Objectives:
- Explain the conquest of Greece by Macedonia.
- Describe the spread of Hellenistic culture by Alexander the Great.
- Identify important social and political achievements in the Hellenistic Period.
Scene 1 — Engage
Student Activity
Students are introduced to the Hellenistic Period and the lesson objectives. They read a short narrative imagining themselves as a young king in 336 B.C.E., then learn that Alexander became king of Macedon at age 20. Using a class wall, they predict what Alexander chose to do with his new power.
Teacher Moves
Present the overview and objectives of the experience. After students post their predictions, highlight that Alexander attempted to conquer the known world, setting up the context for his impact on Greece and beyond.
Scene 2 — Explore 1
Student Activity
Students view an image of Alexander and read descriptive background text about his life and personality. They read Alexander the Great to learn key biographical details, then use a two-column graphic organizer to record notes in the “Alexander’s Biography” column. Next, they read Legacy to examine how his conquests reshaped political geography, language, and culture, and they complete the “Alexander’s Legacy” column. After reading a brief explanation of what defines an empire, students respond on a class wall explaining how Alexander’s lands can be classified as an empire.
Teacher Moves
Check student notes for accurate understanding of Alexander’s life and the long-term effects of his conquests, using the provided key points as a guide. Clarify the characteristics of an empire as needed. Select and share an interesting or exemplary student explanation of why Alexander’s realm was an empire to prompt whole-class discussion.
Scene 3 — Explore 2
Student Activity
Students view an image of the Great Library of Alexandria and read selected sections (“The Hellenistic Age,” “Hellenistic Culture,” and “The End of the Hellenistic Age”) from Hellenistic Greece to investigate how the Hellenistic world developed and declined. They complete a graphic organizer by taking notes on historical events, government, economy, and culture during the Hellenistic Period.
Teacher Moves
Support students in accessing the dense article, for example by reading it aloud in short sections and paraphrasing key ideas. Use the note-taking organizer to check that students capture major events, political structures, economic patterns, and cultural developments, and address any misunderstandings. Organize students into small groups in preparation for the next scenes.
Scene 4 — Explain
Student Activity
In small groups, students research “The Legacy of Hellenistic Culture” using online sources. They collaboratively create a report that includes at least one example of a significant Hellenistic scientist, mathematician, or philosopher and one example of a political or social leader, explaining each person’s contributions. Groups post their reports to a shared wall or link to a digital product (such as a slide presentation, timeline, or multimedia poster). They then review other groups’ reports and discuss them within their own small group.
Teacher Moves
Monitor group research and report creation, ensuring that each group identifies specific individuals and clearly explains their contributions. If time allows, have groups present their reports to the whole class and facilitate a question-and-answer session. Connect this work to related learning about Greek contributions and philosophy as appropriate.
Scene 5 — Elaborate
Student Activity
Students view an image of the Nike of Samothrace and learn that it is a famous Hellenistic artwork representing the goddess of victory. In their small groups, they discuss whether Alexander the Great deserves credit for the Hellenistic Period that followed his death, giving reasons for their opinions. One group member serves as recorder and summarizes the group’s discussion on a shared wall.
Teacher Moves
Briefly introduce the Nike of Samothrace and its significance as a Hellenistic artwork. After groups post their summaries, share an interesting or exemplary response with the class and lead a discussion about whether there is a class consensus on Alexander’s role in shaping the Hellenistic Period.
Scene 6 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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