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Ancient Greece
A Social Studies Resource Unit for Third Grade Students
Submitted as Partial Requirement for CRIN E05
Elementary Social Studies Curriculum and Instruction
Professor Gail McEachron
Fall 2012
Prepared By
Lyndsay Kilberg
Wiki Address: http://lvkilberg.wmwikis.net/
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Historical Narrative
Introduction
Ancient Greece is a unit taught in third grade in Virginia elementary schools. This unit
spans over eight time periods, starting with the Neolithic Period in 6000 BC and ending with the
Hellenistic Period in 146 BC (Powell, 1995). As set out by the Virginia History and Social
Science Standards of Learning, third graders are required to “explain how the contributions of
ancient Greece…have influenced the present world in terms of architecture, government, and
sports” (Virginia, 2010). This particular standard is important for students in third grade to
master since it helps them recognize that past events, no matter how long ago they transpired,
help lay the foundation for the present day world. As cited by Joseph (2009), Ancient Greece is
an essential unit to teach at various grade levels because it “gives us the roots of Western
democracy philosophy, drama, mathematics, science, and even parts of our language” (p. 36).
In addition, students are asked to explain “how the people of Greece…adapted to and/or
changed their environment to meet their needs” (Virginia, 2010). Students who have mastered
this standard will have an understanding of how individuals who did not have access to the
technological advances of today, were able to work with each other and with the limited
resources they shared, to sustain themselves for thousands of years. Subsequently creating
standards based on concepts students are familiar with such as the culture and the sports of the
time, allows for students to connect to the material, thereby developing an interest in the unit
being taught.
Key Ideas and Events
Joseph (2009) stresses the importance of incorporating the topics of civics and citizenship
into this unit. This is important to discuss when reflecting on how the Greeks contributed to the
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creation of a direct democracy. As cited by the curriculum framework, a direct democracy is a
political system in which “ people vote to make their own rules and laws” (Virginia, 2010).
Cleisthenes, an Athenian statesmen who lived during the Classical Period, is referred to as the
“Father of Democracy” for his efforts to transform the traditional oligarchical political system
that existed during the Archaic Age into a more equal system which allowed all Greek citizens to
participate in political affairs (Paine, 2002). However, it is important to note that according to
Paine, those considered citizens of Greece only accounted for 10% of the population, since
women, men under the age of 18, and slaves were excluded from this list.
While there was a large focus on politics and war during the Classical Period, people’s
interests began to shift during the Hellenistic Age, with an emerging emphasis on the arts (Paine,
2002). Going to the theatre to watch tragedies, comedies, and satyr’s alike provided individuals
an outlet in which to escape their own realities. The theatre also became a safe and welcoming
environment in which, as noted by Green (1994), “Greeks could share their common identity”
(xii). The playwrights written by Aeschylus,
Sophocles, Euripides, and
Aristophanes were highly regarded during this time. Songs and dances
were also used in a variety of ancient Greek rituals, including animal
sacrifices and prayers to the Oracle of Apollo (West, 1992).
In addition to influencing modern day culture, Ancient Greeks also
influenced the invention of several tools used in society today. As cited
by the Curriculum Framework (2010), Ancient Greece was located on a
peninsula with mountainous terrain and limited rich soil. The works of
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several mathematicians and scientists became popular at this time,
allowing the masses to invent machines and tools based on the properties
derived from physics and advanced math. Archimedes, a Greek
mathematician during the Middle Ages, came up with a series of
principals which contributed to sturdier and larger ships being built, as
well as to the invention of the lever, making it easier to carry materials
across the rough terrain. There were also advancements made to
medicine during this time, which was attributed to Hippocrates who
helped develop treatments based on four distinct humors; phlegm, black
bile, yellow bile, and blood (University Press, 2012).
In addition, many of the technological advances that came out of
Ancient Greece, were invented during times of war. The first GrecoPersian war began in 500 BC with the takeover of the Greek city-state
Ionia by the Persian empire, which according to Paine (2002) was “the
largest empire the world had ever seen ” (p.33). Although Darius, the
King of Persia, was successful in his conquest of several additional citystates, he was met with opposition when trying to claim Athens and
Sparta under his rule. The citizens of these city-states fought back and
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were ultimately victorious in their efforts to keep Darius and his troops
at bay. However, a second Greco-Persian war soon followed after
Darius’ son came to power, hoping to carry out his father’s failed
mission (Paine, 2002). This time, according to Paine, the Athenian and
Spartan armies joined forces to once again defeat the Persians at the
Battle of Eurymedon.
Men, Women, Youth, and Children
One of the most influential historical figures to live during this
time period was Alexander the Great. Alexander, as discussed by Paine
(2002), came into power after his father, King Philip, was assassinated.
Alexander was looking to expand the Greek empire and was successful
in numerous battles, conquering the Asian Minor, which was occupied
by the Persians at the time. This particular win was attributed to
Alexander’s strong leadership skills as well as to his army’s access to
new, more powerful weapons. Alexander continued to be triumphant in
his quest to overthrow Darius, the Persian King, and later conquered
Egypt and Mesopotamia (Paine, 2002). Although Alexander was looking
to continue this expansion, he ultimately stopped this operation after
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conversing with his troops, who were tired of fighting and resentful of
their commander. Alexander died when he was thirty-two years old,
having built the world’s largest empire in thirteen years (Paine, 2002).
In addition to Alexander the Great, Spartan children were also
regarded as brave and powerful members of the community. Both male
and female children were separated from their families at age seven and
sent to Agoge, a military school, until the age of nineteen
(Papakyriakou, 2011). Here they learned to read and write, as well as
took part in physical activity, where according to Papakyriakou (2011), they
were “grilled in gymnastics,
running, jumping, throwing of spear and
discus, and also taught to endure pain and hardship, hunger,
thirst, cold, fatigue and lack of sleep” (p.1). These children
enrolled in the Greek army after twelve years of training and
contributed to Greece’s success in defeating the Persian Empire
during the Greco-Persian and Peloponnesian wars.
There were also several notable women who lived during this time.
One of these individuals is Hipparchia of Maroneia who, as discussed by
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Fasola (2002), is one of the world’s first liberated women. Hipparchia
was born to an upper class family and along with her husband, Cretes of
Thebes, donated her money to the less fortunate. Hipparchia was
renowned as a selfless individual who remained in poverty throughout
her life. She was regarded as her husband’s equal and often attended allmale dinner parties, which was seen as taboo in Ancient Greece’s
patriarchal society. Cynisca of Sparta was another woman, who
challenged the country’s male-dominated social structure during the
Classical Period. Cynisca discovered a loophole that would allow her to
indirectly participate in the Olympics, since women were forbidden to be
contenders in the games. Instead of signing herself up to compete,
Cynisca entered her horses into the chariot races, where they placed first
in two games, awarding her the title of first female Olympic winner
(Gill, 2012).
Along with women, lower-class citizens were also discriminated
against during this era. Many living in poverty sold their children into
slavery in exchange for money to buy food. Slaves made up the majority
of Greek’s population and were divided into two categories, public and
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private (Powell, 1995). The majority of these individuals, as cited by
Powell (1995), came to be slaves after they were taken as prisoners of
war, since slavery in Ancient Greece was based on economic and
political power, and not on race. Public slaves belonged to the state and
shared jobs with those in Greece’s lower class, working as miners,
farmers, secretaries and bankers without pay (Powell, 1995). Private
slaves, on the other hand, were bought by wealthy families and led a life
of domesticity, cooking, cleaning and looking after the children.
Legacy
The Ancient Greeks attributed to many aspects
of modern day society. For one, they founded a
system of government which Switzerland still uses
today and which the United States’ government is
modeled after. In addition, the Ancient Greeks
contributed to modern day architecture. The designs
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and columns featured in the various theatres and
temples built in Ancient times have continued to be
replicated by contemporary architects. A modern
example of this is the Parthenon in Nashville,
Tennessee, which shares its name and structure with
the infamous Athens temple. Sporting events, such
as the Olympics and the Marathon, both of which
originated over 3000 years ago, are additional
examples of how this time period still influences the
world today.
Map/Globe Lesson Plan: Lesson1
Grade: 3rd grade
Preparer: Lyndsay Kilberg
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Time: 1 hour
Audience: Whole group, 25 students, Mrs. Turner’s classroom
Materials: pull-down map of world, zoomed in map of Greece, overheard projector, 1 blank
world map (see attached), 1 blank map of Greece (see attached), colored pencils
Objective and Purpose:
1. Using their knowledge of cardinal directions, the equator, and the prime meridian, students
will be able to identify which two hemispheres Greece lies on.
2. With the assistance of their group members, students will be able to identify 2 cities in Greece
and 2-3 bodies of water surrounding Greece when given a blank map of the country.
3. Having explored the large pull down map of the world with their teacher at the start of the
lesson, students will be able to identify the continents of North America and Europe
independently when given a blank map of the world.
Intro: Review historical content information, before starting the map/globe portion of the lesson.
Content Focus- Anticipatory Set: Show the class a world map. Locate the equator and explain
how it divides the world into northern and southern hemispheres. Locate the prime meridian and
explain how it divides the world into eastern and western hemispheres. Draw a compass rose in
the middle of the map. Ask students to use the compass rose to identify which hemisphere(s)
(Northern/Southern, Eastern/Western hemisphere) they think the United States lies in. Ask
students to explain the relationship between the United States and North America. Then have
students identify which hemisphere(s) they believe North America lies on. Ask students to
explain relationship between North America and Europe, and identify which hemisphere(s)
Europe lies on.
Input/Modeling: Review that the United States, a country, and North America, the continent it
is located in, lies on the Northern and Western hemispheres. State that like North America,
Europe is also a continent, and that portions of this continent lie on the Northern and Western
hemispheres while other portions lie on the Northern and Eastern hemispheres. Show this by
pointing to the map, revealing how certain countries in Europe, such as Greece (point to Greece),
are located in the Northeastern hemisphere, while other countries of Europe (point to those to the
left of the prime meridian) are located in the Northwestern hemisphere. Look at a detailed map
of Greece on the overhead projector. Locate the cities of Athens and Sparta. Locate the
Mediterranean Sea, Ionian Sea, Aegean Sea, and the Atlantic Ocean. Use cardinal directions to
describe their relationship to Greece. (Students will have learned about the importance of these
cities and these bodies of water in an earlier lesson. Refer to content background).
Check for Understanding:
Turn off the overhead projector and cover up the map. Ask the class the following:
Which imaginary line divides the world into Northern and Southern hemispheres?
Which imaginary line divides the world into Eastern and Western hemispheres?
What tool can we use to help us identify which hemispheres a country lies on?
Which two hemispheres does Greece lie on? the Northern and Western hemispheres or the
Northern and Eastern hemispheres?
Name two cities in Greece. Name two bodies of water surrounding Greece.
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Which body of water is East of Greece? West?
Guided Practice: Give each table group (of 4-5 students) 1 blank map of Greece. Ask students
to identify which squared city is Athens and which is Sparta. Also ask students to label two of
the four bodies of water surrounding Greece; the Mediterranean Sea, Ionian Sea, Aegean Seas,
and/or the Atlantic Ocean. Have students pass the map around until each group member has
labeled a city or body of water on the worksheet. If there are five students in a group, ask that
group to identify three of the four bodies of water surrounding Greece, so that each student has a
chance to contribute something to the final product.
Independent Practice: Give each student a map of the world, with the prime meridian and
equator dividing the map into four sections. Have students 1. draw a compass rose in the top
right corner of their paper, 2. label the equator and prime meridian, 3. color in the continents of
North America and Europe, 4. put a star on their map to indicate where Greece is located, and 5.
identify the two hemispheres Greece lies on.
Closure: Collect worksheets and ask students the following questions to review: Which
continent is Greece in? which hemispheres does it lie on? Discuss the importance of exploring
different continents and countries and their relationship to various bodies of water on a map.
Evaluation: Summative: Collect independent practice worksheet to see if students were able to
correctly identify North America, Europe, Greece and the hemispheres it lies on. Collect exit
card with multiple choice question on it. Formative: Observe which students participate in the
checking for understanding portion of the lesson. Observe each group to see if members are
working cooperatively with one another, taking turns to locate different cities/bodies of water on
the map.
Historical Content: The prime meridian is a vertical imaginary line dividing the world into
eastern and western hemispheres. The equator is a horizontal imaginary line dividing the world
into northern and southern hemispheres. The United States is located in North America in the
Northwestern hemisphere and Greece is located in Europe in the Northeastern hemisphere.
The citizens of Sparta and Athens, two city-states, who were once at war with one another
combined forces to defeat Darius, the King of the Persian Empire, who was trying to conquer
Greece during the Greco-Peloponnesian war. Since Greece is surrounded by water it was
important for them to create a powerful navy to defeat Darius’ army. The citizens of Athens and
Sparta also used Archimedes principals to build larger and sturdier ships to help keep Darius’s
troops at bay.
Map of Greece (Group Work)
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Author: Lyndsay Kilberg
Date: 10/15/2012
Majority of Points for labeling: ___/5
Majority of Points for teamwork: ___/5
Total points: ___/10
World Map (Independent Work)
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Author: Lyndsay Kilberg
What two hemispheres does Greece lie on?
Total Points:
/8
Standards:
3.4 The student will develop map skills by
Date: 10/15/2012
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a) locating 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.
3.5 The student will develop map skills by
a) positioning and labeling the seven continents and five oceans to create a world map;
b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and
Western Hemispheres;
e) locating specific places, using a simple letter-number grid system.
Resources:
http://www.worldatlas.com/aatlas/imageh.htm information on hemispheres
http://wmpeople.wm.edu/asset/index/gamcea/ancientcivilizationofgreece example
http://www.worldatlas.com/aatlas/moutline.htm world map
http://www.aneki.com/maps_blank/Greece_blank_outline_map.gif Greece map
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Art/Critical Thinking Lesson: Lesson2
Grade: 3rd grade
Preparer: Lyndsay Kilberg
Time: 1 hour
Audience: Whole group, 25 students, Mrs. Turner’s classroom
Materials: paper plates, black paint, red paint, paintbrushes, pipecleaners, scotch tape, pencils,
newspapers, pictures of Ancient Greek pots
Objective:
1. Using their knowledge about purposes of Athenian pots, students will discuss 2-3 additional
ways these pots could be used by average citizens living in Ancient Greece.
2. With the assistance of their group members, students will think critically about different
Athenian pots by answering objective, reflective, interpretative, and decisional questions about
pieces of art.
3. Using their knowledge about themes represented in Athenian pots, students will create a paper
plate painting to represent a story they will share with their peers at the end of class.
Intro: Discuss historical content with students before beginning the art portion of the lesson.
Explain the three distinct techniques used by Athenians to decorate the pots. Also explain that
the various scenes depicted on them told stories about the average civilian as well as those
written about in Greek mythology. Share several purposes of the pots (described below). Ask
students to brainstorm 2-3 more ways these pots could have been by Ancient Greeks with their
table groups. Ask students to think about how individuals of different socio-economic classes,
ages, nationalities (whether they are Persian or Greek) and/or gender may use them. Ask each
group to share one additional purpose they came up with for the use of these pots.
Content Focus: Divide the class into 3 groups (2 groups of 8, 1 group of 9). Tell students each
group will be responsible for answering questions pertaining to the picture of a pot displayed on
the overheard projector. Ask students in group 1 the following questions: Objective: How do the
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instruments in this photo compare to those instruments played by children in school today?
Reflective: Do you enjoy music class? How would you feel if most of your school day was spent
in music class learning to play instruments and practicing singing? Interpretative: Why do you
think the author chose to paint a picture of these 4 individuals playing different instruments?
Decisional: Did the artist do a good job showing how important music was to civilians in
Ancient Greece? Project photograph of pot 2 onto the overheard. Ask students in group 2 the
following questions: Objective: Who do you think these people are in the painting? Reflective:
Have you seen people dressed up like those people in the painting before? If so, when?
Interpretative: Why do you think the artist chose to portray all of the individuals in the same
way…with the same clothes and pose? Decisional: If the author chose to paint a scene which
contrasted this scene, what do you think that scene would look like? What would the individuals
be doing, how would they be dressed? Project photograph 3 onto the overhead. Ask students in
group 3 the following questions: Objective: What are the women in this painting doing?
Reflective: How would you feel if you had the same job as the women in this painting?
Interpretative: Why do you think the artist chose to show a range of emotions in this picture?
How do the emotions expressed by the two women on the right compare to those expressed by
the others? Decisional: Do you think the artist does a good job showing his appreciation for these
women? Tell students they are going to make a Greek pot using the materials listed above. Tell
students to first sketch a design on their paper plate that represents a story they are going to share
with the class. Discuss how they will then paint their plate black and paint over their pencil
design with red paint. Tell students to place their finished product on the back table to dry.
Closure: Have students go on a “gallery walk” around the room to look at their peers’ creations.
Ask the class “Which of your peers’ plate painting inspired you? Ask students “Which painting
do you want to know more about?” Call on a student who has answered this question and have
them ask their peer a question about his/her craft. Pick students (based on line order) to showcase
their paper plate painting and tell the story that goes along with it to the class. Encourage
students to ask their classmates questions about their designs after their presentations.
Evaluation: Summative: Collect table worksheet from introduction portion of lesson; do not
grade. Collect multiple choice assessment question for a grade. Formative: Observe which
students participate during all parts of the lesson. Observe which students raise their hands to
answer questions as well as which students stay on task and share supplies while painting their
story.
Historical Content: The various scenes painted on these pots serves to provide us with
information about life in Ancient Greece. While some pots depict scenes from Greek mythology,
including Hercules’s triumphs and Zeus’ powers, others portray scenes from everyday civilian
life. Common themes depicted on these pots, include educational practices, often involving the
use of musical instruments in a child’s schooling, religious traditions, such as sacrifices and
rituals, as well as depictions of war between the Greek and Persian armies. Athenian pots were
also decorated in three distinct ways. During the Archaic age, black figures were painted onto
orange backgrounds in order to tell stories. In contrast to these pots, those created during the
Classical Age had red figures painted onto black and white backgrounds. Most Ancient Greek
pots were constructed to serve a particular purpose, whether they were used to store liquid
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(staminos), to drink out of (kylix), or as decorative pieces during weddings and funerals
(loutrophoros).
Standards:
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.
3.23 The student will express informed judgments about works of art.
Resources:
http://www.britishmuseum.org/PDF/Visit_Greece_Pots_KS2.pdf
http://www.seo.gr/LH2UpLoads/ItemsContent/1572/1572.pdf
http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html
http://ancienthistory.about.com/od/greekartarchaeology/tp/GreekPottery.htm
https://blackboard.wm.edu/bbcswebdav/pid-715819-dt-content-rid3074283_1/courses/CRINE05-EDUC405-0201-F12/Nelson%20Art%20Criticism.pdf
http://www.minervaclassics.com/
http://www.bridgemanart.com/asset/155941/Greek/Detail-of-a-red-figure-krater-depictingwarriors-?search_context=%7B%22url%22%3A%22%5C%2Fsearch%5C%2Fartist%5C
%2FGreek%5C%2F19216%3Flang%3Den-US%26page_num%3D1%22%2C%22num_results
%22%3A%22292%22%2C%22search_type%22%3A%22creator_assets%22%2C%22creator_id
%22%3A%2219216%22%2C%22item_index%22%3A80%7D
http://www.hellenic-art.com/pottery/red.htm
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Pot 1
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Title: “Music Lesson”
Date: 510 B.C.
Artist: Unknown
Pot 2
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Title: Unknown
Date: Athens, 6th cent. B.C.
Author: Unknown
Pot 3
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Title: Unknown
Date: 13th-12th century BC
Author: Unknown
Biography Lesson: Lesson3
Grade: 3rd grade
Preparer: Lyndsay Kilberg
Time: 1 hour
Audience: Whole group, 25 students, Mrs. Turner’s classroom
Materials: Sports Heroes of Ancient Greece by Paul Mason, narrative, Horse on Stick, cape,
graphic organizers, blank paper, colored pencils, wreaths, pictures of Olympic sports
Objective:
1. Using information from the Cynisca of Sparta narrative, students will identify 3 ways in which
Cynisca exemplifies the following leadership qualities: taking risks, advocating for equal rights,
taking initiative while respecting the laws.
2. Using their knowledge about the lives of various historical figures, students will pick an
individual and discuss how he/she shares the leadership qualities exemplified by Cynisca in 3-5
sentences.
Intro: Hang pictures of different Olympic sports around the room. Inform studies that today’s
lesson will focus on Ancient Greek sports. Have a male teacher enter the room wearing a wreath,
stating that he is the leader of the Ancient Greek Olympics committee and is in charge of
creating the rules for the games. Have that teacher read an excerpt from page 13 of Sports Heroes
(see below). While the teacher is reading this excerpt, go to the back of the room and dress
yourself in the following way: place a wreath around your neck, drape a cape around your
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shoulders, and hold the horse on a stick. When the teacher has finished reading, come to the front
of the room and announce that you are Cynisca of Sparta (they will have learned about this citystate in a previous lesson). Write your name on the board. Explain to students that you do not
agree with the leader’s rule and are determined to compete in the Games.
Content Focus: Ask students to work with their table group members to create one question
they would like to ask Cynisca of Sparta or the leader. Have each group meet with either you or
the male teacher individually to answer their questions. [The purpose of meeting with small
groups is so students feel more of a connection to the historical figure]. Those students who are
not meeting with you are to create a K/W/L chart with their table members on the topic of
Ancient Olympics, leaving the L section blank (they will have created similar charts in previous
lessons). If time remains have students draw a picture of their favorite Olympic sport. After
meeting with each group individually, explain that you are going to read a brief biography about
your life. Pass out graphic organizers to each student and ask students to fill them out as you
read.
First discuss your family history. Explain that you were born in 440 BC in Sparta, your
father is a King, and your brother was the one who suggested you should compete in the
Olympics. Next discuss the rules that banned women from being spectators, as well as being
competitors in Olympic sports. Discuss the loophole you found that allowed you to enter your
horses into the race and win the crown. Lastly, compare the Olympic games today to the ones
that were held in Ancient Greece. Exit the classroom for a brief moment, to remove your
costume. Re-enter class and tell the students that Cysnisca had to go but she enjoyed her stay in
the classroom.
Ask students the following questions: How would you feel if you lived in Ancient Greece
and were not allowed to attend the most celebrated event of the year because of your gender,
race, or age?, Would you rather take part in the Olympic games held today or the ones that took
place in Ancient Greece? Why?, How do you think the following people felt when they heard
about Cynisca’s victory: her father? her brother? the leader of the Ancient Greek Olympics
committee? her neighbors?
Lastly, have students name another historical figure they have learned about who they
believe embodies similar leadership qualities as Cynisca. Remind students her leadership
qualities are listed in bold on the graphic organizer. Ask students to write a paragraph (3-5
sentences) about this historical figure including a statement on how this person exemplifies at
least one leadership quality displayed by Cynsica. If students are unclear on who to write about,
the teacher is to create a list of the historical figures taught so far this year on the whiteboard.
This list may include George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood
Marshall, Martin Luther King, Jr. and/or Cesar Chavez. [This will serve as a review for their upcoming
SOL test].
Closure: Ask students to fill in the L section of their K/W/L with three new pieces of
information they learned about Ancient Greek Olympics. Ask students if all of their questions in
the W section have been answered. Students who still have unanswered questions are to present
them to the class. If the teacher does not know the answer her/himself, he/she is to write down
the question and place it on the “Parking Lot” board in the back of the classroom. This teacher is
to then research the answers to the students’ questions and discuss what they believe the answer
to be based on this research at the beginning of the next class.
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Evaluation: Summative: Collect K/W/L chart and graphic organizer. They will be checked for
completion. Writing prompt will be graded for accuracy Formative: Observe which students
participate during all parts of the lesson. Observe which students raise their hands to answer
questions as well as which students are paying attention to the teacher when he/she is reading
Cynisca’s biography.
Historical Content:
Cynisca of Sparta challenged the country’s male-dominated social
structure during the Classical Period. Cynisca was the daughter of King
Archidamus II and the sister of future king Agis II. It is rumored that Agis II was the one
who approached Cynisca about entering her horses into the games even though it is
unclear whether his intention was malice in nature (with the intent of embarrassing his
sister) or if he approached her because he believed women should be treated equally to
men. Cynisca decided to enter her horses into the race after discovering
a
loophole that would allow her to indirectly participate in the Olympics,
since women were forbidden to be contenders in the games. Instead of
signing herself up to compete, Cynisca entered her horses into the
chariot races, where they placed first in two games, awarding her the
title of first female Olympic winner.
Standards:
Social Studies 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.
English 3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
and summarizing what is said.
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
b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln;
Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez
Resources:
Sports Heroes of Ancient Greece by Paul Mason
http://blogs.bettor.com/The-Rise-of-the-Ancient-Female-Olympian-
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Cynisca-of-Sparta-a34804
http://www.camws.org/meeting/2008/program/abstracts/06f2.Ingersoll.ht
ml
http://faculty.elmira.edu/dmaluso/sports/greece/greecewomen.html
Excerpt from Sports Heroes
I declare that there are to be no female athletes at the Games. That would be completely
unsuitable! We Greeks know that women should stay at home and look after their children.
Young girls and unmarried women can come to the Games as long as a man supervises them to
make sure they don’t peek at the athletes.
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Cynisca of Sparta Biography
My name is Cynisca and I was born in the year 440 BC. I am from the city-state Sparta
where my father is King Archidamus II. I am from a wealthy and powerful family. I inherited
horses at a young age and love them dearly. I’ve trained each of my horses to run fast and heel at
my command. A couple of years ago my brother approached me about the idea of entering my
horses into the chariot races at the Olympic games. I initially laughed at this idea thinking my
brother was just teasing me like when we were kids. You see, women are not allowed to
participate in the Olympic games. In fact we are even banned from watching our friends, family
members, and fellow countrymen compete. According to Ancient Greek law, women who violate
these policies will be pushed off of Mount Typaion and into the river!
But after a few more discussions with my brother I came to realize that he was not in fact
joking. He actually wanted me to compete! And you know what, I wanted to compete too. It
wasn’t fair that women weren’t able to participate in all the fun. I thought maybe if I won, I
could be a role model for girls growing up in Greece’s male-dominated society. In fact, I even
figured out a way to be involved in the games without getting myself in trouble with the law. I
decided I would train my horses to compete in the games every day, for months leading up the
race. However, on the day of the race I would pay a man to take over my job and drive my horses
to victory. And that is exactly what I did. I was so nervous on the day of the race; my stomach
was in knots. I was also upset because even though I was the owner of these horses and had
trained them myself I was not allowed to enter the arena to watch the race take place. Instead I
had to sit at home and wait for my family to return with the news.
Well friends, the wait was worth it, because guess what? (pause) my horses won the race!
According to the official Olympic rules, the owner of the horses who win the races are declared
the winners and not the drivers themselves. I was besides myself with excitement. And you know
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what, everyone else seemed excited for me too. Someone even erected a statue of me in Zeus’s
sanctuary. The inscription on the bottom of the statue reads “Kings
of Sparta were my
forefathers and my brothers. Victorious Cynisca with her chariot drawn
by swift-footed horses erected this statue. I assert that I am the only
woman in all Greece who has won this crown.” I was held in high
esteem by my fellow Spartans and was even able to acquire some
political power during my later years, which was something unheard of
for woman to acquire during Ancient Greek times.
Ms. Kilberg was just telling that the Olympic games are still being held today. However,
I am so happy to hear that women are now able to watch the games as well as participate in
them! I was also surprised to find out that religious ceremonies and art competitions are no
longer part of the Olympic games like there were during Ancient Greek times. Ms. Kilberg also
explained that the games are no longer dedicated to Zeus and that they have become an
international event... are both of these true? (Pause) However, I was even more shocked to
discover that some things about the Games have remained the same even after all this time.
For instance, I can’t believe wrestling and running are sports still being played today.
Although, I’m quite disappointed why they got rid of chariot races, because if you ask me that
was by far the best sport in the Olympic Games!
Leadership Skills: Graphic Organizer
Take personal Risks and Opportunities
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1. What risk did Cynisca of Sparta take by signing her horses up for the chariot race?
Advocate for Equal Rights
2. Why did Cynsica feel it was important to take that risk?
Taking Initiative/Showing Respect for the Laws
3. What steps did Cynsica take to ensure she would win the race without breaking Olympic rules?
Inquiry Lesson: Lesson4
Grade: 3rd grade
Preparer: Lyndsay Kilberg
Time: Over 2 days
Audience: Whole group, 25 students, Mrs. Turner’s classroom
Materials: “Song for Equal Suffrage" by Charlotte Perkins Gilman lyrics, the video
clip on http://www.youtube.com/watch?v=gJuc-Z4M53I,
Declaration of Independence, Cleisthenes: Founder of
Athenian Democracy by Sarah Parton, laptop opened to the
following page:
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks
/athens/, anti-suffrage photograph, anti-suffrage flyer
Objective:
1. After listening to Gilman’s song and looking at two photographs, students will share one
feeling they experience when viewing/listening to each of the resources.
2. Given information about America’s system of government, students will formulate questions
regarding democracy in Ancient Greece.
3. Using the resources at their stations, students will record information about democracy based
on the questions outlined on their activity card.
Catalyst/Introduction: The teacher will pass out the lyrics to “Song for Equal Suffrage” to the
class. The teacher will also post the lyrics on the overhead projector. The teacher will play the
song once asking the students to simply listen, silently following along to the sheet in front of
them. The teacher will then play the song a second time, asking students to sing along. Students
will also be free to move about the room and dance if they’d like. Tell students that this song was
written by Charlotte Perkins Gilman in 1911. Explain that Gilman was a suffragist,
meaning she supported a woman’s right to vote in the United States during the 1910’s
when women were not awarded that opportunity. Ask students to share one emotion they
experienced while listening to this song. Now show students the two anti-suffrage images
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on the overheard projector. Read the text on the anti-suffrage flyer. Define the word
menace and explain what the flyer means when it says “the vote would be a menace to
the home and men’s employment.” Ask students to share one emotion they experienced
while looking at these photographs. Have students generate questions about this time
period. Ask students to create one question they would like to direct to either Gilman,
Susan B. Anthony (students will have learned about her in a previous lesson), one of the
men featured in the photograph, or the illustrator of the flyer. Have 2 students share their
questions with class.
Content Focus: Explain how important it was for women during this time to get the right
to vote. Discuss how women and men who labeled themselves as suffragists during the
1910s were alienated by society. Ask students to record how they would feel if when they
were turned away from the polls at the age of 18 based on their gender/race/religion.
Have 2-3 students share their responses. Tell students that in modern day elections in the
United States, all citizens over the age of 18 have the right to vote. Discuss how those
individuals exercising this right are performing an important civic duty and how citizens
in other nations worldwide are not given the same opportunity to select their own public
officials. Explain that Americans are awarded this right, because the United States is a
democratic nation. Define democracy as a form of government ruled by the people.
Explain that the concept of democracy was established in Ancient Greece. Have students
generate a question they have about Ancient Greece’s form of government. Write
students’ responses on the board. Ask students to hypothesize what they think the answer
to their questions will be. With parent assistants/the teacher’s assistant/cooperating
teacher, divide the class into three groups (8 or 9 students per group) based on their
questions. Place those students who are interested in key figures in Ancient Greece’s
democratic system (those whose questions may have included “Who was the president of
Ancient Greece?” “Who’s idea was it to create this kind of government?” “What system
of government came before democracy?) in group 1. Place those students who asked
questions focusing on comparing and contrasting Ancient Greek democracy to modern
day democracy in group 2. Lastly, place those students who had questions unrelated to
those two categories in group 3. Determine if these students’ questions have a similar
theme. Have cooperating teacher/teacher’s assistant/parents aid students in answering the
questions on their activity cards.
Closure: Ask two representatives from group 1, 2, and 3 to share what they learned
through the exercise. Have students offer conclusions as to why the answer to their
original question was such. Ask those students who did not have their original question
answered through this activity to come to the board and place a star next to their
contribution. The teacher is to research the answer to the student’s question that night and
direct the student to additional primary and/or secondary resources to help them discover
the answer the next day.
Evaluation: Formative: Observe which students participate during all parts of the lesson.
Observe which students raise their hands to answer questions during the introduction portion as
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well as those students who are focused on answering the questions outlined on their activity card.
Summative: Activity cards will be collected. Essay question will be evaluated.
Background Information:
Answers for Card #1:
Cleisthenes, an Athenian statesmen who lived during the Classical Period, is called the “Father
of Democracy” for his efforts to transform the traditional oligarchical political system that
existed during the Archaic Age into a more equal system which allowed all Greek citizens to
participate in political affairs (Paine, 2002). Cleisthenes grew up in a powerful Greek family. He
was said to have been interested in politics at a young age and at the end of the 6th century voiced
his opinions and fears about the traditional system of government to his family and friends.
Although he himself was born into a high social class, Cleisthenes did not think that the
Athenian government should be controlled by an elite few based on familial ties. He referred to
this new system of government as isonomia, which translates to equality under the law.
Answers for Card #2:
The Declaration of Independence was drafted by the
Continental Congress, whose first meeting occurred on
September 5, 1774 to discuss the colonies deviation from the
English parliament. This meeting eventually led to the
American Revolution. The Congress was made up of fiftysix individuals, who represented 12 out of the 13 colonies,
and who ultimately “rejected a plan to reconcile with British authority”
(Encyclopedia, 2012). The members of the Continental Congress instead saw it was in America’s
best interest to seek independence from tyrannous Britain and establish their own form of
government. The Declaration of Independence was drafted by Thomas Jefferson and ratified on
July 4, 1776. It includes an introduction, a preamble, two body paragraphs, and a conclusion. It
states that all men are created equal and therefore endowed the following unalienable rights: life,
liberty, and the pursuit of happiness. The document includes fifty-six signatures including that of
John Adams and John Hancock of Massachusetts and George Wythe of Virginia.
Answers for Card #3:
While Cleisthenes campaigned for a political system that would allow for all citizens of Greece
to participate in the political process, it is important to note that those considered citizens of
Greece only accounted for 10% of the population. This is due to the fact women, men under the
age of 18, and slaves were excluded from this list (Paine, 2002). There were 30,000 citizens in
Athens during the early 6th century when Cleisthenes reformed Greek’s political system. The
Ruling Council which adopted new laws and served as the Athenian court was headed by 500
men who were elected for one year. According to BBC, 5,000 men met every 10 days in order to
vote on new legislation proposed by the Council. These meetings took place on the Pynx hill in
Athens.
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Inquiry Cards
Possible
Answers:
Activity
Card #1- How did it all begin?
1. Cleisthenes founded a democratic system of government
Ask your teacher/parent to read pages 1-10 from a book by Sarah Parton.
because he felt all citizens, not just an elite few should make
Questions: Who founded democracy in Ancient Greece? What system of government
political
decisions.
preceded (came
before) democracy?
2.Record
Cleisthenes
created
a system
women,
children,
and
two interesting
facts you learned
about where
the man labeled
by some
as the “Father
of
Democracy.”
slaves
were excluded from making political decisions.
If you were given the opportunity to go back in time and meet this man, what is one thing
you would like to ask him?
Possible Additional Questions:
1. Where did he get the idea to form a democracy?
2. Why didn’t he want women to vote?
Activity Card #2: America’s democracy
Look
at theanswers:
Declaration of Independence projected on the overhead. Ask the teacher/parent to
Possible
1. life,
liberty, pursuit
of happiness
play
the following
clip http://www.youtube.com/watch?v=gJucPossible Questions:
Z4M53I
on the desktop computer.
1. What else do you know about democracy?
2. Why is it good
to havehistorical
a democracy? figures helped establish
Questions:
What
democracy is America?
Activitythe
Cardanswer
#3- Peopleto
Power
Record
the question: What are two of the three
Pair up
with someone
your American
group and go topeople
the nearestby
unoccupied
laptop. Have theof
rights
awarded
tointhe
the Declaration
teacher/assistant type in the following website:
Independence?
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/.
was grade
prohibited
participating
in theHow
election
process?
AskQuestion:
a student Who
in a fifth
class from
the following
question:
do you
think your life would be
different
if
you
lived
in
a
country
that
didn’t
have
a
democratic
form
of
government?
Possible
Answers:
List one interesting
thing you learned from this website.
1.Record
women
weren’t
allowed
to on
vote
one of
the highlighted
words
this page. Use your dictionary to find and record
the
meaning
of
this
word
as
well
as
its
part
of speech.
2. Athens: capital of modern Greece,
proper noun
List two additional questions you have about Ancient Athenian democracy. If your earlier
question was not answered, you may repeat it here.
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Possible Questions:
1. Who established democracy?
2. What did the Ruling Council do?
Standards:
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.
3.11 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
Resources:
Cleisthenes: Founder of Athenian Democracy by Sarah
Parton
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens
/
http://www.youtube.com/watch?v=gJuc-Z4M53I
Inquiry Lesson Plan Format Primary: History and Contents
of Crayons
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Paine, M. (2002). The pocket essential: ancient
Greece. Harpenden, UK: Pocket Essentials
http://www.britannica.com/EBchecked/topic/134850
/Continental-Congress
http://www.history.com/topics/declaration-ofindependence
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SONG FOR EQUAL SUFFRAGE
Day of hope and day of glory! After slavery and woe,
Comes the dawn of woman's freedom, and the light shall grow and grow
Until every man and woman equal liberty shall know,
In Freedom marching on!
Woman's right is woman's duty! For our share in life we call! Our will it
is not weakened and our power it is not small. We are half of every
nation! We are mothers of them all! In Wisdom marching on!
Not for self but larger service has our cry for freedom grown, There is
crime, disease and warfare in a world of men alone, In the name of love
we're rising now to serve and save our own, As Peace comes marching
on!
By every sweet and tender tie around our heartstrings curled, In the
cause of nobler motherhood is woman's flag unfurled, Till every child
shall know the joy and peace of mother's world–
As Love comes marching on!
We will help to make a pruning hook of every outgrown sword, We will
help to knit the nations in continuing accord, In humanity made perfect
is the glory of the Lord, As His world goes marching on!
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**The three rights: Life, Liberty, and the Pursuit of Happiness as
well as 4 signatures will be highlighted.
35
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Rubric
Defines Problem
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Sets
Up
Hypothesis
Tests
It
With
Data
Gathers Information
Generates
Questions
Records
Data
Thorough
Investigation
Of
Source
Presents Information
Conducts
Interviews
Offers
Conclusions
Reveals
Unanswered
Questions
Appealing
Presentation
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Student’s Name __________________________
#_____________
Pre-Post Test
Multiple Choice Questions:
Directions: Read the following questions and circle the correct answer. Reminder: there is only one
correct answer per question.
1. What imaginary line divides the earth into northern and southern hemispheres?
a) Prime meridian
b) Easter hemisphere
c) Equator
d) Southern hemisphere
2. What school subject did artists place a large emphasis on when painting Athenian pots?
A) gym
B) music
C) social studies
D) math
3. Which of the following sports did Cynisca indirectly participate in, making her the first
woman to win an Olympic medal?
a) pole vaulting
b) running
c) wrestling
d) chariot racing
Essay Question:
Directions: Read the following question and recite your answer aloud to the teacher.
1. Who established democracy in Ancient Greece (1 point) and explain two ways this type of
democracy was similar (2) and two ways it was different (2) from the democracy found in the
United States today (Total: 5 points).
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References
Green, J. R. (1996). Theatre in ancient Greek
society. New York, NY: Routeledge.
Fasolo, M. (2012). Hipparchia: The world's first
liberated woman. Retrieved from
http://ancienthistory.about.com/library/bl/uc_fas
olo1a.htm
Gill, N.S. (2012). Cynsica of Sparta. Retrieved from
http://ancienthistory.about.com/od/sparta/g/Cyni
sca.htm
Joseph, B. (2009). Agora day: Bringing the ancients
to life. Agora, 44(1), 36-38. Retrieved from
http://search.informit.com.au/documentSummary;dn=299047223527007;res=IELHSS
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Paine, M. (2002). The pocket essential: ancient
Greece. Harpenden, UK: Pocket Essentials.
Papakyriakou, E. (2011). The training of youth.
Retrieved from
http://www.sikyon.com/sparta/agogi_eg.html
Powell, A. (1995). The Greek world. New York, NY:
Routeledge.
Virginia Department of Education. (2012).
Standards of learning. Retrieved from
http://www.doe.virginia.gov/testing/sol/standard
s_docs/index.shtml
University Press. (2012). Ancient Greece. Retrieved
from
http://www.ancientgreece.com/s/People/Archim
edes/
West, M.L. (1992). Ancient Greek music. Oxford,
England: Clarendon Press.
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Appendix A
Virginia SOLS
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 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.
3.7
The student will explain how producers in ancient Greece, Rome, and the West African
empire of Mali used natural resources, human resources, and capital resources in the
production of goods and services.
National Standards for Social Studies
Time, Continuity, and Change
enable learners to identify and describe significant historical periods and patterns of change within and
across cultures, including but not limited to, the development of ancient cultures and civilizations, the
emergence of religious belief systems, the rise of nation-states, and social, economic, and political
revolutions
Power, Authority, and Governance
help students to understand the purpose of government and how its powers are acquired, used, and
justified
Science, Technology, and Society
provide opportunities for learners to make judgments about how science and technology have transformed
the physical world and human society and our understanding of time, space, place, and human-
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environment interactions
Culture and Cultural Diversity
assist learners to understand and apply the concept of culture as an integrated whole that governs the
functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns
Expenses
If the following items are not in the theatre/art supply closet they will be bought from the
dollar store. If the store does not have the items available, parents/PTA may be asked to
donate the remaining materials to the classroom.
Lesson 1:
N/A
Lesson 2:
25 paper plates ($1/5 plates=$5)
black and red paint ($3)
10 packs of paint brushes ($1/1 pack =$10),
2 packs of pipe-cleaners ($1/1 pack=$2)
Lesson 3:
cape ($1)
wreath ($1)
Lesson 4:
N/A
Total: $22