Students investigate the fifth century B.C.E. in Greece. They begin with the Persian Wars, in which Greece won a startling victory against the world’s greatest empire at that time. They continue through the Golden Age that followed, and into the Peloponnesian War between Sparta and the Athenian Empire, a war that brought an end to Greece’s Golden Age.
Students are introduced to the focus on fifth-century B.C.E. Greece, including the Persian Wars, the Golden Age, and the Peloponnesian War. Using a map, they compare the size of the Persian Empire to Greece and then respond to a word cloud prompt about how they would feel as Greeks facing such a powerful empire. Next, they complete a two-column class table by posting one thing they already know about ancient Greece and one question they have after learning about the Persian Empire.
Teacher MovesPresent the lesson overview and objectives, then guide students in examining the map to highlight the power imbalance between Persia and Greece. Use sample feelings (e.g., scared, worried, angry, rebellious) to prompt deeper thinking about the word cloud. Review entries in the Ancient Greece table and discuss student responses to surface prior knowledge and questions, setting the stage for the rest of the experience.
Students build background on the Persian Empire by watching the video Persian Empire and reading the article Persian Empire to understand its rise, organization, and beliefs. They take notes in a graphic organizer organized by key sections (e.g., Cyrus, government, religion). Then they read Persian Wars: Greece vs. the Persian Empire to learn how the smaller Greek city-states defeated the much larger Persian Empire. Finally, they post on a class wall from the perspective of a Greek general just after the Persian Wars, explaining what they think and what they want Greece to do next, and then respond to at least two classmates with questions or positive comments.
Teacher MovesGuide students through the dense Persian Empire article, modeling note-taking by reading sections aloud, pausing for students to record key ideas, and inviting them to share notes for feedback and clarification. After students read about the Persian Wars and post as Greek generals, emphasize that the wall prompt is meant to get them thinking ahead about what might happen next in Greek history, which will be explored in the following scene.
Students review a definition of civilization as a complex, organized, and culturally advanced society, then contribute to a word cloud by completing the prompt “When I think of the word civilization, I think of…”. They next read Ancient Greece and the Golden Age of Athens (from “The Rise of Classical Greece” to the end) to learn how Athens, under Pericles, became a leading political, economic, and cultural power. After reading, they respond on a class wall to the question “Why is this period called the Golden Age?”
Teacher MovesClarify the concept of civilization by asking students what people mean by “Western civilization” and briefly explaining its European roots and extension to the Americas. After students post about why this era is called a Golden Age, share an interesting or exemplary response and use it to discuss how, between two major wars, Athens experienced significant advances in literature, drama, philosophy, art, and government.
Students read Introduction to the Peloponnesian War and Ancient Greece: Peloponnesian War to learn about the causes, course, and consequences of the conflict between Athens and Sparta. As they read, they complete a graphic organizer with notes on causes, how the war was fought, the first and second phases of the war, and its outcomes and effects. They then write a wall post from the perspective of an Athenian general after Athens’s defeat, reflecting on the war and its aftermath, and respond to at least two classmates with questions or positive comments.
Teacher MovesHave students share and compare their notes from the graphic organizer to check understanding of causes, key events, and effects of the Peloponnesian War. Use their wall posts as springboards for discussion, prompting them to compare their earlier “Greek general” posts from Scene 2 with their “Athenian general” reflections here, highlighting how Greek fortunes changed from victory over Persia to defeat in the Peloponnesian War.
Students synthesize what they have learned by creating an infographic timeline of fifth-century Greece, showing major events and developments from the Persian Wars through the Golden Age to the Peloponnesian War. They review examples of history infographics on Top 5 Infographics on How to Create an Effective Infographic to see effective ways to combine text and visuals, then design their own infographic on the digital canvas or on paper and upload a photo.
Teacher MovesAllow students to work individually or in pairs on their infographic timelines. As they work, circulate to support their selection and sequencing of key events and to encourage clear visual organization. If possible, have students print and display their infographics or invite volunteers to present them to the class.
Students respond on a class wall to the question of whether the Greeks could have avoided the disaster of the Peloponnesian War and the end of their Golden Age, explaining what they think the Greeks should have done differently and supporting their ideas with evidence from the experience.
Teacher MovesHighlight and share an interesting or exemplary student response with the class, using it to prompt discussion about alternative choices Athens and Sparta might have made and how those choices could have changed the course of Greek history.
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.
©2026 Exploros. All rights reserved.