1. Decide whether you think the scenario is fair or unfair (circle one).
Warm Up
OBJECTIVE: SWBAT define monarchy, oligarchy, tyranny, direct democracy, assembly, and citizen and explain how government was practiced in ancient Athens.
Directions:
Read each statement.
Decide whether you think the scenario is fair or unfair (circle one).
Explain why or why not.
(Time on this slide 5-10 min) Time passed: 10 minutes
In-Class Notes
For each scenario, students should independently determine if they think the situation is fair or unfair and explain why.
Afterwards, students should share out answers and the class can discuss each others’ responses.
This should be used as a launch into learning about the important legacy of democracy from ancient Athens. Why don’t these things happen in our country today? Why do we have the type of government that we do? The ideas for our government came from ancient Greece…
Preparation Notes
The worksheet can be handed out as students enter as an immediate “Do Now” activity.
Agenda

2. Share out: Which of these situations are the most or least fair? Why?
Warm Up
The mayor of your city has decided that his eldest son will be the next mayor and that there will no longer be elections each year.
Some very wealthy businesspeople decide that everyone in your town must give them $100 every month so that they can continue to have parties and entertainment every night.
A small group of city councilors (government officials) pass a law that if you cannot pay your debts, then you have to work for someone who can pay your debts for the rest of your life.
The head of the police department decides he wants to be the mayor, so he puts the current mayor in jail. When people try to speak out against him or criticize him, he uses the police to put them in jail, too.
A new law has been proposed, but before it is voted on, citizens can come to talk and give their opinion on the new law and then vote on whether or not it should be passed.
Share out: Which of these situations are the most or least fair? Why?
(Time on this slide 5-10 min) Time passed: 15 minutes
In-Class Notes
For each scenario, students should independently determine if they think the situation is fair or unfair and explain why.
Afterwards, students should share out answers and the class can discuss each others’ responses. Students can be called out to read each statement aloud and then share their opinion, or students can share out by responding to the question at the bottom.
This should be used as a launch into learning about the important legacy of democracy from Ancient Athens. Why don’t these things happen in our country today? Why do we have the type of government that we do? The ideas for our government came from Ancient Greece…
Preparation Notes
The worksheet can be handed out as students enter as an immediate “Do Now” activity. There is a second “challenge” question for advanced students.
Agenda

3. Agenda:
OBJECTIVE: SWBAT define monarchy, oligarchy, tyranny, direct democracy, assembly, and citizen and explain how government was practiced in ancient Athens.
1) Warm Up: “You Decide…” Activity and Discussion
2) Launch: Notes--Key Terms Overview and Four Corners Activity
3) Explore: Scenario match
4) Summary:
(Discussion) Why did democracy develop in Ancient Athens?
5) Assessment: Exit slip
(Time on this slide1-2 min) Time passed: 16 minutes
In-Class Notes
Preparation Notes

4. Key Terms Overview Directions:
Launch
Key Terms Overview Directions:
Add the definition to your glossary: Try to write each definition in your own words!
Add a fun fact from the illustration captions.
Bonus: Add a visual to help you remember the definition. (You can draw in the margins.)
(Time on this slide 2-3 min) Time passed: 18 minutes
In-Class Notes
As each slide is projected, students should write the definitions of each term in their own words in their notes. You may want to model one or two of these if students have not done this before. Special education students and other students who may need accommodations can also use the graphic organizer to write down their definitions. Advanced students can be asked to use each word in a sentence that shows the meaning of the word as well.
Ask the students of they can think of any other present-day monarchs!
Preparation Notes
This part of the lesson may take about 2-3 minutes per slide, for a total of 20 minutes.
Agenda

5. Launch
Monarchy: A form of government in which one person, such as a king, queen, or emperor, rules and holds the power. The power is usually passed down through the family.
(Time on this slide 2-3 min) Time passed: 18 minutes
In-Class Notes
As each slide is projected, students should write the definitions of each term in their own words in their notes. You may want to model one or two of these if students have not done this before. Special education students and other students who may need accommodations can also use the graphic organizer to write down their definitions. Advanced students can be asked to use each word in a sentence that shows the meaning of the word as well.
Ask the students of they can think of any other present-day monarchs!
Preparation Notes
This part of the lesson may take about 2-3 minutes per slide, for a total of 20 minutes.
Cecrops: The mythical first king of Athens (an important Greek city-state.)
King Abdullah of Saudi Arabia
(Present day absolute monarch!)
Agenda

6. Launch
oligarchy—a form of government in which a small group of people, usually wealthy aristocrats, rule and hold power together.
(Time on this slide 2-3 min) Time passed: 21 minutes
In-Class Notes
Preparation Notes
Aristocrats were wealthy landowners in ancient Greece
One well known oligarchy was found in Sparta, an ancient Greek city-state.
Agenda

7. Launch
Tyranny: A form of government in which the ruler seizes and takes power illegally, often through force.
(Time on this slide 2-3 min) Time passed: 23 minutes
In-Class Notes
Preparation Notes
In 510 BC, Cleisthenes helped Athens be set free from the Tyrant Hippias.
He was the last tyrant of Athens.
Statue of Cleisthenes
Agenda

8. Launch
Direct Democracy: A type of government in which the power is held by the people. Every citizen can vote on every issue.
Citizens on the Pnyx, a flat-topped hill in Athens to debate and vote. Citizens participated in many ways. As many as 6,000 citizens were expected to participate in the assembly, 500 on the council, and at least 200 on juries.
(Time on this slide - min) Time passed: 26 minutes
In-Class Notes
Preparation Notes
Agenda

9. Launch
Assembly—A group of citizens who gathered together in ancient Greece to pass laws.
Ancient Athenian citizens were expected to participate in the Assembly. In the 5th century public slaves were used to herd citizens from the agora into the meeting place (Pynx) with a red-stained rope. A fine was given to those who got the red on their clothes. Later, in 403 BCE, pay for participation was used, but only for the first 6,000.
(Time on this slide - min) Time passed: 29 minutes
In-Class Notes
Preparation Notes
Agenda

10. Launch
Citizen: A person who legally belongs to a country and has the rights and protection of that country.
A citizen in ancient Athens only included Athenian men who had completed military training. Slaves, freed slaves, women, and children were not included. By 450 BCE, both mothers and fathers had to be Athenians for a man to be considered a citizen. This meant that only about 20% of the population actively participated.
(Time on this slide 2-3 min) Time passed: 32 minutes
In-Class Notes
Preparation Notes
Two famous citizens: Plato and Aristotle
Agenda

11. Four Corners - Vocabulary Review:
Explore
Four Corners - Vocabulary Review:
After each statement, you will have 10 seconds to calmly walk to the corner that represents the form of government you think is being described.
Be prepared to defend your decision!
(Time on this slide 1 min) Time passed: 33 minutes
In-Class Notes
Four corners of the room should be labeled “monarchy,” “oligarchy,” “tyranny,” and “democracy”
You may want to count down or time students, but remind them to walk calmly and safely!
After students find a corner, have one or two students share out how they know they are in the right corner.
Preparation Notes
Be sure to print out the corner labels and post them before this activity!
Agenda

12. Explore
Situation 1:
Citizens of Smallville gather in the town hall to discuss, debate, and then vote on a new law that would lower the voting age requirement.
(Time on this slide 2-3 minutes) Time passed: 35 minutes
In-Class Notes
Answer: direct democracy—citizens are gathering to make debate and pass a law themselves.
Preparation Notes
Agenda

13. Explore
Situation 2:
A small group of very wealthy aristocrats in Largeville decide that everyone will have to pay higher taxes on everything.
(Time on this slide 2-3 minutes) Time passed: 37 minutes
In-Class Notes
Answer: Oligarchy—It’s a small group of aristocrats making decisions for others.
Preparation Notes
Agenda

14. Explore
Situation 3:
The queen of Warland decides to declare war on Peaceland even though her advisors don’t think it’s a good idea.
(Time on this slide 2-3 minutes) Time passed: 37 minutes
In-Class Notes
Answer: Monarchy—there is a queen and she is making the decision and holds the power.
Preparation Notes
Agenda

15. Explore
Situation 4:
The leader of Groveland throws citizens in jail because the citizens were questioning whether or not he was the legal ruler of the land and wanted an election to select the leader.
(Time on this slide 2-3 minutes) Time passed: 37 minutes
In-Class Notes
Four corners of the room should be labeled “monarchy,” “oligarchy,” “tyranny,” and “democracy”. Read the statement aloud. You may want to count down or time students, but remind them to walk calmly and safely! After students find a corner, have one or two students share out how they know they are in the right corner.
Preparation Notes
Be sure to print out the corner labels and post them before this activity!
Agenda

16. Explore
Do you think you know the difference between a direct democracy, tyranny, oligarchy, and monarchy?
Let’s find out…
Read each scenario, and then find identify which type of government it represents.
(Time on this slide min) Time passed: 50 min
In-Class Notes
Pass out the worksheet with descriptions of what actually occurred in ancient Athens. Students should identify the type of government, and the think about why that form of government didn’t work by responding to the questions embedded.
Preparation Notes
Agenda

17. Summary: Whole Class Discussion
Why did direct democracy arise
in ancient Athens?
(Use evidence and examples from what you learned today!)
(Time on this slide 2-3 min) Time passed: 53 min
In-Class Notes
Ask students to use “Accountable Talk” as the discuss and debate. You can also use talking sticks to call on students.
Preparation Notes
You may want to have a poster with talking stems posted for student use. For example “I think…” “I believe…” “I agree/disagree with ______ because…” “Can you explain what you mean by….”
Agenda

18. oligarchy monarchy tyranny citizens assembly direct democracy
Assessment
Exit Slip: Match each term with the correct definition.
oligarchy monarchy
tyranny citizens
assembly
direct democracy
(Time on this slide 5 min) Time passed: 55 min
In-Class Notes
Pass out the exit slip and have students independently and silently complete them. If you want to review, you can click on each word to go back to the definition slide.
Preparation Notes
Agenda

19. Illustrated Dictionary:
Homework
Illustrated Dictionary:
For each key term, create a definition and then draw a picture to represent each term. Let’s look at the example together.
(Time on this slide 2-3 min) Time passed: 60 min
In-Class Notes
Pass out the homework and review one example.
Preparation Notes
Agenda