Examine examples of civic leadership and virtue in ancient Greece and ancient Rome.
Students will explain the influence of significant leaders (e.g., Marcus Tullius Cicero, Marcus Aurelius, Pericles, Solon, Cleisthenes) on civic participation and governance in the ancient world.
| Name |
Description |
| Ancient Greece Achievement March Madness | Students will have prior knowledge on the key figures of ancient Greece and the achievements of ancient Greece. Students will be gathering and applying their knowledge in this lesson, by choosing one component of ancient Greece (leader OR accomplishment) and work with small groups to compose an argument to why this had the most impact on future civilizations. Before students choose which item they think is the most impactful, the teacher will have a class discussion about what the question is specifically asking them to look for, that way all students are clear when they make their decision. The teacher will provide a check list to students to use that will highlight key factors to analyze as they debate why their choice is the best. Students will compete in a “March Madness Tournament” where they will go head to head with another achievement and have to prove why theirs was the most impactful. The class will vote on which of each bracket is the winner, and the winner will move onto the next round. At the end of the activity, the class will have found their “winner” for which achievement that they think was the most impactful to future societies. |
| Civic Leadership in the Roman Republic and the U.S. Republic | In this lesson plan, students will compare the contributions, influence, and impact of three Roman leaders (Cincinnatus, Tiberius and Gaius Gracchus [a.k.a. “the Gracchus brothers”]) to two American leaders who demonstrated civic leadership (Martin Luther King, Jr. and George Washington). |
| Ancient Greek Leaders Scavenger Hunt | “Who was the greatest leader in ancient Greece?’ The Teacher will have pre-printed posters of 8 different Greek key figures around the classroom. Students will be given a scavenger hunt handout. Students will go on a museum walk around the room to learn about each Greek figure and complete the handout.
The students will return to their seats and be assigned small groups. Each group will be given a different leader to focus on. Students will create a “Superhero” Poster for their leader that they were given. A rubric will be given to students to make sure they include key facts and information about their ancient Greek Leader. If there is time, students will share their posters. If not, posters will be hung in the classroom. Teacher (or peers) can grade each poster, using the rubric as a guide. |
| The Democratic Process: Influences of Modern U.S. Democracy | This is lesson #2 in the text unit series for The Democratic Process by Mark Friedman. Students will build on to the knowledge gained from the previous lesson. The lesson and activities will allow students to be more autonomous with their learning and apply knowledge of primary vs. secondary sources, reliable and unreliable sources, and facts and opinions to identify influences of ancient Greece and Rome on modern day U.S. Democratic Republic through a collaborative research project. Students will identify similarities and differences between ancient Greek and Roman democracies and identify their influences on modern day U.S. Democratic Republic.
The unit will prepare students to understand Greek and Roman influences on democracy in the United States, identify individual rights and freedoms, determine the difference between protected and unprotected rights, examine the rule of law, and evaluate the relevance of modern-day government. The activities in the unit will allow students the opportunity to participate in close reading, annotate text, and collaborate on research projects to gain a deeper understanding of democracy, government, and the rule of law
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Key Figures In Ancient Greece And Rome: Part 1 | The class will have a discussion on what characteristics a person should have to be seen as significant or important in history. Once, the class has come to a consensus on the skills necessary to be an important figure. Students will be taught a lesson on all of the major significant figures in ancient Greece. Students will be provided a graphic organizer to organize the information on each of these significant figures.
This is lesson 1 of 3 in a mini-unit integrating civics and world history. |
| Key Figures In Ancient Greece And Rome: Part 2 | Students will be taught a lesson on all of the major significant figures in ancient Rome. Students will be provided a graphic organizer to organize the information on each of these significant figures.
This is lesson 2 of 3 in a mini-unit integrating civics and world history. |
| Key Figures In Ancient Greece And Rome: Part 3 | Students will use their prior knowledge of significant figures in ancient Greek and Roman history from the two previous lessons to identify one figure they deem to be the most important. Students will design a poster, PowerPoint, or other multimedia presentation to display their knowledge of this individual. They will describe the figure's most crucial achievements and civic participation.
This is lesson 3 of 3 in a mini-unit integrating civics and world history. |
| I Am the Greatest-Athenian Leadership | This lesson will be taught during the Ancient Greece unit. While the lesson teaches about the civic accomplishments of Solon, Cleisthenes, Themistocles, and Pericles, students are asked to go one step further by selecting the most influential leader and justifying their selections. |
| What's the influence? Part 3 | Students will build, share, and revise an interactive program in Scratch to present information about ancient Roman and ancient Greek leaders' influence on civic participation and governance in the ancient world, in this lesson plan.
This is part 3 of a 4 part series that integrates Civics with Computer Science and Coding. |
| Leaders of Ancient Greece and Rome | In this lesson plan, students will explain exemplary civic leadership and identify leaders from ancient Greece and Rome who exhibited good civic virtue. |
| Ancient Civics Citations | Students will analyze quotes from Ancient Greece and Ancient Rome that served as a foundation for civic leadership and virtue and compare them to ideas we have about democracy and civic participation today. |
| Ancient Leadership and Virtue | This lesson introduces the concept of virtuous leadership, as it relates to key leaders in Ancient Greece and Rome. Students will each take on the role of one of 5 leaders and fill in a graphic organizer about civic participation and governance. Students will then collaborate on a paragraph to determine which of the men is the most virtuous leader. |
| What's the influence? Part 2 | Students will use their research on significant leaders of ancient Greece and ancient Rome to plan out each step of a Scratch program, in this lesson plan.
This is part 2 of a 4 part series that integrates Civics with Computer Science and Coding. |
| What's the influence? Part 4 | Students will summarize and compare the contributions of Marcus Tullius Cicero, Marcus Aurelius, Pericles, Solon, and Cleisthenes to explain each person’s influence on civic participation and governance in the ancient world. Students will also explore how these leaders' ideas influenced modern day United States government.
This is part 4 of a 4 part series that integrates Civics with Computer Science and Coding.
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| What's the influence? Part 1 | Students will research significant leaders of ancient Greece and ancient Rome to explore their influence on civic participation and governance in the ancient world, in this lesson plan.
This is part 1 of a 4 part series that integrates Civics with Computer Science and Coding. |
