7+Hist+-+Ancient+Greece+&+Rome

Introductory lesson: Explain that this is the first on a 12-lesson topic covering Ancient Greece and Rome. Give topic outline. c.5 mins to here.
 * Year 7 History – Ancient Greece and Rome**
 * Lesson 1:**

Ancient Greece: Timeline on the board. To be added to as we go through the lesson. Previous cultural influences Heyday of power. Wars (Persian & Peloponessian)/ Olympics / Key Figures. c.20 mins to here.

Very quick introduction to the two major cities of Athens and Sparta Key difference – any prior class knowledge? If so, ask students to explain.

c.25 mins to here.

Ancient Rome: Using same timeline as above, begin overview of Roman Empire.

Key dates to introduce students to: Roman pre-history The Republic The Punic Wars The Emperor’s Division of Empire Rest of lesson.

Ancient Athens: Remind students of last class timeline. Student question: Ancient Athens’ heyday was … ?
 * Lesson 2:**
 * Ancient Greece:**

//Concept of a citizen//: Adult, Male, Non-slave, Descended from a citizen.

Students to read p58 of Hienemann textbook section titled ‘Government in Athens’ 3rd paragraph.

Short discussion question: How much of this concept lives on today? When were other parts disposed of? (Male only / slavery etc)

c.15mins to here

//Government:// Students to read first 2 para’s from ‘Government in Athens’ section previously referred to.

Question 1d (p59) to be discussed orally in class. Discussion question: What ideas of government live on in modern Australian society?

c. 30mins to here.

//Famous Athenians:// Students asked to list any famous Ancient Athenians they have heard of and what they were known for. I’ll write on board. If no answers, I’ll prompt; Socrates, Plato, Aristotle, Euripidies, Pericles etc. Rest of lesson.

Ancient Sparta:
 * Lesson 3:**

Question: Has anyone heard of Sparta? Tell me about it. [It is likely they will at least be familiar with the Hollywood movie ‘300 Spartans’] 5-10 mins.

Students to read opening paragraph from p60 Heinemann book.

Quick rundown from me of Sparta as warrior state.

Students read Source A p60. Q3a,b and c to be discussed as a class. c. 25mins to here.

//Government in Sparta// Quick recap of the system of government that was developing in Athens.

Question: Do you think Sparta was a democracy? Why not?

Read ‘Government in Sparta’ section p60. Questions: What do you think the Kings of Sparta were like? Why did they have two?

Questions from students Rest of class.

The Persian Wars:
 * Lesson 4:**

//The Persian Wars//: Question: Where is Persia?

This lesson will basically be working through pp.67 & 68 on a timeline. Core events to note are: - The battle of Marathon (include the tale of Pheidippidies) - Thermopylae - Platea.

Key themes to be reinforced during the lesson are; - The unification of Greece. - The great use of ‘home-ground advantage’ to defeat a much larger army & navy.

If there is time, I would like to include Q3 (specifically 3b) into a discussion. Will relate to a theme of ‘winners history’ which might be a worthwhile seed to plant, though not necessarily go into in huge detail, at Yr7 level.

The Peloponnesian Wars:
 * Lesson 5:**

Question: The Persian Wars ended in the early fifth century BC. Greece had united to fend off a common enemy. What do you think happened afterwards?

Discuss fundamental differences between Greece’s two most powerful city-states. Could Greece remain united under totally different forms of government?

Back to timeline: Starting with the end of Persian Wars, note the beginning of the Peloponnesian War in 431 BC – Sparta v Athens.

Into Small groups: Discuss; 1. What military advantages did Sparta and Athens have over each other? (hint: look at where they are on a map, and refer to what we have learnt about the respective societies). [Hopefully, with some prodding, we can nut out that Sparta had a superior land army and was able to attack Athens by raiding Attica. Athens used it’s superior naval fleet to raid the coast of Peloponnesia.]

2. Now, in 413BC, Athens has part of it’s naval fleet wiped out in Sicily, and Sparta receives help from Persia to attack Athens fleet in the Aegean sea. What happens? [Athens surrenders. Sparta now controls all of Greece].

3. Staying in groups, discuss what might have happened in the aftermath of a Spartan victory. Points to note – Sparta’s population, the incompatibility between the sytems of government and what had happened in Greece in the previous 100 years. [Hopefully the students can gain an understanding of the fundamental instability that plagued Ancient Greece in the aftermath and Sparta’s organizational inability to rule all of Greece (though maybe not in those words!)]. Ancient Greece Today:
 * Lesson 6:**

I’ll write some words on the board, and together as a class we can work through what they mean, where they originated from and, hopefully, students will begin to see the profound influence Ancient Greek civilization had on us.

DEMOCRACY HIPPOCRATIC OATH ARCHIMEDES PHILOSOPHY OLYMPICS EPICURE PYTHAGORAS’ THEOREM DRAMA (TRADEGY, SATIRE, COMEDY) ETC.


 * Lesson 7:**
 * Ancient Rome:**

The Rise of Rome:

Class Question: What do you know about Ancient Rome? About 10-15mins

Students to read ‘The legend of Romulus and Remus’ – source 6.1.3 p107 Longmann.

Question: Did this happen as described? Why do you think not? Why then the need to invent a story? About 25mins to here.

Student to then read out the section titled ‘Monarchy’.

Class questions: - When did the early era of the Kings finish? - What are some problems when a country is ruled by a powerful person? - What might have increased the resentment the people of Rome felt towards Tarquin the Proud? [he was Etruscan].

After Tarquin the Proud was banished, what did Rome become? [Republic] What does republic mean? [No king or queen – power rests with the people]

If there’s a little left over time at the end, but not enough to start the next lesson, I can ask the students what are some well known Republic’s today.

The Republic and The Emperors.
 * Lesson 8:**

Re-establish the meaning of a republic, and that it began in 509BC.

Question: Do you think the republic, with power resting with the people, was similar to the democracy that was developing in Athens? In what ways might it have been similar/different?

Me to draw social hierarchy on the board. Include Patricians, Plebians, Slaves. About 25mins to this point.

Student to read out ‘The First Emperor’ p72 Heinemann.

On a timeline on the board, I’ll map out the ascension of Julius Caesar in 49BC, his death in 44BC by Senators, the fighting that continued after his death, and the rise to power of Octavian, who changed his name to Augustus in 27BC and became the first Emperor.

Ask students for any Roman Emperor’s they may have heard of. If no reponses I’ll prompt with Nero, Marcus Aurelius, Caligula etc and we can discuss what they were famous for. Rest of class

Roman Army and The Punic Wars Student to read out p109 Longmann. There are 4 clear sections and I can ask 1 or 2 questions at the end of each section to break up any monotony etc. 1st Section: - How long did a soldier serve? Why was a part-time army not feasible? 2nd Section: - The leader of a century was called what? 3rd Section: - What did soldiers do during periods of peace? 4th Section: - Give me one reason why someone might join the Roman army? About 20mins
 * Lesson 9:**

Punic Wars: Me to describe Rome’s situation at 264BC, and how Carthage is a main rival with claims to Sicily and the Mediterranean Sea. I put the dates of the Punic Wars on the board.

Question: What does this tell you about the relative strength of Rome & Carthage at the time? [That they were about equal]

Has anyone heard of Hannibal? Who was he?

Me to describe Hannibals journey across the Alps and how he was defeated.

Question: What do you think Rome did after Carthage was finally defeated?

If there’s a little time at the end left over (which I highly doubt) we can discuss how this might be different today. Religion:
 * Lesson 10:**

Question: What sort of religion did the Romans have?

Who were the gods? [Jupiter, Mars, Neptune etc]

Why did the Romans have the gods they had? [reflects and reinforces what was important in Roman society].

Quick look at the Greek gods. Notice that they were almost equivalent. What might this tell us? About 35mins.

Christianity: Someone to read out ‘The Spread of Christianity’ p82 Heinemann. Class group to answer Q2. Rest of lesson.

Expansion & Decline:
 * Lesson 11:**

Look at Source C on p77. - Someone tell me what is happening? - Over how many years is this process occurring? 5-10mins to here.

Students to do Q4 p77 by themselves for 5mins. Group discussion of the answers. About 20mins to here.

Turn to p85. Source C. - Tell me what’s going on here. Discussion. About 30mins to here.

Question: What might be done when an Empire becomes too big to control?

Someone to read ‘Constantine creates a new capital’ p89.

Question: Did it work?

Someone to read ‘The Victory of the Barbarians’. Rest of lesson.