Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:60

Mediterranean world- Greece Stage 4
Date: Location Booked:Classroom Lesson Number: 1 /21

Time: 60 minutes Total Number of students: 30 Printing/preparation

30 copies of the glossary

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal assessment The physical features of the describe the geographical
testing background ancient society and how they setting and natural features of
Uses a range of historical terms and knowledge. influenced the civilisation the ancient society
concepts when that developed there
communicating an
understanding of the past
HT4-9

Selects and uses appropriate oral,

written, visual and digital
forms to communicate about
the past HT4-10

Life Skills outcomes

CCP & GCs subject specific concepts

Geography Empathetic understanding
Literacy
Critical and creative thinking Discipline specific skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 This is demonstrated throughout the lesson when I outline the content to students. The
Deep content demonstrates deep knowledge as it requires students to understand the geography
knowledge of Ancient Greece. This is also demonstrated at the end of the formal part of the lesson
where students answer questions derived from Blooms taxonomy as it intellectually
challenges and explores deeper knowledge of students understanding of the geography of
Ancient Greece.
2.2 This is evident within how students are required to engage in their groups after taking notes
Engagement on Ancient Greek Geography. They have to answer questions in regarding the Geography of
ancient Greece
This teaching element is measured through the first activity where I get students to go in
3.3 groups of five and to write down what they know individually and to collectively create a
Background mind map demonstrating what they already know about Ancient Greece.
knowledge
Time Teaching and learning actions Organisation Centred
T/S
5 Settle the class down mark the roll- have an activity such as a find a word or Teacher: Mark the Teacher centred
a crossword puzzle in relation to ancient Greece to keep them occupied roll and hand out
whilst I mark the role. find a word activity

Student: To work on
find a word activity
to entice their
learning.

Resources: class
role, find a word
10 Divide the students in groups of 5. And give them 5 minutes to write down Teacher: uses Student centred
on the posters in their groups what they know about Ancient Greece. specific instruction
when dividing the
Students are required to create a mind map and collaborate with other students. Number
students. students one to five.
And all those with
While students are in their groups, Ill walk around and see how they are the same number
going make sure they are all on track, are in one group.

Student: one
student in the group
needs to be a scribe
and others in the
group are required
to

Resources: paper
pens, posters,
coloured markers
15 Once the time is up one other a student from each group is to stick their Teacher: Give Student centred
poster on the board using blu tack. If students in other groups wrote down students specific
the same thing it demonstrates what they all know together collectively as a instructions to
class group. attach their poster
on the white board
This activity gets them involved and engage in a fun and also share different
types knowledge amongst each other. This activity will approximately take Student: follow
10 mins specific instruction
from teacher.

Resources: Blu tack,

white board
20 As students are presenting their background knowledge as a teacher you are Teacher: provide Student and teacher
required to observe and assess what they are saying and also provide feedback to centred
feedback and clarification if necessary. students and correct
students if
necessary

Student: need to
have their notes
with them

Resources: white
board marker
25 Once the short activity has been complete I will begin with the formal part of Teacher: Speaking Teacher centred
the lesson where I explain the physical features of the ancient society and clear and giving
these features had influenced the civilisations that had developed there. In specific instruction
this part of the lesson I will highlight the geography of Greece.
- Mainland Greece Is surrounded by mountainous lands and Student: Note taking
surrounded by the Mediterranean sea
- As I am explaining the geography of mainland Greece I will show Resources: Photos
 the class a map of Ancient Greece of Mainland Greece
30 In this part of the lesson I will highlight specific geographic features of Teacher: Clear and T/S
Greece. The following features that I will highlight are specific instruction

-The Aegean Sea Student: Note taking

- Mountains (specifically Mount Olympus and briefly highlight to students its
importance to Ancient Greek Culture. Resources:
35 - Greek Islands- highlight specific Islands such as the island of Crete. Textbook, power
point presentation.
Around the 45 minute mark I will get students to participate in a
think/pair/share activity where in pairs of the people that they are sitting
next to, students will be required to look at a map of Greece and comment
40 on its Geography. Things for students to consider and look at are

The spatiality
How the seas separates the islands
And differences and similarities to Australias geography.
45

50 At the end of my explanation in the groups that they are sitting with they will Teacher: Broadcast T/S
answer these questions. The questions are derived from Blooms taxonomy. or write on the
board the questions
that students will be
How would you describe the spatiality and geography of Greece? answering
Trivia question how many islands make the civilisation of Greece? What is
the biggest island? Student: Students
List the advantages and disadvantages of the mountains in Greece. are to answer these
Mount Olympus is seen as an important landmark for the Greeks. Could you questions
list and explain how other natural features in Australia or other places can be
significant to certain countries? Resources:
How do you think Greeces geographical setting influenced the growth of
their nation?

All students are required to Answer all these questions and I will go around
in the room next lesson and follow up on these answers.
60 Allocate homework which is a glossary of terms taken straight out of the Teacher: Hand out a T/S
website sheet of paper that
http://www.ducksters.com/history/ancient_greece/glossary_and_terms.php contains the
glossary that
These glossary of terms will help understand specific terms that I will be students must
using throughout the following weeks. complete by next
lesson

Student: To store
sheet of paper in
their books or glue
into their notebooks

Resources: The
glossary of terms at
least 30 copies.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This is the first lesson of Ancient Greece. I initially got them to split into groups and write on
their posters what they know about Greece. The teaching method employed here is to
informally assess what students know. By acquiring background knowledge of students, I
am able to understand what they already know and also I believe its nice to know where
students have learnt about this. Evidently, if students have some sort of knowledge of
Ancient Greece it is evident that the topic that we are studying still has relevance in this day
in age. Through the media students are able to have some sort of appreciation of the topic
that they are about to undertake in the next few weeks.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Selects and uses appropriate oral,
written, visual and digital
forms to communicate
about the past HT4-10
Uses a range of historical terms and
concepts when
communicating an
understanding of the past
HT4-9
This outcome is measured through two aspects of the
task. One is during group task where students are
required to split into their groups and write down what
they know about Ancient Greece. Another aspect is
through the power point slides where I show information
accompanied by photographs of the past.
This outcome is measured through outlining specific
concepts regarding Ancient Greece. This outcome is also
seen within the homework task that is assigned to
students, as they are required to look up the definitions
of words that are in the glossary that they must
complete.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
2.6 This is evident within the lesson as I have used PowerPoint slides to
Information enhance students learning of Ancient Greece. By visually showing
and students photographs and information, not only do they get
communication information but rather they get engulfed and see photographs of the
technology geographies of Ancient Greece.
5.1 Assess This standard is seen within through the first activity were I am
student assessing students knowledge of Ancient Greece. By making students
learning work collaboratively, it allows students to share their knowledge
amongst each other and also with the whole class once they stick
their findings on the board.
References (In APA)
Macdonald, F. (2012). I wonder why Greeks built temples. Kingfisher. London New York
Sakoulas, T. (2002). History of Greece: Classical Greece. Ancient Greece.org. retrieved from
http://ancient-greece.org/history/classical.html

Resources Attached:
Ancient Greece word search puzzle. (2016). The Puzzle syndicate. Image Retrieved from
http://www.wordsearchaddict.com/ancientgreece-p.html
Nelson, K. (2005). Ancient Greece: Glossary of Terms. Retrieved from
http://www.ducksters.com/history/ancient_greece/glossary_and_terms.php

Ancient Greece Glossary and Terms

Acropolis - An acropolis is a fortified citadel within a larger city. It is usually located

on top of a hill and at the center of the city. The most famous acropolis is the
Acropolis of Athens.

Agora - The agora was the central meeting place in Ancient Greek cities.
Democracy was born at the agora in Athens.

Alexander the Great - A ruler of Ancient Greece who conquered much of the
civilized world from Greece to India including Egypt.

Archaic Period - The historical period of Ancient Greece from 800 BC to 480 BC.
During this time the city-states of Athens and Sparta began to form. Greek
philosophy and theatre began to develop as well.

Aristotle - A Greek philosopher who introduced the idea of observing and recording
nature. He also tutored Alexander the Great and began his own school in Athens.

Assembly - In Athens the Assembly consisted of the group of citizens who showed
up to vote.

Athens - One of the most powerful Greek city-states, Athens was the birthplace of
democracy.

Chiton - A type of clothing worn by the Greeks. It was often made from a single
piece of cloth with a belt at the waist.
City-state - A city-state consisted of a large city and the surrounding areas. Ancient
Greece consisted of a number of independent city-states such as Athens, Thebes,
and Sparta.

Classical Period - The historical period of Ancient Greece from 480 BC to 323 BC.
During this time Athens was ruled by democracy. Also, Sparta and Athens fought
the Peloponnesian War. It ended with the rise of Alexander the Great.

Cuirass - A piece of armor, usually made from metal, that covered the front of the
torso. Delian League - A group of Greek city-states that joined together to fight
against the Persian Empire.

Democracy - A form of government where citizens have a say in how they are ruled
including choosing their leaders and deciding on laws.

Ephors - The ephors were five leaders in Sparta who were chosen to oversee the
Spartan kings. They were elected annually.

Helots - The helots were the serfs or slaves that worked for the Spartans. The
majority of the people who Sparta ruled were helots.
Hellenistic Period - The Hellenistic Period of Ancient Greece lasted from 323 BC
when Alexander the Great came to power to 146 BC when Rome conquered
Greece.

Homer - A Greek epic poet who wrote the Iliad and the Odyssey. Hoplite - The
hoplites were the citizen-soldiers of the Greek city-states.

Macedonia - A region of northern Ancient Greece, Macedonia was home to the

Greek kings Philip II and Alexander the Great.

Oligarchy - A type of government where the power is held by a few people.

Olympics - An athletic event held by the Ancient Greeks every four years.

Peloponnese - A large peninsula located in southern Greece. Many powerful Greek

city-states were located here including Sparta, Argos, and Corinth.

Pericles - A leader of Athens during its golden age, Pericles promoted the arts and
literature in the city. He also had many of the major structures built including the
Parthenon.

Plato - A Greek philosopher who founded the Academy in Athens and wrote many
philosophical dialogues.

Polis - The Greek name for a city-state.

Socrates - A Greek philosopher who is considered to be the founder of western

philosophy.

Sparta - A power Greek city-state and rival to Athens, Sparta's culture was based
around warfare and preparing for battle.

Stadion - The original Olympic event, the stadion was a running race the length of
the stadium.

Strategos - The name for the general of the Athenian army.

Titans - The Titans were the first Greek gods. They were overthrown by their
children, the Olympians.

Trireme - A type of boat used by the Ancient Greeks. It had three rows of oars on
each side.

Tyrant - The ruler of a Greek city-state, a tyrant was like a king. Today the word
tyrant is used to describe a ruler who rules unfairly or unjustly.
 LessonPlan

Topic area: Stage of Learner: Syllabus Pages: 60

Mediterranean world- Greece Stage 4
Date: Location Booked: Classroom Lesson Number: 2 /21

Time: 60 minutes Total Number of students Printing/preparation:

30 30 copies of Ancient Greek
Map.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal assessment The physical features of the Explain how the geographical
selects and uses appropriate oral, assessing students ancient society and how they setting and natural features
written, visual and digital forms to knowledge from last influenced the civilisation that influenced the development of
communicate about the past HT4-10 weeks lesson. developed there the society.

describes major periods of historical The letter activity

time and sequences events, engages students in
people, and societies from creative outlet and
the past HT4-2 also assess literacy
skills.
Uses a range of historical terms and
concepts when
communicating an
understanding of the past
HT4-9

Life Skills outcomes

CCP & GCs subject specific concepts

Geography Continuity and change
Society and Culture
Discipline specific skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep This is indicated in the lesson through students taking notes and having deeper
understanding understanding of Ancient Greeces geography. Last lesson outlined the particular
geographic aspects that made up Ancient Greece, however in this lesson students get a
more deeper understanding of Greeces geography and how that led to growth of the
civilisation.
2.5 Student This is evident within the task of writing to your parents your experiences in ancient Greece.
self-regulation Here students mentally picture themselves travelling back in time and recounting their
experiences through a form of letter.
3.6 knowledge Knowledge integration is seen within the lesson through students viewing the map that I
integration will be giving out in the lesson. Students are required to look at this map throughout the
term and refer to it regularly. Students are also required to use prior skills of identify key
aspects when reading a map.
Time Teaching and learning actions Organisation Centred
T/S
5 Mark the role settle students down- an activity while this Teacher: Marks the role T/S
is happening is reading their answers from homework to
keep them occupied while, I am marking the role. Student: reviewing their answers for
homework

Resources: class role, pen and paper

10 Follow up on homework that was assigned to students. Teacher: Summarise last lesson T/S
Also do a brief summary of what we learnt last lesson. Do
a quick quiz and see if students remember what they Student: engage through informing
learnt previously. the class what their answers were for
homework
Questions that can be asked are
What is the name of the sea that surrounds Ancient Resources: pen paper, laptop
Greece?

15 This part of the lesson I will continue on the geography of Teacher: content knowledge Teacher Centred
Greece and how its geography led to its expansion. Here I
will highlight and teach students how the Greeks Student: paper and pens
expanded their empire. Before I begin my lesson will
handout copies of Ancient Greek map, outlining mountain Resources: 30 copies of the map to
ranges, The seas, and also the names of the Greek islands hand out to students.
(see resources). Students will constantly refer to this map
in each lesson.

Highlight in this section of the lesson how trading posts

began to emerge.
20 Greek colonies expanding to countries such as Italy, Sicily,
and other parts of the western Mediterranean. Get
students to mark on their maps Greek expansion.
-Specifically how Greek agriculture had proved to be
insufficient to meet the needs of the people as a result
towns were forced to send out colonies both east and
westwards.
- Highlight the fact that some colonies were richer than
others and demonstrate how this may have influenced
Greek agriculture expansion
25 I will explain to students that The expansion of the Greek
civilisation led to the spread of Hellenic culture across the
Mediterranean and black seas.
- Define Hellenic culture for students
Teacher: Content knowledge also T/S
specific instruction when getting
students to mark on the map
countries that the Greeks expanded
to.
Student: listens to instructions and
also marks on their map where
Greece had expanded.
Resources: Map and coloured pens to
label which parts of Europe Greece
expanded to.
Teacher: Content Knowledge, when T/S
defining Hellenic culture students
should also refer to their glossary of
terms which they were required to
complete for homework last lesson.

Student: takes notes mark on their

map the spread of Hellenic Culture
using a different coloured pen. Look
back at their completed glossary so
they have a definition of Hellenic
Culture

Resources: Text book, Glossary of

terms.
30 In this section of the response I will highlight that the Teacher: Content knowledge Teacher centred
physical geography of Greece influenced the economic,
social and political development of the ancient Student: take notes,
civilisation.
Resources: Text book
35 - Firstly I will outline to students that the seas of
 Greece led to many Greeks becoming fisherman
and traders- specifically using the Aegean sea
and Mediterranean. This will be demonstrated
with references to the map and show students
outline how their nation is surrounded by water.
40 The second aspect of ancient Greeces geography that Teacher: Content knowledge T/S
influenced its growth is through agriculture
Student: take notes, mark and note
- Outline the agriculture and land that attributed the mountain Terrain on particular
to the economy of Greece. aspects of the map which symbolises
45 - Farming, and how the spread of Hellenic culture growth in agriculture.
influenced the growth of the economy.
The third and final aspect of Ancient Greece geography Resources: Student maps, text book,
attributing to the expansion of Greece is through its coloured pens.
Mountainous terrain.
- Demonstrate to students how the mountain
terrain helped and hindered the development of
city-states.
- Describe how cities were designed and develop
civic and commercial life.
- Also how colonisation was seen to have derived
from the lack of resources and overpopulation
and the search for arable land.
50 In the last 5-10 minutes I will get students to stick their Teacher: Give students specific T/S
maps in their books if they havent done so already. In the instruction. Clearly outline what is
last minutes of the class I will assign a fun and creative expected of students to have in their
task for students. Students are to imagine that they have letters.
taken a time machine back to ancient Greece and they are
60 to write a letter to their families of their experiences Students: Glue the map into their
there. workbooks and to specifically follow
The letter should highlight- The physical geography of instructions on what to do in the
Ancient Greece letter task.
- Mountain terrains
- Agriculture Resources: Map of ancient Greece,
- Seas 30 copies.
- Landmarks

In the last aspect of the letter students are required to do

research on the landmark and to integrate that
knowledge of the landmark in their letters.

I will follow up on this task next lesson, Students will have

to take this task home from this lesson and work on it and
be ready to submit next lesson.
Reflection

In this lesson students continue on the topic of Ancient Greek geography and how this
civilisations geography influence the expansion of an empire. In this lesson I have added a
new scaffold of the Ancient Greek map. By using this scaffold students are able to
progressively move towards understanding a topic even further. Also by employing the use
of the map and getting students to refer to it throughout every lesson, I am building key
skills in their learning. Through this use of informal assessment it helps me to understand
how my students learn and what certain skills they may or may not have. Overall I am quite
pleased with this form of assessment I believe its an effective form of teaching as it
interactively engages my students with the content that I am teaching.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

selects and uses appropriate oral,
written, visual and digital forms to
communicate about the past HT4-10
describes major periods of historical
time and sequences events,
people, and societies from
the past HT4-2
Uses a range of historical terms and
concepts when
communicating an
understanding of the past
HT4-9
This is measured through the map that was given to
students at the beginning of the class. Throughout the term
of studying ancient Greece students will constantly refer to
that map as it is vital in knowing certain geographies of
Greece and also builds their skill in reading maps and atlass
in future lessons.
This outcome is measured throughout the content
knowledge that will be given to students that will be
referred to in their textbooks. This content allows students
to describe major periods in Ancient Greek History.
This is evident in the lesson where students define Hellenic
culture and use refer to the glossary of terms that was
assigned to students to complete in the previous lesson.
Through the use of the glossary I am able to use an
important historical term when communicating an
understanding of the past.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 This is evident in this lesson within how students learn how to use and
Understand read the map that I will be giving in class. This informal assessment allows
how students to me understand how students learn and certain skills that they may
learn have or may not have.
2.1 Content The referral to the map and glossary of terms in this lesson allowed me to
and teaching employ visual and literacy strategies when teaching content to my
strategies of students to make them understand the topic more thoroughly.
the teaching
area
3.1 Establish This is evident the lesson through the last task that will be assigned to
challenging students. This challenging learning goal requires students to use the
learning goals knowledge that they have acquired in this lesson and also do additional
research on a specific landmark and integrate that information into their
letters.

References (In APA)

Pearson, A. (2007) Ancient Greece. Dorling Kindersley Limited a Penguin company. London.

Macdonald, F. (2012). I wonder why Greeks built temples. Kingfisher. London New York

Resources Attached:
Map of Ancient Greece. (1999) Greek national tourism organisation. Retrieved from
http://www.greeka.com/greece-maps/ancient-greece-map.htm
 Lesson Plan

Topic area: Stage of Learner: Syllabus Pages: 60

Mediterranean world- Greece Stage 4
Date: Location Booked: Classroom Lesson Number: 3 /21

Time: 60 minutes Total Number of students 30 Printing/preparation

32 copies of fruit cut outs

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal assessment Roles of key groups in the Outline how the ancient society
Describe and assesses the motives and Assessing their ancient society including the was organised and governed
actions of past individuals background influence of law and religion. including the roles of law and
and groups in the context of knowledge and also religion.
past societies HT4-3 getting students to
share how they have
Uses a range of historical terms and integrated content in
concepts when communicating an their letters amongst
understanding of the past. HT4-9 their groups.

Selects and uses appropriate oral,

written and digital forms to
communicate about the past HT4-10

Life Skills outcomes

CCP & GCs subject specific concepts

Literacy Significance
Geography
Political science Discipline specific skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep Deep understanding is evident within the content being delivered to students. The use of
understanding diagrams also attributes to students deep understanding as it helps students understand
the content being taught more. Also, through the group activity and referring to the map
and glossary of terms this also contributes to the teaching element as it allows students to
dive in deeper.
2.2 This is indicated at the beginning of the lesson where students are required to engage in a
Engagement group activity that requires them to share their letters in a group. By engaging is this group
activity students are to not only share but also learn from their fellow peers what they have
learnt thus far in the unit of work.
3.2 Background knowledge is evident within the mind map activity of getting students
Background knowledge of what they know about Sparta. By getting students to create a mind map I am
knowledge integrating their background knowledge into the unit of work and demonstrates another
way of knowing a subject without the use of text books and practical teaching.
Time Teaching and learning actions Organisation Centred
T/S
5 As students walk into class I will hand them each a small cut Teacher: Give direction to students, T/S
out of fruit- apple, banana, orange, grape, and lemon. As marking the role.
the class Settles down, I will Mark the role. Whilst I am
marking the role I will get students to read over their letters Student: reading over their letters
that was assigned last lesson for homework and to be
completed by today. Resources: Class role, pen paper, cuts
out of fruit at least 32 copies
10 Once the role has been marked I will get students to go in Teacher: Give specific instruction Student
their respective fruit groups. In these groups students will when grouping the students. Walk centred
be asked to share their letters that they have written around the room and see how the
amongst their group members. After everyone in the group groups are doing and show genuine
has read their letters, students must compare and contrast interest in what they have written
similarities and also differences in their letters.
Student: engaging in discussion groups
This way students are learning collaboratively and also
sharing knowledge amongst each other. Resources: Letters, fruit cut outs.

As this is happening Ill be walking around the room and

interact with students.
20 At the end of this I will get at least one or two students Teacher: Observantly watches the Student
from each group to read out their letters to the class. The groups centred
purpose for this exercise is to informally assess students
understanding of Ancient Greece Geography. Once the Student: watch and encourage their
students letters have been read I will ask each student to peers
hand me their letters as I will read them and provide
feedback. Resources: pen and paper
25 Once all students have given me their letters I will begin the Teacher: Give students specific Student
formal part of the lesson where will begin the topic of how instruction on what to do. centred
Ancient Greece was governed. In todays lesson I will
outline the government and social structure of Sparta. Student: to create their own
brainstorm/ concept map
As students may know and have some knowledge of Sparta
I will get them to brainstorm ideas on what they know Resources: students will need their
about Sparta. pen and paper.
30 Once students have completed this short activity I will go to Teacher: creating their own concept T/S
the board and ask around the room what they had written map/ brainstorm
down. As I am writing things down I will get students to add
to their mind map things they may not have had before. Student: add information to their
brainstorm

Resources: white board markers

35 Once the short activity is completed I will outline to Teacher: Content knowledge Teacher
students the nation of Sparta and get students to refer and centred
mark on the map given to them last lesson to see the Student: note taking
location of Sparta. The outline will include:
- The founding of Sparta Resources: power point slides pictures
- Early days of Sparta of Sparta, map of Greece

45 In this part of the lesson I will describe that Sparta had a Teacher: Content knowledge Teacher
unique social system which primarily focused on military centred
training, and that also the lives of women were much more Student: note taking
different than other parts of Greece, due to considerably
more rights and equality to men. Resources: Photographs of Spartan
- Militaristic society women that will be presented on the
- Lives of women power point slide
50 Before going on the next slide I will show students a Teacher: content knowledge Teacher
diagram of the social structure of Sparta. After outlining to centred
students the social structure of Sparta I will begin to outline Student: Write down notes
the kind of government Sparta had.
 - Oligarchy system of government. Where the
minority of wealthy people have power over most
people. Get students to refer back to their
glossary of terms and look up the definition of
Oligarchy.
- Made up of two kings, 30 senators, and 5 Ephors
(magistrates)
55-60 Once I have finished outlining the government system in
Sparta I will hand out sheets of paper that contain a
diagram demonstrating the social structure of Sparta.
Students are required to glue this sheet of paper in their
notebooks.
Once students have glued the social structure of Greece in
their books, I will get students to answer questions on the
Spartan government and social structure. Using blooms
taxonomy questions include:
How would you classify the type of government and social
structure Sparta had implemented in Ancient Greece?
Can you list three things you now know about Sparta that
you didnt know before?
Why do you think Sparta was different compared to other
nations of Greece?
Resources: diagram of the social
structure, Glossary
Teacher: Hand out sheets of paper T/S
containing the social structure of
Greece, write down the questions on
the board or broadcast it on the
projector. Also give specific
instructions for the homework
activity.
Student: Glue the sheet in their books.
Answer the questions.
Resources: 30 copies of the social
structure of Greece. Show to students
on the projector the website.

Homework
Using the website
http://www.legendsandchronicles.com/ancient-
civilizations/ancient-sparta/famous-spartans/ I want
students to pick any of the key personalities of Sparta. And
write 200 words facts and key information about this key
personality. Show to students on the projector the website
you want the students to do their research homework on. I
will follow up on this next week. By assigning students this
task it allows me to build research skills into my students to
prepare them for their upcoming assessment.
Reflection
In this lesson I begin with a collaborative learning activity where students present in their
groups what they have written for their creative writing piece. I believe through this activity
it allows students to see where their peers are at after the last few weeks; it also allows
students to share their knowledge on the topic and also how much they understand. This
lesson unlike the lessons previous, is also very visual. With the use of images I believe it
caters to visual learners and also allows me to deliver the content much better to my
students. Particularly when it comes to political and social structure as complex as Ancient
Sparta, I feel like having the visual accompaniment along with the information of power
point slides I am able to deliver and make students understand the content more
thoroughly. Students are also still referring to the map and glossary terms which helps them
understand the content and also the use of appropriate historical terms.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Describe and assesses the motives
and actions of past
individuals and groups in
the context of past
societies HT4-3
Uses a range of historical terms and
concepts when communicating an
understanding of the past. HT4-9
Selects and uses appropriate oral;
written, visual and digital forms to
communicate about the past HT4-
10
This is evident through the content of Spartan political
and social structure. This lesson plan outlines how
particular groups in Spartan society had influenced
decisions that were being made in regards to governing
its country. A print out copy of Spartan social structure
will help students understand how this ancient nation
had governed their country and also demonstrates its
complex political structure.
This is evident when I get students to refer to their
glossary and look up the meaning of Oligarchy. Through
the use of this historical term students are able to use
and understand the appropriate term when describing
Spartan government.
This is measured through two ways- the first being when
students are split into their groups and are required to
share their creative writing pieces with their peers. This
informal type of measurement allows me to see if
students are understanding the content that I am
teaching them. The second method of measurement is
evident within the visual sources in my power point slides
where I showcase photographs and pictures of certain
aspects of Spartan society. E.g Spartan women, Social
structure etc.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson
Standards
1.2 As a graduate teacher it is my responsibility to understand how my
Understand students learn. Through the creative writing task which was assigned for
how students homework and to be presented at the beginning of the lesson, I am able
learn to see which students have learnt and grasped the concept of Ancient
Greeces geography and who hasnt.
2.1 Content This is evident in the lesson through the individual mind map where I get
and teaching students to create one themselves of what they know about Sparta and
strategies of then to collaboratively come together and create a class mind map. It is
the teaching to my understanding that students may have an idea or have at least
area heard of Sparta either from movies or other forms of outlets. By getting
them to scaffold their ideas it allows me to employ a teaching strategy to
see their background knowledge of the topic.
3.4 Select and The use of resources particularly ICT is evident in this lesson through the
use resources use of power point slides and the use of photographs in this power point
slides in order to deliver my content in a much more visual and enticing
way. The point of using the power point slides and ICT resources is to
demonstrate that I have effectively planned an effective form of teaching
and learning.
4.2 Manage By having a classroom group activity near the beginning of the lesson it
classroom allows me to create a collaborative learning environment and also allows
activities students to be comfortable amongst their peers and also allows them to
share their ideas and also other students get to see where their peers are
at in these last couple of lessons.

References (In APA)

Pearson, A. (2007) Ancient Greece. Dorling Kindersley Limited a Penguin company. London.

Macdonald, F. (2012). I wonder why Greeks built temples. Kingfisher. London New York

Cartwright, M. (2013). Sparta. Ancient History Encyclopaedia. Retrieved from

http://www.ancient.eu/sparta/

Resources Attached:

Earls, A. (2014). 300: Gods way. Image Retrieved from

http://thewardrobedoor.com/2014/03/300-gods-way.html
History of Ancient Sparta. (2013). Live Science. Image retrieved from
http://www.livescience.com/32035-sparta.html
Ancient Sparta social structure. Image retrieved from
https://ancientgreecesparta.wordpress.com/government/culture-and-social-classes-2/

Depictions of Spartan Women. (2014). Hankering for history. Retrieved from

http://hankeringforhistory.com/five-things-you-should-know-about-women-in-sparta/
Famous Spartans. (2007). Legends & Chronicles. Screen shot taken from
http://www.legendsandchronicles.com/ancient-civilizations/ancient-sparta/famous-
spartans/

Famous Spartans
When you think of Sparta, you think more of the powerful state, rather than the individual
famous or notable Spartans, who helped to shape this legendary Greek state. Without these
figures it is unknown whether Sparta would have survived as long as it did, or have reached
such highs. The notable and famous people of Sparta however still come second to their rules
and regiment, but we will document some of the more influential figures in this intriguing state
regardless.
Agis IV
Agis IV was the 24th king of Sparta, ruling under the Eurypontid family, he succeeded his father
at the young age of 20 and ruled for only four short years. In his short tenure as king, Agis was
able to re-enforce the old beliefs of ancient Sparta, he brought back the sharing of wealth and
land, which had slowly slipped away from Sparta over the years. Its for this reason, for the
resurgence of the old ways of Sparta that Agis IV is worthy of note in the history of Sparta.
Lycurgus
Coined the lawgiver of Lycurgus, it is not truly clear as to the existence of Lycurgus, whether he
was a story, a myth or reality, but he will now forever be known as the founder of Sparta as we
recall it. Lycurgus was responsible for the slow growth of Sparta, the invention of the Gerousia,
the demand of the alliance of Sparta of its citizens, and the requirement that men eat together.
The overall beliefs of Lycurgus were build from the Oracle of Apollo and his goal which was
highly successful at that, was to bring a valuable regime, focusing on citizenship, fitness and
financial austerity to the soon to be mighty state of ancient Sparta.

A bust of the might King Leonidas of Sparta

Leonidas I
Leonidas I, is of course one of the most famous Spartans ever, the king that will be forever
remembered for the battle of Themopylae. Leonidas, or Leonidas the Brave was king of Sparta
for just under ten years from around 489 BC to 480 BC. While the reign was short, for Leonidas it
was not without revelation and the king was thought to be nearly sixty years old when he died.
Nabis
Nabis was the last ruler, and was actually an independent ruler of ancient Sparta, his control was
limited and his territory was small. Nabis actually came to the kingship after taking it from the
rightful heir Pelops who was merely a child at the time. Pelops would have regents who helped
him and oversaw proceeding for him due to his age, Nabis was the second regent and shortly
after he overthrew the young king. It is thought that Nabis ruled Sparta from around 207 BC to
his assassination at the hands of the Aetolian League in 192 BC.
 Cynisca
Women in Sparta were allowed more freedom than in most of Ancient Greece, and Cynisca is
proof of this. Cynisca also known as Kyneska was a princess, daughter of Archidamus II and the
first woman to win in the Olympic Games, quite a feat, and no surprise it was a woman of Sparta
to achieve this. The event won was the four horse chariot race, where Cynisca competed with a
team of men, as women were only permitted to enter into equestrian events. Still truly a
monumental occasion, and achieved by a woman of Sparta.
Gorgo Queen of Sparta
Considered a wise, smart and politically astute woman of Sparta, Queen Gorgo was daughter to
King Cleomenes I, and later wife to King Leonidas I. Later in life Gorgo would have a son with
Leonidas, Pieistarchus, who turned into a future king taking the role after the death of his father.
Gorgos claim to fame in Sparta was set before the Persian Invasion, a warning was sent to
Sparta by Demaratus who was then trapped in Persia. The message was relayed by means of a
wooden tablet with the message itself covered in wax so that the Persians would not see it. When
the tablet arrived in Sparta, its purpose was unknown to all. It was Gorgo who noted that
perhaps the wax should be removed, leaving the message clear to see.

Lycurgus of the most important figures of ancient Sparta

Arachidamia
As with many famous Spartan women, Arachidamia was a strong Spartan lady. The wife of
Eudamidas I, Arachidamia was a wealthy and important women in Spartan history.
Arachidamia was responsible for empowering the women of this ancient state during the siege
of Lacedaeomon in the third century BC. The Gerousia had then decided that the Spartan women
should be quickly moved to Crete for their safety. Arachidamia however had other ideas, and
with a sword in her hand, she marched in front of the Gerousia and fought as to whether women
were expected to survive this battle. Consequently Arachidamia may have helped to shape how
women were viewed in the coming future in Sparta.
The Notable people of Sparta in Summary
Sparta was home to more than its fair share of notable people, from the mighty kings that ruled
this once great state like the legendary King Leonidas to the powerful and empowered women
like Arachidamia and Gorgo. While our round up is not one hundred percent complete, there are
some famous Spartans that could be included or maybe even will in future revisions. Chelidonis,
Menelaus, Hydna and Cleomenes I are all suitable inclusions while some we cover in other
sections. Regardless of any potential people not listed here, Sparta was shaped by the foundation
of its military, and by its legendary leaders