The Ancient Civilization of GreeceA Social Studies Resource Unit for Third Grade Students

Submitted as Partial Requirement for CRIN E05Elementary and Middle Social Studies Curriculum and Instruction

Professor Gail McEachronFall 2012

Prepared ByKarrissa Harbour

http://kmharbour.wmwikis.net/home

Ancient Greece

A Historical Narrative for Third-Grade Teachers

Introduction

When one thinks of Ancient Greece, several topics may come to mind; Socrates, the

Olympics, and the idea of democracy are just a few. These are all important ideas, but they may

not be immediately obvious to students. It is important to present the culture of Ancient Greece

and its people as relatable concepts, and it is best to do this by relating it to modern times and

what traditions or ideas have to carried over to today.

The Virginia SOL for third grade references Ancient Greece several times (see Appendix A

for specific details.) They emphasize in particular the geography of Greece, as well as its

resources, architecture, government, and sports.

Arguably the most important concept that students should understand is that of democracy in

Ancient Greece. Although theirs was a direct democracy and the United States’ is a

representative democracy, it is key that students understand this difference and how our system

of government evolved from theirs. This unit will focus on Athens as a model for direct

democracy, but other city-states in Greece also demonstrated democratic ideals that relate to our

current society (Fleck & Hanssen, 2006.)

Regardless, this historical narrative will attempt to present the area, culture, and people of

Ancient Greece in straightforward and unbiased manner appropriate for the Virginia Standards of

Learning.

Key Ideas

Ancient Greece was a large country, but it was not unified. Instead, it was composed of

several city-states, the most famous two being Athens and Sparta. Athens was located in the

northeast area of the country, whereas Sparta was located in the southeast. There was no overall

central government; in fact, each city-state had its own form of running itself (Donn 2008.)

Although it only lasted for a span near one hundred years, Athens is recognized as having

one of the first forms of democratic government. Every year five hundred random men were

selected to form a council to create laws in Athens. These men were not voted for, and only

‘held office’ for one year. However, whenever they created a law every man in Athens was

required to vote on it (Donn 2008.)

The majority of Ancient Greeks believed in several immortal gods. Many of these gods were

related, and people believed that they all lived above Mount Olympus (the tallest mountain in

Greece.) Although there were many other gods, they were not considered equal. Zeus, the god

of thunder, ruled over the rest of the gods. Other famous deities include Poseidon, Artemis, and

Athena (Ancient Greeks, 2012.)

Every four years, a massive sporting event would be held to honor Zeus. Representative

athletes from all of the Greek city-states would join together in Olympus and compete in sports

such as running and chariot racing. The first Olympics occurred from than 2500 years ago, and

the tradition continues to this day (Berson, 2009.)

Greece had a very mountainous territory, so the city-states of Greece were often separated by

physical barriers. Mountains often made farming difficult, so the people of Greece dug terraces

into the sides of hills and mountains to farm. Aside from terraces, other human-made structures

found in Ancient Greece were cities and roads, although roads were also difficult to build in the

rocky terrain (Berson, 2009.)

Apart from using mountains to farm on, the people of Greece also utilized the country’s other

natural resources. Because a large area of Greece is coastal, the sea was used for both fishing and

trading. Livestock such as sheep and pigs thrived in the more mountainous areas, and although

many people farmed in the mountains, the valleys the ideal place to grow crops (Berson, 2009.)

A large amount of buildings built and designed in Greece used white stone carved from the

country’s mountains (Berson, 2009.) Possibly the most famous and recognizable aspect of

Greek architecture is its use of columns. There are three main types; Doric, Ionic, and

Corinthian (Donn, 2008). Greek architectural design, particularly the use of columns, is still in

use today. In particular, both the Virginia Capitol and the United States Supreme Court

buildings both incorporate Greek columns in their design (Berson, 2009.)

Temples and other buildings are a good example of Greek art, but there are many other kinds.

The Greeks were well known for their outdoor plays with elaborate costumes, as well as statues

carved from mountain stone. Possibly the most common example of Greek art, however, is the

pottery. It was made from clay and painted, often with elaborate scenes containing people,

patterns, or gods and goddesses (Ancient Greeks 2012.)

Men, Women, Youth, & Children

A commonly recognized Greek historical figure is Alexander the great. Born in Macedonia,

he assembled an army at age twenty and conquered territory from Egypt to Mespotamia. One of

his living legacies is the Egyptian city of Alexandria (Ancient Greeks, 2012.)

Two famous philosophers that originated in Greece were Socrates and his student Plato.

Socrates is considered to be one of the founders of Western thought, and his ideas exist due to

the fact that Plato documented them (Nails, 2009.) Another famous individual born in Ancient

Greece was Aesop. He is credited as having written hundreds of fables, including famous ones

such as ‘The Lion and the Mouse’ (Ancient Greece for Kids, 2012.)

Everyday men in Greece held different jobs depending on the area and needs of the people.

There were many soldiers and builders, as well as farmers, fishermen, and traders. In Athens,

even if a man was selected to be in the council, he often kept his old job.

Children in Athens were treated differently depending on gender. For both boys and girls, a

custom was to given a small jug to children at age three to symbolize the end of babyhood. At

age seven, boys went to school and girls stayed at home and were taught by their mothers. Girls

were taught mostly housework skills, whereas boys learned math and sports. Even though much

of their life was devoted to learning, they still played often; archaeologists have found toys such

as dolls and play horses (Ancient Greeks, 2012.)

Children in Sparta were treated very differently than children in Athens, particularly young

boys. At the age of seven, every boy left home to live in a barracks and train to become a soldier

of Sparta. They not allowed to start a family until the age of thirty, and even after that continued

to spend much of their time with fellow soldiers (Thompson, 2010.)

In Athens and most of Greece, women did not have much freedom. They were not to

purchase property, and could not make transactions worth more than a certain amount of money.

Women could own property, but only if they inherited it from a deceased husband or father. A

woman could not live on her own; she had to have a male ‘guardian’ of some sort her whole life.

When it came to religion, however, the women of Athens were active participants. They often

led religious celebrations, and the three-day festival Thesmophoria was a religious holiday only

for married women. Any temples dedicated to a goddess would be overseen by a priestess

Although they had very few legal rights, women were still a key part of the Greek culture

(Thompson, 2010.)

In contrast to women in Athens and other parts of Greece, women who lived in Sparta had

much more power and freedom. They often did not marry until at least age 18, which was late

compared to girls in the rest of the country. They inherited property from their parents as often

as men, and could legally own land. At times, women even competed alongside men in the same

sporting events. By nature, because the men of Sparta spent most of their time away from home,

women were left to run the household (Thompson, 2010.)

In many city-states of Ancient Greece, people also kept slaves. They were sometimes

prisoners of war, or even children sold by families who were too poor to afford them. How

slaves were treated often depended on both their owners and where they lived, but in Athens

child slaves were often allowed to go to school. Aside from household duties, slaves also created

pottery and other art, as well as helping to construct buildings. (Ancient Greeks, 2012.)

Closing and Legacy

Due to the length of time in which it existed and the enormous amount of information

historians know of it, it is impossible to fit every aspect of Ancient Greece in one historical unit.

However, the information given in the previous sections meshes with the standards set forth by

the Virginia Standards of learning, and would present students with ideas that are still relevant

today. The legacy of Ancient Greece lives on in the United States’ democracy, the Olympics, art

and architecture; but it also continues because of the people who created these things.

Lesson 1 – The Land and Natural Resources of Ancient Greece

Purpose: Students will review basic map and globe concepts, and be able to locate modern Greece on a world map or globe. When looking at a map of Ancient Greece, they will speculate and discover how the Greeks used the natural resources and landscape to their advantage.

Grade Level/Time/Space: 3; 1 hour; whole group (approximately 26 students)

Standards: History and Social Science Standards of Learning in Virginia 3.4 –The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.

3.6 –The student will read and construct maps, tables, graphs, and/or charts.

3.7 The student will explain how producers in ancient Greece, Rome, and the West African empireof Mali used natural resources, human resources, and capital resources in the production ofgoods and services.

Objectives: 1. Students will locate Greece on a map and globe. 2. Students will review maps of Ancient Greece; one with labeled city-states and one which

shows geographical features.3. Based on the landscape of Ancient Greece, students will label maps and create a key based

on natural resources would have been available.

Resources: Computer and projector, maps of Ancient Greece to be projected (Maps A and B), copies of Ancient Greece map for each student (Map C), colored pencils for each student

Procedure: Introduction: Anticipatory Set: Review the location of Greece with the students. Begin with identifying the location of modern Greece on the globe. Then move to maps A and B of Ancient Greece. Explain that because there were many mountains in Greece, traveling to different areas and trading resources was difficult. Because of this, people often had to rely on resources they found in their own area. Content Focus: Objective and Purpose: Explain to students that they will be labeling a map and creating a key based on natural resources found in Ancient Greece. Instructional Input: While the map is projected, investigate different areas with students. Discuss the types of terrain found in the country, (mainly the coastline, mountains, valleys, forests and terraces.) While reviewing each area, ask students “what kinds of natural resources do you think were found in this area?” As they submit ideas, create a list of the correct suggestions. Once the list is completed, project it to the students and have them copy down the resources. Modeling: Tell students they will create symbols for each resource, put them on their map of Ancient Greece, and create their own map key. Demonstrate this by creating a symbol (for example, a fish), placing it on the map and key, and labeling it.

Checking for Understanding: Collectively give students opportunities to suggest symbols that represent resources. Ask the students if they were to create a map of Virginia, what sort of resources would they put on it? Guided Practice: Have the students label the compass rose on their maps independently. Then together, begin the map key with the symbols that have been established, and then place them in correct areas at the mapIndependent Practice: Instruct the students to complete their own maps. Monitor each students’ progress and ensure he/she is completing the task correctly. Closure: When each student has finished, present them individually with the multiple choice question given below. Discuss the natural resources of Ancient Greece, as well as some of the natural resources of Virginia, and compare them.

Assessment: Formative: Student responses throughout lesson, and student-created maps with keySummative: Multiple choice question:

Which of these describes something found in the geography of a region that the people living there can use?

a. geographyb. natural resourcesc. natural barriers

Background Information: “The modern country of Greece is located in the continent of Europe, which is in the

Northern and Eastern Hemispheres. Ancient Greece was locate in the same area, but it located slightly different.

Greece had and still has many mountain ranges. Because of this, one of the natural resources many people used was the white stone carved from the mountains. Additionally, precious minerals such as gold and silver were mined from the mountains. This was used to create buildings. In the mountains, many of the people raised livestock such as sheep and pigs. In the more fertile valleys and manmade terraces, crops such as olives thrived. The Ancient Greeks who lived in the more forested areas could use wood to create buildings and supplies. If someone lived by the water, it was very important for them to have wood so they could build a boat. Lastly, fish were a very important resource to those who lived on the coastline.

Although the mountains of Greece often made travel and trade difficult, it was still sometimes possible through manmade roads. However, much of the time the Ancient Greeks had to rely on the natural resources they were able to access in their own area of the country” (Berson, 2009.)

Lesson 2—The Arts: Ancient Greek Pottery

Audience/Time/Space: Third grade/ 1 hour / Whole Group (27 students) Standards: SOL 3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. 3.6 The student will create a functional object that reflects the contributions of Greco-Roman civilizations, as found in artifacts.3.17 The student will identify how works of art reflect times, places, and cultures. 3.25 The student will examine the relationship between form and function in the artifacts of a culture.National Standards for Arts Education (K-4) Visual Arts Content Standard 1: Understanding and applying media, techniques, and processes.

Objectives and Purposes: Students will give their thoughts and opinions on the Greek pottery that is presented to

them. Students will recognize the different jars used in Ancient Greece and realize they had

different functions. Students will recognize the style of the art on the pottery (Black Figure Art). Given the materials listed below, students will create their black figure art ‘jar.’

Materials: A Styrofoam cup for each child, toothpicks, black and orange markers, paper and pencils. Attached visuals to talk about the types of jars used in Ancient Greece as well as black figure art; visuals should be shown on-screen in a PowerPoint, not using the document camera. This will preserve the quality of the images and allow students to see them in greater detail.

Lesson Description: Introduction: The class is currently learning about Ancient Greece. Begin this lesson by briefly asking students to think of things they have learned about Ancient Greece thus far. Following this, have them brainstorm about what kind of artwork the Ancient Greeks had. After they have come up with several ideas, introduce the concept of pottery as artwork to them. Before describing the types of jars or the art style used, show the images to the students. Show the images on the projector so students will be able to see them in detail. Tell them they will be creating their own jar, so they should pay close attention to the colors and the art style.

Content Focus: Show the attached images to the students, and ask them questions about what they see. Key Questions: What do you see? What do you think these jars are made of? Why do you think the jars are a different shape? What sort of artwork is on the jars? What colors are used? What sort of people, places, and things are shown in the artwork? Who do you think made these jars? What do you think they were used for?Once the students have seen the image, explain to them that the jars were made of a special clay found near Athens that can turn black or orange/red depending on how much heat it is exposed to. Explain and show the attached diagram of the different shapes of jars that could be found in Ancient Greece, and that they all stored different things.Next, have students brainstorm what they would like to have on their own Greek jar. Using a sheet of paper, ensure they have a sketch of what they would like to ‘draw’ on their jar.

Encourage students to think of people, events or scenes inspired by what they have learned of Ancient Greek history thus far.Once each student has an initial sketch, distribute the cups, toothpicks, and markers. Have each student color the outside of their cup completely with the orange marker. When they are finished, let them carve their design into the cup with a toothpick. Students who have difficulty with fine motor skills may require teacher assistance with this task. Alternatively, they could draw on their design with the black marker. Once students have completed the carving, tell them to trace it with a black marker to replicate the black figure art.Discuss with students how their ‘jars’ are a model of the original Ancient Greek jars. Emphasize that though the class did not model the shape of the jar, they modeled the style.

Closure: Have each student come to the front of the class to briefly explain what design they drew on their jar. Encourage students to compare similarities and differences between their jars, and ask them to explain why they chose to design it the way they did.

Evaluation: Formative: The teacher should monitor student progress and class discussion throughout the lesson and maintain student engagement. Summative: The jar and the student’s presentation—they should be able to explain the reasoning behind their design; Multiple choice question:

What materials was black figure pottery made from?A: Clay from Athens and paintB: Clay from AthensC: Clay and stone from Athens

Background Information: Black figure pottery was popular between the sixth and fourth centuries B.C. in the area in and around Athens. It was mainly created by trained potters, because of the detail of the designs and often the size of the pots and jars. Many of the jars had different physical styles—two of the most recognizable ones are the hydria, which held water, and the amphora, which was used to store food in. The entire jar as well as the designs were both made of the same clay, but it was put in the furnace at different time so different parts of the clay would be exposed to more heat than others. This caused some of it to stay a reddish color, and the painted figures to turn black. Most of the time the scenes painted on the jars were of famous Greek figures or myths, but sometimes they would reflect everyday people and life.

Lesson 3—Biography: AspasiaAudience/Time/Space: Third grade/ 1 hour / Whole Group (27 students)

Standards: SOL; Social Studies: 3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by: a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; d) describing how people can serve the community, state, and nation.Reading/Language Arts: 3.9 The student will write for a variety of purposes: b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. f) Include details that elaborate the main idea.

Objectives and Purposes: Students learn about the historical figure of Aspasia Students will review individual rights and describe how people can serve their

community Students will write a one-paragraph composition with a clear topic sentences describing

two important aspects of Aspasia that they feel made her a good citizen.

Materials: 100 Women Who Shaped World History book, three pieces of paper and writing materials for each student.

Lesson Description: Introduction: The class is currently learning about Ancient Greece. Begin this lesson by asking students what they have learned about women in Ancient Greece so far. Have them brainstorm on a sheet of paper all the things they can think of. When they are finished, ask them what they have learned about the government in Ancient Greece; particularly Athens. Ask them to brainstorm about this as well on the same sheet of paper. Finally, ask students how they feel a person of Athens; man or woman, could be a good citizen. Ensure they write down qualities they feel would be important in an Athenian citizen.

Content Focus: Introduce students to the historical figure of Aspasia by reading the entry on her in 100 Women Who Shaped World History. When finished, supplement this with knowledge found in the Background Information section. Afterwards, ask students how they feel about Aspasia, and have them reflect on the brainstorm they completed earlier. Ask them if Aspasia matches up with

Set up the writing prompt that the students will be completing. Remind them of the concepts of life, liberty, the pursuit of happiness, and equality. What did Aspasia do for Athens that embodied these qualities? Tell students to take out a new sheet of paper, and create a ‘bubble’ graphic organizer with Aspasia in the center. In the bubbles that extend from the center, have students write qualities they think Aspasia had that made her a good citizen of Ancient Greece.

Following this, have students reflect on their graphic organizer and choose two of their ideas. From these, instruct them to construct a paragraph about why Aspasia was a good citizen of Greece. It can be a ‘sloppy copy’ (the students may take unfinished paragraphs home as homework), but it must contain a topic sentence and both of their ideas.

Closure: Have each student come to the front of the class to briefly explain what two aspects of Aspasia’s citizenship they chose to write about. Write the common themes on the board and compare them to the characteristics of Greek citizens the students brainstormed earlier.

Evaluation: Formative: The teacher should monitor student progress throughout the lesson, and ensure students are completing each step of the writing assignment.. Summative: The paragraph and the student’s presentation; Multiple choice question:

Where was Aspasia born?A: MiletusB: AthensC: Caria

Background Information: Aspasia was a Greek woman born in Miletus in 5th century BC. When she was young, her family moved to Athens, but she because of Greek law she was never a citizen. She wanted to marry the famous Athenian politician Pericles, but since she was not a citizen they could not legally be married. Because she never legally married, she attended lectures and debated with male politicians and teachers. She advocated for the rights of all women, and opened her own school of philosophy. Although she never married Pericles, they were together until he died and she was his advisor

Lesson 4—Inquiry: Investigating Ancient Greece

Audience/Time/Space: Third grade/ 2+ hours / Whole Group/small group/individual work (27 students) Standards: SOL. 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.National History Standards K-4:1. Historical Analysis and Interpretation: Students will (A) Formulate questions to focus their inquiry or analysis Objectives and Purposes:

Given the catalyst of comparing Ancient Greece to modern society (the United States in particular), students will draw conclusions

Students will understand that Ancient Greece has had an effect on modern day government, architecture, and sporting events (the Olympics)

Given the opportunity to study the influence of Greek architecture, government, and the Olympics, students will write a paragraph describing their findings.

Materials: Print-outs of the three “Then and Now” images, paper, pencils, computer station/lab, overhead projector, “Ancient Greece for Kids” website, Ancient Greece by Anne Pearson (plus photocopies, additional images, whiteboard

Lesson Description:

Introduction (catalyst): Project to students the three “Then and Now” images provided, but provide no information about them. Tell students that each image shows an image of the same thing occurring in Ancient Greek society, and modern society. Tell them to think about what they have learned about Ancient Greek culture thus far. Group students into groups of four (about six groups), and have each group brainstorm on a piece of paper what they think is going on in the images provided. After three or four minutes, have each group present one idea regarding what they think is happening in one of the pictures. After each group has presented, ensure that at least one idea has been given for each of the pictures.

Content Focus: Explain to students that each picture is a “Then and Now” image of similar things happening in different time periods. Discuss the architecture image first (the image of the Parthenon and the White House.) Ask students if they can identify the buildings pictured. If they cannot, identify the buildings for them. Then ask the students, in their groups, to create a T-chart of similarities and differences in the photographs. After a few minutes, collect ideas from the group and project a class T-chart using the overhead projector. Repeat this process for the next two “Then and Now” images.

Following the completion of the T-charts, tell students individually to think of at least one question they have about at least one of the images. Encourage them to think of more than one. Begin recording student generated questions on the whiteboard, and explain to them that they are going to be historians and investigate their own questions over the next few days. Have each

student decide which image/topic they would like to investigate; architecture, democracy, or the Olympics. Once they have decided, place them into three groups based on these categories.

Closure: Ask students to pretend they are historians, and report what they have investigated. When they are finished ask them what they are interested in investigating further.

Evaluation:Formative: Observe whether students consistently generate questions/ideasSummative: Students share what they have investigated, written paragraph describing what they have learned about one of the topics, and how these things have changed how we live our lives today.

Background Information:

Information for Card #1: Architecture then and nowExample questions: What are some similarities and differences in Ancient and Modern

Greek architecture? What kinds of modern buildings is Greek architecture used in?[For this activity, ask children to draw inferences based on images.] Ancient Greek

architecture used many more pillars than modern Greek architecture. They seemed to use the same designs on many of their buildings, but it modern times Greek designs are mixed with other things. Many political buildings seem to incorporate Greek architecture.

Source: Images [see below]

Information for Card #2: Democracy then and nowExample questions: When was democracy invented? What was the government like in

Ancient Greece?[For this activity, allow children to go to the website provided or print off multiple copies

for students] The Ancient Greeks started using a democratic system in Athens over 2400 years ago. Every year, 500 different men in Athens created laws that all of the men in Athens had to vote for. Women, children, and people from other countries or city-states could not vote.

Source: Donn, D & Donn, L., (2008). Ancient Greece for kids and teachers. Retrieved from http://ancienthistory.mrdonn.org/AncientGreece.html

Information for Card #3: The Olympics then and nowExample questions: When did the Ancient Greeks start the Olympics? When did they

bring them back?[For this activity, allow children to go to the website provided, look in the book provided,

or provide copies of both.] The Ancient Greeks began over 2,700 years ago in Greece. They were held every four years in the city state of Olympia. They began as a festival to celebrate the Greek god Zeus. The Greeks brought back the Olympics in 1859, but the first international Games was not held until 1896.

Sources:

(2012). Primary history: Ancient Greeks. BBC. Retrieved from http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/

Pearson, A. (2007.) Ancient Greece. DK Eyewitness Books.

Inquiry CardsFor answers to Inquiry Cards, see above.

Activity Card #1—Greek Architecture Then and Now

Sample questions: What are some similarities and differences in Ancient and Modern Greek architecture? What kinds of modern buildings is Greek architecture used in?

Investigate the pictures your teacher gives you. Write down or draw observations you have about these questions and the ones you thought of earlier.

Activity Card #2—Democracy Then and Now

Sample Questions: When was democracy invented? What was the government like in Ancient Greece?

Investigate the website your teacher gave you. After reading everything, write down observations you made about these questions and the ones you thought of earlier.

Activity Card #3—The Olympics Then and Now

Sample Questions: When did the Ancient Greeks start the Olympics? When did they bring them back?Investigate the website and the book your teacher gave you. What does it tell you about the Olympics? What does it tell you about these questions and the ones you made earlier? Write down or draw your ideas.

Images

Image credits:http://www.whitehousemuseum.org/residence.htmhttp://jaydambrosio.tripod.com/greece.html

Image credits:http://aangirfan.blogspot.com/2009/10/collapse-of-democracy-usa-britain.htmlhttp://harpers.org/blog/2007/09/congress-the-most-dangerous-neighborhood-in-america/

Image credits:http://static.ddmcdn.com/gif/olympic-torch-greece.jpghttp://www.joystiq.com/2012/08/13/olympics-and-batman-group-up-for-winning-uk-sales/

http://www.historyforkids.org/learn/greeks/architecture/pictures/hera3.jpg

http://gizzisgoodies.wikispaces.com/file/view/Ancient-Greek-Architecture.jpg/256502754/Ancient-Greek-Architecture.jpg

http://upload.wikimedia.org/wikipedia/commons/0/0b/Richmond_Virginia_Capitol.jpg

Name :

Pre-Post Test

Directions: Read questions 1-3 and circle the correct answer. For question 4, write a short paragraph answer on a separate sheet of lined paper.

1. Which of these describes something found in the geography of a region that the people living there can use?

A. GeographyB. Natural resourcesC. Natural barriers

2. What materials was black figure pottery made from?A: Clay from Athens and paintB: Clay from AthensC: Clay and stone from Athens

3. Where was Aspasia born?A: MiletusB: AthensC: Caria

4. Discuss how one thing you know about Ancient Greece affected modern life today.

Bibliography

Berson, M., (2009). Exploring your world, past and present, Virginia edition. Houghton Mifflin Harcourt School Publishers.

Brainard, J., (2005). Aspasia: First woman of Athens. History’s Women: The Unsung Heroines. Retrieved November 6th, 2012 from http://www.historyswomen.com/1stWomen/Aspasia.htm

Damen, M. (2012). Archaic Greece. Retrieved October 13th, 2012, from http://www.usu.edu/markdamen/ClasDram/images/03/maparchaicgreece.jpg

Donn, D & Donn, L., (2008). Ancient Greece for kids and teachers. Retrieved from http://ancienthistory.mrdonn.org/AncientGreece.html

Fleck, R. K. & Hanssen, F. A., (2006). The origins of democracy: A model with application to ancient Greece. Journal of Law and Economics, 49(1), 115-146.

Nails, D., (2009). Socrates. Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/entries/socrates/

Pearson, A. (2007.) Ancient Greece. DK Eyewitness Books.

Provancher, D. J. (2012). Ancient Greece Map. Retrieved October 13th, 2012, fromhttp://astronomologer.com/wp-content/uploads/2012/03/ancient-greece-map-argos-good-

map.gif

Rolka, G. M., (1994). 100 women who shaped world history. The Bluewood Books

Shelton, K., (2007). Athens Pottery. Retrieved October 29th, 2012 from http://shelton.berkeley.edu/painting/2-13list.html

Thompson, J. C., (2010). Women in ancient Greece. Retrieved from http://www.womenintheancientworld.com/greece.htm

(2005). Black and red figure: Greek archeology. Stanford Humanities Lab. Retrieved October29th, 2012 from http://humanitieslab.stanford.edu/113/658

(2010). Ancient Greece Map. Retrieved October 13th, 2012 from http://rkpjrhist615.files.wordpress.com/2007/12/ancient-greece-map1.jpg

(2012). Primary history: Ancient Greeks. BBC. Retrieved from http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/

(2012). Ancient Greece. University Press Inc. Retrieved from http://www.ancientgreece.com

(2012). Ancient Greece for Kids. Ducksters, Inc. Retrieved from http://www.ducksters.com/history/ancient_greece.php

(2012). Greek Jar. Retrieved October 29th, 2012 from http://images.metmuseum.org/CRDImages/gr/web-highlight/DT5870.jpg

(2012). Greek Battle Black Figure Painting Retrieved October 30th, 2012 from http://wwwdelivery.superstock.com/WI/223/1788/PreviewComp/SuperStock_1788-

16117.jpg

(2012). Primary history: Ancient Greeks. BBC. Retrieved from

Additional Resources

Deary, T., (1998). Top ten Greek legends. Scholastic Inc., New York, NY.

Leon, V., (1998). Outrageous women of ancient times. John Wiley & Sons, Inc.

Appendix A: Standards Met In This Unit

Social Science Standards of Learning In Virginia

3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.

3.4 The student will develop map skills bya) locating Greece, Rome, and West Africa;b) describing the physical and human characteristics of Greece, Rome, and West Africa;c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changedtheir environment to meet their needs.

3.6 –The student will read and construct maps, tables, graphs, and/or charts.

3.7 The student will explain how producers in ancient Greece, Rome, and the West African empire3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by: a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; d) describing how people can serve the community, state, and nation.of Mali used natural resources, human resources, and capital resources in the production ofgoods and services.

Reading/Language Arts Standards of Learning in Virginia: 3.9 The student will write for a variety of purposes: b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. f) Include details that elaborate the main idea.

Art Standards of Learning in Virginia:3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. 3.6 The student will create a functional object that reflects the contributions of Greco-Roman civilizations, as found in artifacts.3.17 The student will identify how works of art reflect times, places, and cultures. 3.25 The student will examine the relationship between form and function in the artifacts of a culture.

National Standards for Arts Education (K-4) Visual Arts Content Standard 1: Understanding and applying media, techniques, and processes.

Expenses

Presuming the school in which this unit is taught has the necessary standard supplies (markers, papers, etc.) and a copy machine, the expense list for this unit should be as follows:

Styrofoam cups x2 = $2.00 (at the dollar store)Toothpicks x1 = $1.00 (at the dollar store)100 Women Who Shaped World History x1 = $8.00 (on Amazon.com)