Ancient Greece

10th Grade
World History
Katie Lindenberg

STAGE I GOALS
Unit Overview:
In this unit we will investigate and study ancient Greek civilization. Students
will examine the geography of Greece, the Greek peoples daily lives, their
religion, government, society, philosophy and contributions made to the
modern world. Students will also examine those who influenced Greek
society most and how they shaped the Greek world.
Enduring Understanding:
The ancient Greeks developed a society that teemed with innovation and
creation; it is a society that gave birth to democracy, philosophy and art.
Without the existence of this society our modern world would not be what it
is today.
Essential Question:
How have the ancient Greeks influenced modern day thinking/society?
How has Greek Democracy influenced our own society?
Key Concepts:
Democracy- government exercised either directly by the people or by
elected representatives; the practice of the principle of equality of
rights, opportunity, and treatment
City-state- a state that contains its own government and consists of
the city and surrounding area
Greek Citizenship- people who had the right to participate in the
government
Greek mythology- stories that the Greeks used to explain their
beliefs or natural occurrences (a way to explain how the world works)
Philosophy- the study of knowledge, ideas, truth, nature and the
meaning of life
Development of an empire- due to the Greeks innovations and
creativity the Greek society expanded and developed, it eventually
came under the power of Alexander the Great who expanded it even
more
Hellenistic- relating to Greek culture, society, art and history after the
death of Alexander the Great (Greek-like)
Greek Theater/Arts- tragedy, comedy and satyr plays.
Additional people and events:

Socrates
Aristotle
Alexander the Great
Homer
Persian Wars
Aesops fables

Standards:
Arizona Standards for Social Studies:
PO 3. Analyze the enduring Greek and Roman contributions and their impact
on later civilization:
a. development of concepts of government and citizenship (e.g.,
democracy, republics, codification of law, and development of empire)
b. scientific and cultural advancements (e.g., network of roads,
aqueducts, art and architecture, literature and theater, mathematics,
and philosophy)
College and Career Readiness Standards:
910.RH.3. Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them.
910.RH.6. Compare the point of view of two or more authors for how they
treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
910.WHST.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Produce clear and coherent functional writing(e.g., formal letters, envelopes,
experiments, labels, timelines, graphs/tables, procedures, charts, maps,
captions, diagrams, sidebar, flow charts) in which the development,
organization and style are appropriate to task, purpose, and audience.
910.WHST.7
Conduct short as well as more sustained research projects to answer a
question (including a self generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
Objectives:
1. SWBAT compare and contrast Athens and Sparta

2. SWBAT analyze Greek mythology and explain its importance in ancient

Greek society
3. SWBAT examine and interpret the written works of Greek philosophers
4. SWBAT evaluate and determine if they Greeks were a successful
society and why
5. SWBAT summarize the impact Alexander the Great made on Greek
society
6. SWBAT assess the influence the ancient Greeks had on other societies
throughout history
7. SWBAT analyze the geography and land of the ancient Greeks and how
this affected their society and way of life
8. SWBAT to interpret and discuss Greek mythology and the Greeks
polytheistic religion
9. SWBAT explain the causes and affects of the Peloponnesian War
10.
SWBAT identify vocabulary terms associated with ancient Greece
11.
SWBAT explain ancient Greek politics and democracy
12.
SWBAT discuss the causes of the Persian Wars and how the wars
impacted the Persian and Greek empires
13.
SWBAT examine the many influential people throughout ancient
Greece such as philosophers, astronomers, politicians, mathematicians
and artists
14.
SWBAT describe a Greek city-state
15.
SWBAT explain how Macedonia became a military power in the
th
4 century B.C.E

STAGE II ASSESSMENTS
Achievement Test Description:
Students will be given 30 multiple-choice questions and two short
answer/essay questions. The two short answer/essay questions should
contain at least five paragraphs and be thorough. Students should expect to
spend about ten minutes on each short answer/essay question.
Students will be tested on Greek geography, Athens, Sparta, the
Peloponnesian War, Greek Government and leaders, daily Greek life, Greek
mythology and religion, Ancient Greek philosophers and writers, people
throughout Greek society, inventions, Alexander the Great and key
vocabulary terms associated with Ancient Greece all of which was learned
throughout the unit.
The questions that students will be tested on relate to stage I goals
and objectives by covering the information that students have learned
throughout the unit such as vocabulary, comparing Athens and Sparta, the
causes of the Peloponnesian War, mythology and the other numerous
objectives students learned throughout the unit.

Example Question
1) Who formed the League of Corinth, which essentially ended the Greek City
states?
A) Phillip II of Macedonia
B) Socrates
C) Alexander the Great
D) Themistocles

Performance (Authentic) Assessment Description:

Standards:
9.10.WHST.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Produce clear and coherent functional writing(e.g., formal letters, envelopes,
experiments, labels, timelines, graphs/tables, procedures, charts, maps,
captions, diagrams, sidebar, flow charts) in which the development,
organization and style are appropriate to task, purpose, and audience.
9.10.WHST.7 Conduct short as well as more sustained research projects to
answer a question (including a self generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under
investigation.

Goal: Students will create a class wide newspaper that covers people,
themes and ideas from Ancient Greece
Role: Students will be divided up into two different groups. Half the class will
be journalists and the other half will be assigned the role of a famous
person in ancient Greece. Famous Greeks will include famous politicians,
mathematicians, astronomers, artists
Audience: The target audience is other classmates and the teacher
Situation: The student who is the journalist will be assigned a person to
interview; they will then come up with questions to ask their assigned
person. The student who is assigned a person will have to answer these
questions as the Greek person they received.
Product, Performance, and Purpose: Together the pairs of students
(interviewer and interviewee) will write up a newspaper column that includes
the questions asked and information about the person interviewed. The
5

students will then put their findings together in a newspaper, students can
also include pictures/drawings if they would like. As a class we will discuss
their interviews and findings about the people they looked at and the
important role those people played in Ancient Greece and in todays society.
Standards and Criteria for Success:
Students must ask a minimum of 6 questions to the person they are
interviewing. The interviewee must be knowledgeable about the person they
are portraying and be able to answer the questions they are given. Together
their newspaper column must be well organized, logical, include important
information about the person and also have no spelling, punctuation or
grammatical errors.
SWBAT assess the influence the ancient Greeks had on other societies
throughout history
SWBAT examine the many influential people throughout ancient Greece such
as philosophers, astronomers, politicians, mathematicians and artists.

STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Historical
Topic(s)

Unit
Objective(
s)

Day
1

Early Greece7,10
Minoans/Mycenaea
ns

Activities

Assessments

Discussion on
ancient Greece
geography

Students will turn

in their completed
map

Day
2

Archaic Greece /
The Persian Wars

10,12,14

Day
3

Greek City-States,
Life in
Sparta/Athens

1,10

Day
4
Day

Greek Life

3,10

Students will
complete and
label a map of
Ancient Greece
How Greek city
states
developed, the
cause of the
Persian wars
and how
because of the
war the Greek
city-states
united, show
map of the
city-states and
the Persian
wars
*3 multiple
choice
questions to be
answered as a
class at
beginning of
the lesson
about the
previous lesson
*Lesson below
*Lesson below

Greek Life

3,10

*Lesson below

Checks for
understanding
throughout the
lesson by
observing
students and
asking them
questions. At the
beginning of the
next class
students will
answer three
multiple questions
as a class
Handouts/homew
ork

Whats in a Pot?
Assignment
One-minute paper

Day
6

Performance
Assessment

10,13

Day
7

Performance
assessment cont.

10,13

Day
8

Performance
Assessment cont.

10,13

Day
9

Religion &
Mythology

2,3,8,10

Day
10

The Peloponnesian
War

9,10

Day
11

Rise of Macedonia

10,15

*Introduce
performance
assessment
and assign
tasks
Students will
go to computer
lab for
research
Student will
conduct their
interviews
and write out
their column
As a class we
will put
together their
columns and
discuss them
Discuss what
mythology is
and what is
meant to
Greek society.
Go over Gods
and
Goddesses.
Students will
form groups
and read
different Greek
myths and fill
out their
What/How/Why
outlines
*lesson below
War between
Athens and
Sparta, 413404 B.C
Prezi on Phillip
II of Macedonia
and how the
Peloponnesian

Show teacher
research
Participation

Students will be
graded on
newspaper
column/rubric

What/How/Why
Outline- Students
will fill out an
outline about
Greek myths,
explain for each
myth we discuss
what it is, how
and why it came
about

*Quiz on unit so
far
Group discussion,
muddiest pointstudents write
down what
8

Day
12

Alexander the
Great

5,10

Day
13

The Hellenistic
World

4,5,10,13

Day
14

End of Unit/Test

1-15

war allowed
Macedonia to
take control
over Greek
city-states
Alexander the
Great and the
defeat of the
Persian
Empire, map of
Alexanders
conquests and
Greek rule, go
over muddiest
points
Alexanders
influence over
other cultures,
Alexandria.
Expansion of
philosophy,
art, science
etc.
Unit Exam

concepts they
have struggled
with throughout
the unit
Debate discussion
in pairs-pros &
cons of
Alexanders
expansion

Discussion, Exit
ticket

End of Unit Exam

Catalog of Lessons:
Day 1 Early Greece- Minoans/Mycenaeans
Unit Objectives: 7,10
Activities: To begin the unit students will be given 30 seconds to write down
everything they know about ancient Greece, their answers will be discussed
and we will talk about what they are going to learn. The lesson will then
begin and will go over ancient Greek landscape and how it shaped Greek
society. Students will complete, color and label a map of Ancient Greece*see
attachments for map
Assessment: Student will turn in their completed map, maps must be
completed and labeled correctly in order to receive full credit
Day 2 Archaic Greece / The Persian Wars
Unit Objectives:10,12,14
Activities: Prezi on how Greek city-states developed, the cause of the
Persian wars and how because of the war the Greek city-states united, show
map of the city-states and the Persian wars
9

Assessment: Checks for understanding throughout the lesson by observing

students and asking them questions, all students will be asked a question
and must participate.
*Day 3
Lesson title: Greek City States: Athens and Sparta
Standard: PO 3. Analyze the enduring Greek and Roman contributions and
their impact on later civilization:
a. development of concepts of government and citizenship (e.g.,
democracy, republics, codification of law, and development of empire)
b. scientific and cultural advancements (e.g., network of roads,
aqueducts, art and architecture, literature and theater, mathematics,
and philosophy)
Unit objectives:
SWBAT compare and contrast the Greek city-states of Athens and Sparta
SWBAT locate Athens and Sparta on a map
Activities: Present a prezi on Athens and Sparta, teacher will ask students
questions, discuss the material and have students ask questions. After the
short lecture students will receive two work sheets to work on with a partner.
On the first worksheet fill out a checklist of attributes of each city-state then
on a separate worksheet they will write down characteristics of Athens and
Sparta. As a class we will discuss their findings and compare the two states.
Assessment: Students will fill in a chart about each city-state (Athens and
Sparta)*see attachments. Students will also complete a short write-up on
what city-state they would have liked to be a citizen of supporting their
answer with the information they learned about the two city-states. If not
finished by the end of class it will be homework due the next class period.
*Day 4/5
Lesson title: Ancient Greek Society and Culture
Unit Objectives:
SWBAT identify vocabulary terms associated with ancient Greece
Activities: The lesson will be introduced by watching a short Ted Ed video
on Greek culture and its connection with music throughout every aspect of
the Greeks lives.
Link: http://ed.ted.com/lessons/music-and-creativity-in-ancient-greece-timhansen
10

Discuss:

Womens role in Ancient Greece

Slaves
Jobs people performed, agriculture, merchants
Education
Children
Explain key terms associated with Greek life
Rituals
What philosophy meant to the Greeks and how it shaped their
lives
Students will form groups of 3, they will be handed a packet that features
pictures of pots from Ancient Greece and feature artwork that tells us
something about the Greeks daily life. Students will have to analyze these
pictures, discuss and write down what aspect of daily life each pot goes to
(slavery, religion, education, children, agriculture, slavery, women etc.)
Assessment: One-minute paper about what students found the most
interesting about the Greeks during the lesson. This will be completed at the
end of class and turned in before they leave. Assessment will be graded for
content and information must thoughtful and relevant to the question.
Day 6 Performance Assessment
Unit Objectives: 10,13
Activities: Students will conduct research for their projects in the computer
lab.
Assessment: Students will show teacher a list of five sources that they will
use for project
Day 7 Performance Assessment
Unit Objectives: 10,13
Activities: Student will conduct their interviews and write out their
column with their partner
Assessment: Teacher will ask students questions and make sure that
students are participating in activity and completing their task throughout
the class period.
Day 8 Performance Assessment
Unit Objectives: 10,13
Activities: Students will bring in their finished columns and as a class we
will put them together to create a newspaper. The pairs will discuss with
the class their findings. All students must participate. Teacher will print out a
copy of the newspaper for each student to reference and study from.
Assessment: Students will be graded on their columns. Columns must
contain factual information, no spelling/grammatical errors, writing is
organized and logical and will be graded by a rubric.
11

*Day 9
Lesson Title: Greek mythology and religion
Standard:
PO 3. Analyze the enduring Greek and Roman contributions and their impact
on later civilization:
a. development of concepts of government and citizenship (e.g., democracy,
republics, codification of law, and development of empire)
b. scientific and cultural advancements (e.g., network of roads, aqueducts,
art and architecture, literature and theater, mathematics, and philosophy)
Unit Objectives:
SWBAT analyze Greek mythology and explain its importance in ancient Greek
society
SWBAT to interpret and discuss Greek mythology and the Greeks polytheistic
religion
Activities:
Students will form group of four with the students around them- they will be
given a picture of a painting that depicts a Greek god or mythological story.
They will have three minutes to discuss the picture. What do they think it
represents? Do they know who or what the picture is about? The pictures will
then be displayed on the projector and students will discuss their thoughts
on them. A short presentation will be given on the ancient Greek religion,
what mythology is and the different gods and goddesses in Greek mythology.
Presentation will also go over some important stories in Greek mythology.
Students will fill out what/how/why outline in class.
Assessment: What/How/Why Outline- Students will fill out an outline about
Greek myths, explain for each myth we discuss what it is, how and why it
came about. Outline must contain all components in order to receive full
credit.
Day 10 The Peloponnesian War
Unit Objectives: 9,10
Activities: Discussion and presentation about the war between Athens and
Sparta, 413-404 B.C, cause/effect of the war.
Assessment: Students will be given a quiz on what they lave learned in the
unit so far. The quiz will feature multiple-choice questions and one short
answer, they will be given 20 minutes to complete the quiz
Day 11 Rise of Macedonia
Unit Objectives: 10,15
Activities: Prezi on Phillip II of Macedonia and how the Peloponnesian war
allowed Macedonia to take control over Greek city-states, discussion on why

12

Macedonia was able to take over the Greek city-states and what this meant
for Greece as a whole
Assessment: Group discussion, muddiest point-students write down what
concepts they have struggled with throughout the unit, these will be
discussed during the next class period.
Day 12 Alexander the Great
Unit Objectives: 5,10
Activities: Crash course in history video will be watched as opening. We will
discuss and go over Alexander the Great and the defeat of the Persian
Empire, map of Alexanders conquests and Greek rule, go over muddiest
points.Pair debates, class discussion.
Assessment: Debate discussion in pairs-pros & cons of Alexanders
expansion. Students will be put in pairs and one student will have to argue
the pros and the other the cons of Alexander the Greats Greek expansion.
Students will write these down on a sheet of paper and discuss them
together. As a class students will come together and discuss their answers.
Poll students on whether or not they believed Alexanders expansion was
beneficial to the Greek empire.
Video Link:
https://www.youtube.com/watch?v=0LsrkWDCvxg
Day 13 The Hellenistic World
Unit Objectives: 4,5,10,13
Activities: Discussion and presentation on Alexanders influence over other
cultures, Alexandria. Expansion of philosophy, art, science etc.
Assessment: Discussion on Alexanders influence on Greek society how it
has influenced society today. Exit ticket- students will write down a
paragraph about what they have enjoyed about the unit and what they found
the most interesting about the Greeks.
Day 14 Unit Exam
Unit Objectives: 1-15
Activities: Students will be given the whole class period to complete their
exam. The exam will cover the whole unit and feature multiple choice
questions and short answer/essay questions.
Test is closed notes, students will not be able to reference any material
during the test. They also must remain quiet throughout the whole period
even if they finish their test early. There is no talking to other students during
the exam. Cheating will not be tolerated and if found cheating they will
receive a zero. Students may ask the teacher to clarify questions on the test.
Assessment: Unit Exam

13

ATTACHMENTS
Day 1- Ancient Greece Outline Map

Athens and Sparta Activity

*Students will be given first table without answers and have to fill them in
ATHENS
SPARTA
Population Approximately 140,000; Approximately
Approximately 8,000
&Map
40,000 men were citizens; and slaves
Spartiates (adult male
(about 40,000). By 432 BC, Athens had
citizens) ruled over a
become the most populous city-state in
population of 100,000
Hellas. In Athens and Attica, there were at enslaved and semileast 150,000 Athenians, around 50,000
enslaved people.
aliens, and more than 100,000 slaves.
Governmen Athenian Government
Spartan
t&
Usually classified as a "direct democracy" Government:Usually
Political
(because everyone, not just politicians
classified as an "oligarchy"
organizatio attended the Assembly), Athens claims to (rule by a few), but it had
ns
be the "birthplace of democracy".
elements of monarchy
(rule by kings), democracy
Elected officials including

14

(through the election of

council/senators), and
aristocracy (rule by the
upper class or land owning
class).
Two kings who were
generals in command of
the armies and with some
religious duties.
Five overseers (ephors)
elected annually ran the
day-to-day operations of
Sparta. They could veto
rulings made by the
council or assembly.
Council or
Senate(apella) of 28
councilmen (men over 60
and elected for life by the
citizens) and the 2 kings.
They acted as judges and
proposed laws to the
citizens' assembly.
The Assembly of all
Spartan males aged 30 or
over could support or veto
the council's
recommendations by
shouting out their votes.
Women did not participate
in the political life of
Sparta.
Social Structure of Athens:Freemen were Social Structure of Sparta:
all male citizens: divided into numerous
Three
classes: at the topwere aristocrats who classes: Spartiates(milita
had large estates and made up the cavalry ry professionals who lived
or captained triremes; middle ranks
mostly in barracks and
weresmall farmers; lowest class was
whose land was farmed by
the thetes (urban craftsmen and trireme serfs; they served in the
rowers). Metics - those who came from
army and could vote).
outside the city; they were not allowed to Perioeci or
own land, but could run industries and
"neighbors/outsiders" who
businesses. Slaves were lowest class, but were freemen; they
less harshly treated than in most other
included artisans,
Greek cities. Slaves had no rights, and an craftsmen, merchants;
owner could kill a slave. Slaves varied in
they could not vote or
status: some were given important roles in serve in the army;
Athens, like policemen. Women were rarely foreigners could be in this
seen outside the home and had no rights in class.
10 generals (strategos),magistrates (arc
hons), and others.
Council of 500 was charged with
administering decisions made by the
Assembly.
The Assembly open to all citizens (all
citizens were eligible to attend such
meetings and speak up). They passed laws
and made policy decisions. The Assembly
met on the Hill of the Pnyx at the foot of
the Acropolis.
During time of Pericles citizens were paid
for jury service so not only the wealthy
could participate.
Women did not participate in the political
life of Athens.

Social
Structure

15

the Athenian democracy.

Helots (serfs descended

from those peoples who
had resisted subjugation
by Sparta and who were
constantly rebelling. They
were treated like slaves
and gave 1/2 of their
produce to the Spartiate
citizens who owned the
land.
Women had few rights, but
were more independent in
Sparta than elsewhere in
Greece.
Allies
Delian League (with Athens clearly the
a Peloponnesian League
most powerful); Athens taxed and
(with Sparta clearly the
protected other city-states.
most powerful).
Military
Strong navy.
Strong army, best and
strength
most feared fighters on
land.
Life style
Democratic values for citizens. They
Spartan culture:Militaristic
and values believed in participation in government as values. Children of citizens
a civic responsibility. Athenians believed in were raised to be
their cultural superiority and in their role in "Spartan", taught to get
an empire and benefiting from trade.
along with almost nothing.
(SeePericles' Funeral Orationshowing these Spartiate citizens were not
values.) "Further, we provide many ways to permitted to own gold or
refresh the mind from the burdens of
silver or luxuries. Spartan
business. We hold contests and offer
children were taught to
sacrifices all the year round, and the
respect elderly, women,
elegance of our private establishments
and warriors. [The strict
forms a daily source of pleasure and helps separation of classes and
to drive away sorrow. The magnitude of our militaristic system was put
city draws the produce of the world into
into place by Lycurgus in
our harbor, so that to the Athenian the
the 7th century BC.]
fruits of other countries are as familiar a
Spartan mothers would
luxury as those of his own."
say to their sons, "Either
come back with your
shield or on it" (meaning
return victorious or die
fighting).
This lifestyle was praised
by Xenophon, an ancient
historian c. 375 BCE.
Education Boys: Schools taught reading, writing and Boys: Boys were taken
mathematics, music, poetry, sport and
from parents at age seven
gymnastics. Based upon their birth and the and trained in the art of
wealth of their parents, the length of
warfare. They were only
education was from the age of 5 to 14, for give a cloak - no shoes or

16

the wealthier 5 - 18 and sometimes into a

student's mid-twenties in an academy
where they would also study philosophy,
ethics, and rhetoric (the skill of persuasive
public speaking). Finally, the citizen boys
entered a military training camp for two
years, until the age of twenty. Foreign
metics and slaves were not expected to
attain anything but a basic education in
Greece, but were not excluded from it
either.
Girls: Girls received little formal education
(except perhaps in the aristocrats' homes
through tutors); they were generally kept
at home and had no political power in
Athens. The education of a girl involved
spinning, weaving, and other domestic art.

Role of
women

other clothes, and not

enough food so they had
to steal (to learn survival
skills). At age 20 they were
placed into higher ranks of
the military. To age 30
they were dedicated to the
state; then they could
marry but still lived in
barracks with other
soldiers. They were
educated in choral dance,
reading and writing, but
athletics and military
training were
emphasized.Girls: Girls
were educated at age 7 in
reading and writing,
gymnastics, athletics and
survival skills. Could
participate in sports;
treated more as equals.
Athenian women:
Spartan women and
Athenian women and girls were kept at
therole of Spartan women:
home with no participation in sports or
Girls were educated in
politics. Wives were considered property of reading and writing and
their husbands. They were were
could participate in sports;
responsible for spinning, weaving and
they were treated more as
other domestic arts.
equals to men. The goal
Some women held high posts in the ritual was to produce women
events and religious life of Athens (where who would produce strong
the goddess Athena was the patron).
healthy babies. At age 18
Prostitutes and courtesans were not
she would be assigned a
confined to the house. Some became
husband and return home.
influential such as Aspasia (see the
Citizen women were free
'Character Stories section of this Web site). to move around and
enjoyed a great deal of
freedom. Domestic arts
(weaving, spinning, etc.)
were usually left to the
other classes. Spartan
women could own and
control their own property.
In times of war the wife
was expected to oversee
her husband's property
and to guard it against
invaders and revolts until
her husband returned.

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Cultural
Art, architecture, drama and literature,
achieveme philosophy, science, medicine, etc.
nts and
Government (democracy, trial by jury)
legacy

Other

Food: Athenians enjoyed luxuries and

foods from all over their empire. Wealthy
Athenian homes were quite nice with an
inner courtyard.

Military supremacy and

simple lifestyle are the
major inspiration behind
the philosopher Plato's
book 'The Republic' - the
first attempt to formulate
an 'ideal' community.
Food: Spartan Broth
consisted of pork, blood,
salt and vinegar. Spartans
were trained to dislike
luxuries and fancy foods.
The men lived most of
their lives in military
barracks.

Put the answers in the blanks. Note: Some may be found in both.

ATHEN SPART
S
A

Which had the largest Population?

Government
Which was a limited democracy?
Which was a military oligarchy?
Which had two kings?
Which had an assembly?
Social Structure
Which had citizens as the upper class?
Which had foreigners as a working class?
Which had slaves?
Allies
Which was the leader of the Delian League?
Which was the leader of the Peloponnesian League?
Military strengths
Which had the strongest navy? Which had the strongest army on
land?
Life style and values
Which had militaristic values? Which had democratic values?
Role of women
Which limited women's role in politics? Which gave the most
freedom to women?
Education
Which valued choral dance and music?
Which valued athletics?
Which gave more education to girls?

18

Which gave the most education to boys?

Cultural achievements and legacy - what are the achievements
and the legacy of each?
Other

Quiz-Day 10
There are five multiple-choice questions and one short answer for this
quiz. Please answer the first five multiple-choice questions by circling the
best answer for each question then answer the one short answer question.
1) The Greeks had a system of religion that contained many gods and
goddesses. This is called a __________ religion.
A)
B)
C)
D)

Monotheistic
Pantheistic
Henotheistic
Polytheistic

2) All of the following are true of myths EXCEPT:

A) They explained the history to the Greek people
B) They were used to explain natural phenomenon
C) They were Non-fiction stories told by the Greeks
D) They often have a moral and portrayed the Greeks beliefs
3) Who was considered a citizen(s) in Ancient Greece:
A)
B)
C)
D)

Free men, born in their city-state

Free Men, women and children
Metics
Property owners

4) A Polis is:
A) A ship used by the Athenians during wartime
B) An independent Greek state and surrounding area
C) Fortified city built on high ground
D) A political system involving rule by a small group

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5) Philosophy is the study of:

A)
B)
C)
D)

Ancient Greek gods and goddesses

Knowledge, nature, truth and the meaning of life
Stars and the solar system
Mathematics and science

Short Answer:
Ancient Greek culture has made many impacts on todays culture. The
Greeks made contributions to art, theater, history, philosophy, mathematics,
science/astronomy and politics. Explain what you believe to be the biggest
contribution the Ancient Greeks made to modern day society and why. Your
answer must contain at least three paragraphs along with specific
evidence that relates to your topic. Be specific when you describe a
contribution, do not just say mathematics- give a specific example in that
category and why you think it was important.

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CITATIONS
References
Beck, R.B., Black, L., Krieger, L.S., Naylor, P.C., & Shabaka, D.I. (2012). World
History:
Patterns of Interaction. Orlando, Fl: Houghton Mifflin Harcourt
Publishing Company
Chisholm, J., Miles, L., & Reid, S. (2007). The Usborne Encyclopedia of
Ancient Greece.
London: Usborne Publishing
Ellis, E.G., Esler, A. (2014). World History. U.S.A: Pearson Education
The Two Faces of Greece: Athens & Sparta. Retrieved from
http://www.pbs.org/empires/thegreeks/educational/index_html.html
Whats in a pot?. Retrieved from
http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html

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