Ancient Greece Transportation

Lesson Plan

Grade Level: 8th

Title of the Days Lesson:
Ancient Greece Transportation: The students will figure out what types of transportation were used in ancient Greece. They then will pick one of the types and modify it to make Greek travel easier and faster. For example, electric oars on their ships. The student will then write about why they changed what they did.

Materials:
-17 Pictures of different modes of transportation (7 are of ancient transportation, Ten are transportation we have now days.)
-Tape
-Paper
-Pencil
-Art Supplies
(Construction paper, glitter, markers, crayons, Popsicle sticks, magazines, cardboard, paint, paint brushes)
-Scissors
-Stapler
-Glue
-Handouts

Teacher Preparation:
Get all the pictures of types of transportation, and have them taped up on the wall. Collect all the art supplies that will be used. Know the types of transportation and what they were used for.

MN Academic Strand and Sub-Strand:
World History: Classical Civilizations and World Religions 1000 BC to 600 AD.

NCSS Strand and Sub-Strand:
Time Continuity and Change: Identify and describe selected historical periods and patterns of change within and across cultures such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems and others

Lesson Goal:
Students will learn the culture of ancient Greece.

Lesson Objective:
The students will be able to recognize the types of transportation that were used in Greece in ancient times.

Procedures:
Introductory Experience: 13 min
-Have the 17 different types of transportation pictures all over the front of the room. (Car, truck, types of boats, ships, horses, mules, trains, bus, carriage, plane, ox, helicopter, bikes, motorcycle, walking, etc)
- As a class go over what all the types of transportation are up on the board. (3 min)
-Students will then be called to come up to the board and take down a picture of a type of transportation that they believe was not part of the ancient Greek culture.
-While they are taking down a picture they must explain why they think this was not part of ancient Greek culture. (10 min)
-If someone chooses a form of transportation that was used, explain why it was and what it is used for.
-After all the wrong forms of transportation were taken down we would talk about the types of transportation that were left, and how they were used in ancient Greece.

Developmental Experience: 27 min
-After explaining how each of the seven different modes of transportation were used in Greece hand out the directions sheet and review what’s on it. The students then have to choose one of the modes of transportation they like best. This excludes walking. (2 min)
-Once they choose a type of transportation they have to think of a way that they would have changed that particular method to make Greek travel easier or faster.
-Once they have decided what they were going to change they have to create a project that shows that mode of transportation with that improvement included. They can make a painting and model or a drawing. This is their project so they can create their transportation however they would like to do it.
-They can use all the different types of art supplies that were brought into the classroom. (18 min)
-After they are done making their project they then must write a paragraph on why this modification would have helped the Greeks. (5 min)
-Once the students are done, the students may walk around the room and look at other student’s work and what they changed. (2 min)
-They will then turn these activities in when they are done with them. If they don’t finish it is due the next class period.

Culminating Experience: 5 min
-Explain to students this is how changes to technology start. It starts because someone has an idea in how to improve it. (2 min)
-Review what all the types of transportation that the ancient Greeks used.
-The students will then write a paragraph/ half page reflection on which types of transportation they would prefer to use. Would they like to use the ancient Greeks types of transportation or modern ways of transportation we use today and why. (3 min)
-The students will then turn in their reflection to be graded for participation.

Assessment:
Throughout the day I will be watching the students and listening to their explanations. Especially in how they are explaining how they know certain modes of transportation were not part of ancient Greek culture. I will be looking over their reflections to see why they changed the certain aspect of transportation they did. I also will give them participation points for their personal reflection they did at the end of class. Lastly, I will be looking at all of the students’ art projects and hanging them around the room.




Modes of Transportation in Ancient Greece
1. Make a mode of transportation that was previously talked about in class and is up on the board. (The student may not use walking)
2. Once you have chosen a type of transportation think of one way to change that type of transportation to improve the way of life for the Greeks. For example, If they choose to change the ship they may give it electronic oars so they did not need to row themselves.
3. After deciding on the transportation and change, use the art supplies provided to create it. This can be a painting, a drawing, a cutout, or a model. It is up to you.
4. There will be time provided in class to finish, but if more time is needed it is due the following class period.
5. Once finished with the project, write a paragraph on why the changes were made to the type of transportation, and how it will help the Greeks out.
6. When everything is done turn it in to receive credit.

The project is worth 25 points




Types of Transportation In Ancient Greece
Ox: Pulled heavy things for people.
Chariot: They were used in battle and later used for games.
Walking: Moving around the city they lived in.
Mules: Moved light cargo and people. Also used for going up mountains
Ships: Go long distances over water for cargo and military purposes.
Horses: People rode them, and they pulled Chariots but very rarely used
Sailboats: Easy to get from one island to another and for leisure.

Types of Transportation Not In Ancient Greece
All were invented after ancient Greece time. There wasn’t gas, which many of these things need.
Car
Truck
Speed Boat
Cruise Ship
Trains
Bus
Plane
Helicopter
Bikes
Motorcycle

Ancient Greek Money

Lesson Plan

Grade Level: 8th

Title of the Days Lesson:
Ancient Greek Money: The students will each have their own set of coins in an envelope, and they will use them to do activities about money and social classes.

Materials:
-Greek coins (6 different types)
-5 U.S Coins (1 Penny, 1 Dime, 1 Nickel, 1 Quarter, and1 50 cent piece)
-Envelopes with three different markings on them (ex. Line, circle, square)
-3 different types of game pieces (horse, thimble, and guitar) 30 total
-Expo Markers (Red and blue)

Teacher Preparation:
The teacher needs have ancient Greek coins. The teacher needs to make copies of the coins out of paper if they don’t have enough real coins for activity. Know the different types of ancient Greek coins and how much they are worth. Mark the envelopes with a crayon or marker. They also need to find three different types of game pieces, but one for every person in the class. (10 of each for a class of 30 students) Lastly, they need to know the class system in ancient Greece. (Upper class “patricians” was made up of royalty and philosophers, middle class “perioikos” skilled workers and lower class “plebeians” made up of slaves, boat un-loaders and manual laborers)

MN Academic Strands and Sub-Strands:
World History: Classical Civilizations and World Religions 1000 BC to 600 AD.

NCSS Strands and Sub-Strands:
Production, Distribution, and Consumption: Differentiate among various forms of exchange and money.

Lesson Goal:
Students will learn the culture of Ancient Greece.

Lesson Objective:
Students will be able to recognize ancient Greek coins, and know how much they are worth to be able to relate this to the social classes of ancient Greece.

Procedures:
-http://www.mlahanas.de/Greeks/Money.htm
-http://esty.ancients.info/numis/
-http://www-groups.dcs.st-and.ac.uk/~history/HistTopics/Greek_numbers.html

Introductory Experience: 10 min
-Pass out six different types of Ancient Greek coins around the room. (1 min)
-Have students look at them and see what they notice about them. (3 min)
-Have them figure out which coins would be worth the most and which the least by comparing the sizes and relating them to U.S coins. (The coins worth is based on what they are made of and how much they weigh.)
-They then can go up to the board and write down which one they think is worth the most and the least. They can use the red marker for the most, and the blue marker for the least. (3 min)
-Look at the board, and then discuss why the students thought the coins were worth what they were. (Did they think it was because of their weight or color) (3min)

Developmental Experiences: 29 min
-Explain how much each of the coins is worth. (They can be the size of a dime to a half dollar, and vary in thickness. A drachma was the base unit. An obol was 1/6 a drachma, a talent was 6,000 drachmas, tetradrachma was 9 drachmas and a decadrachma, and 100 Drachma was a mina.) (3 min)
-Give them examples of what things cost back then. (loaf of bread = 1 obol
1lamb = 8 drachmas, gallon of olive oil = 5 drachmas, sandals = 8 to 12 drachmas, slaves = 200 to 300 drachmas) (1 min)
-Pass out instruction sheet to the students and go over activity. (2 min)
-Give each student an envelope full of ancient Greek coins. Some will have only a few coins and others will have a lot inside their envelope. (Each envelope has one of three markings on them) (1 min)
-Break students into groups of three. The students can pick their own group, but each group has to have one of each of the envelope markings in it. (These markings are a way to separate each of the social classes in ancient Greece. The students do not know this though.) (1 min)
-Each group must then figure out how much money, or drachmas, each person in the group has. They can do this by adding the coins up since they will know how much they are worth from before. (8 min)
-They then must figure out who in the group has the most money, the least money and who is in the middle.
-The group then decides who should get which game piece. (Horse being the person with the most money, guitar in the middle, and thimble is the person with the least amount of money)
-After they have decided which person gets which game piece then the people with the same game piece will get together in groups around the room and discuss what they have in common with one another. (Money, game pieces, jobs, etc) (1 min)
-After the groups have discussed, the class then discusses which group (game pieces) had the most money, and the least, and compare how this relates to social classes and status. What social class would have the most money, and which would be in the middle and who would be in the low class? (10 min)
-Then talk about what types of clothing they would be wearing depending on what class they were in, and what types of jobs these groups would have.
-They also need to talk about why each of the game pieces was chosen. Why did the wealthy have the horse? Why did the low class have the thimble?
-Lastly, Mention that Greece now uses the Euro instead of the ancient Greek coins. Also, say that the Euro is worth more than the dollar is. But now days an ancient Greek coin can be worth $10-$500 if you have one. (1 min)
-The students can then return to their original seats, and turn in their envelopes and game pieces. (1 min)

Culminating Experiences: 6 min
-Have students state how much each coin was worth, and what they saw on the coins. (3 min)
-Review what types of people back in ancient Greece would possess these coins, and what types of people would have a lot of money. (3 min)

Assessment:
Throughout the day I will be observing the groups and seeing how they are going about their discussions. I will be asking questions to see how well they understand the activity. I also will be listening for understanding and guiding the whole group conversation. While I am listening to their conversation I will be expecting them to be using correct terminology, and making sure they are thinking of what types of jobs people had back in ancient times not typical jobs today. I also will be letting them know that for them participating in the group and class discussions they will be getting participation points for the class


Teacher Help Sheet

Talent= 6,000 drachmas
Mina= 100 drachma
Decadrachma= 10 Drachmas
Tetradachma= 9 drachmas (Same size as us quarter just 3 times thicker)
Drachma= 1 (Like U.S dime but thicker)
Obol= 6 drachma

*An unskilled worker, like someone who unloaded boats or dug ditches, in Athens, would be paid about two Obols a day.



The typical costs of goods in ancient Greek city-states.

Loaf of bread = 1 Obol
1 lamb = 8 drachmas
Gallon of olive oil = 5 drachmas
Sandals = 8 to 12 drachmas
Slaves = 200 to 300 drachmas

Clothing they would wear in Ancient Greece

-Upper class: would be wearing clothes from the market place they also would wear jewelry and accessories
-Middle class: Wear simple clothing from market.
-Lower class: would be wearing simple self-made clothing

Types of jobs they would have in Ancient Greece
-Upper class: royalty philosophers, educated people, and political figures
-Middle class: doctors, singers, and skilled workers
-Lower class: slaves, boat un-loaders, manual laborers, miners unskilled workers