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K–12 teaching and learning · from the UNC School of Education

Ancient World

This is a powerpoint jeopardy game. This can be used as a test or as a way to review information. We used this as a culminating test for our unit on Ancient Worlds. The jeopardy game is based on goals in math (geometry), language arts (myths, gods & goddesses), and social studies (Ancient Greece, Rome, Renaissance and Reformation).

A lesson plan for grade 6 English Language Arts, Mathematics, and Social Studies

By Danielle Pickard

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Learning outcomes

Students will:

  • trace the development of Ancient Greek and Roman culture and the impacts their accomplishments had on the modern world.
  • identify 2- and 3- dimensional shapes, polygons, and angles.
  • respond to various literary elements using interpretive and evaluative processes through the study of characteristics of literary genres.

Teacher planning

Time required for lesson

2 hours

Materials/resources

  • Pen and paper for each student
  • Different colored construction paper or markers for each group
  • A large open space, enough so that groups can be separated
  • Each group should be given a different colored piece of construction paper

Technology resources

  • Powerpoint
  • AVerKey with TV or projection unit/set-up with screen
  • Computer or laptop
  • Speaker capability

Pre-activities

Students should have completed a unit with Ancient Worlds (Greece and Rome), the Reformation and Renaissance, myths and legends, gods & goddesses, and angles, 2- and 3-dimensional figures as well as polygons.

Students should be separated into multi-level abilities.

Teacher should go over any rules.

Activities

Groups designate one student to be the “recorder” for the group. Explain to the students that although all students will be recording the answers, only the construction paper copy will be turned in for a grade.

To begin the game, randomly choose a student to pick the category and dollar value. Click on that dollar value and it automatically goes to the answer. Be careful not to click more than once becuase it will reveal the question. Give the students a pre-determined amount of time to answer. Then, click on the arrow to go back the money screen. Continue this until all values are answered. To go to final Jeopardy, click at the top on the word jeopardy. Have the groups determine their final value based on the category. Groups will turn in their constuction paper as their team’s grade.

Assessment

Each question is assigned a point value--$100 are worth 1 pt., $500 are worth 5 pts. Questions are based on difficulty. The group turns in team responses for a grade. The entire activity can be used as an assessment.

Supplemental information

Make sure you write down the order of the questions and have your students write down an abbreviated category and the dollar amount. Be careful not to click on anything but the arrow in the bottom right hand corner. If you click any where else on the screen, the “question” will be revealed. There are 2 files attached. Greecejeop and Greecejeop2. Both of these files are together. Greecejeop is the Jeopardy round, Greecejeop2 is the Double Jeopardy round with Final Jeopardy.

Related websites

N/A

Comments

This jeopardy game can be manipulated to suit a variety of different areas.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 6

  • Goal 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe.
    • Objective 2.03: Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.
  • Goal 3: The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe.
    • Objective 3.01: Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
  • Goal 4: The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.
    • Objective 4.01: Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.
    • Objective 4.03: Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.
  • Goal 7: The learner will assess connections between historical events and contemporary issues.
    • Objective 7.01: Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
    • Objective 7.02: Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.
  • Goal 8: The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe.
    • Objective 8.01: Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.
    • Objective 8.02: Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.
    • Objective 8.03: Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present.
  • Goal 9: The learner will analyze the different forms of government developed in South America and Europe.
    • Objective 9.01: Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.
    • Objective 9.04: Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.
  • Goal 10: The learner will compare the rights and civic responsibilities of individuals in political structures in South America and Europe.
    • Objective 10.01: Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time.
    • Objective 10.02: Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.
    • Objective 10.03: Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States.
  • Goal 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.
    • Objective 13.02: Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.

English Language Arts (2004)

Grade 6

  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of individual interest.
      • reading literature and other materials selected by the teacher.
      • discussing literature in teacher-student conferences and small group discussions.
      • taking an active role in whole class seminars.
      • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
      • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
      • investigating examples of distortion and stereotypes.
      • recognizing underlying messages in order to identify recurring theme(s) within and across works.
      • extending understanding by creating products for different purposes, different audiences and within various contexts.
      • exploring relationships between and among characters, ideas, concepts and/or experiences.
    • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
      • reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
      • interpreting what impact genre-specific characteristics have on the meaning of the work.
      • exploring how the author's choice and use of a genre shapes the meaning of the literary work.
      • exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

Mathematics (2004)

Grade 6

  • Goal 3: Geometry -The learner will understand and use properties and relationships of geometric figures in the coordinate plane.
    • Objective 3.01: Identify and describe the intersection of figures in a plane.