Time Periods

6.5.1 WH 1, 2 Read a timeline and order events of the past between prehistory and the Renaissance.
6.5.7 WH 1, 2 Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

Map Reading SPIs



Identify the basic components of a world map (i.e., compass rose, map key, scale, latitude and longitude lines, continents, and oceans).   



Identify basic geographic forms (i.e., rivers, lakes, bays, oceans, mountains, plateaus, deserts, plains, and coastal plains).



Identify geographic reasons for the location of population centers prior to 1500 (i.e., coastal plains, deserts, mountains, and river valleys).



Use a variety of maps to understand geographic and historical information (i.e., political maps, resource maps, product maps, physical maps, climate maps, and vegetation maps).

Culture SPIs


WH 1, 2

Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).


WH 1

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).



Recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, and lifestyles).



Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).



Recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Romans.



Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).



Recognize reasons that cultural groups develop or settle in specific physical environments. NOTE: Greece settle near coast



Recognize the steps that give rise to complex governmental organizations (i.e., nomadic, farming, village, city, city-states, and states).



Recognize the roles assigned to individuals in various societies (i.e., caste systems, feudal systems, city-state systems, and class systems).



Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, and Ramayana)



Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).



Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

Economy SPIs



Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, and ocean routes).


6.4.5   Compare and contrast the lives of individual citizens in various governmental organizations (i.e., monarchial systems, feudal systems, caste systems, and democratic systems-Greek).
6.4.1 GC Recognize types of government (i.e., formal/informal, monarchy, direct/indirect democracy, republics, and theocracy).


Lesson Plans (10 Days)

Day 1

  1. Using a World Continent Map color in the location of the Ancient Greece Empire. 6.3.3 Map
    Other Maps of Ancient Greece

  2. Create a Timeline 6.5.1, 6.5.7 http://www.schoolsliaison.org.uk/kids/siteactivities/timelinegreek.pdf

  3. Ancient Greece Timeline (History Pockets: Ancient Greece pages 8-9)  6.5.1, 6.5.7

  4. Introduction (History Pockets: Ancient Civilizations pages 47-49)

Greece Timeline










































Sumerians 3500-2340 BCE







Babylonian Empire 1900 - 1100 BCE

























Akkadian Empire 2370-1900 BCE









Assyrian 1100-612 BCE














Egyptian Empire 3100-30 BCE




Greek Empire 800-100 BCE  


Add to Greek Organizer throughout unit.


rough mountainous country

many islands

hot in summer, not very cold in winter

doesn't rain much



three kinds of governments in city states

  • tyrant (dictator)

  • democracy (people vote for leaders and laws)

  • aristocrats (leading families - some good and some bad)


Social Class System
  • approximately 1/3 slaves
  • must be born in a specific city-state to be a citizen of that city-state
  • foreigner could obtain residency, but would not have same rights as citizens
  • women were not citizens, but passed on citizenship to sons

believed in dozens of gods

gods were like people (fought, stole from each other, played tricks)

Greeks made up stories about all the happenings. These were called myths.

Parthenon, the temple dedicated to the goddess Athena built in 446 BCE



only a few types of natural resource led Greeks to look outside for trade

from 3000-1550 BCE great trading center grew up on island of Crete (south of Greece)





-tragedy & comedy
-first plays were to honor Dionysus
-open air theaters built into hillside with circular stage

_athletic events
- going to the gymnasium
-giving dinner parties
-special festivals

-held every four years at four different shrines


Parthenon built on the Acropolis (on a hill above Athens)
- largest temple  60 feet tall
- surrounded by 46 Doric columns each 43 feet tall
- frieze of brightly painted carvings showed scenes from Athena's life
- inside temple stood 40-foot statue of Athena

Traditions and Common Values

-men had more freedom than women. Women led sheltered lives - devoted to home and family
-women and children lived separately from men in larger homes
-bathed regularly and rubbed olive oil onto skin

Form of Writing/Language

in 700s Greeks developed an alphabet based on Phoenicians alphabet



Greek pottery used as containers decorated in black-figure method (black figures pained on red clay)
-red-figure method figures were etched directly into red clay and background filled in with a solution that turned black



Day 2 - Location & Early History

  1. Map Activities 6.3.1, 6.3.2, 6.3.5, 6.5.11, 6.1.6

  2. Lecture Notes 6.3.4 & 6.2.4

  3. Writing


Day 3 - Government & Social Class System 6.4.5 & 6.5.11

  1. Lecture

  1. Make juror's ballots (History Pockets: Ancient Greece page 40)


Day 4 - Religion 6.5.11, 6.5.17

  1. Lecture

  2. Show video - TLC Elementary School - Ancient Times - Statue of Zeus (2:55)

  3. The Parthenon Shape Book (History Pockets: Ancient Greece pages 52-54)

  4. The Parthenon (History Pockets: Ancient Greece pages 68-70)

  5. Greek Gods and Goddesses (History Pockets: Ancient Greece pages 43-45)

  6. Greek Architecture (History Pockets: Ancient Greece page 66)


Day 5 - Daily Life 6.5.3,  6.5.11, 6.5.3, &  6.1.1

  1. Lecture

  1. Words to Know (agora, chiton, columns, and myths) Make study guide History Pockets - Ancient Civilizations pages 45 & 11

  2. A Greek Home ((History Pockets: Ancient Greece page 25))

  3. Theater Masks (History Pockets: Ancient Greece pages 56-57)
    mask2.jpg (21734 bytes)  mask1.jpg (18313 bytes) Make masks by dying pasta with food coloring. Glue the pasta to a piece of black poster board to show a mood that a Greek actor might be experiencing during a drama.

  4. The Agora (History Pockets: Ancient Greece pages 57-58)


Day 6 - Olympics

  1. Lecture

  2. The Olympic Torch (History Pockets: Ancient Greece pages 87-90)

  3. Olympic Sports (History Pockets: Ancient Greece page 92)

  4. Your own Olympics


Day 7 - Literature and Philosophers

  1. Lecture

  2. Socrates, A Great Teacher (History Pockets: Ancient Greece pages 38-39)


Day 8 - Persian Wars

  1. Lecture

    1. First Invasion

      • 490 BCE Darius I (Persian King) decided to conquer all of Greece

      • tried to conquer Marathon (a beach which was 26 miles from Athens)

      • Persians lost

      • a soldier ran 26 miles from Marathon to Athens to tell the good news (why we call 26 mile race a marathon)

      • the Persians were short on supplies and went back to Persian

    2. Second Invasion

      • 480 BCE Xerxes (ZERK-seezs) (Persian King) gathered a huge army (200,000 soldiers in 800 ships)

      • attacked Thermopylae (place north of Athens)

      • 300 Spartans fought until last man fell

      • Persians headed to Athens

      • people left Athens before Persians got there

      • Persians sacked then burned Athens

      • Persians defeated by the navy in a bloody sea battle

      • Xerxes went home, but left a large army

      • Spartans and Athenians fought Persian army together and Greeks won

        Persians never fought again

  2. The Greeks used the large deposits of clay to make pottery. By the year 1000 BC Athens had become one of the leading cities in making pottery. The pots were both functional and beautiful. The Greeks made two basic kinds of pottery. One was the red-figured and the other was black-figured. We simply used red and black clay to form these red and black figured Greek style vases.

  3. Greek Art  (History Pockets: Ancient Greece page 67)


 Flow Chart of the Persian Wars


Persians under Darius

attacked Athenians

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because they wanted to teach the Greeks a lesson for revolting against Persian rule.

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Athenians defeated the Persians.



Persians under Xerxes the Great

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attacked Athenians

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because they wanted to try again.

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The Spartans helped the Athenians defeat the Persians again.


  1. Greek Military Equipment (History Pockets: Ancient Greece page 16) 6.5.5

  2. Winning the Persian Wars (History Pockets: Ancient Greece pages 17-18)

  3. Drawing History:  Ancient Greece page 23 soldier


Day 9 - Athens Sparta War

  1. Lecture


Flow Chart of Greeks fighting Greeks



attacked Athenians

Athenians were taking money and goods from ships and using it to rebuild their acropolis

Spartans won



Macedon under Philip II

attacked all city-states

because he wanted to capture enough men to be able to invade Persia

Philip won and had power over all of Greece



  1. Athens and Sparta Brains v. Brawn (History Pockets:  Ancient Greece pages 10-12)


Day 10 - Philip II and Alexander the Great 6.6.2

  1. Lecture


    Alexander the Great

    Greek influence lasted for hundreds of years

    150 BCE Greeks were conquered by Rome


Flow Chart of Alexander the Great  

   Alexander the Great

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attacked Persia under Darius III

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because he wanted to carry out his father's plans to invade Persia

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        Alexander won

  1. Alexander the Great (History Pockets: Ancient Greece page 21)

  2. How to Predict a Likely Outcome (Harcourt Brace Social Studies Activity Book page 49)

  3. Alexander the Great  (Harcourt Brace Social Studies Activity Book pages 50-51)

  4. Ancient Greece (Harcourt Brace Social Studies Activity Book page 52)

  5. Build catapult - Use a coat hanger, a plastic spoon, a rubber band. Use cotton balls as ammunition




Classroom Books