COPY Chapter 8: "Ancient Greece" (2024)

Sixth Grade Social Studies
Chapter 8: "Ancient Greece"

Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.

***Most of information for the following lessons come from the 6th Grade Social Studies textbook

World History

, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.

"WHAT YOU WILL LEARN: In this chapter you will study Greece- home to one of the great ancient civilizations.
Essential Question: What factors shaped government in Greece?"

NYS Social Studies Core Curriculum

6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
* 6.6.a The classical era was marked by an increase in the number and size of civilizations.
* 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
*6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
* 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
* 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
* 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.

RESOURCES

RACE Graphic Organizer:

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"What does the text SAY?" Graphic Organizer:

what_does_the_text_say.pdf

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what_does_the_text_say.docx

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"What does the author MEAN?" Graphic Organizer:

what_does_the_author_mean.pdf

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what_does_the_author_mean.docx

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"Why does it MATTER?" Graphic Organizer:

why_does_it_matter.pdf

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why_does_it_matter.docx

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Videos:

BrainPOP Videos and other fantastic resources:
1) Go to snap.caboces.org.
2) Put in your username and password.
3) Your username and password is found written in your agenda.
4) Once you are logged in, go to BrainPOP.
5) In the search box, type in Greece.
6) You will find several excellent videos including Athens, Democracy, Greek Gods, Homer, and the Olympics.

Websites:

http://www.anoka.k12.mn.us/education/components/docmgr/default.php?sectiondetailid=292034

Quizlet: http://quizlet.com/17033229/social-studies-chapter-8-ancient-greece-flash-cards/

Jeopardy: http://www.quia.com/cb/377243.html

Jeopardy: http://www.quia.com/cb/37288.html

Homework Due Friday, September 18, 2015

: None.

Classwork, Thursday, September 17, 2015:

· To begin chapter 8, students will make a list of all that comes to mind when they think of Greek Civilization. Students will write their list in their notebooks. After about five minutes, students will share their ideas with the class.
· Students will flip through chapter 8, pages 224-255.
· Students will make a list of all of the features that they see on pages 224-255.
· Students will make two columns in their notebooks. The heading is “Features.” On the left side of the notebook they will list the feature. On the right side of the notebook they will note whether the feature is a visual feature or a text feature. A visual feature is something that is a visual image; a text feature has words.
· Read pages 226-227 as a class. Answer questions 1-2 together.
· If there is still time, students can work on their “Hall of Fame” essay.

Homework Due Monday, September 21, 2015

: None.

Classwork, Friday, September 18, 2015:

As a preview to the chapter, students have already begun to peruse the pages of chapter 8.
In groups of two or three, students will jot down notes about what they already know about Ancient Greece.
They will also take notes about questions that they have a about Ancient Greece.
Yesterday, students have already stated the text and visual features found on pages 224-225 in the textbook.
In pairs or groups of three, while analyzing pages 224-225, students will notice and decide: what are the three main topics that we will study in this chapter?
Students will create a poster with the three different parts: 1) what I know, 2) what I want to know, and 3) list the three main topics that we will study in this chapter. They can design the poster in which ever way they see best.
We will share the posters with the class.

Homework Due Tuesday, September 22, 2015

: None.

Classwork, Monday, September 21, 2015:

Watch video "Origins of Western Culture," History Channel.

Section 1: "Geography and the Early Greeks"

"The Big Idea

: Greece's geography and it's nearness to the sea strongly influenced the development of trade and the growth of city-states."

As a review, students will notice and state the the three topics that we will study that were found on the posters made Friday.
Review: what are the three main topics that we will study in this chapter?
Students will read pages 228-230. Students will also look at the map on page 229.

Answer these questions with bulleted notes in your social studies notebook. Please state the paragraph and page number from which you find your evidence. Mrs. Looney will model how to take bulleted notes by answering the first question with the class.
If you lived in Greece, what could you do to make a living?
How does the geography of Greece influence the economy?
How did the mountains affect the location of Greek settlements?

Homework Due Wednesday, Thursday, and Friday, September 23, 24, and 25, 2015

: None.

Classwork, Tuesday, Wednesday, and Thursday, September 22, 23, and 24, 2015:

Students will receive the RACE Graphic Organizer and Writing Prompt Graphic Organizers to help them answer the Reading Check questions.
Mrs. Looney will continue to model how to read the features and text in the social studies textbook.
Mrs. Looney will model how to use the RACE Graphic Organizer and the Writing Prompt Graphic Organizers using the Reading Check question found on page 230 in the social studies textbook.
As a class, we will read pages 228-233.

RACE Graphic Organizer:

race.graphic.organizer.pdf

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race.graphic.organizer.docx

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"What does the text SAY?" Graphic Organizer:

what_does_the_text_say.pdf

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what_does_the_text_say.docx

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"What does the author MEAN?" Graphic Organizer:

what_does_the_author_mean.pdf

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what_does_the_author_mean.docx

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"Why does it MATTER?" Graphic Organizer:

why_does_it_matter.pdf

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why_does_it_matter.docx

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EXPECTATIONS: Please read the expectations packet, sign the appropriate area, and return the signed sheet to school. Thank you!

expectations2015ljl.pdf

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expectations2015ljl.docx

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Homework Due Monday, September 28, 2015

: Finish up classwork. Answer the Reading Check question found on page 233: "Why did the Greeks develop city-states?" Students will fill out the RACE Graphic Organizer using the Writing Prompts Graphic Organizers to answer the question. Students will answer the question on the RACE Graphic Organizer sheet.

Classwork, Friday, September 25, 2015:

Mrs. Looney will continue to model how to use the RACE Graphic Organizer and the Writing Prompt Graphic Organizers.

As a class, we will continue to read pages 228-233.

On pages 230-231, students will use the photos and the headings to determine what the important roles of the Minoans and Mycenaeans were.
In pairs, students will review pages 232-233 and answer the Reading Check question found on page 233: "Why did the Greeks develop city-states?"
Students will fill out the RACE Graphic Organizer using the Writing Prompts Graphic Organizers to answer the question. Students will answer the question on the RACE Graphic Organizer sheet.

Homework Due day, September , 201

Classwork, rsday, September , 201:

The following lesson is taken from the Ready New York CCLS teacher's guide pages 1-9.
Students will:

"find the central idea of a text and the details that help support it."
Students will think about their favorite book or movie and will think about what they would say if they had to tell a friend what the movie or book is mostly about. This is called the "central idea."
"A text's central idea is the most important point the writer is trying to make. Sometimes the central idea is directly stated, but more often it's not.
Supporting details are facts, examples, reasons, or descriptions that expand on the central idea.
Readers determine a text's central idea and supporting details so they can better understand the text's meaning. A central idea often needs to be figured out by analyzing the supporting details.
Think of yourself as a detective describing a complex situation and finding clues to support your observations."
As a class, we will read the paragraphs on page 10 in the social studies textbook. As we read we will ask ourselves the question, "What is the central idea of the paragraph? What details support this idea?" To determine the central idea of paragraph 3 (and then for paragraph 4) we will make a list of key details.
Look at the first and last sentences of the paragraph to look for clues about the central idea. However, the central idea is not always found in the first and last sentence.
Based on the key supporting details, we will identify and describe the central idea by deciding what the key supporting details have in common.
"Remember: The central idea is the most important point. The key supporting details support the main idea (central idea) by telling you more about it. And, the main idea (central idea) is not always the first or last sentence of a paragraph."
As a class and individually, we will fill out a chart to complete our task.
STUDENTS WILL WRITE IN COMPLETE SENTENCES!!!

THINK ABOUT ADDING THIS!!!!! Due Tuesday, January 7, 2014: Homework: Finish reading and filling out the "Reading Closely for Details Checklist." Due tomorrow, Tuesday.
Classwork: Monday, January 6, 2014
PART 1 Objective: "Students learn what it means to read a text closely by attending to and analyzing textual details. Students analyze visual-based texts."

Activity 1: Introduction to Unit.

As a class, compare the process of "close reading" to the processes used by other experts (musicians, sports managers and coaches, outdoorsmen, scientists, detectives).
We will link the above examples to questioning skills used by proficient readers.
Discuss the Guiding Questions Handout. Students will put this handout in their binders.
Preview the texts that we will read.
Go over the Reading Closely Checklist.
The documents can be found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents

Due Thursday, January 9, 2014: Homework: Students will re-read the passage (Text #2, A Brief History of Wolves in the United States by Cornelia N. Hutt) and will think about the following question as he/she reads the passage independently, "What words or phrases stand out to me as I read? Why do these words stand out?" Paraphrase some of the details that are noticed. See below for more details.
Classwork: Wednesday, January 8, 2014.
First, students will participate in a class discussion about the captions and the photos. Compare captions. What details have led the students to come up with the caption?

Activity 2: Reading Closely for Details.

As we read Text #2, ask yourself the question, "What information or ideas does this text present?"
Write the answer to the above question in your social studies notebook.
Students will re-read the passage and will think about the following question as he/she reads the passage independently, "What words or phrases stand out to me as I read? Why do these words stand out?"
Students will mark the details they notice as they read. Using a highlighter is encouraged.
Students will paraphrase one of the details that they noticed.

Due Friday, January 10, 2014: Homework: Write a caption for each photo. Write at least five questions for each photo. See below for more details.
Classwork: Thursday, January 9, 2014
Activity 3: Looking Closely for Details. "The purpose of the exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail, and an ability to communicate meaning to others."

In small groups, examine the image. Answer the question, "What stands out to me as I examine this image?"
While examining the image, record the details that are discovered. Record the details in your social studies notebook.
Refer to the Guiding Questions Handout to help focus on details.
What do you notice about the images and the questions that you had?
Were your questions related to the text?
In groups, students will list three key details that are essential for understanding something that is going on in one of the images.
Each student will write a caption that summarizes what he/she believes the image to be about. Share with small group. Share with class.
Compare captions. What details have led the students to come up with the caption?
The documents can be found above or can be found on: Downloadable Resources Reading Closely CCSS Unit Grade 6: “The Wolf You Feed” – Zip File of All Documents

Homework Due Friday, September 19, 2014

: Greek Word Origins, pages 226-227, and definitions (see below).
Classwork, Thursday, September 18, 2014: Greek Word Origins, pages 226-227.

As a class, we will go over page 226 in the social studies text book.
Students will then look at words 1-8 on page 227. Students will complete the "You Try It!" activity at the top of the page. "Use the chart on the opposite page (page 226) to find a Greek root or roots for each of them. How do the words' roots relate to their definition?" Answer these questions in your social studies notebook.
In your social studies notebook, write the definitions of the following words: geography, acropolis, democracy, tyrant, oligarchy, mythology.
After writing the definitions, write the words in a sentence.
Use the glossary at the back of the social studies textbook to help you with the definitions. You may also refer to the chapter if you need help.

Homework Due day, September , 2014

: Read pages 228-231. Answer the questions below in your social studies notebook.

Classwork, day, September , 2014:

Watch video "Origins of Western Culture," History Channel.

Section 1: "Geography and the Early Greeks"

"The Big Idea

: Greece's geography and it's nearness to the sea strongly influenced the development of trade and the growth of city-states."

As a review, in pairs, students will notice and state the text and visual features found on pages 224-225.
Review: what are the three main topics that we will study in this chapter?
Students will read pages 228-230. Students will also look at the map on page 229.

Answer these questions with bulleted notes in your social studies notebook. Please state the paragraph and page number from which you find your evidence.
If you lived in Greece, what could you do to make a living?
How does the geography of Greece influence the economy?
How did the mountains affect the location of Greek settlements?

Pages 230-231: Use the photos and the headings to determine what the important roles of the Minoans and Mycenaeans were.

Homework Due day, September , 2014

: Pages 242-247, answer questions.

Classwork, day, September , 2014:

We will read a Greek myth and a fable in class.
Students will read pages 242-247.
Answer the following questions in your notebook. BE SURE TO WRITE YOUR ANSWERS IN COMPLETE SENTENCES. BE SURE TO RESTATE THE QUESTION IN YOUR ANSWER. BE SURE TO USE DETAILS FROM THE TEXT TO ANSWER THE QUESTIONS.

-How did the Greeks use myths to explain the world around them? (Question found on page 245.)
-How do you think the modern Olympics are similar to the ancient Games? How do you think they are different? (Question found on page 245.)
-Why did the Greeks tell fables? (Question found on page 247.)

Homework Due Wednesday, September 24, 2014

: None.

Classwork, Tuesday, September 23, 2014:

Homework Due sday, September 2014

: None.

Classwork, sday, September , 2014:

We will read another example of an ancient Greek myth.
We will read examples of sixth grade myths and hero's journey narratives.
We will answer the questions from the past two days of homework. Students will be sure that they are adding several details from the text. If students are using direct quotes from the text they will state the page from which they took the quote.

Homework Due Thursday, Friday, and Monday, September 25, 26, and 29, 2014

: Read pages 228-233. Work on and complete the "City-states Questions" Essay which is due Monday. Complete on loose-leaf. Students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. the answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.

Classwork, Wednesday, Thursday, and Friday, September 24, 25, and 26, 2014:

Students will read pages 228-233: Section 1: "Geography and the Early Greeks."
Students will answer questions 1 (a, b, and c), 2 (a and b), 3 (a and b), and question 4 (Write a paragraph summarizing the influence of geography on city-states) found on page 233.
On loose-leaf, students are to answer these questions in essay form.
I would suggest that you write an introduction. Paragraphs 2, 3, 4, and 5 should answer questions 1, 2, 3, and 4. And be sure to add a conclusion.
Be sure to use the writing rubric and outline to guide your work.

Outline:

Paragraph 1: Introduction. Look at "The Big Idea" found on page 228. ("Geography and its nearness to the sea strongly influenced the development of trade and the growth of city-states.") I would suggest that you take the "Big Idea" and reword it into your own words to use in your introduction.

Paragraph 2: Question number 1 (a, b, and c). I would suggest that you reword the "Main Idea" number 1 found on page 228 for your transition sentence for paragraph 2. ("Geography helped shape early civilization.")

Paragraph 3: Question number 2 (a and b). I would suggest that you reword the "Main Idea" number 2 found on page 228 for your transition sentence for paragraph 3. ("Trading cultures developed in the Minoans and Mycenaean civilizations.")

Paragraph 4: Question number 3 (a and b). I would suggest that you reword the "Main Idea" number 3 found on page 228 for your transition sentence for paragraph 4. ("The Greeks created city-states for protection and security.")

Paragraph 5: Question number 4. Write a paragraph summarizing the influence of geography on city-states.

Paragraph 6: Conclusion. Rewrite your introduction to summarize the essay that you wrote and to tie together all of the facts that you included in your essay.

ch.8.ancient.greece.study.guide.pdf

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Homework Due Tuesday, September 30, 2014

: Prepare for your group's skit and presentation. To prepare for the test on Friday, students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes important vocabulary words and definitions to be studied. The Study Guide also includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. The answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.

Classwork, Monday, September 29, 2014:

Government in Athens.

Section 2: Government in Athens
Main Ideas:
1. Aristocrats and tyrants ruled early Athens.
2. Athens created the world's first democracy.
3. Ancient democracy was different than modern democracy.

As a class we will read pages 236-239.
Students will be broken into three different groups. Each group will do a skit depicting each one of the Main Ideas found above and on page 236.

Homework Due Wednesday, October 1, 2014: Complete question number 4 on page 241. Using the information found on pages 236-241, make a three section compare and contrast t-chart or venn diagram to compare and contrast the three types of government.
Students were given the Study Guide for the Chapter 8: "Ancient Greece" Social Studies test. The Study Guide includes Vocabulary Builder Worksheets Sections 1, 2, and 3. These Vocabulary Builder Worksheets are to be used to practice and prepare for the test. the answer sheet for the Vocabulary Builder Worksheets are included in the Study Guide. Study for the test.
Classwork, Tuesday, September 30, 2014: Groups will present their main idea topic.

Homework Due Thursday, October 2, 2014: Study for the test.
Classwork, Wednesday, October 1, 2014: Compare and Contrast the three different types of government in ancient Greece.

Watch the BrainPOP video "Athens." Take the quiz. http://media2.caboces.org/htbin/srvmm.CGI/118/WWW_ROOT%3A%5BSCRATCH%5DLOGIN_72945_1394556942.TMP?FP=user/loginDo.weml?user=catboces&password=catboces~E~??S=7&M=59&T=DW0001&F=DW0001_BP.DC?IND=2?ALIAS=DW0001_BP.DC
Students will reread the information given on pages 236-239.
Complete question number 4 on page 241. Using the information found on pages 236-241, make a three section compare and contrast t-chart or venn diagram to compare and contrast the three types of government.
In a bulleted list, describe the greatest achievements of ancient Athens.
BrainPOP video: Democracry. http://www.brainpop.com/socialstudies/worldhistory/democracy/

Homework Due Thursday, October 4, 2014

: Study for test.

Classwork, Wednesday, October 3, 2014:

As a class we will read pages 246-251.
Finish filling out the study guide that was handed out in class.

Homework Due Friday, October 3, 2014

: Study for the test.

Classwork, Thursday, October 2, 2014:

We will review for the test.

ch.8.ancient.greece.study.guide.pdf

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How to Prepare for a Test:

how.to.study.pptx

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Homework Due Monday, October 6, 2014: Make corrections to your test. Students can make corrections to their test to increase their test score. When making corrections, students must write the page number from where they found the correct answer in the textbook.
Classwork, Friday, October 3, 2014:

Students will complete the chapter 8 social studies test.
Students received their tests back and their grades.
Students can make corrections to their test to increase their test score. When making corrections, students must write the page number from where they found the correct answer in the textbook.
TO GET THE REVISED TEST SCORE, STUDENTS MUST BRING THE CORRECTIONS IN TO MRS. LOONEY FIRST THING MONDAY MORNING OR DURING WRITING CLASS. NO EXCEPTIONS WILL BE MADE.

Homework Due Tuesday, October 7, 2014: None.
Classwork, Monday, October 6, 2014:

We will go over the answers to the test.

The next chapter that we will be studying is Chapter 9: "The Greek World."

Check out the next chapter in our social studies textbook to get a head start on the chapter. Be sure to look over vocabulary words, timelines, headings, and other visual and text features.

COPY Chapter 8: "Ancient Greece" (2024)

References