Palmer 1 the Ancient Civilization of Greece a Teaching Unit for 3 Grade
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Palmer 1 The Ancient Civilization of Greece A Teaching Unit for 3rd Grade Students Prepared by: Shannon Palmer Url: http://srpalm.wmwikis.net/ Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Spring 2009 Contents Historical Narrative Map/Globe Skills Lesson: Locating Greece on Map, Physical characteristics of Greece, and location of architectural structures Critical Thinking and the Arts: Painted vases in Ancient Greece Civic Engagement: Alexander the Great and importance of strong Government Global Inquiry: Ancient and Modern Olympics Assessments: Objective and Essay Bibliography Appendix: National and State Standards Palmer 2 Ancient Greece: A Historical Narrative Introduction The period known as Ancient Greece refers to the time that began around 2600 BC with the rise of the Minoan culture on Crete and ends with the Roman overthrow of the Greek empire in 30 BC. The period of time that spans these years encompasses a rich history that has left many important legacies for both historians and learners living in the present world. By studying the Ancient Greeks, learners will be able to see the inspiration for such things as the Olympics, American democracy, and drama. Studying the Ancient Greeks and their way of life is also important in developing multiple perspectives. Children in American schools today live in a diverse society, with many different cultures represented in schools. By studying the Greeks, their culture, their religion, and their values, elementary students will be able to gain perspective and see how cultures different from their own have contributed to the modern world. The topics covered in this unit cover numerous SOL’s. SOL 3.1 requires that students know the impact that Ancient Greece had on modern day government, architecture, and sports. Students will also develop their map skills in this unit by studying Greece’s location on a map and the physical characteristics of Greece, as required by SOL 3.4. Please see Appendix A for a complete list of standards. This unit also fulfills many national standards. According to the National Council for the Social Studies, students should know about traditions that are carried from the past into the present by different cultures, and the Olympics and the democratic system developed by the Ancient Greeks is just such a tradition. These national standards also require that students know about the impact of the family life and religious organizations and the impact Palmer 3 that these had on daily life. The ancient Greek families and religious traditions were both very influential on the Greeks’ way of life. Key Ideas and Events Greece is a country with a rich past and thousands of years of history. The Ancient Greece period begins around the year 2600 BC with the rise of the Minoan culture and lasts until 30 BC (Nardo, 1994). A complete history of Ancient Greece would be extremely ambitious, so this unit will focus mainly on the influential events of the Classical and Hellenistic Ages. However, there are certain events that happened prior to these ages that are important in understanding the history of Greece. During the Middle Period of Ancient Greece, which lasted from 1150 BC to 800 BC, Greece experienced a dark age. Trade and expansion into new territories declined during this time. However, it was during this time that the Greeks formed the polis, or city-state, that served as the precursor for the system of democracy that would emerge in later years. A polis was a large city and its surrounding territory, and each polis was a separate unit that governed itself (Terzi, 1992). The definition of citizenship differed from polis to polis, but slaves and foreigners were always excluded. Citizenship itself was defined “by one’s ability to fight, vote, hold office, and own land” (Belorzerskaya and Lapatin, 2004, p. 34). The age after the Dark Ages was known as the Renaissance period, which lasted from 800-480 BC. During this time trade increased, and the Greeks developed their alphabet (Terzi, 1992). This historical narrative highlights events that are relevant to a third grade curriculum. Much of the richness of Greece’s history began once the Greeks entered into the Early Classical period, which lasted from 480-450 BC. Around 480 BC, Athens established the world’s first democracy, or government ruled by the people (Belorzerskaya and Lapatin, 2004). Only Palmer 4 Greek citizens could participate in the government at this time, and a citizen was defined as any male over the age of twenty. Only citizens were allowed to vote, and women, children, slaves, and foreigners were excluded from this privilege. Various positions throughout the city were filled by drawing lots from men over the age of thirty (Freeman, 1996). This democracy run by the common people was an extremely innovative way of thought for the world at this time, despite the fact that women and slaves were not given such rights. This democratic form of government was a concept unheard of by other countries in the time of Ancient Greece. Countries such as Egypt and Mesopotamia had an absolute monarch as their ruler, and the common people had little to no say in political matters. The ancient Greeks changed this way of thought when they introduced the idea that the each individual man is important and has something to offer his fellowman. Under this democracy, the Greeks were the first to believe that each man’s thoughts mattered and that man had the power to shape his own destiny (Nardo, 1994) As discussed later, this early system of democracy had lasting effects throughout history. Playwrights during this time perfected the tragedy and comedy that would later serve as the foundation for all Western theater (Belorzerskaya and Lapatin, 2004). Greeks during this period stressed beauty, both within and without. They admired virtue, but they also strove for the perfection of their physical bodies. As a result, this time period saw the birth of the Olympics, where ancient Greeks competed against each other in order to achieve this physical perfection (Belorzerskaya and Lapatin, 2004). In addition to perfecting their physique, the Ancient Greeks participated in the Olympics in order to honor the gods, mainly the king of the gods, Zeus (Pearson, 1992). The Early Classical Period saw many changes that were crucial in molding the ancient Greek way of life into the structure we now know it as. Palmer 5 The later Classical Period, lasting from 450-323 BC also saw many changes. During this time, Athens sought to exert its power over the whole world, a feat which resulted in the Peloponnesian War against Sparta. Athens entered into an economic depression as a result of losing this war. (Belorzerskaya and Lapatin, 2004). As a result of trade and its contact with other countries during this time period, Greek culture began to spread to the West (into Italy and Sicily) and East (into Asia Minor) during the Classical Period. Because of these expanding political relations, the Greek visual language was often combined with native and Persian traditions. (Belorzerskaya and Lapatin, 2004). This expansion heightened the impact ancient Greece had on the world. Ancient Greece entered into one more age, the Hellenistic Age, before it met its end in 31 BC. During the Hellenistic Age, Alexander the Great conquered much of the known world (Belorzerskaya and Lapatin, 2004). His reign lasted from 336-323 BC (Terzi, 1992). Theaters and stadiums became a main part of the city as ancient Greeks sought to serve the gods through dramas and sports. This age also saw an increased focus on the individual and emotions, which was reflected in the art of this time period. The Hellenistic Age, and the time known as Ancient Greece, ended in 31BC with the Roman overthrow of the Macedonian dynasty (Belorzerskaya and Lapatin, 2004). The period of Ancient Greece is a time rich with history and is filled with lasting import that can still be seen today. The people of Ancient Greece had many facets to their lives, but most of these facets would have been colored by their service to the ancient gods. According to ancient Greeks, these gods appeared in human form and even interacted with humans, but they were endowed with various supernatural powers. The Greeks worshipped all of the gods, but individual Greek poleis were each under the protection of a different god. For example, Athens was under the protection Palmer 6 of the goddess Athena. Because of this, sanctuaries in various cities were usually dominated by only one god or goddess, the one that was the protector of that city (White, DeVries, Romano, Romano, 2002). Within each temple stood a statue of the god for whom it was built and a place for sacrifices to be made in honor of that particular god (Ganeir, 2005). Because of the great emphasis that the ancient Greeks placed on the gods, many of the buildings and art forms of ancient Grecian times, and many of the remains that have survived until today, are temples built in honor of a specific god (Architecture in Ancient Greece, 2008). The ancient gods played a major role in the ancient Greek way of life. The Greeks believed that each god watched over a different part of their lives. As such, the list of Greek gods is extensive. Zeus was the king of the gods and god of the sky, and he lived on Mount Olympus. Hera was Zeus’ wife and the queen of the gods, and she was also the goddess of women. Apollo was the god of the sun and healing.