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Ancient Greece Columns

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Learn all about the Ancient Greece period and some of the most important aspects.

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Ancient Greece for Kids | History Learning Video

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A day in the life of an Ancient Athenian

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A day in the life of an Ancient Athenian

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Athens is facing a big decision: what to do with the people of Mytilene, a city on the island of Lesbos where a revolt against Athenian rule has just been put down. How did these kinds of decisions get made?

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A day in the life of an ancient Athenian - Robert Garland

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Life in Ancient Greece by John Green

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Who Was Alexander the Great?

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Interactive source for students and  lesson plan 

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Interactive source for students and  lesson plan 

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On this website you can find a lesson plan on ancient Greece and websites for students to interact with.

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Geography had an enormous impact on the ancient Greek civilization. It led to the development of individual communities, rather than one country. In fact, Greece did not become a country until in modern times (in the 1800s.) Thousands of years ago, the geography of ancient Greece was divided into three regions - the coastline, the lowlands, and the mountains.

The Coastline: Saltwater and Harbors: Ancient Greece was made up of hundreds of city-states, grouped together at the southern end of a very large peninsula that jutted out into the Mediterranean Sea. (A peninsula is a piece of land surrounded by water on three sides.) Smaller peninsulas stuck out from the main Greek peninsula, forming a great deal of natural coastline and many natural harbors. There were hundreds of small islands nearby in the Ionian and Aegean Seas. The people of ancient Greece took advantage of all this saltwater and coastline and became outstanding fishermen and sailors. There was some farmland for crops, but the Greeks could always count on seafood and waterfowl to eat. Rivers could not be counted on for transportation because the rivers dried up in the summer and overflowed in the winter. Transportation and food relied very heavily on the sea.

The Lowlands: Rocky and Uneven Soil, Climate and Farming: Summers were hot and dry, and winter were mild and windy. Only about 20% of the land on the Greek peninsula could be farmed. The ancient Greek farmers grew crops that would survive in this environment - wheat, barley, olives, and grapes. The many hills and mountains provided shrubs to feed herds of cattle and sheep. The early Greeks also depended heavily upon trade and imports with other regions around the Mediterranean. That's one reason the early Greeks tried to set up colonies in North Africa and in Asia. They wanted to control the import of grains and other foods.

The Mountains: Lots of Mountains and Fresh Water: The ancient Greeks needed a source of fresh water to settle down. Greece has lots of mountains. They are not huge mountains like the Alps. But they are big enough to provide two important things - a source of fresh water, running down the mountains in creeks and streams, and a system of natural defense barriers. The mountains made land travel very difficult and contributed to the formation of independent city-states. Not many roads were built, because they would have to avoid the mountains and follow the long, meandering coastline. Besides, connect to what? Each city-state in ancient Greece was its own unit, with its own government and its own way of doing things.

This is one slide from an excellent presentation of ancient Greek geography

Maps of Ancient Greece for Kids and Teachers (Donn)

Useful Maps of Ancient Greece (both blank and with answers)

Great Maps of Ancient Greece (6th grade social studies)

The Ionian Sea Pirates, story for kids

The Winged Monsters, story for kids

The Island of the Sirens, story for kids

The Water Rights, story for kids

QUIZ: TEST YOURSELF Ancient Greece Geography (Interactive with answers)

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The Geography of Ancient Greece for Kids

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Geography had an enormous impact on the ancient Greek civilization. It led to the development of individual communities, rather than one country. In fact, Greece did not become a country until in modern times (in the 1800s.) Thousands of years ago, the geography of ancient Greece was divided into three regions - the coastline, the lowlands, and the mountains.

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Childrens book on the history of Sparta and Athens

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Picture of Ancient Greece

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This book explains who Alexander the Great was and what he did.
https://i.ebayimg.com/images/g/GpkAAOSwx6pYoqy1/s-l300.jpg

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This website goes into great detail about the people of Sparta and all of their beliefs.

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Kids learn about the city of Sparta from Ancient Greece. A warrior society where all male citizens were soldiers.

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Lesson plan on comparing Sparta and Athens

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Comparing Athens And Sparta | Free Lesson Plans | Teachers

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Free World History lesson plan for grades 6 to 8.

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Socrates, Plato, Aristotle: This lesson plan includes a great activity for teaching students about the different philosophers.

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1b: Knowing and Believing
Lesson 1 of 5: Socrates, Plato and Aristotle
Aim of the lesson
For the students to have:
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Knowledge and understanding of the concepts of Socrates, Plato and Aristotle
Knowledge and understanding of the nature and role of Faith and Reason.
Opportunity to evaluate the ideas outlined.
Differentiation / Extension
Extension: students could go into further research into Aristotle and try to give
illustrations of ways in which his ideas are foundational to approaches to truth in the
Western world.
Lower Ability: Student Resource Sheets 1[LA] Socrates, 2[LA] Plato and 3
[LA] Aristotle
Assessment
Teacher: informal as groups carrying out task.
Teacher/peer: presentation of philosophers.
Duration 1 Hour
Timings
Starter
10 minutes - activity on different kinds of knowledge.
Main activity 30 minutes - group research into, and presentation of, philosophers.
Plenary
20 minutes - group presentation and summary
Intended Age 16-18
Previous Knowledge needed by teacher: The teacher should have read through
the overview and Student Resources 1 [Socrates], 2 [Plato] and 3 [Aristotle]
Previous Knowledge needed by students: None
Background Reading
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Raeper and Smith, A Beginner's Guide to Ideas, , Lion Publisher.
L. Ahluwahlia, Foundation Study to Religious Studies, Hodder.
A Jordan et al.; Philosophy of Religion for A level, Stanley Thornes
Stephen Law, The Philosophy Files, Dolphin.
Irwin, Conard, Skoble, The Simpsons and Philosophy, Open Court.
J Tyerman Williams, Pooh and the Philosophers; Methuen Publisher.
Philosophy goes to the Movies; Ch. Falzon; Routledge discusses the
following relevant films:
 The Conformist (Bernado Bertolucci, 1970)
 Cinema Paradiso (Giuseppe Tornatore, 1989)
 A Cockwork Orange (Stanley Kubrick, 1971)
 Socrates (Roberto Rossellini, 1970)
Science and Religion in Schools Project - Unit 1b: Knowing and Believing
Websites
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www.wsu.edu:8080/~dee/GREECE/SOCRATES.HTM
www.wsu.edu:8080/~dee/GREECE/PLATO.HTM
www.wsu.edu:8080/~dee/GREECE/ARIST.HTM
Resources
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Student
Student
Student
Student
Student
Student
Resource
Resource
Resource
Resource
Resource
Resource
Sheet
Sheet
Sheet
Sheet
Sheet
Sheet
1
1[LA]
2
2[LA]
3
3[LA]
Socrates
Socrates
Plato
Plato
Aristotle
Aristotle
Introduction / Starter activity
In pairs, give the students 2 minutes to compose as many sentences as possible with
the words 'I know' in them (this could be competitive to add to the fun; if they are
finding it too easy, make it a shorter time). Share some of these with the class.
Listen out for any that are given which illustrate different kinds of knowing e.g 'I
know my boy friend loves me' I know 2 add 2 makes 4'. Question the class as to
what is different in these two kinds of knowing. Then extend the activity by asking
them to sort their sentences into different kinds of knowing. Explain that this lesson
is about people who have different ideas as to how we can know things. Give one or
two thinking points, e.g.
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Is belief a kind of knowing?
Is belief as certain as knowing?
What is the difference between believing and knowing?
Main Activities
1) Divide the class into three groups according to the following questions. Ask
them:
a) Who believes that knowledge has something to do with human intuition?
(group 'Socrates')
b) Who believes that knowledge is based on reason (group 'Plato')
c) Who believes that knowledge is based on sense observation (group
'Aristotle')
2) The task is for each group to find out about their philosopher's concept of
knowledge and truth and the role of God/belief within those concepts using the
provided resources (see resource list above). Each group should make brief notes
about the philosopher's ideas and then to give a brief presentation in front of the
class.
Science and Religion in Schools Project - Unit 1b: Knowing and Believing
Plenary
Plenary: 15 minutes (5 min. for each group)
Each group to present its philosopher to the rest of the class.
Next lesson we will focus on the two most common concepts of knowledge and
belief.
1. Rationalism (reason is the only basis for knowing; Plato's approach)
2. Empiricism (sense observation is the basis for knowing; Aristotle's approach)
3. There are other approaches such as 'Fideism' (belief/revelation is the only
basis for knowing).
For now we can conclude:
1. Socrates believed that conscience is the inner voice of God. It is the ultimate
source of truth that we must seek to follow even at the cost of life.
2. Plato believed in two different worlds: the world of sense experience and the
world of ideas. The latter one is the source of ultimate truth. The Form of the
Good is the highest of all forms and is divine. Knowledge of the Form of the
Good is knowing the true nature of all things and also of morality. Behaving
immorally means not knowing properly.
3. Aristotle believed that this world is the only world and that sense
observation is the source of true knowledge. Understanding the nature of
things also means understanding the purpose of things. Good is something if
it fulfils its purpose (e.g. a good tiger kills antelopes; a good human being
uses reason and is educated). Moral absolutes are within the nature of things
(innate values). God is the cause and final purpose of everything.
4. Further suggestions include watching and discussing relevant films listed
below for which further lesson time is needed.
Science and Religion in Schools Project - Unit 1b: Knowing and Believing

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Lesson Plan: Socrates, Plato and Aristotle

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1b: Knowing and Believing Lesson 1 of 5: Socrates, Plato and Aristotle Aim of the lesson For the students to have:    Knowledge and understanding of the concepts of Socrates, Plato and Aristotle Knowledge and understanding of the nature and role of Faith and Reason. Opportunity to evaluate the ideas outlined.

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Ancient Greece

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Video of the difference in Athens and Sparta.

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Athens and Sparta...in five minutes or less

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http://www.primaryhomeworkhelp.co.uk/greece/interactive.htm

This website includes a bunch of different games that cover different topics regarding Ancient Greece. This games include: Jeopardy, Who Wants to be a Millionaire, etc.

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facts about ancient egypt for kids Facts about Egypt today ... information on ancient egypt for children

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In this short video we get a brief introduction to what the Trojan War was.

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The Trojan War | Explained as Short as Possible

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Website that includes games such as: find your way around Sparta, find your way around Athens, and Jeopardy.

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Children can explore: Olympic Games, ancient Greek language, gods and myths, soldiers and warfare, Athens and Sparta, Alexander the Great, childhood and education.

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Ancient Greece - fun history game for kids by GridClub

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Topics include: Olympic Games, ancient Greek language, gods and myths, soldiers and warfare, Athens and Sparta, Alexander the Great, childhood and education.

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Greek Democracy Simulation

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Kara Johnson
Lesson Plan Title: Direct Democracy vs. Representative Democracy Simulation
Subject: Ancient Civilizations
Grade Level: 6th
Lesson Duration: 1 day
Learning Objectives:
Students will be able to compare and contrast the direct democracy of Ancient Athens with the
representative democracy of the United States, briefly describe how they work and who was
allowed to participate, and evaluate which one they prefer and why.
Content Standards:
6.4.2. Trace the transition from tyranny and oligarchy to early democratic forms of govern
ment and back to dictatorship in ancient Greece, including the significance of the
invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative
democracy.
Academic Language:
Citizen, democracy, debate, direct democracy, representative democracy
Differentiating Instruction:
 Graphic organizer and images in the powerpoint for a visual aid
 Explicit definition of new academic vocabulary and concepts.
 Students write and discuss with each other before discussing ideas in front of the
class
 Students debated and voted on familiar subjects that they chose so that the focus
was more on the political process and not on debating a complex issue which
might have confused them.
Resources and Materials:
Student notebooks and pencils, talking stick (or ruler, etc.)
Anticipatory Set:
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Review what students learned about the 4 types of government from Ancient Athens
(monarchy, oligarchy, tyranny, democracy). Warm-up question about this under doc cam

as they walk in: What were the 4 types of government from Ancient Athens? Who rules
or participates in each of them?
Let students know that we will be doing a simulation of two types of democracy where
they will get to discuss and vote on new rules for their school!
Instruction:
 Have students take notes on last few slides about the two types of democracy.
 Explain how the simulations are going to work:
-First, you will talk with your tables about ideas for new rules for the school that we could debate
and vote on
-Come back together and compile a list of new rule ideas
-I will select two that we will use for the simulation: 1 for direct democracy, 1 for representative
democracy
-I'll provide further instructions as we go
Guided Practice:
 Students discuss new rule ideas in their groups for 3 minutes
 Have them volunteer ideas; compile one list on the board
 Choose two for the simulation
First Simulation: Direct Democracy
 Quick-write, students write pros and cons for the newly proposed rule for 2 minutes
 Students share at their tables for 2 minutes
 Tell students to try to convince the class of their position; to speak, you must be holding
the talking stick and you must stand up. Remind who citizens were in Athens (not
everyone, just free men) and how they gathered on a hillside to make speeches and then
vote.
 I manage the discussion; students raise their hand when they want to speak- try to get
them to look at the class as they speak
 After 10 minutes or so, have students write yes or no for the new rule on a slip of paper
and collect them.
 Announce the results of the vote!
Second Simulation: Representative Democracy
 Quick-write again for pros and cons of the new rule
 Have students discuss at their tables for a minute and choose one person as the table's
elected representative
 Representatives come to the front of the room and have a discussion with each other
about the new rule for about 5 minutes
 Representatives go back to their tables to weigh in with their voters, but let them know
that ultimately, they can vote how they want
 Representatives go back to the front of the room and submit their votes publicly
 Announce the results of the vote!
Closure:
Discussion: Have a brief discussion with the whole class. Try to elicit some of the following
observations from students Direct Democracy: hard to have a discussion with that many people, sometimes not
everyone gets a chance to speak, doesn't work with lots of people unless you used polling
places, everyone gets to have their vote count equally
 Representative Democracy: can be more efficient, sometimes your representative votes on
what they want instead of what you want, but then you might vote them out of office next
time, can be frustrating to listen to representatives speak and not be allowed to participate
Independent Practice/Assessment:
Students take the last 5 or 10 minutes of class to complete an independent writing exit slip:
-Please reflect on the simulation that we did today. Write a paragraph comparing and contrasting
the 2 forms of democracy. What did you learn about direct and representative democracies?
Which form of democracy did you prefer and why? Is there anything you're confused about?

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Kara Johnson Lesson Plan Title: Direct Democracy vs. Representative Democracy Simulation Subject: Ancient Civilizations Grade Level: 6th Lesson Duration: 1 day Learning Objectives: Students will be able to compare and contrast the direct democracy of Ancient Athens with the representative democracy of the United States, briefly describe how they work and who was allowed to participate, and evaluate which one they prefer and why.