Lesson: Ancient Greece

Year: 5 | Subject: History | Time Allocation: 100%

Class/Set: ____________ Date/Term: ____________

LO (WALT): To examine the social and political structures of Ancient Greek city-states and their lasting legacy.

Success Criteria (WILF):

1. I can contrast the governing systems and societal values of Athens and Sparta.
2. I can describe the daily lives of different people living in a Greek city-state.
3. I can identify at least three 'Hellenistic' legacies that influence modern British life.

1. Starter (15%)

• Locate: Display a physical map of the Mediterranean. Ask students to identify the geographical features of Greece (mountains, sea, islands).
• Hypothesise: Use the map to prompt a discussion on why Ancient Greece was split into 'city-states' (poleis) rather than being one single country.
• Recall: Use a 'Timeline Jump' activity. Place 'Ancient Greece' (approx. 800 BC – 146 BC) on a classroom timeline relative to the Ancient Egyptians and the Roman occupation of Britain.
• Challenge: Ask: "If traveling between cities was blocked by high mountains and deep seas, how would that affect how people governed themselves?"

2. Main Activity (70%)

Teacher Input:

• Explain: Define the 'Polis'. Clarify that while Greeks shared a language and religion, they were fiercely loyal to their specific city.
• Contrast: Use a comparative table to script the differences between Athens and Sparta.
• Model: "Year 5, imagine Athens as the 'School of Greece'. They valued 'Demokratia' (rule by the people). Only adult male citizens could vote in the Assembly. They studied music, art, and philosophy. Now, look at Sparta. They were an 'Oligarchy' (rule by a few). Their 'Agoge' (education system) was a brutal military bootcamp starting at age seven. Sparta valued 'Eunomia' (good order) and physical strength above all else."
• Script: "We often think of Greece as one place, but an Athenian would feel like a foreigner in Sparta. Today, we are going to investigate if you would rather have been a citizen of the arts or a soldier of the shield."
• Outline: Describe daily life, focusing on the 'Agora' (marketplace), the role of women (largely confined to the home in Athens, but more physically active in Sparta), and the reality of slavery which supported both economies.
• Summarise: Briefly explain the Hellenistic legacy. Mention Alexander the Great’s role in spreading Greek culture, and list legacies: The Olympics, Architecture (columns), Theatre, and Trial by Jury.

Student Task:

• Categorise: Complete the 'City-State Comparison' table (see below) using the provided information packs.
• Analyse: Task A: Students must list three specific differences between Athenian and Spartan childhoods.
• Draft: Task B: Write a short persuasive 'Recruitment Pitch' (approx. 80 words). Students choose to be an Athenian General or a Spartan Ephor, trying to convince a neutral traveler to move to their city.
• Investigate: Task C: 'Legacy Detective'. Match the modern British institution (e.g., The Houses of Parliament, The Marathon, The Doctor’s Surgery) to its Ancient Greek root (Democracy, Pheidippides, Hippocrates).
• Support: Provide a 'Word Bank' including: Acropolis, Assembly, Hoplite, Helot, Philosophy, Architecture.

Feature	Athens	Sparta
Government	Democracy (The Assembly)	Oligarchy (Two Kings)
Values	Art, Education, Debate	Strength, Bravery, War
Education	Reading, Writing, Music	Military Training (Agoge)
Women	Stayed at home, few rights	Trained physically, owned land

3. Plenary (15%)

• Evaluate: 'The Four Corners' game. Assign four corners of the room as 'Athens', 'Sparta', 'Corinth', and 'Thebes'. Ask questions (e.g., "Where would you live if you loved poetry?") and students move to the corresponding corner.
• Check: Use a 'Hinge Question' on mini-whiteboards: "In which city-state did the majority of adult men vote on laws?" (A: Athens).
• Reflect: Ask students to name one thing in our classroom today that exists because of the Ancient Greeks (e.g., alphabet, books/philosophy, democratic voting for school council).

4. Resources

• Physical and political maps of the Mediterranean.
• Information packs on Athens and Sparta.
• 'City-State Comparison' worksheet.
• Mini-whiteboards and pens.
• Images of the Parthenon and a Spartan Hoplite.

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⚠ TEACHER’S GUIDANCE

💡 Pedagogical Pulse

• Misconception Alert: Students often assume the 'Ancient Greeks' were a peaceful, unified people because of the Olympics. Emphasise the frequent warfare between city-states (e.g., the Peloponnesian War) to provide a realistic historical narrative.
• Oracy Focus: Encourage the use of 'Tier 2' vocabulary during the 'Recruitment Pitch'. Model the word "legacy" frequently—ensure students understand it means something handed down from the past.
• Differentiation: For Greater Depth (GDS) students, challenge them to critique Athenian democracy. Was it "fair" if women, metics (foreigners), and slaves could not vote?

✅ Answer Key & Teacher Solutions

• Task A: Childhood Differences:

  • Athens: Boys attended school to learn literacy and music; girls learned domestic skills at home.
  • Sparta: Boys left home at seven for the Agoge (military training); girls underwent physical training to ensure they would bear strong children.
  • Discipline: Spartan discipline was famously much harsher than Athenian schooling.

• Task B: Recruitment Pitch:

  • Teacher Check: Look for mentions of "Democracy" or "Culture" for Athens, and "Strength" or "Protection" for Sparta. Ensure the tone is persuasive.

• Task C: Legacy Detective:

  • Modern Institution: The Houses of Parliament -> Greek Root: Democracy (Athens).
  • Modern Institution: The London Marathon -> Greek Root: Pheidippides (Battle of Marathon).
  • Modern Institution: Hospital/Doctors -> Greek Root: Hippocrates (Hippocratic Oath).
  • Modern Institution: The Olympic Games -> Greek Root: Religious festival at Olympia.

• ⚠ Safety & Nuance Check: When discussing Spartan warfare and the 'Agoge', ensure the discussion of child soldiers is handled with sensitivity. Focus on the historical context of survival and state-security rather than the violence itself. Adhere to the 'Prevent' duty by ensuring discussions of 'Democracy' are balanced and reflect British Values of mutual respect and the rule of law.