Segment A — Map Work & Read-Aloud (30 min)Hook: Display a large map of the ancient Mediterranean. Ask: "What do you notice about the land of Greece?" Students observe the jagged coastline, islands, and mountains. Teacher delivers adapted read-aloud: The Ancient Greeks (CKLA Lesson 1, elevated). Pause to discuss the BAM acronym (Black, Aegean, Mediterranean) and why city-states formed.
Segment B — Civilization Chart & Gallery Walk (30 min)Students complete a four-column comparison chart: Egypt, Mesopotamia, China, Greece—recording terrain, government style, and key contributions. Pairs share out. Introduce the unit's "Greek Passport": a mini-booklet students will stamp with each lesson's learning.
Myth Connection
π Myth: Poseidon & the SeaRead aloud the myth of Poseidon, god of the sea and earthquakes. Ask: Why would a seafaring people like the Greeks make a sea god one of their most powerful deities? Connect myth to geography.
Materials
Large map of ancient Greece (printed or projected) · blank world maps for students · colored pencils · comparison chart graphic organizer · "Greek Passport" booklets (teacher-created, one per student) · copies of adapted CKLA read-aloud text
Differentiation
Support: Pre-labeled maps; sentence frames for chart ("Greece is similar to Egypt because… but different because…"). Extension: Research the island of Crete and write a "travel guide" paragraph from an ancient sailor's perspective. ELL: Picture vocabulary cards for terrain and geography terms.
Assessment
✏ Exit Ticket: Label Black Sea, Aegean Sea, Mediterranean Sea, Crete on blank map outline.
✏ Formative: Observe civilization comparison chart for accuracy.
Segment A — Introduction to Mount Olympus (30 min)Display an image of Mount Olympus. Ask students what they already know about Greek gods. Read adapted CKLA text on the twelve Olympians. Introduce Zeus, Hera, Poseidon, Demeter, Hestia, and Hades with illustrated deity cards—name, domain, symbols, personality. Students begin a "God/Goddess Profile" graphic organizer for each deity.
Segment B — Myth: The Creation of the World (30 min)Read aloud: The Myth of Prometheus and the Creation of Humanity. Discuss: What does this myth reveal about what Greeks believed about human nature and the gods' relationship with people? Students respond in their Greek Passport: "What does this myth teach?"
Myth Connection
π₯ Myth: Prometheus Steals FirePrometheus steals fire from the gods and gives it to humans. Zeus punishes him by chaining him to a rock. Analyze: What values does this myth reflect? (bravery, defiance, suffering for others). Compare to another culture's creation myth students may know.
Support: Deity cards with images and simplified descriptions. Extension: Research the myth of Pandora's Box. How does it connect to the story of Prometheus? Write a comparative paragraph. Cross-curricular: Connect to science—what natural events (thunder, earthquakes, seasons) did the Greeks explain through their gods?
Assessment
✏ Exit Ticket: Match 6 Olympians to their domains on a quick-check card.
✏ Greek Passport Entry: "What does the Prometheus myth teach?" (2–3 sentences)
Segment A — The Six Remaining Olympians & Hero Myth (35 min)Complete the Olympian deity cards for Apollo, Artemis, Athena, Ares, Aphrodite, Hermes, and Hephaestus. Read aloud the myth of Perseus and Medusa. Map the hero's journey stages on a circular diagram. Discussion: What traits make Perseus a Greek hero? How do the gods help (or hinder) him?
Segment B — Shield Design Workshop (25 min)✋ Hands-On Activity Introduce the aspis (Greek shield). Students choose their patron Olympian and begin sketching their shield design using that god's symbols (e.g., lightning bolt for Zeus, owl for Athena, trident for Poseidon). Discuss: Greek warriors often painted their shields with images meant to intimidate enemies or honor the gods.
Myth Connection
π¦ Myth: Perseus and MedusaPerseus receives gifts from the gods (winged sandals from Hermes, a mirrored shield from Athena) to defeat the Gorgon Medusa. Discuss: Why do the gods intervene in human stories? What does divine help suggest about the Greek worldview?
Support: Pre-drawn shield templates with symbol options to color. Extension: Compare the hero's journey in Perseus with a modern story (e.g., The Lightning Thief) — what stages are the same? Writing Connection: Begin a myth retelling in student's own words (ongoing writing project).
Assessment
✏ Hero's Journey Diagram: Completed with evidence from Perseus myth.
✏ Shield Sketch: Shows patron Olympian's symbols with brief written explanation.
✏ Standards:RL.4.3RL.4.5W.4.3
04
π Culture & Society
The Olympic Games: Where Mortals Honor the Gods
⏱ 60 minutesπ Olympic Games Day Prepπ½ Greek Feast
Essential Question
How did the Olympic Games reflect Greek values like competition, excellence, and honor to the gods—and how do those values still shape the modern Olympics?
Lesson Objectives
Explain the religious origins of the Olympic Games (honoring Zeus at Olympia)
Describe original events: running, wrestling, discus, chariot racing, pentathlon
Identify who could compete and who was excluded (women, non-Greeks)
Compare ancient Olympics to modern Olympics
Connect the Greek value of arete (excellence) to athletic competition
Segment A — Olympic Origins Read-Aloud & Discussion (30 min)Read adapted CKLA Lesson 4. Discuss the sacred truce: all Greek city-states stopped fighting during the Games. Show a brief clip or images of Olympia ruins (projected). Create an anchor chart: Ancient Olympics vs. Modern Olympics (T-chart). Introduce the concept of arete—the Greek ideal of striving for excellence in all things.
Segment B — Greek Feast & Olympic Planning (30 min)π« Greek Feast Day Serve the Greek feast: warm pita bread, olive oil for dipping, hummus. Discuss: Olive oil was sacred in Greece (gift of Athena). Winners at some games received amphorae of olive oil. While eating, students plan classroom Olympic events (long jump, javelin toss with pool noodles, sprint) for next week.
Myth Connection
π Myth: Heracles and the Origin of the OlympicsAccording to one tradition, Heracles (Hercules) founded the Olympic Games after completing his labors. Read a brief retelling. Discuss: Why would Greeks honor a hero-god by holding athletic competitions?
Materials
Adapted CKLA Lesson 4 read-aloud text · projected images of ancient Olympia ruins · T-chart anchor chart paper · Greek feast supplies (pita, olive oil, hummus) · plates/napkins · event planning worksheet for classroom Olympics · laurel wreath templates (construction paper)
Differentiation
Support: Pre-made T-chart with sentence starters. Extension: Research women's exclusion from the ancient Olympics and the Heraean Games (women's equivalent). Write a persuasive letter from the perspective of a Greek woman arguing for inclusion. Cross-curricular (PE): Schedule the classroom Olympic Games for later in the unit as the culminating activity.
Assessment
✏ T-Chart: Ancient vs. Modern Olympics with 4+ accurate comparisons.
✏ Discussion Observation: Can students explain why city-states would stop warring for the Games?
✏ Standards:RI.4.3RI.4.9SL.4.1
05
⚔ City-State Society
Sparta: City of Warriors — All for the State
⏱ 60 minutes✂ Tunic & Shield Craft⚔ Spartan Society
Essential Question
How did Sparta's focus on military strength shape every aspect of its citizens' lives—and at what cost?
Lesson Objectives
Describe the agoge: Sparta's military training system beginning at age 7
Explain the roles of Spartiates, Perioikoi, and Helots in Spartan society
Analyze the trade-offs of a society organized entirely around military strength
Compare Spartan education to students' own educational experience
Note the surprising role of women in Sparta compared to other Greek city-states
Segment A — Spartan Society Read-Aloud & Discussion (30 min)Read adapted CKLA Lesson 5. Display a day-in-the-life timeline of a Spartan boy in the agoge. Discussion: Would you want to live in Sparta? What would you gain? What would you lose? Introduce the phalanx formation—demonstrate with desks arranged in formation. Discuss how Spartan teamwork in battle connected to Spartan values.
Segment B — Tunic & Shield Making (30 min)✋ Tunic & Shield Workshop Students create their Greek chiton (tunic) using a simple rectangle of fabric or a large paper bag, cinched with rope/twine. Continue decorating shields with Olympian symbols. Discuss: Greek soldiers (hoplites) wore tunics under their armor. The shield was so important that a Spartan mother famously said: "Come back with your shield, or on it."
Myth Connection
π Myth: Ares, God of WarRead a brief myth about Ares and his role among the Olympians. Unlike other gods, Ares was not universally loved—he represented the brutal, chaotic side of war. Discuss: Was Sparta more like Ares (brute force) or Athena (strategic wisdom)?
Materials
Adapted CKLA Lesson 5 read-aloud · Spartan day-in-the-life timeline poster · fabric rectangles or large grocery bags for tunics · rope/twine for belts · safety scissors · cardboard shields (continuing from Lesson 3) · paints and markers · Ares myth text
Differentiation
Support: Structured debate prompt cards ("I would/would not want to live in Sparta because…"). Extension: Research the word "laconic" (meaning brief/terse)—it comes from Laconia, the region of Sparta. Write a list of five "Spartan" sayings: short, direct, powerful. Writing Connection: Journal entry from the perspective of a Spartan child on their first day of the agoge.
Assessment
✏ Journal Entry: Spartan child perspective, graded for historical accuracy and voice.
✏ Formative Discussion: Can students articulate trade-offs of a militaristic society?
Segment A — Athens Read-Aloud & Myth Reader's Theater (30 min)Read adapted CKLA Lesson 6. Then perform the myth of Athena vs. Poseidon as a brief reader's theater (3 roles: narrator, Athena, Poseidon, + the people of Athens voting). Discuss: Why did the Athenians choose the olive tree over the saltwater spring? What does this choice reveal about Athenian values?
Segment B — The Parthenon: Architecture as Devotion (30 min)Project images of the Parthenon and its frieze sculptures. Introduce Greek architectural orders: Doric, Ionic, Corinthian columns. Students sketch and label their own "mini-Parthenon." Discuss: Why would the Athenians spend enormous wealth building a temple on a hill visible from everywhere? What does this say about how they saw their relationship with Athena?
Myth Connection
π« Myth: Athena vs. Poseidon — Contest for AthensAthena strikes the ground with her spear and an olive tree grows. Poseidon strikes with his trident and a saltwater spring bursts forth. The citizens vote: the olive tree wins. Athens is named for Athena. Discuss: This myth explains both the city's name AND why olive trees were sacred in Athens.
Materials
Adapted CKLA Lesson 6 text · Reader's Theater script (teacher-created, 3–4 roles) · projected images of the Parthenon and Acropolis · Greek column diagram (Doric/Ionic/Corinthian) · drawing paper · pencils · Athens vs. Sparta comparison chart (ongoing)
Differentiation
Support: Illustrated column-type reference card. Extension: Research the Elgin Marbles controversy: where are the Parthenon sculptures today, and should they be returned to Greece? Write an opinion paragraph. Art Connection: Create a Greek pottery design using black-figure technique (black marker on orange paper) depicting a scene from a myth.
Assessment
✏ Athens vs. Sparta Chart: At least 5 accurate comparisons across government, education, values, arts.
✏ Reader's Theater Participation: Observe for comprehension and expression.
✏ Standards:RL.4.3RI.4.7SL.4.5SS: Ancient Civilizations
Segment A — Democracy Read-Aloud & Primary Source (30 min)Read adapted CKLA Lesson 7. Introduce Pericles and the Funeral Oration (432 BCE). Read a short adapted excerpt and discuss: What did Pericles say made Athens special? Who is the "we" he is talking about? Who is excluded? Students annotate with "I notice / I wonder / This connects to…"
Segment B — Classroom Democracy Simulation (30 min)Run a mini-ekklesia: The class votes on a classroom issue (e.g., which book to read together, how to set up Olympic events). Twist: only half the class is designated "citizens" who can vote. After the vote, debrief: How did it feel to be excluded? How does this connect to Athenian democracy's limits? Build a Venn diagram: Athens democracy vs. U.S. democracy.
Myth Connection
⚖ Myth: The Trial of Orestes — The First JuryIn Aeschylus's Oresteia, the goddess Athena creates the first jury trial to resolve a murder case rather than leaving it to blood vengeance. Discuss: How does this myth reflect Athens's belief in law, reason, and civic institutions over raw emotion?
Materials
Adapted CKLA Lesson 7 text · Pericles' Funeral Oration excerpt (adapted for grade 4) · annotation sticky notes · Venn diagram template (Athenian democracy / U.S. democracy) · "citizenship" name cards (half the class) for simulation · voting tokens (small stones, as ancient Athenians used)
Differentiation
Support: Sentence frames for Venn diagram ("Both Athens and the U.S. allow… / Athens allowed… but the U.S. allows… / Neither allows…"). Extension: Research ostracism—Athenians could vote to exile any citizen for 10 years. Was this democratic? Write a short argument for or against. Cross-curricular (Social Studies): Connect to the U.S. Constitution and its own exclusions at founding.
Assessment
✏ Venn Diagram: Athens vs. U.S. democracy — graded for accuracy and depth.
✏ Reflection Write: "What surprised you most about Athenian democracy?" (paragraph)
✏ Standards:RI.4.6RI.4.8W.4.1SS: Civics & Government
08
⚔ Persian Wars
The Battle of Marathon: 26.2 Miles of Legend
⏱ 60 minutesπ Olympic Games Dayπ Historical Narrative
Essential Question
How did the outnumbered Greek army defeat the Persian Empire at Marathon—and why did this victory become legendary?
Lesson Objectives
Explain the causes of the Persian Wars (Persian expansion, Ionian Revolt)
Describe the Battle of Marathon (490 BCE): terrain, tactics, outcome
Identify the role of the phalanx formation in the Greek victory
Retell the legend of Pheidippides and explain its connection to the modern marathon
Analyze how this battle demonstrated the value of the polis (city-state) model
Vocabulary
Persian EmpireMarathonDarius IMiltiadesphalanxPheidippidesIonian Revoltstrategosmessenger
Lesson Segments
Segment A · 35 minSegment B · 25 min
Segment A — Battle Narrative & Tactics (35 min)Read adapted CKLA Lesson 8. Use a battlefield diagram to walk through the Battle of Marathon step by step. Highlight how the Greeks used the terrain and the phalanx to overcome a vastly larger army. Play a "command decision" game: students vote on which battle tactic to use in a series of scenarios (flanking attack, hold the center, send for reinforcements) and evaluate outcomes.
Segment B — Classroom Olympic Games (25 min)✋ Olympic Games Day Conduct classroom Olympic events in tunics with shields: standing long jump (broad jump), javelin throw (pool noodle), running race, discus throw (paper plate). Award laurel wreaths (paper crowns) to event winners. All participants receive an olive branch (paper). Discuss: How did winning honor both the athlete AND their city-state?
Myth Connection
π Legend: Pheidippides Runs to AthensAfter the Greek victory, the soldier Pheidippides ran 26 miles from Marathon to Athens to announce "Nenikekamen!" (We have won!), then collapsed and died. This is the origin of the modern marathon. Discuss: Is this a myth or history? How do we distinguish between the two?
Materials
Adapted CKLA Lesson 8 text · printed battlefield diagram of Marathon · pool noodles (javelins) · paper plates (discus) · measuring tape · laurel wreath paper crowns · olive branch paper props · student tunics and shields from previous lessons
Differentiation
Support: Battle events sequenced on cards for students to arrange in order before/after reading. Extension: Read a short excerpt from Herodotus (the "father of history") about Marathon. How does a primary/near-primary source differ from our modern retelling? Math Connection: Calculate the actual distance of 26.2 miles in kilometers; find Marathon on a map of Greece.
Assessment
✏ Battle Summary: Students write a 5-sentence newspaper headline + lead paragraph reporting the Battle of Marathon as if they were a Greek journalist.
✏ Standards:RI.4.3W.4.2SS: Ancient History
09
⚔ Persian Wars
Thermopylae: The 300 and the Hot Gates
⏱ 60 minutesπ‘ Shield Presentationπ Cause & Effect Analysis
Essential Question
Was the Spartan stand at Thermopylae a defeat or a victory? What can a "noble failure" accomplish that a military victory cannot?
Lesson Objectives
Explain Xerxes' invasion of Greece (480 BCE) and the formation of the Greek alliance
Describe the geographic significance of the Pass of Thermopylae
Analyze how 300 Spartans (and other Greeks) held off the Persian army for three days
Evaluate whether Thermopylae was ultimately a defeat or a strategic success
Connect the Greek naval victory at Salamis to the ultimate Persian defeat
Segment A — The Battle Narrative (30 min)Read adapted CKLA Lesson 9. Use a terrain map to show why the narrow pass was strategically crucial. Discuss the famous Spartan epitaph: "Go, tell the Spartans, stranger passing by: that here, obedient to their laws, we lie." Students annotate: What does this epitaph reveal about Spartan values? Discuss the betrayal by Ephialtes and how it changed the battle.
Segment B — Shield Presentation & Cause-Effect Analysis (30 min)✋ Shield Gallery Presentation Students present their completed shields to the class (30 seconds each): name their patron Olympian, explain the symbols, and share one thing they'd want a Spartan warrior to know. Then complete a cause-and-effect chain: Persian Wars → Thermopylae → Salamis → Persian Retreat → Greek Golden Age.
Myth Connection
π Myth: The Oracle at DelphiBefore Salamis, Athens consulted the Oracle at Delphi. The Oracle said "the wooden walls will save you." Themistocles argued this meant the fleet. Read this story and discuss: How did the Greeks use mythology and religion to make military decisions? What does this tell us about the role of the gods in Greek life?
Materials
Adapted CKLA Lesson 9 text · Thermopylae terrain map · cause-effect chain graphic organizer · completed shields from prior lessons · Delphi Oracle myth text · epitaph text handout · annotation sticky notes
Differentiation
Support: Pre-filled cause-effect chain with missing boxes for students to complete. Extension: Write the perspective essay: "The Battle of Thermopylae through the Eyes of a Persian Soldier." Must show understanding of both sides. Cross-curricular: Discuss other "noble failures" in history (Alamo, Dunkirk)—how do they function in national memory?
Assessment
✏ Shield Presentation: Observed for content accuracy and connection to Greek mythology.
✏ Cause-Effect Chain: Persian Wars through the Greek Golden Age — graded for sequence and accuracy.
Segment A — The Three Philosophers (30 min)Read adapted CKLA Lesson 10. Create a "philosopher profile" for each thinker (teacher, student, student's student). Introduce the Allegory of the Cave with a simple demonstration: turn off lights, project shadows on the wall, ask "what is real?" Discuss how Plato used this story to argue that most people only see shadows of the truth.
Segment B — Socratic Seminar (30 min)Run a Socratic Seminar on the question: "Is it better to know what you don't know, or to believe you know everything?" Students sit in a circle. The teacher only asks follow-up questions—never answers. Students must build on each other's ideas. Debrief: This is exactly how Socrates taught.
Myth Connection
π¦ Myth: The Wisdom of AthenaAthena, goddess of wisdom and war strategy, was said to have sprung fully formed from Zeus's head—born from pure thought. Discuss: Why would Greeks give wisdom a deity? How does this compare to what Socrates believed about wisdom—that no one truly possesses it?
Materials
Adapted CKLA Lesson 10 text · Philosopher Profile graphic organizer (3 columns) · projector for Allegory of the Cave shadow demonstration · Socratic Seminar discussion stems handout · student journals for reflection writing · Socratic Seminar self-assessment rubric
Differentiation
Support: Discussion sentence starters ("I agree with ___ because… / I'd like to add… / This makes me wonder…"). Extension: Read a simplified excerpt from Plato's Republic (philosopher-kings). Write: Should leaders be required to be educated in philosophy? Writing Connection: Journal: "One question I have about life that I cannot answer yet." Model Socratic intellectual humility.
Assessment
✏ Philosopher Profile: All three columns complete with accurate contributions.
✏ Socratic Seminar Self-Assessment: Student rates own participation; teacher observes for depth of reasoning.
✏ Standards:RI.4.3SL.4.1W.4.9
11
⚔ Empire & Conquest
Alexander the Great, Part I: Student of Aristotle, Conqueror of Worlds
⏱ 60 minutesπΊ Empire Mappingπ Biography Study
Essential Question
How did Alexander's education under Aristotle shape the kind of conqueror he became—and can military genius and intellectual curiosity coexist?
Lesson Objectives
Describe Alexander's early life: his father Philip II, his tutor Aristotle, and Macedonia
Explain how Alexander united the Greek city-states before turning East
Trace Alexander's conquests on a map: Persia, Egypt, and into India
Analyze how he combined military genius with respect for conquered cultures
Identify Alexandria, Egypt, as a center of Greek learning and culture
Segment A — Alexander's Rise (30 min)Read adapted CKLA Lesson 11. Story of young Alexander taming Bucephalus: what does this episode reveal about his character? Timeline activity: students mark key events on an Alexander timeline card (birth, tutored by Aristotle, becomes king, crosses into Asia, Egypt, India). Discussion: How did his education under Aristotle influence his treatment of conquered peoples?
Segment B — Empire Mapping (30 min)Students trace Alexander's conquests on a blank map using a route key (color-coded by year). Mark major battles and cities founded. Calculate rough distances traveled: "Alexander marched his army over 20,000 miles in about 12 years." Students add Alexander's Empire to their Greek Passports with an annotated map.
Myth Connection
⚡ Alexander & the Oracle: Son of Zeus?At the Oracle of Siwa in Egypt, Alexander was reportedly told he was the son of Zeus-Ammon. He used this divine claim to legitimize his rule over non-Greeks. Discuss: How did myth and religion serve as political tools for ancient rulers? Compare to how other ancient rulers used religion to justify power.
Materials
Adapted CKLA Lesson 11 text · blank maps of the ancient world · Alexander's route map (teacher's reference) · colored pencils/markers for route tracing · Alexander timeline cards · Greek Passports · oracle myth excerpt
Differentiation
Support: Pre-printed map with cities/regions labeled; students trace route only. Extension: Research the Library of Alexandria—what was it, why was it important, and what happened to it? Write a "museum placard" about it. Cross-curricular (Math/Geography): Using the map scale, estimate the total distance of Alexander's march.
Assessment
✏ Annotated Map: Alexander's empire route with 5+ labeled locations and dates.
✏ Greek Passport Entry: "One thing Alexander's education under Aristotle taught him that helped him as a conqueror."
✏ Standards:RI.4.3RI.4.7SS: World Geography & History
12
π Legacy & Culmination
Alexander the Great, Part II: The Greek Legacy & Unit Celebration
⏱ 60 minutesπ Culminating Celebrationπ Final Reflection
Essential Question
How does a civilization's legacy outlive its empire? What pieces of ancient Greece are alive in your world right now?
Lesson Objectives
Describe Alexander's final campaigns and death in Babylon (323 BCE)
Explain the Hellenistic Age and how Greek culture spread across three continents
Segment A — Alexander's Final Chapter & Greek Legacy (30 min)Read adapted CKLA Lesson 12. Alexander dies at 32 in Babylon; his empire splits. But the Greek language and culture (Hellenism) continue spreading. Build a class anchor chart: "Greek Contributions Still Alive Today" — collect at least 20 items across categories (words: democracy, geography, philosophy; science: Archimedes, Euclid; arts: theater, sculpture; government; sports).
Segment B — Greek Passport Sharing & Unit Celebration (30 min)π« Greek Feast Celebration✋ Parade of Tunics & Shields Students wear their tunics and carry their shields for a "Parade of Champions" around the classroom. Serve the Greek feast: pita, olive oil, hummus. Students share their favorite entry from their Greek Passports. Close with a class discussion: "If you could travel back to ancient Greece for one day, where would you go and why?"
Myth Connection
π Full Circle: The Myth of OrpheusRead the myth of Orpheus: a musician whose art was so powerful it could move stones, stop rivers, and charm the gods. Ask: How does this myth capture what the Greeks believed about the power of art, music, and storytelling to outlast even death? How does this apply to the Greek civilization itself—its art, ideas, and stories still alive 2,500 years later?
Final Summative Assessment Options
Choose one of the following for student final projects (assigned one week before Lesson 12):
Option A — Greek Legacy EssayWrite a 4–5 paragraph essay: "Which contribution of ancient Greece has had the greatest impact on the modern world?" Include a claim, evidence from at least three lessons, and a concluding reflection. Reference at least one myth and one historical event.
Option B — Illustrated Myth RetellingWrite and illustrate an original myth that explains something in the natural world (e.g., why thunder rumbles, why the ocean is salty, why cats sleep so much). Must include at least one Olympian god, a hero, and a moral lesson. Minimum 6 illustrated panels with text.
Option C — Museum DisplayCreate a tri-fold museum display on one topic studied (Olympics, Sparta, Athenian Democracy, Persian Wars, Philosophy, Alexander). Include: timeline, map, vocabulary glossary, myth connection, and "Then vs. Now" comparison. Present to class in 2 minutes.
Materials
Adapted CKLA Lesson 12 text · anchor chart paper · markers · Greek feast supplies (pita, olive oil, hummus) · student tunics and shields from prior lessons · Orpheus myth text · completed Greek Passports · final project rubrics
Assessment
✏ Final Project: Essay, Myth, or Museum Display — graded against rubric distributed in Week 10.
✏ Greek Passport: Collected and reviewed — 12 entries, each showing lesson learning.
✏ Legacy Anchor Chart: Class contribution — 20+ items in final chart shows unit depth.
✏ Standards:RI.4.3W.4.1/2/3SL.4.4SS: World History & Geography
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