Students begin with an overview of the geographic conditions that led to Greece’s surprising success as a civilization. Then, they investigate the earliest major Aegean civilizations, the Minoans and the Mycenaeans. Next, they learn about the Dark Age, which ended in a burst of colonization that expanded the physical and mental bounds of Greece. Working in small groups, they put their knowledge together in an insightful discussion.
Students read an introduction explaining how Greece’s challenging geography shaped the rise of Western civilization. They examine a physical map of Greece (including the islands and Crete) and contribute to a word cloud by listing words or short phrases that describe Greece’s geography. Students then read Greek Climate and Physical Geography to learn more about how landforms, climate, and resources influenced Greek life, and answer two polls about why Greeks turned to the sea and how mountains contributed to the rise of city-states.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will trace several early Greek civilizations. After students submit word cloud responses, discuss their ideas and prompt them to infer how a civilization might develop in such a region. Use responses to the article and polls to reinforce key connections between geography, economy, and political organization before moving on.
Students view images of Minoan ruins and artwork, then read about Minoan civilization and its culture, including leisure activities, gender roles, and religious practices. Using a graphic organizer, they summarize key ideas about Minoan geography, history, culture, and their own reflections while reading Minoan Civilization.
Teacher MovesAfter students complete the organizer, lead a discussion to surface and clarify what they have learned about the Minoans, drawing attention to how geography, culture, and political organization are connected.
Students are introduced to Mycenaean civilization through images and explanatory text describing fortified hilltop palaces, government, economy, warfare, and the Linear B writing system. They read Mycenaeans and record key ideas about geography, history, culture, and personal reflections in a graphic organizer. Next, they read about the collapse of Mycenaean civilization and the subsequent Greek Dark Age in Dark Age Greece, then answer two multiple-select questions about decline and signs of progress during the Dark Age.
Teacher MovesOptionally read the introductory text aloud and help the class brainstorm guiding questions about the Minoans, Mycenaeans, and Dark Age Greeks before students read. After students finish the readings and questions, return to these guiding questions and lead a discussion comparing and contrasting the three periods, emphasizing both decline and continuity or progress.
Students read about Greece’s recovery after the Dark Age, population growth, renewed seafaring, and the establishment of colonies around the Mediterranean, including the idea of cultural diffusion. They use Greek Colonization to deepen their understanding, then post to a class wall predicting how colonization might affect Greek civilization, identifying possible benefits and hazards of founding colonies.
Teacher MovesHighlight key ideas about colonization and cultural diffusion as students read. Share one or more thoughtful wall responses with the class and use them to guide discussion of cause-and-effect relationships between earlier periods and the era of colonization, including potential benefits (such as increased influence and trade) and hazards (such as conflict and overextension). If appropriate, direct interested students to examine additional maps of Greek colonies in the Mediterranean to visualize trade and settlement patterns.
In small groups, students divide the four periods—Minoan, Mycenaean, Dark Age, and Greek Colonization—so that each member focuses on one. For their assigned period, they complete a two-column table explaining why it would be good and why it would be bad to live during that time. Group members then share and discuss their tables, using the responses to compare the four periods and consider how life and conditions changed over time.
Teacher MovesEnsure students are organized into small groups and that each period is assigned within each group. Set a clear time limit for completing the tables and small-group discussion. When groups finish, facilitate a whole-class discussion in which students share and compare their conclusions about the advantages and disadvantages of living in each period.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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