Ancient GreeFH

TTULO
NIVEL LINGSTICO SEGN
MCER
IDIOMA
REA/ MATERIA
NCLEO TEMTICO
GUON TEMTICO
FORMATO
CORRESPONDENCIA
CURRICULAR (etapa, curso)
AUTORA

A.2.1
Ingls
Ciencias sociales
Antigua Grecia
El tema trata de los principales aspectos sobre Grecia , el
resto de los aspectos ser tratado en ingls con un mtodo
ms expositivo con la ayuda siempre de power points , donde
el interaccin oral del alumno ser siempre esencial

PDF
1 ESO
Gins Garca Gmez

TEMPORALIZACIN
APROXIMADA

Sesin
Sesin
Sesin
Sesin
Sesin
Sesin
Sesin
Sesin

COMPETENCIAS BSICAS

Cultural y artstica: Conocer y valorar las manifestaciones

arquitectnicas y la evolucin de la escultura , su
importancia y los principales estilos.
Tratamiento de informacin digital: Buscar , obtener y tratar
informacin de la observacin directa e indirecta de la
realidad, as como d de fuentes escritas, audiovisuales
Distinguir en la informacin los aspectos relevantes y los
que no lo son , relacionar y comparar fuentes e integrar y
analizar la informacin de forma crtica
Comunicacin Lingstica; Adquirir un vocabulario especfico d e
la materia
Aprender a aprender ; Desarrollar estrategias para pensar ,
organizar , memorizar y recuperar informacin tales como
resmenes, esquemas, mapas conceptuales y realizacin de
los ejercicios.
Localizacin geogrfica; de Grecia y sus polis.
Pensamiento social, A travs de las artes, filosofa y teatro

OBSERVACIONES

1 de ESO: Ancient Greece

1 Warming up and Greece Location

2 Greek Cities : Polis and their economy
3 - History of Greece and Politic Systems
4 Greek Society
5 - Greek Religion and Arts
6- Doing Final project
7 Exposicin de Trabajos
8- What I have learned?

Todos estos ejercicios estarn complementados por unas

breves y a la vez esenciales exposiciones orales por parte del
profesor donde la multimedia y la interaccin con el alumnado
sern esenciales , en su mayor parte tambin en ingls salvo
momentos de especial dificultad

OBJETIVOS DE ETAPA

1-Conocer las etapas de la historia de

Grecia.
2-Comprender y definir que era una
polis griega
3 -Diferenciar las formas de gobierno
de la Grecia clsica
4-Valorar positivamente la
democracia.
5-Analizar la vida en una polis griega.
6-Promover la igualdad entre gneros
7-Valorar y analizar la diversidad
cultural en el Imperio de A. Magno
8- Valorar las aportaciones de la
cultura griega .El Teatro.
9-Conocer el politesmo griego.
10 -Reconocer y respetar el
patrimonio artstico griego.
11- Obtener y procesar informacin
bsica procedente de diferentes
fuentes.

CONTENIDOS
DE
CURSO/CICLO

TEMA O
SUBTEMA

1-Localizacin del Civilizacin

Griega
mundo Griego.
La Polis
2-Historia de
Grecia. El
camino hacia
la democracia
3-La
multiculturalida
d en el
Imperio de
Alejandro
Magno
4-La mujer y los
esclavos en la
sociedad griega
5-La moneda en
la economa
griega.
6-Los dioses
griegos
7-El origen de
nuestra
civilizacin .El
teatro(Comedia
y tragedia)
8-El Arte griego

MODELOS
DISCURSIVOS

Analizar
Secuenciar
Temporalizar
Clasificar
Comparar
Definir
Describir
Explicar
Elaborar
Dialogar
Debatir
Ejemplificar

TAREAS

Tarea preparatoria
Pre-tareas:
Trabajos con
vocabulario con
nubes de
palabras, match
entre palabra y
definicin o entre
palabra imagen ,
tormenta de ideas
sopa de letras
Tareas:
Listenings con fill
in blanks ,
Localizacin de
lugares en mapas,
comentarios de
texto simples ,
Verdadero o falso,
creando
definiciones, lnea
del tiempo
Pos-tareas
Jigsaw Reading
workshet , diarios
narraciones..
Projecto final

CONTENIDOS
LINGSTICOS
FUNCIONES:
-Definicin: el alumno
ha de ser capaz de
redactar definiciones.
It`s a place where.
It`s a thing that
-Narracin: Saber
contar los hechos
histricos de manera
lgica, con orden y
precisin.
First of all,
Some days later
Eventually, at last.
-Expresar opinin: al
resto de sus
compaeros, con
respeto y orden.
I think that
I would say that
I disagree
ESTRUCTURAS:
-What`s it like?
What`s the Spanish
word for?
-Once upon a time,
Some time ago
-It seems that
Sorry to interrupt
you but...

1 de ESO: Ancient Greece

CRITERIOS DE
EVALUACIN

1-Situar en el
espacio y el tiempo
la civilizacin
helena.
2- Definir el
trmino polis y
entender su
significado.
3- Distinguir y
comparar gobierno
democrtico
dem ocrtico de
Atenas
con gobierno
oligrquico de
Esparta y otras
dictaduras .
4- Identificar los
rasgos ms
destacados de la
vida en las polis
griegas . Sociedad,
moneda
5- Conocer y
valorar la Religin
griega .
6-Solicitar
informacin al
profesor y
elaborar en grupos
una pequea
comedia griega .
7- Caracterizar,
respetar y valorar
el arte griego.

LXICO:
Polis,scrolls
Competition
Olympic games
Democracy
Citizen, Column
Livestock, Democracy
Ostracism
Apella ,Aristocracy
Gynoecium
Sculpture
Comedy

1 de ESO: Ancient Greece

ANCIENT GREECE

WARMING UP
LOOK AT THESE FOUR PICTURES:

TheOlympicgames,NowadaysParthenonAncientParthenon,Violentcurrentstrike

TALK WITH YOUR PARTNER AND THEN

THE REST OF YOUR CLASSMATES.

TELL YOUR ANSWERS TO

Describeeverypicturetakingintoaccountwhatyouarewatching.
DoyouKnowanythingabouttheOlympicgames?Tellusaboutit.
Couldyoutelluswhatkindofcompetitionstherewereintheancient
games?
Whatdifferencesaretherebetweenthesecondandthethirdpictures?
Doyouthinkitsagoodideatorebuildthisbuilding?
WhatshappeninginGreecenow?Canyouexplainitwithyourown
words?
Whichwordisnotolympic?
winnercompetitionteamcheatingfriendshipeffortfun

1 de ESO: Ancient Greece

FIRST SESSION
1 . PRETASK:
1.1.LEARN SOME VOCABULARY

1.2-YOU HAVE TO USE SOME OF THESE TERMS. MATCH THEM TO

THE DEFINITIONS BELOW..

1Democracy
1ItisthelargestoftheGreekislands.ItscapitalwasKnossos.Itistheorigin

oftheMinoanCivilization(3.0001450B.C)
2Dorian

2ReligiousplacewhereGreekprayedtoGods.ThemostimportantisThe
3Peloponnese
Delos.

4Fishing
3AncientGreekpersonwholivedinHellasorGreece.

5olives
4InteriorSeaofGreecewheretherearealotofislandssuchasLesbos

anditsurroundsthecoastsofTheAttica,Thessaly,IonianRegion,the
6Sparta

StraightofCorinthortheHalicarnassusorMiletuspoleis.
7Civilization

5AdemocracyisanAthensssystemwherepeoplecandecidehowtheir
8Creta
countryorcommunityrunswithavote.

9Hellenes
6PoliswheretheOlympiadwaseveryfouryears.

10Olympia
7EthnicgroupwholivedinGreeceandtheywerecalledGreek.

11AegeanSea
8Ideas,sciences,arts,beliefsthatcharacterizeagroup,suchasapeopleor

nation.
12Sanctuary

9ThemaineconomicactivityinGreecetogetherwithAgricultureandTrade.

10ThemainPeninsulainGreecewhereislocatedinpolissuchasMycenae.
11Poliswhichwasgovernedbyanaristocracysystem.

1 de ESO: Ancient Greece

1.3-LISTEN TO THIS TEXT AND FILL IN THE BLANKS

DuringtheArchaicAge,acivilizationcalledtheGreeksexisted.ItwaslocatedintheEastern
MediterraneanSea,inzonessuchasthe,nearthestraitofCorinthand
betweentheseaandthesea.Theylivedinislandssuchasand
Crete.TheancientnameofGreecewasHellas,whichmeanslandofthe.
AmongtheGreek,thereweretheandtheAchaeansor,the
inhabitantsofthecityofMycenae.Theircitieswereveryimportantcentersofgovernment
andlaw,theywerecalled,wellknownnamesareandAthens,andwere
firstgovernedbyanofthewealthiestinhabitants;later,theywerereplacedby
assembliesofcitizensandThesepeoplelikedandtradedthroughthesea
alot.Inland,theyworkedinagricultureandgrew.Althoughtheylivedinseparated
islands,theyhadthesamelanguageandreligion.TheyprayedtoalotofGods,wholived
onMountandbuiltthemorritualplacesinislandssuchas

1.4. LOCATE THE GEOGRAPHICAL SITES AND THE PLACES NAMED IN THE
TEXT ABOVE ON THE MAP BELOW.

1 de ESO: Ancient Greece

2. TASK
2.1 READ THE TEXTS

TheGreekCitystate,orPolis,isarguablythegreatestpoliticalsystemever
createdremarkablegivenitsappearancesome2800yearsago.TheGreeks
successfullybuiltasystemtodefendthosemostwantedhumandesires
freedomandequality,andtheireffortshavehadaninfluenceonwestern
thinkingsincetheHellenicculturewasrediscovered.
ButthePoliswasmuchmorethanagovernmentalsystem.Itwasaculture
builtaroundtheexpansionofthehumanintellectthroughphilosophy,
architecture...ThePoliswastheengineofthislifestylebecauseitvaluedand
encourageditsimprovement.So,IthinkthedevelopmentofthePolisasa
politicalsystemisoneofthemostimportantinfluenceinmodernwestern
society,artandculture.

TOBEA CITIZENOFACITYSTATE:TheancientGreeksreferredtothemselvesas
citizensoftheirindividualcitystates.Eachcitystate(polis)haditsown
personality,goals,lawsandcustoms.AncientGreekswereveryloyaltotheircity
state.
Thecitystateshadmanythingsincommon.Theyallbelievedinthesamegods.
Theyallspokethesamelanguage.
IfyouaskedanancientGreekwherehewasfrom,hewouldntsay,"Ilivein
Greece."IfheisfromSparta,heanswers,"IamaSpartan."IfhelivesinAthens,he
says,"IamAthenian."Butthecitystatesmaybandtogethertofightacommonfoe.
Theywillalsogotowarwitheachother.Greecewasntonecountryyet.Ancient
GreecewasacollectionofGreekcitystatesandtherewasnocentralgovernment.
Eachcitystatehaditsownformofgovernment.Somecitystates,likeCorinth,
wereruledbykings.Some,likeSparta,wereruledbyasmallgroupofmen.Others,
likeAthens,experimentedwithnewformsofgovernment.Sometimesthesecity
statescooperated,sometimestheyfoughteachother.

Eachpoliswasmadeupofacityandthesurroundinglandand
villages.Ithadtwoparts:
Upperpart(acropolis):Acitadelcontainingthemainreligiousbuildings.
Lowerpart:anareawithhousing,publicbuildingsandshopsorganized
aroundasquare,oragorathepeopleinthisplacespeakaboutpolicy.

1 de ESO: Ancient Greece

2.2 ANSWER THESE QUESTIONS:

a)Can you name the most important features of the polis?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b) Why does the text say the is one of the most important influence in modern
western society? Do you think Greece is the base of our current lifestyle?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c) What do you think about the Greek nationalism of the polis? Do you think it is
similar to Spanish nationalisms, such as Basque nationalism? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
d) Imagine that you are a Greek and you are in the Agora in this moment, Write
a monologue about the current political situation in Greece or in Spain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Youcanuse:

Firstofall,Generallyspeaking,
Inmyopinion,Maybe,
Asyouknow,Needlesstosay.

1 de ESO: Ancient Greece

2.3

INTERACT WITH YOUR PARTNER.

Yesterday,youwereintheAgoraandsaidyourmonologuetoitsaudience.Now,youare
goingtobeginadialoguewithyourclassmateaboutanissuechosenbyyouboth,suchasthe
economicsituationofourcountry,ifitisabeautifulplacetotravelandwhy.
Writethedialogueinthespaceprovidedbelow.Youcanusethefollowingphrases.
Itseemsthat.,Idon`tagreewithyou,but..,
MaybebutActually,infact.,
SorrytointerruptyoubutIthink,Anyway,whatI`mtryingtosayis..
Themostproblemis..,Thebestofthisis,theworstofthisis..

1 de ESO: Ancient Greece

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2.4 LOOK AT THESE PHOTOS. DESCRIBE THEM ORALLY

AND WRITE A

SUMMARY ABOUT THE GREEK ECONOMY.

1TheAgricultureinAncientGreecewasbasedon..

2ThelivestockinAncientGreecewasbasedon

3ThefishinginancientGreecewasthemost..

4Thecoinwasinventedby..

1 de ESO: Ancient Greece

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2.5- UNDERSTANDING THE TEXT. ARE THESE STATEMENTS TRUE OR

FALSE. WHY?

1. Greece was a unique nation.

2. The Polis were created 2800 years ago.
3. The Polis didn`t do anything for the spiritual part of the human being.
4. Spartans felt truly Greek when they were asked where they were from.
5. Greece hadn`t got a central government and all the Polis had the same ways of
government.
6. The upper part or Acropolis was the religious part.
7.The most important economic activity in Ancient Greece was livestock.
8. Although they felt friends, sometimes they fought against each other.

3. POS-TASK. 3.1. WORK IN PAIRS

Holidays have just come. You and your classmate are going to start a journey
through Ancient Greece, Atlante is a travel agency and it is going to guide you.
Tell the rest how, where and why you have chosen these places. You have to tell your
classmates what you are going to visit. Look at the map and use all the word-links.

1 de ESO: Ancient Greece

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North,East,West,South,Straighton,OntheRight,Ontheleft
Ilike+ing,Iprefer..to.,Iwanttogo.because,Thatplaceissobeautifulthat.

1 de ESO: Ancient Greece

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SECOND SESSION

1-PRETASK: MATCH THE WORDS TO THE PHOTOS.

Ekklesia(Citizens
assembly)
Gerousia(elder
people)

Army
G

Fleet
Council(Boule)
Citizens
Colony
Merchants

Lawmaker
Ephors
Ostracism
Apella(The
Popularassembly)

1 de ESO: Ancient Greece

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SociopoliticalorganizationofSparta
TwoKings

1.2-Political
systems in the
Ancient Greece

5Ephors
Gerusia:Councilof
theElder.

Army

Spartans;citizenswithfullrightsformtheApellaor
popularassembly

TheyareoppressedbytheSpartans.Theirrightsarecut.

Slaveswithoutrights

lead

Control

Choose

Form

Brainstorm
Youcanseetwodiagramsontwopolitical
systemsinGreece:above,thepoliticalsystemof
Sparta;below,thepoliticalsystemofAthens.
Readbothandanswerthequestionsaloud
withyourteachershelp.

1.
2.
3.
4.

IsSpartademocratic?Howdoyouknow?
IsAthensdemocratic?Explain.
WhochoosestheApella?
WhochoosestheEkklesia?

Inmyopinion,Athens.
AsfarasIknow,theEphors
It`sdifficulttosaywhatsystemisbetterbecause..
IwouldsaythatSparta..
Firstofall,theApella.
IdontknowmuchabouttheEkklesiabut..

1 de ESO: Ancient Greece

Andnow..
WhatcanyousayaboutOstracism?Doyouknow
whatitreallymeans?
11
Haveeverdoneanythingsimilartoanyofyour
classmates?
15

2. TASK 2.1. READ AND ANSWER THE QUESTIONS;

Athens

Sparta

Inthe7thcenturyB.C.,thepeasantsandother
groupsinthepolisprotestedagainsttheabuse
ofpowerbythegoverningaristocracy.

ThepoliticalsystemofSpartawasanoligarchy:
powerwasheldbyasmallgroupofpeople.

Asaresult,somereformswereintroduced,
suchasgivingpoliticalpowertotheCitizens
Assembly(Ekklesia).Thisreformwas
introducedbySolontheLawmaker.
Afteralongprocess,democracy(government
ofthepeople)wasestablishedinAthens.The
citizensheldpower,votedforlaws,elected
publicrepresentativesanddecidedifthepolis
shouldgotowarormakepeacewithits
enemies.
TheEkklesiaelectedmagistratesandvotedon
thelaws.Themagistratescarriedoutthe
Assembly`sdecisionsandheldpublicofficein
theAdministrationandintheArmy.The
membersoftheCouncil(Boule,whoprepared
thelawsandworkedwiththeCitizens
Assembly,werechosenfromamongthe
membersoftheEkklesiabythecastingor
drawingoflots.(sorteo)

TheSpartapoliswasruledbytwokings,
twentyeightelders(Gerousia)andfiveofficials
(ephors)
Thekingsperformedcivilandreligious
functions.TheGerousiapresentedprojectsto
thePopularAssembly(Apella),madeupof
Spartancitizens.TheEphorsrepresentedthe
Apella,controlledtheactionsofthekingsand
madesurethelawswereobeyed.
AccordingtoSpartantradition,Lycurgusthe
lawmakerwrotethelawsthatgoverned
Sparta.

Now answer the following questions:

1. Who governed Athens in the 7th century?
2. Who protested against it?
3. Who held political power in Greece after Solon`s reforms?
4. What does the word democracy mean?
5. What did the Council (Boule) and the magistrates do?
6. Who was the Oligarchy made up by?
7. Who governed the polis?
8. What was the Gerousia?
9. What did the Spartan citizens form?
10. What did Lycurgus do?

1 de ESO: Ancient Greece

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2.2-FILL IN THE BLANKS :

Between the 8th and 6th __________ BC, Greece went through a period of crisis. The
Greek population increased considerably, the land was not ________, and there was not
enough food for everyone. A small minority of _______ _________ owned most of the
land. There were many poor, hungry __________.

Text1

Consequently, many Greeks _________ and founded colonies around the

Mediterranean Sea. Migration took place in ___ ________ and in two different periods.
-

To the _____ between 750 and 650 BC, the Greeks settled on
the islands and coasts of the _____ Sea; in Sicily, southern Italy, southern
France and Libya;
And on the _____ ________ of the Iberian Peninsula.

To the east after 650BC, colonies were founded _________

the Black

Sea.

Text2

The 5th century BC and the first half of the 4th century BC are known as the __________ period. Athens and Sparta were dominant,
and there were ________constsntly between them.
The Persian Wars
Inthemiddleofthe6thcenturyBC,thePersians,wholivedontheIranian_______inAsia,expandedtheirterritories.They
conqueredgreekpoleisinAsia________andonnearbyislands.In499BC,these__________rebelled.Othergreekpoleis,ledby
athens,supportedthem.ThiswasthebeginningofthePersianWars:
-

The first Persian War ended in 490 BC, when the _________ won the Battle of Marathon.
The second Persian War began in 480 BC, when the Persians invaded Greece.
__________ was destroyed, but the Persians were defeated at the Battle of Salamis.

After the Persian Wars, athens became the richest and most influential polis. In 447 BC, a union of poleis, called the _______ League.
The 5th century BC was the most brilliant _________ in the history of Athens, under its leader Pericles.
The economic, political and cultural domination of athens was a threat to other important poleis, such as _______. This led to the
_______________ War , which started in 431 BC and ended in 404 BC. Sparta won the war and became the most __________ polis

Text3
Macedonia was a very large _________ in the north of __________.the Macedinians were very strongly
influenced by Greek culture and spoke a __________ similar to Greek.
In the _________ of the 4th century BC, king Philip II of Macedonia set out to conquer the Greek
territories. Philip was assassinated, and his son Alexander the Great succeeded him. Alexander continued
the __________, and between 334 and 323 BC.
The spreading of Greek culture and its fusion with ____________ culture is known as ___________.
Alexander the _______ died before he had organized his huge empire. His generals divided up the
territory into kingdoms. These were known as __________ monarquies and included Egypt,
Mesopotamia and _______________.

1 de ESO: Ancient Greece

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2.3- READ THE TEXTS AGAIN AND MATCH THEM WITH THESE
PICTURES.

EXPLAIN YOUR CHOICES TO THE REST.

1 de ESO: Ancient Greece

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1 de ESO: Ancient Greece

19

2.4-TEXT ATTACK.

Building a timeline .Complete the chart about the Roman Empire including dates, facts
and characters .Use the texts and maps above.

Periods

Ancient Greece

Classical Greece

Hellenism

Characters

Facts

2. 5- MAKING CLASSIFICATIONS.

Classify the following phrases into three categories:

ANCIENT GREECE, CLASSICAL GREECE, AND HELLENISM.
Write the word after the phrase. Some of the phrases will have more than one answer.
_Itwasaperiodofwars.
_TheGreekculturemergedwiththeorientalwayoflife.
_Itwasaperiodofcrisis.
_AthensformedtheDelianleague.
_Thekingandhissongotahugeempire.
_WhilemostGreekwerepoor,afewrichlandownersruledthem.
_OtherGreekpoleisrebelledagainstthedominantAthensandSparta.
_TheMacedoniansfeltlikeGreek.
_ManyGreekmigratedandfoundedcolonies.

1 de ESO: Ancient Greece

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2.6. CREATING DEFINITIONS

Using the texts above, fill in the gaps to explain these three words which define the
history of Greece:
_Expansion: due to the deep________, the Greek_______ and found______________
_Splendor: the most ___________period in the Greek history thanks to the
_________century leader ________________
_Hellenism: the moment in which the Greek way of life _________and _________with
the oriental _________.
3. POS-TASK

In pairs, discuss with your classmates about the Spartan bringing-.up. One of you
can be in favor of it and the other against. Write down your conclusions. Finally, read
them to the rest of your classmates.

Read the text and do the exercise.

TheprimarypurposeofSpartaneducation,and,
indeed, ofSpartansocietyasawhole,

differedgreatlyfromthatoftheAthenians.TheprimarygoalofSpartaneducationwasto
producegoodsoldiers.Trainingforthemilitarybeganattheageof7,asallSpartanboys
lefthometogotomilitaryschools.Fromthenuntilthetimetheywere18,theywere
subjectofharshtraininganddiscipline.HistoricalaccountstellofSpartanboysasbeing
allowednoshoes,veryfewclothes,andbeingtaughttotakepridein,enduringpainand
hardship.Whentheywereadolescentandteenageyears,Spartanboyswererequiredto
becomeproficientinallmannerofmilitaryactivities.Theyweretaughtboxing,swimming,
wrestling,javelinthrowing,anddiscusthrowing.Theyweretrainedtohardenthemselves
totheelements.Attheageof18,Spartanboyshadtogooutintotheworldandstealtheir

food.Gettingcaughtwouldresultinharshpunishment,includingflogging,whichwas
usuallyapracticereservedonlyforslaves.Theconceptwasthatasoldiermustlearn

stealthandcunning.

Attheage20,Spartanmenhadtopassaseriesofdemandingtestsofphysicalprowess
andleadershipabilities.ThosethatpassedbecamemembersoftheSpartanmilitary,and

livedinbarrackswiththeothersoldiers.Theywereallowedtotakeawife,butthey
weren'tallowedtolivewithher.Attheageof30,theybecamefullcitizensofSparta,

providedtheyhadservedhonorably.Theywererequiredtocontinueservingthemilitary,
however,untiltheywere60.

UnliketheirAtheniancounterparts,Spartangirlsalsowenttoschoolatseven.There,they
learnedgymnastics,wrestling,anddidcalisthenics.Theseschoolsweresimilarinmany

waystotheschoolsSpartanboysattended,asitwastheSpartanopinionthatstrong
womenproducedstrongbabies,whichwouldthengrowintostrongsoldierstoservethe

state.Whilenowonderfulworksofartorliteratureevercameofthissystem,itdid
accomplishtheSpartangoalofproducingelitesoldiers.TheSpartanmilitarywasnt

universallyaccepted,buttheywereuniversallyrespected.

1 de ESO: Ancient Greece

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Iagree.
Ilike..

Ipreferbecause

Thebestideaisbecause

Idisagree..
Idontlike.
Idontpreferbecause

Ithinkthisisabadidea
because

Ithink

Ithink
Idontthink..

Idontthink

THIRD SESSION
1-PRETASK
1.1.Do this word-search puzzle.

1.2 MATCH THE WORDS ABOVE TO THE FOLLOWING DEFINITIONS:

ForeignersinAthenswholackedpoliticalrightsalthoughtheycouldjointheArmyandbuy
goods.Theypaidspecialtaxes.

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Theycouldbefreeorslavesbutinanycase,theyalwayshadtobeguardedbyaman,either
theirfatherorhusband.
TheseGreekcouldvote,beelectedandevenparticipateinthepoliticallife.Theywerethe
Aristocracy,themerchantsandthefarmers.
Itemofclothesthatwaslikeaheavycloakorcoat.
ForeignpeopleinSpartawholackedpoliticalrightsalthoughtheycouldjointheArmyand
buygoods.Theypaidspecialtaxes.
TheroomreservedformenintheAthenianhouses.
Thelongtunicwornbywomenandgatheredatthewaistwithabelt.
Thosethatlackedpoliticalrightsbecausetheywereforeigners.
TheroomreservedforwomenintheAthenianhouses,fromwhichtheyhardlyemerged.
ThenamegiventothelinentunicthattheGreekmencommonlywore.
ThoseGreekwhowerenofree,butthepropertyofafamily.Theywereusuallyprisonersof
war.
1.3 LISTEN AND FILL IN THE BLANKS IN THIS TEXT TO KNOW MORE ABOUT
THE GREEK SOCIETY.

AnUnequalSociety.
Firstofall,theGreek______wasdividedintotwogroups.Onlymenwhoseparentswereboth
Atheniancouldbecitizensandparticipatein_______withfullrights.Ontheotherhand,most
ofthepeoplewere__________andlackedpoliticalrights.Foreignerswerealsononcitizens.
Theypaidspecialtaxesbutcouldgotothegym,jointheArmyandbuygoods.Slaveswerethe
leastimportantandwereprisonersofwaraswellasslaveschildren.
TheGreek________couldn`tparticipateinthepoliticallife.ApartoftheAthenian_______,
called_________,wasreservedforwomenonlyandtheyhardlyemergedfromit.Therich
womenwereso__________thatiftheybecamewidowstheireldestsonbecametheir
guardian.Thepoorwomenworkedinthefarmandsoldgoodsinthemarket.
However,_______womenhadmorefreedomandtheycouldattendgames,evenparticipate
inthe_____________.

2.1 TASK: INVESTIGATE LIFE IN ATHENS.

2.1.1.Find the answers to the questions below on the website

www.bbc.co.uk/schools/ancientgreece/athens/index.shtml
a) What does citizenship mean, and who could be a citizen?

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b) Were the lives of men and women different?

c) What was it like living as a slave?
Then, complete your information. Using other websites. Compare your answers with
your classmates.
2.1.2 FILL IN THE BLANKS OF THIS SOCIAL PYRAMID IN ANCIENT GREECE.

GreekSociety

2.1.3- COMPLETING A CHART

Complete the following chart with a tick (v) for yes, a cross(x) for no or a question
mark (?) for I dont know.
Citizens

Foreigners

Slaves

Women

Took part in politics

Paid taxes
Had rights
Were free
Worked in trade and crafts
Worked at home
Could own land
Could go to public shows
2.2 CLASS WORK

Divide the class into four social groups. One student of each group is going to be a
journalist who is going to interview the other students.Use these clues to ask the
questions:

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Whatislike?Whydidyou.?Whatdoes.mean?Haveyougot.?
Howoftendoyou..?Istheresomethingyou?Wouldyoumind?Couldyou?
Haveyouever.?Well,Iwouldsaythat.Idontmind.Ithinkso.Nevermind.Actually,infact..
Ihopeso.Itseemsso.Notatall.Tostartwith..Idon`tthinkso.Idontknow.IdoubtwhetherIornot.

3-Post-task: Write a short essay (eight/ten lines) about A day in the life of

. ( a member of one social group).You can use these clues:

FirstofallTostartwithInthebeginning.FirstlyWhenIAssoonas..
Inthemorning,AtnoonIntheafternoon,.Intheevening..Atlunchtime..
Then..Later.After.Afterwards,Sometimelater..SecondlyThirdly.

Finally,Eventually,Toconclude..Attheendoftheday..Atnight.

FOURTH SESSION:
1-PRETASK

LEARN SOME VOCABULARY

1.1. READ AND MATCH THE WORDS ABOVE WITH THE DEFINITIONS.

1.Itisacollaborativeformoffineartthatusesliveperformerstopresenttheexperienceofa
realorimaginedeventbeforealiveaudienceinaspecificplace.
2.Itisaspecificmethodofconstruction.
3.Itisoneoftheordersofclassicalarchitecture.ItsoriginisVIcenturyBC.
4Itisanornamentalmouldingroundthewallofaroomjustbelowtheceiling
5Itisalong,narrowpartorsectionformingthehandleofatoolorclub,thebodyofaspear
orarrow,orsimilar
6Itisabuildingdevotedtotheworshipofagodorgods.
7Itisthelowestpartofsomething,especiallythepartonwhichitrestsorissupported.
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8.ItisoneoftheordersofHellenisticarchitecture.IthasgotAcanthusleaves.
9Itisatypicallybroadersectionattheheadofapillarorcolumn
10Itisthetriangularupperpartofthefrontofaclassicalbuilding,typicallysurmountinga
portico.
11ItistherearroomofanancientGreektempleortheinnershrine.
12Itistheinnerareaofanancienttemple.
13Itisavestibuleatthefrontofaclassicaltemple,enclosedbyaporticoandprojectingside
walls.
14Itisanathleticorsportsgroundwithtiersofseatsforspectators.
15.ItisastyleofancientGreekarchitecture.
16TheyareusedbytheclassicalGreeksintheIonicorder.

1.2.Brainstorm

D
I

Writeineacharrow
thecorrectword
fromthecloudabove.

Whichorderdothesestatementsreferto?

1Thiscolumnisdecoratedwithnaturemotifs
2Thiscolumnhasnobase.

3TheshaftisshorterthantheIoniccolumn

4Thiscolumnhasscrollsatthetop.
2-Task:
5Thisstyleisthesimplest.
6Theshaftisthinnerthantheothers.
7Thecapitalissmooth.

S
L

Whydoyouthinktherearedifferentorders?
WhydidtheGreekdecidetomakethecolumns

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2.1- FILL IN THE BLANKS

IN THE TEXT AND IN THE PICTURE.

Canonical Greek ______ maintained the same basic structure for many centuries.
The Greeks used a limited number of spatial _________, influencing the plan,
and of architectural __________, determining the elevation.
The central cult structure of the _______, the naos, can be separated in several
________. Usually, the main room, the cella, contained a cult statue of the
respective deity. In ________ temples, a separate room, the so-called adyton was
sometimes included in the _______ for this purpose. In Sicily, this habit
continued into the ________ period.
At the ______ ___the cella, there is a porch, the pronaos, ______ by the
protruding side walls of the cella , and two ________ placed between them. A
similar _______ at the back of the cella is called the opisthodomos. There is no

door connecting
the _______ with the cella; its _________ is needed entirely due
to aesthetic considerations: to maintain the consistency of the peripteral temple

and to ensure its viewability from all sides, the ________ of the front has to be
repeated at the back.

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2.2-

LETS PLAY THE GAME WHO IS WHO.

EachGodorGoddesssymbolizessomething,forexampleUranusistheGodof
theSky.Inthepictureabove,youcanseetheimagesofthesymbolsforeachGod.In
thechartbelow,youhavethewordsforeachsymbol.
Ingroupsofthree,matchthesymbolswiththeappropriateGodandexplainwhy.
Then,shareyourideaswiththewholeclass.

Family|Agriculture,Hearth,Thunder,Sea,Underworld,Wine,Trade,Beauty,Fire,Hunting,

theArts,Wisdom

Usethesestructurestohelpyou:

istheGodoftheartsbecauseitsimagehasa|Wethinkthissymbolis.

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24
28

2.3-

FIND THE DIFFERENCES OF THE THREE STATUES; YOU CAN USE

THE GIVEN CLUES. FINALLY, YOU HAVE TO WRITE THE ANSWER.

Archaic,Kuro
Classical,Apoxiomen
Hellenistic,Laocoon

Usethispattern:

Thissculptureis________anditrepresents_______________itsmainfeaturesare______________

because____________________,soitisfrom_______________period.

Nowusethisvocabularyofalltheperiods.

Eternallyyoung,
bigeyes,postureisforced,

forcedsmile,littleimpressionofmovement,
nomovement,geometricalmotifs,expressfeelings,

sereneexpression,withoutexpression,tragic..

3- POS-TASK:

Jigsaw reading worksheet

The class will be divided into groups of five. Each student will have a different
information sheet. You must read your part of the information sheet and work with your
group members in order to fill in the boxes in the answer sheet.

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Group1
ThetermAncientcomedyreferstothoseplaysperformedinAthensinthe5thcenturyBC.Only
11playswrittenbyAristophanessuchasPlutoremaincomplete.
Thesearethepartsofacomedy:
a) Prlogosortheprologue:Anexpositivescenewhichopenstheplay,beforethe
entranceofthechorus.
b) parodos:ortheentranceofthechorusscenewherethechorusenterandisintroduced
totheaudience.
c) Agonorthedebate:Twoopponentsdiscussforandagainstthemainthemeofthe
play.Thefirsttospeakisusuallytheloser.
d) parbasisortheforwardparade:Afterthedebate,allthecharactersleavethestage,
thechorusmoveforwardandthecorifeotalkstotheaudience.
e) epeisdiaortheepisodes:theplaygoesonwithsomeepisodes,separatedbyseveral
briefsingingsofthechorusabouttheconclusionreachedbytheAgon.
f) xodosorthefinalscene:thehappiestsceneintheplaywhichleadstoaweddingora
ceremony.Theplaycanalsofinishbyacrdaxorritualdance.

Theactorswerefourorfive,allmale,andthereweresometimessecondaryplayers.
Thechorus,themostimportantintheplay,wasmadeupof24members,allmaletoo.

Group2
ThetermTragedyrelatestothefallofaveryimportantcharacteranddatesalsofromthe5thcentury.
AlthoughitresemblestheGreekepic,thetragedydevelopstotallynewmeaningsofthemyth.
Thisgetsintotheaction,andthecharactersactalmostinanindependentway,eachhasitsown
psychologicaldimension.
ThemostwellknownauthorswereSfocles,Eurpedes.
Thestructureofatragedyisquiterigid:

a) TheprlogoorthepartbeforetheentranceofthechorusaccordingtoAristotle.Thetime
andthepastoftheheroaretoldtotheaudience,byatleastthreeactors.Oneofthemtalks
aboutthehero`spunishmentinamonologue.
b) Theprodosorthesingingofthechorus.Theyenterthestagefromtheleftpartor
orchestraandperformaverymusicallyricsinging.
c) Theepisodiosorthedialoguesamongthecharactersandthechorus,theyareaboutfiveand
dramaticallyexpressthecharacter`sthoughtandideas.Thechorussingsoutthepolitical,
religious,philosophicalormoralideasoftheauthorintheestsimos.
d) Thexodoorthefinalpart.Theherorecognizeshismistake,thesingingisbothlyricand
dramatic.HissentencetodeathbytheGodsisusuallythemoralteachingoftheplay.

26

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Group3

Theepicisaliterarygenreanddoesn`tbelongtoacertainhistoricalperiod.TherearewellknownGreek
epicssuchasLaOdiseaTheauthorpresentsthelegendaryandimaginativefactsinanobjectiveway,
tryingtomakethemlookrealandtrue.Theepicisusuallynarrative,althoughwecanfinddescriptionand

dialogueaswell.Inmostcases,ithasn`tgotawrittenversionasitisusuallytoldorallybytherapsoda.

These are the main characteristics of an epic. It:

1. Beginsinmediasres,withastatementofthethemeinformofaninvocationtoamuse.

2. Islocatedallaroundtheworldortheuniverse,theheroesrepresentthevaluesofthehuman
civilizationandtheGodsinterfereinhumanaffairs.

3. Usesepithetsandlonglists(epiccatalogue).Thespeechesarebothlongandformal.
participates in a cyclical journey or quest, fights against adversaries and returns
The hero generally
home significantly transformed. The epic hero illustrates and exemplifies the most valued morals
in Society.

Group4

SocratesisoneofthemostinfluentialandwellknownoftheGreekphilosophers.Hewasbornin
Athensintheyear470AC.Infact,HeistheverybeginnerofthePhilosophyastheSciencewhich

searchestheinteriorofthehumanbeing.Hismethodisdialectical:questionsandanswersthatare
newquestions.Helikesstartingdialoguesandansweringquestionsbymakinganewquestion
again.
Hisdialoguestrytofindtheuniversaldefinitionofathingbymeansofconceptsandinapractical
way.Ifyouknowsomething,itmusthelpyoutolivewiththemosttruthfulvalues.
HeisthemasterofPlatoandthroughhim,HeinfluencedAristotle.

Group5
TheWordHistoryderivesfromtheGreekwordforInvestigationorinformation,theknowledgegotby

investigating.HerodotuswroteabouttheGreekwars.Hisworksaretypesofdocumentalsourceswhichare

consideredthefirstHistoryinthe5
centuryBC,tryingtomakepeoplethinkaboutthefactthatthehuman
actionsandthegreatfactsmustberememberedforever.

TowriteHistory,youshouldgivethefacts,andansweringtheWhquestions,who,what,where,whenand

why.TowriteHistoryistoinvestigatefactsandofferotherstheinformationascompleteaspossible.
th

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31

Answer sheet:
Now complete the following chart:

Comedy

Tragedy

Epic

Socrates

TheHistory

Dateorhistoric
period

Mainfeatures,
structure

Names,examples,
relevantinformation.

PROJECT

Thestudentswillresearchaboutthe

http://tinyurl.com/cps9rba
http://tinyurl.com/27glp9
EmpireofAlexandertheGreat,usingthefollowingwebs
http://tinyurl.com/c72n7cr
(map)

http://tinyurl.com/bmrh3se
(Cosmopolis)
Theclasswillbedividedin5groups,astheonesinthefinalsession.

Firstofall,eachgroupwillmakeahugeposterwiththefollowing
informationorheadings:

1.
2.
3.
4.
5.

Chronology
Map
TypeofGovernment
Monuments
Biography
6. Diversityofpopulation.(Cosmopolis)

Inordertoperforminfrontoftheclass,eachgroupwillwearsome
masquesandexposeitsworkaccordingtothegrouprepresented,likea
comedy,atragedy,anepic,aSocrates`dialogueoraHerodotusHistory.

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32

ASSESSMENT WORKSHEET.
Reflecting on what you have learned. Read the following statements about skills and
knowledge.
Please, circle one of these options: YES NO NOT YET.

Organize vocabulary into categories

YES

NO

NOT YET

Predict the topic listening to a reader

YES

NO

NOT YET

Take notes from a listening exercise

YES

NO

NOT YET

Get valuable information from a picture

YES

NO

NOT YET

Describe images and pictures

YES

NO

NOT YET

Build a timeline

YES

NO

NOT YET

Discuss in a group to make decisions

YES

NO

NOT YET

Make different types of question to get

information

YES

NO

NOT YET

Write a short biography

YES

NO

NOT YET

Reflect on how I learn

YES

NO

NOT YET

Periods in Greek history

YES

NO

NOT YET

Some facts about Greek society

YES

NO

NOT YET

Basic ideas about daily life in Greece

YES

NO

NOT YET

The importance of the Assemblies in

Greek politics

YES

NO

NOT YET

The role of King in Greek Government

YES

NO

NOT YET

Basic idea of the Greek sculpture

YES

NO

NOT YET

The difference between Athens and

Sparta

YES

NO

NOT YET

I CAN

I KNOW

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