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					                                                        QCA          14/15. Who were the ancient Greeks? / How                                    1
 Subject:                   HISTORY
                                                        Units:         do we use ancient Greek ideas today?

      Learning Objectives                                Suggested Activities                        Learning Outcomes          Vocabulary

WEEKS ONE AND TWO                     Where and when was ancient Greece?

To learn about the location,          Give children postcards, maps and holiday brochures           Pupils locate Greece   Climate, landscape,
climate and terrain of ancient        of modern Greece. What do they tell us about climate,         on map and ancient     terrain,
Greece.                               landscape, terrain, and buildings e.t.c? of Greece?           Greece on timeline.    Mediterranean Sea,
                                                                                                    Pupils discuss         ‘BCE’, ‘CE’,
To place the ancient Greek            Recap on ancient, modern, Before Common Era (BCE              climate and physical   ‘ancient’, ‘modern’,
civilization in time and place.       [BC]) and Common Era (CE [AD]) – relate to Egypt              features of Greek      city-states.
                                      work.                                                         mainland and
                                      What information do they already know? Group under            islands.
                                      headings e.g. daily life, gods, legends. Children start       Pupils understand
                                      ‘KWL’ grid to show what they Know, What they want to          that ancient Greece
                                      find out and what they’ve Learned. Place ancient              is located BCE and
                                      Greece on timeline.                                           more recent periods
To learn that ancient Greece                                                                        in history are CE.
consisted of city-states.             Use maps (World, Europe, Mediterranean) to locate
                                      mainland Greece and its islands. Discuss physical
                                      features and highlight difficulty of travel. Relate this to
                                      idea of city-states, isolated by difficulties of
                                                   QCA         14/15. Who were the ancient Greeks? / How                                    2
Subject:                HISTORY
                                                   Units:        do we use ancient Greek ideas today?

      Learning Objectives                           Suggested Activities                       Learning Outcomes          Vocabulary

WEEKS THREE AND FOUR              What were the similarities and differences between          Pupils know that       Athens, Sparta, city
                                  Athena and Sparta?                                          Athens and Sparta      state, empire,
                                  Children find, and describe location of, Athens/Sparta      were city-states and   government,
To understand what is meant       on map. Discuss these two states had own laws,              governed               democracy, free
by democracy.                     money, rulers, e.t.c. and were rivals.                      themselves.            man, citizen, slave,
                                  Prepare number of conflicting statements, e.g. ‘We                                 land-locked,
To learn some of the ideas of     welcome writers, no writers here’; ‘We welcome                                     Pericles, free
people living in Athens and       visitors, we throw out visitors’; ‘We like books and free                          speech, water
Sparta.                           speech, no reading here’; ‘Our boys go to school, our                              clocks.
                                  boys train to be soldiers’; ‘We trade with everyone, we
                                  do not allow trade’; ’The sea is important to us, we                               (Explain info. about
                                  control the states around us to protect us’; ‘Our women                            Sparta comes
                                  must not be seen outside the house on their own, our                               largely from
                                  women train to be soldiers and are fit’; ‘We allow every                           Athenian writers
                                  citizen to discuss new laws and to vote on them and                                because Spartans
                                  we call it democracy, we have strict rules and we           Pupils distinguish     did not write
                                  expect them to be followed and our kings make our           between the beliefs    histories or other
                                  decisions.’ Free men; citizens; slaves; role of women.      of the Athenians and   books. Discuss
                                  Children sort statements under headings ‘Athens near        Spartans and can       implications for
                                  the sea, outward looking and adventurous’ and               identify some          reality of info.)
                                  ‘Sparta land-locked, inward looking and nervous’.           reasons why they
                                  Would they prefer to live in Athens or Sparta? Why?         held those beliefs.
                                  Pericles – free speech – water clocks.
                                  Children have own debate with a water-clock timer.
                                                     QCA          14/15. Who were the ancient Greeks? / How                                      3
 Subject:                 HISTORY
                                                     Units:         do we use ancient Greek ideas today?

      Learning Objectives                              Suggested Activities                    Learning Outcomes             Vocabulary

WEEKS FIVE AND SIX                  What made ancient Greek fighters so powerful?

To infer information about          Referring to maps discuss why Greeks needed an            Pupils give reasons       Army, navy, hoplite,
Greek wars from illustrations       army and a navy.                                          why Greeks needed         trireme, armour,
and maps.                                                                                     a navy e.g. separate      weapons, tactics,
                                    Give children pictures/postcards of ancient Greek         rival city states, very   Persian, Marathon,
To make inferences from             pottery, including some illustrating Greek soldiers       long coasts and           archeology,
objects about the life in ancient   fighting and ships. Discuss what information can be       borders requiring         archeologists,
                                    gained from looking carefully at the illustrations.       protection, wish to       historians, artifacts,
                                    Ask children to select one illustration and draw          expand empire.            primary evidence.
                                    detailed, labeled diagram of a Greek soldier showing      Pupils produce
                                    equipment, armour and weapons and/or trireme.             labeled drawings of
                                    Discuss armour and weapons; and how boats were            Greek soldiers and
                                    powered, number of oars and how boats might have          ships on the basis of
                                    attacked enemy. ‘What made the men and weapons            their observations.
                                    so powerful?’’ ‘How were Greek weapons and armour         Pupils infer
                                    different to opposition?’ ‘Which side had better          information about
                                    weapons and armour?’ ‘Why?’                               the Greek army and
                                                                                              navy from their
                                    The significance of archeological evidence such as        observations.
To understand the importance        pottery as a source of information should be              Pupils are able to
of primary evidence.
                                    emphasized. Some time could be spent studying             evaluate an object’s
                                    ancient Greek vases e.g. ‘What are the objects in the     appearance and
                                    pictures?’’ ‘What might they be used for?’ What are       make deductions
To see how the way something        they made from?’ How do you know?’ ‘What colours          based on evidence.
is made can be identified by its
appearance.                         are used?’ ‘How are they decorated?’
                                                   QCA          14/15. Who were the ancient Greeks? / How                                  4
Subject:                HISTORY
                                                   Units:         do we use ancient Greek ideas today?

      Learning Objectives                           Suggested Activities                      Learning Outcomes          Vocabulary

WEEKS SEVEN AND EIGHT             Who did the ancient Greeks worship and why?

To deduce information about       Discuss plans of The Acropolis and pictures of temples     Pupils observe and     Observation,
Greek beliefs and religious       e.g. size, decoration, material made from.                 make inferences        inference, evidence,
practices from pictures of                                                                   from pictures/plans    Acropolis,
                                  Children locate Mount Olympus on map – home of the         of buildings.          Parthenon, Athena,
To learn about the beliefs of
the ancient Greeks.               gods. Recap/introduce myths and legends. Either            Pupils answer          Poseidon, temples,
                                  individually, or in jigsaw groups, pupils read stories     questions showing      belief, worship,
                                  about different Greek gods and complete 3-column           understanding of       gods, goddesses,
                                  grid with headings ‘Name Of The God’, ‘Symbol Of           myths/legends.         sacrifice, deity,
                                  The God’ and ‘The Aspect Of The World The God Is           Pupils show they       statue, favours.
                                  Responsible For’.                                          can connect 1 or
                                  Children feed back main points whilst rest of class        more gods with their
                                  completes their grids for that god.                        symbol and
                                  Explain stories about gods often included in plays         ‘responsibility’ by
                                  performed in Greek theatres.                               completing grid.
                                  Pupils produce storyboard for their story (to be used as   Pupils show they
                                  basis for playscript?)                                     know main points in
                                                                                             story of 1 god
To compare the beliefs of the
ancient Greeks with those of      Compare with beliefs and practices in other societies      Pupils show they
other cultures.                   e.g. Egypt/R.E.                                            understand gods
                                  Explain that sacrifices to the deity took place outside    had some human
                                  the temple, and then worshippers entered to ask the        characteristics and
                                  statue for favours or to give thanks – gods had nothing    they helped the
                                  to do with the afterlife and were worshipped for favours   Greeks explain the
                                  on earth.                                                  world around them.
                                                      QCA          14/15. Who were the ancient Greeks? / How                                       5
 Subject:                  HISTORY
                                                      Units:         do we use ancient Greek ideas today?

      Learning Objectives                              Suggested Activities                       Learning Outcomes           Vocabulary

                                     What Greek words do we use today and why?                   Pupils know that        Origin, prefix, suffix,
To learn that many English
words have Greek origins.                                                                        ‘history’ means         inscription, alphabet.
                                     Ask children what the word ‘history’ means. Record          ‘enquiry’.
To identify some of the words        suggestions and ask how they can find out the               Pupils recognize that
(and prefixes, suffixes and
                                     meanings of words. Explain the word ‘history’ has           words with certain
letter strings) that indicate that
a word has Greek origins.            Greek origins and ask them to think about other school      prefixes and suffixes
                                     subjects that may have too.                                 are likely to be
                                     Discuss what it tells them about ancient Greeks if          Greek in origin.
                                     mathematics, geography and technology were
                                     originally Greek words. Ask them if they know any
                                     other words with similar prefixes and suffixes with
                                     Greek origins e.g. geo-, -ology, photo-, tech-, -phobia.
                                     Children find as many Greek words as they can and           Pupils know that the
                                     produce word bank or database. Challenge to find as         Greeks had a written
                                     many Greek words as possible during topic.                  language.
                                                                                                 Pupils (accurately)
                                     Is the Greek alphabet like ours?                            copy (part of) an
To know that the ancient             Give pupils pictures showing inscriptions on Greek
Greeks had their own written                                                                     Pupils know there
                                     coins, buildings, memorials, vases and sculptures. Ask
alphabet and language.               them to look carefully at writing and copy letters. ‘Does   are similarities and
To recognise the similarities        the evidence show ancient Greeks had a written              differences between
and differences between the          language?’ ‘Did they use the same alphabet as us?’
English and Greek alphabets.                                                                     English and Greek
                                     ‘Similarities and differences?’ ‘What does word
                                     alphabet mean?’
                                     Give copies of Greek alphabet. ‘Which letters are the
                                     same/different from English?’ Try to pronounce the
                                     words copied from inscriptions.
                                                    QCA        14/15. Who were the ancient Greeks? / How                                 6
Subject:                HISTORY
                                                    Units:       do we use ancient Greek ideas today?

      Learning Objectives                            Suggested Activities                   Learning Outcomes           Vocabulary

WEEKS ELEVEN AND                  What did the ancient Greek thinkers contribute to
TWELVE                            our knowledge of history, geography and other            Pupils match
                                  school subjects?                                         scholars to
                                  Two sets of cards; one with name of ancient Greek        contributions.          Scholar, discovery,
To learn about the contribution   scholars and one stating main discoveries or             Pupils produce CV       contribution, CV.
made by ancient Greek
                                  contributions to knowledge. Show children very brief     of one of scholars.
scholars to our knowledge and
understanding of the world.       example CV, then pupils choose one they think is most    Pupils argue from a
                                  crucial to today’s society and use reference sources     point of view using
To select reference information   e.g.encyclopaedias, CD-ROMs, Internet to produce CV      relevant information.
and summarise it appropriately
for a specific purpose.           to back-up their ‘claim’.                                Pupils evaluate
To seek to persuade, and to       Present findings orally and vote on Ancient Greece’s     statements.
listen to other people’s ideas    Most Important Thinker. Make class display of CVs?
before forming a conclusion.
                                  In what ways are the modern Olympic games like           Pupils provide
                                  the ancient ones?                                        information about       Mount Olympus,
                                  What do they know about modern Olympic games?            modern Olympic          Olympics, ancient
                                  ‘Why are they held?’’ ‘How often?’ ‘Who participates?’   games.                  Olympics, modern
To know the reasons why the
ancient Greek games took          ‘How do they prepare? ‘, ‘What different events? ‘,      Pupils use a range      Olympics, Para
place.                            ‘What prizes do winners receive?’ ‘Who watches? ‘,       of appropriate          Olympics.
                                  ‘Who competes in the Para Olympics?’                     sources to find out
                                  Discuss what evidence they have of last ‘Sports Day’     about the ancient
                                  and of last Olympic games. Which will survive a long     Olympic games.
                                  time and which will soon be destroyed?                   Pupils suggest
                                  Pupils research ancient Olympic games, using             similarities and
To learn the main features of     questions above to structure answers. Info. could be     differences between
the ancient Olympic games.        recorded in Venn diagram/ 2-column grid with columns     ancient/modern
To compare the ancient and
                                  ‘ancient’ and ‘modern’; and rows ‘Location’, ‘Reason’,   games.
the modern Olympic games.
                                  ‘Events’ e.t.c.
                                                   QCA          14/15. Who were the ancient Greeks? / How                             7
 Subject:                HISTORY
                                                   Units:         do we use ancient Greek ideas today?

      Learning Objectives                            Suggested Activities                      Learning Outcomes         Vocabulary

WEEKS THIRTEEN AND                 What has been passed down to us from the
FOURTEEN                           ancient Greeks? Which is the most important?               Pupils select the      Legacy.
                                   Why?                                                       main points from
To summarise all they have                                                                    what they have
learnt about the legacy of the     As a class, discuss what has been passed on to our         learnt about the
ancient Greeks.
                                   society from ancient Greece. Use their responses to        contributions the
                                   develop a skeleton plan for a piece of extended            ancient Greeks have
                                   writing. Ask the children to suggest main points to        made to life today.
                                   create paragraph headings. Ask them what they have         Pupils decide what
                                   learnt under the appropriate paragraph headings.           contribution is the
To make judgements about the                                                                  most important and
relative importance of different   Ask them to consider which contribution is the most        give at least one
ancient Greeks’ to life today.
                                   important, and why.                                        reason for that
To select, organise and                                                                       selection.
structure information in a piece   Pupils draw, or select a picture, to represent what they   Pupils produce an
of extended writing.
                                   consider is the most important legacy.                     extended piece of
                                                                                              writing that answers
                                                                                              the questions.

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