Greek Contributions

Overview

This 60-minute lesson is the third in a 5-lesson unit titled Exploring Ancient Civilizations. It focuses on Ancient Greece’s key contributions to society, specifically in government, philosophy, and the arts. Students will engage hands-on through a scaffolding-supported role-play debate on democracy, reinforcing their understanding in an interactive, accessible way. This lesson is designed to support students with EHCPs, including those with Autism and ADHD, through visual, kinaesthetic, and social learning approaches.

---

National Curriculum Alignment (History KS3, Year 7)

• Pupils should be taught to:
  • Understand the methods of historical enquiry, including use of artefacts, and to understand that different versions of the past may exist
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations, their achievements and their impact on the world
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance
  • Develop skills to communicate their knowledge and understanding logically and with clarity

---

Learning Objectives

By the end of the lesson, students will:

1. Identify and explain at least one significant contribution of Ancient Greece to modern society (government, philosophy, arts).
2. Participate actively in a structured debate, articulating viewpoints on the value of democracy.
3. Use visual prompts and scripted guidance to support participation and understanding.

---

Success Criteria

Students will demonstrate:

• Ability to name a Greek contribution (e.g. democracy, philosophy of Socrates, classical drama).
• Successful engagement and participation in the role-play debate, using sentence starters or scripts where necessary.
• Use of visual aids to communicate ideas clearly during the debate.

---

Resources

• Visual prompt cards illustrating Ancient Greek contributions (images of Athenian assembly, philosophers, theatre masks, Parthenon).
• Simplified debate scripts with differentiated complexity levels.
• Sentence starter strips for debate points (e.g. “I think democracy is important because...”).
• Whiteboard or flipchart for summarising key points.
• Timer or signal for speaking turns.

---

Lesson Structure

Time	Activity	Description	Differentiation / Support
0-10 min	Engage: Introduction & Visual Stimulus	Teacher introduces Ancient Greece and shows visual prompt cards (government, philosophy, arts). Brief interactive Q&A: “What do you notice?” “What might this be?”	Use clear, colourful visuals; allow processing time; use point-and-label for those with verbal challenges.
10-20 min	Explore: Group Research Jigsaw	Small groups (mixed ability) each match a contribution to a short, simplified fact card, reading aloud together. Use symbols or colour coding for key ideas.	Scripts and paired reading to assist learners with reading difficulties; verbal peer support; advanced learners interrogate “Why was this important?”
20-40 min	Explain & Apply: Role-play Debate on Democracy

• Groups assigned roles (e.g. Ancient Greek citizen, philosopher, sceptic).
• Using scripts and visual cues, students debate the question: “Is democracy a good way to govern?” Teacher models first turn with sentence starters.
• Turn-taking ensured by visual timer. Teacher scaffolds language and ensures all voices heard. |
• Chunked scripts for support, visual cue cards for speaking order.
• Sentence starters ready for those less confident.
• Challenge advanced learners to formulate counter-arguments and summarise points. |
  | 40-55 min | Elaborate: Group Reflection & Mind Map | Whole class brainstorm impacts of Ancient Greece today. Teacher creates a mind map on board, linking ideas visually. Students add sticky notes with one contribution they learned or find interesting. | Allow students to express ideas orally or via symbol/words. Use prompts for students who struggle with open-ended questions. |
  | 55-60 min | Evaluate: Success Criteria Review & Exit Question | Recap success criteria. Students complete an exit slip (or communicate verbally) answering: “Name one thing Ancient Greece gave us.” | Options for written, verbal or pictorial response. Extra challenge: Explain why it matters. |

---

Differentiation Strategies

• For learners with Autism/ADHD:

  • Clear, visual schedules and timers to structure activities and transitions.
  • Low-stimulus environment during discussion phases.
  • Use of scripts and visual prompts to reduce anxiety.
  • Opportunities for movement during turn-taking (holding a “talking stick”).

• For learners needing additional support:

  • Simplified language on cards and scripts.
  • Paired work or adult support during reading and role-play.
  • Use of augmentative communication aids if required.

• For advanced learners:

  • Extend debate to consider comparisons with other ancient governments (e.g. monarchy, oligarchy).
  • Challenge to lead part of the discussion or prepare a short “speech” supporting their role.
  • Research and present an additional Greek contribution (e.g. mathematics, architecture).

---

Assessment Opportunities

• Formative: Observation of role-play participation and use of contributed ideas during reflection.
• Summative: Exit question answers and mind map contributions assessed for understanding of key contributions.
• Self/Peer Assessment: Students reflect on their participation with thumbs up/down or simple traffic light cards.

---

Wow Factor – Interactive Tech Element

If classroom tech available, use a simple polling app or an interactive whiteboard to collect “votes” on democracy after the debate, allowing students to see visually how opinions vary and to connect Ancient Greek democracy with modern participation.

---

Notes for Teachers

• Maintain a calm, predictable lesson pace, use clear instructions and allow breaks if needed.
• Encourage respectful listening and support positive social interaction skills through the debate format.
• Use consistent visual cues throughout the unit to reinforce conceptual links between lessons.

---

This lesson plan ensures students with diverse learning needs explore Ancient Greece meaningfully while developing key historical enquiry skills as set out in the National Curriculum for England.