follow
these steps:
Step 1: Define “democracy” and compare and contrast direct democracy
with representative democracy.
Step 2: Analyze ancient Greek philosophies regarding democracy.
Step 3: Prepare an entrance ticket for the Socratic seminar.
Step 4: Review the guidelines for an effective Socratic seminar.
The content needed to participate in the Socratic seminar is covered during
each Key Concept. Help prepare students for the seminar by encouraging
active participation during shorter class discussions and activities. Consider
filming the Socratic seminar and having students reflect on the quality of
their participation in the discussion.

Resources
TSR, “Socratic Seminar,” pp. 266–270
Socratic Seminar activity sheet, p. 285
Californians Consider Granting 14-Year-Olds the Right to Vote
www.boston.com (search: “Californians consider granting 14-year-olds
the right to vote”)

282    Manatee Core Curriculum

 Unit 4
UNIT PERFORMANCE ASSESSMENT
Adaptations
Advanced: Ask students to take on leadership roles during the Socratic
seminar such as asking questions and refocusing the conversation when
necessary. Also, have students turn their ideas about voting rights into a
policy proposal rather than a reflective paper.
Advanced: Consider having students write a five-paragraph essay about
democracy based on the Socratic seminar prompts: Who should be allowed
to vote, and what should the qualifications for voting be? Have students
defend their position with examples from the text.
Additional Support: Assign students supportive roles, such as record
keeper, to keep them actively engaged during the Socratic seminar. Have
struggling students prepare their “entrance ticket” for the discussion two
nights beforehand, so that they can review and practice in advance.
Additional Support: Break the class into small groups and provide each
group with the article “Californians Consider Granting 14-Year-Olds the
Right to Vote.” Instead of following the Socratic seminar format, allow
students to work in small groups to discuss the Socratic seminar prompts:
Who should be allowed to vote, and what should the qualifications for
voting be? Meet with all small groups to help moderate and facilitate their
discussions. At the end of the class, have the small groups share important
ideas from their conversations with the whole class.

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 Scoring Rubric
Discuss the following rubric with students so they know what is expected
of them:

4 Points – The student clearly addresses all of the project guidelines.

The entrance ticket is insightful and thought provoking. The student
makes thoughtful comments, asks important questions, and invites
other students into the discussion. The reflective paper conveys active
engagement in the discussion and exhibits correct usage of vocabulary
and grammar.

3 Points – The student clearly addresses most of the project guidelines.

The entrance ticket provides a thoughtful response. The student makes
thoughtful and meaningful contributions during the discussion. The
reflective paper conveys active engagement in the discussion and exhibits
mostly correct usage of vocabulary and grammar.

2 Points – The student addresses some of the project guidelines. The

entrance ticket provides an adequate response. The student makes
some contributions during the discussion. The reflective paper conveys
some examples that reveal engagement in the discussion and exhibits
somewhat correct usage of vocabulary and grammar.

1 Point – The student inaccurately addresses the project guidelines. The

entrance ticket is irrelevant or off-topic. The student makes inaccurate or
irrelevant comments during the discussion. The student’s reflective paper
does not address the appropriate question, and it exhibits many incorrect
uses of vocabulary and grammar.

0 Points (Unscorable) – The student does not address the project

guidelines. The student does not provide an entrance ticket, does not
participate in the discussion, and does not reflect on the discussion.

284    Manatee Core Curriculum

Name    Date  

Socratic Seminar: Who should be allowed to vote?

Objective: Actively participate in a Socratic seminar to discuss and develop your ideas about
democracy.

ACTIVITY SHEET
Directions: Review the following checklist to prepare for the Socratic seminar.
o I can define “democracy,” “direct democracy,” and “representative democracy.”
o I know who was considered a citizen and who was allowed to vote in ancient Athens.
o I know who is allowed to vote in the United States.
o I know Socrates’, Plato’s, and Aristotle’s positions on democracy.
o I have completed my entrance ticket to enter the Socratic seminar.
o I know the procedures and guidelines for a Socratic seminar.
o I have read the article “Californians Consider Granting 14-Year-Olds the Right to Vote,”
and I have taken notes about it so I can discuss it during the Socratic seminar.

Direction: Write a reflective essay about the Socratic seminar.

o I have written a three- to five-paragraph paper reflecting on the Socratic seminar and
explaining who I think should be allowed to vote.

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