Lesson plan (English)
Topic: The beginnings of Greek civilisation. Sparta and Athens.
Target group
5th‑grade students of elementary school
Core curriculum
I. Ancient civilizations. Pupil:
2) locates in time and space (...) the civilizations of ancient Greece (...);
3) characterizes the structure of society and the belief system in (...) Greece (...); explains the difference between polytheism and monotheism;
4) places in time and knows various systems of governance and organization of society in (...) Pericles of Athens.
General aim of education
Students learn about the culture of ancient Greece on the example of the most important * polis *: Athens and Sparta.
Key competences
communication in foreign languages;
digital competence;
learning to learn.
Criteria for success
The student will learn:
to define what the Greek polis were;
to indicate the differences between the functioning and system of Sparta and Athens;
to list the names of eminent politicians and military leaders of the ancient world;
to describe the influence ancient Greece had on the modern world.
Methods/techniques
activating
discussion.
expository
talk.
programmed
with computer;
with e‑textbook.
practical
exercices concerned.
exposing
exposition.
Forms of work
individual activity;
activity in pairs;
activity in groups;
collective activity.
Teaching aids
e‑textbook;
notebook and crayons/felt‑tip pens;
interactive whiteboard, tablets/computers.
Lesson plan overview
Before classes
Students should remind themselves what influenced the formation of the Fertile Crescent civilizations and what systems and beliefs prevailed in them.
Introduction
The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.
Referring to the homework, the teacher asks the students to characterize the conditions that have influenced the development of the civilizations of the ancient Near East. Then he asks if any of them were happening in Greece. Then he explains to the students the natural conditions prevailing in Greece: few fertile soils, mountainous areas, no large rivers, etc..
Realization
The teacher begins the lesson by explaining to the students the earliest history of Greek civilization. He mentions the Minoan civilization, which reached its apogee in the second thousand BC (the teacher can show the disk of Fajstos, the ruins of the Knossos palace and the „Serpent Goddess”). Then he presents the Mycenaean culture, presenting the mask of Agamemnon and the Lion Gate. He mentions the discoveries of Henryk Schliemann.
Then he explains to students the importance of the Greek *polis*, which became the basis for the functioning of the Hellenic political and civic communities. He introduces the concept of an acropolis and explains its functions. He also explains that the Greeks never created a common state despite their ties of culture, customs, religion and language. Then he explains to students the causes of Greek colonization. Students indicate, on the basis of the map in **Task 1**, the areas with the most numerous Greek colonies. Next they get acquainted with the interactive illustration of the Acropolis and follow **Task 2**.
The teacher divides the students into two groups. One is given the state of Sparta, the other the state of Athens. Then, he asks students to prepare information on the functioning of these best‑known * polis *. The task of students is to find information about: the system and governance; division of society; the most famous figures; education and organization of the army. Their answers are placed in the table so that the functioning of both *polis* can be compared to each other.
While working, the students use a set of cards in three colors: green, yellow and red. Thanks to the cards, the students signal to the teacher if they have difficulties in carrying out the orders (green color – I'm doing great, yellow - I have doubts, red - I'm asking for help).
To sum up the students' statements, the teacher focuses on the army and its most famous aspect, which was the heavy infantry – hoplite. It characterizes the uniqueness of this unit and its accomplishment. Students get acquainted with the description of the hoplite based on an interactive illustration in ** Task 3 **.
Summary
Summing up the lesson, the teacher asks students to assign particular political principles to Athens or Sparta (** Exercise 1 **), and in ** Exercise 2 ** to match the concepts and definitions.
Then the teacher begins the discussion: Which model of the state -- Sparta or Athens -- (upbringing, organization, system, etc.) was better and more efficient in action?.
The teacher assesses the students' work during the lesson, taking into account their input and commitment. For this purpose, he may prepare a self‑assessment questionnaire.
Homework
The teacher tasks willing students with homework: Read or listen to the fragment of the „Peloponite War” by Thucydides. How did the author present the Athenian democracy? What role and meaning did the individual have in it?.
The following terms and recordings will be used during this lesson
Terms
Polis – rodzaj miasta‑państwa w starożytnej Grecji, które ograniczało się do miasta i pobliskich osad.
Akropol – w starożytnej Grecji miasto lub jego część znajdująca się na wzgórzu. Najbardziej znanym akropolem jest akropol ateński ze świątynią Ateny Partenonem na szczycie.
Dialekt – odmiana, rodzaj języka, który odznacza się wyjątkowymi cechami, gramatyką lub słownictwem odróżniających go od pozostałych.
Triera – starogrecki okręt z trzema rzędami wioseł, w późniejszym okresie również z żaglem. Pierwsze pochodzą z VII w. p.n.e.
Heloci – pozbawieni wolności chłopi w starożytnej Sparcie. Należeli do polis i tylko jego władze miały prawo ich uwolnienia.
Periojkowie – ludzie wolni lecz nieosiadający praw politycznych w starożytnej Sparcie. Zajmowali się handlem, rzemiosłem, rolą i hodowlą zwierząt.
Geruzja – w starożytnej Sparcie rada starszych. Jej członkami byli geronci, którzy doradzali w sprawach polis, sprawowali sądy i zgłaszali wnioski. Składała się z dwóch królów i 28 gerontów.
Eforowie – pięciu wyższych urzędników w starożytnej Sparcie. Czuwali nad przestrzeganiem prawa, sprawami finansowymi, polityką zagraniczną a także odpowiadali za przygotowania do wypraw wojennych.
Falanga – oddział piechoty greckiej tworzony przez hoplitów ustawionych w 8‑16 szeregach.
Hoplita – ciężkozbrojna piechota grecka walcząca w szyku falangi. Hoplitami najczęściej byli wolni i zamożni obywatele greckich polis.
Oligarchia – dosłownie panowanie nielicznych; forma rządów niewielkiej grupy ludzi wywodzącej się z warstw uprzywilejowanych.
Archonci – dziewięciu najwyższych rangą urzędników w starożytnych Atenach, wybieranych raz w roku. Początkowo posiadali rozległą władzę, ograniczoną następnie do spraw sądowniczych.
Metojkowie – cudzoziemcy zamieszkujący ateńskie polis. Za prawo pobytu w Atenach płacili specjalny podatek i musieli wykonywać te same obowiązki jak jego obywatele.
Areopag – był głównym organem ustawodawczym i sądowniczym w starożytnych Atenach, cieszącym się ogromnym prestiżem. Jego zadaniem była kontrola działalności urzędników i czuwanie nad moralnością obywateli.
Strateg – dowódca wojskowy w starożytnej Grecji, w starożytnych Atenach również najwyższy rangą urzędnik. Wybierano ich raz do roku.
Ostracyzm – doroczna procedura tajnego głosowania w starożytnych Atenach, podczas którego wolni obywatele typowali zagrażającego demokracji i funkcjonowania polis polityka. Musiał on opuścić Ateny na 10 lat.
Demokracja – forma sprawowania władzy, w której udział mają wszyscy obywatele.
Texts and recordings
The beginnings of Greek civilisation. Sparta and Athens.
In the history of ancient Greece, the fate of the two largest city‑states, Athens and Sparta, called the polis, is of particular importance. Polis was not only a city‑state but also a form of political organization and community of its citizens. They were usually founded around a high hill - an acropolis, where the most important buildings and temples were located. Thus, it played both a public and religious role.
Despite their differences, the ancient Greeks had a strong sense of being connected to each other. They shared not only the same religion and culture but also customs, political system and language (with small (dialectal) differences).
Located in the southern part of the Peloponnese, Sparta was radically different from other Greek polis. There was a clear division of society into different classes: citizens who were professional soldiers, helots who were the conquered population, deprived of any rights and with the status of state slaves, and Perioikoi who were free but deprived of civil rights; their main occupation was craftsmanship and commerce. Two kings ruled Sparta, who with 28 experienced Spartans formed the so‑called gerousia, i.e. the council of elders. They were responsible for drafting laws, passing judgments and advising in matters concerning the polis.
The education of young Spartiates, the primary goal of which was to train efficient and devoted soldiers, was unique. In order to make the city‑state strong, shortly after birth, a special council accepted only healthy newborns into the community, while weak and sickly ones were left to die. Already at an early age, boys had to leave their family homes and live in common barracks, where they stayed until they were 30 years old. The conditions there were very difficult, devoid of any comforts, hence the saying „Spartan conditions” that is still used to this day. The Spartans called each other equal, as each one of them had one vote at the assembly and had the duty of military service, most often as a hoplite, a heavy armored infantry soldier.
One of the most important polis were Athens in central Greece. Initially, it was ruled by kings, after which power was taken over by the aristocracy. Thus began the rule of a few, i.e. oligarchy. At that time, the popular assembly did not have many powers and did not decide in political matters of the polis. It was not until the time of Cleisthenes in the 6th century B.C. that political rights were extended to all free Athenians. Cleisthenes also established the council of five hundred citizens which was composed of proposed candidates chosen by sortition. The council administered the polis and prepared the assemblies that decided on the most important state matters. In a similar way (by lot), most of the officials were selected, apart from the archons - the nine highest officials - and the strategoi - the military commanders. Probably it was also during the time of Cleisthenes that ostracism was developed, i.e. the procedure of secret selection and removal of politicians who threatened the political system of the polis.
The golden age of Athens was under the rule of Pericles in the 5th century BC. Historians consider him the creator of the enormous power of this polis. At that time, Athenian democracy was fully developed and every citizen could become an archon. Pericles introduced remuneration for the work of officials, so that everyone, regardless of their profession and property, could have their share of power.