Instructional Outline and Standards Correlation
CLIS 741
Mary M. Silgals
February 21, 2004

	Mrs. Tumbleston’s 6th grade geography class instructional unit will cover Ancient Greece, its early people, the city states and culture, the Golden Age of Athens, and the rise and fall of Alexander’s Great Empire.
				Instructional Outline - Greece
I.  Geography of Ancient Greece

	A. Vocabulary - isthmus, harbor, trireme – students will prepare 3x5 index cards.

	B.  Mountains, Sea & Farms – students and teacher will discuss material from 	

	text book after the text is read aloud in the classroom.

II. Early People of Greece

	A.  Map and Globe Skills

		1.  Students will locate Greece on the classroom wall map.
	
         		2.  Students will come to the library to research Greece and prepare a fact 				
		sheet using the CIA Fact Book Internet website.  (Mary)

	B.  Compare different types of maps – Students will compare the different maps:

	an Internet website’s maps, classroom wall map, and a globe.

    	C.  Vocabulary - cultural borrowing, epic – students will prepare 3x5 index cards.

	D.  Minoans, Mycenaeans

     		1.  The students and the teacher will discuss material from textbook after 

		the text is read aloud in the classroom.

         		2. Activity - Greek food fest – students will prepare Greek food.

         		3. Students will set up and serve a Greek meal. (I will assist).

E.  Ancient Legends-Odyssey

      		1.  Students and teacher will discuss material from textbook after the text 
		
		is read	aloud in the classroom.

      		2.  The teacher will read to the students from supplemental literature.

III. City-States and Greek Culture

    	A.  Vocabulary - polis, acropolis, agora, tyrant, aristocracy, assembly, helot, 

	Oligarchy, democracy, majority rule, myth – students prepare 3x5 index cards

	B.  Rise of City States - students and teacher will discuss material from textbook 

    	after the text is read aloud in the classroom.

         		1. Sparta – Students will view a video on Greece culture and cities. 

         		2. Athens – Students will view before and after renditions of the city (ruins 
	
		reconstructed with overlays).  (Mary)

	C.  Greek Identity-First Olympics, Greek Alphabet, gods

     		1.  Students and teacher will discuss material from textbook after the text 
		
		is read aloud in the classroom.

         		2. Activity - Greek Olympics – Students will perform in their own 

		Olympic Games.  (I will assist).

IV. The Golden Age of Athens

    	A.  Vocabulary - league, tragedy, comedy, demagogue, plague – students will 

	prepare 3x5 index cards. 

	B.  Achievements of the Golden Age

     		1.  Students and teacher will discuss material from textbook after the text 

		is read aloud in the classroom.

         		2. Activity – students will choose a Greek or Roman god/goddess and find 

		information about him/her from the Internet. (Mary)

	C.  End of the Golden Age

     		1. Were Greek Women Active Citizens?  Students and teacher will discuss 

		material from textbook after the text is read aloud in the classroom.

         		2. Critical Thinking Skills – classroom discussion on women’s roles.

V.  Alexander's Great Empire

	A. Vocabulary - alliance, Hellenistic, multicultural – students will prepare 3x5 

	index cards.

	B. Conquest of Greece – students and teacher will discuss material from textbook 

	after the text is read aloud in the classroom. Students and teacher will discus the 

	various aspects of Greek warfare.

	C.  The Breakup of the Empire – students and teacher will discuss material from 

	text book after the text is read aloud in the classroom. Student and teacher will 

	discuss the cause and effect of the political structure collapse 

	D.  Alexander's Legacy - students and teacher will discuss material from textbook 

	after the text is read aloud in the classroom.

VI. Chapter Review – Students will review their vocabulary cards by drilling.  Content 

	covered will be reviewed by the teacher.

VII. Evaluation – A combination of mini-quizzes on chapter sections, project grades and 

	assignments, and a final chapter test of written fill-in the black type questions.

Timeline.
	The unit will not be started until mid-March.  It will probably cover three to four weeks of classroom instructional time.  We will be scheduling the activities during the weeks when I am available to assist and when the library computer lab is available.    
Instructional goals and objective.
Goal 1.  Mrs. Tumbleston’s 6th grade geography students will demonstrate an 
understanding of the legacy of ancient Greece. 
	Objective.  After reading and discussing the Greek Olympics, the students will 
apply this knowledge by successfully creating, conducting, and participating in 
comparable Olympic games at the school.
	Objective.  By the end of the instructional unit, the students will apply this 
knowledge by successfully preparing, serving, and hosting a Greek food festival to be 
held at the school.
Goal 2.   Mrs. Tumbleston’s 6th grade geography students will learn about different Greek 
gods or goddesses. 
	Objective.  During the instructional period, the students will come to the library to 
locate information on the Internet about a Greek god or goddess they have selected.
Goal 3.  Mrs. Tumbleston’s 6th grade geography students will demonstrate an 
understanding of map and globe skills.
	Objective.  During the instructional period, the students will come to the library to 
research Greece, and they will complete a fact sheet with a 90 % accuracy rate from 
information obtained from the Internet CIA Fact Book.	
Goal 4.  Mrs. Tumbleston’s 6th grade geography students will recognize the affects of natural 
and human events on Greek architecture. 
	Objective.  After viewing before and after renditions of Greek architecture, the 
students will be able to accurately recognize Greek ruins from photos with a 90% accuracy 
rate.