Greek Legacy Roleplay

Overview

This is Lesson 3 of 5 in the unit Exploring Ancient Civilizations. Students will explore key contributions of Ancient Greece—government (democracy), philosophy, and arts—through an interactive role-play and mock debate. The lesson is designed for Year 7 students with high levels of autism and ADHD in a special school setting, incorporating visual supports, scripted dialogues, and differentiated challenges.

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National Curriculum Links

History - Key Stage 3 (Years 7, 8, 9):

• Pupils should be taught to:
  • Understand the principles of ancient civilisations and their impact on the modern world.
  • Study aspects of social, cultural, religious and economic history, including democracy and philosophical traditions.
  • Develop chronological awareness, historical enquiry, and interpretation skills.

Relevant programmes of study statements:

• Study of significant features of ancient societies and their influence today including democracy and philosophical ideas.
• Use sources critically, understanding different interpretations.

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Learning Objectives

By the end of this lesson, students will:

1. Identify at least one key contribution of Ancient Greece to modern society (government, philosophy, arts).
2. Explain the basic idea of democracy through participation in a mock debate.
3. Demonstrate communication skills and collaboration in role-play.

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Success Criteria

Students will be successful if they can:

• Clearly state one Ancient Greek contribution (e.g., democracy or philosophy).
• Take part in the mock debate by reading or performing their role confidently.
• Use visual aids or scripts where needed to support their understanding.

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Resources Needed

• Role-play scripts with simple language and visual icons.
• Flashcards/posters with key Greek terms and images (e.g., democracy, philosopher, theatre mask).
• Large printed timeline poster showing Ancient Greece and modern times.
• Props/costumes for role-play (optional but engaging).
• Whiteboard and coloured markers.
• Visual “talking stick” or “debate token” for managing debate turn-taking.

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Lesson Structure

Starter (10 minutes)

• Activity: Quick Class Brainstorm
  • Write the word “Ancient Greece” on the board.
  • Ask students: "What do you know about Ancient Greece?"
  • Allow various responses; record keywords with pictures/icons next to words (e.g., democracy, philosophers, theatre).
  • Show a brief visual timeline pointing to Ancient Greece’s period.

Differentiation: Use image cards related to contributions for students needing visual prompts.

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Main Activity (40 minutes)

Part 1: Group Reading and Understanding (15 minutes)

• Divide the class into three small groups (3–4 students each). Assign each group one area of Ancient Greek contribution:

  • Group 1: Government – Democracy
  • Group 2: Philosophy – Thinkers like Socrates, Plato
  • Group 3: Arts – Theatre, sculpture

• Provide each group with a simple script featuring role-play characters (e.g., citizen, philosopher, artist) that explain their topic using short sentences and visual cue cards.

• Groups read their scripts aloud, practise using prompting from support adults as needed.

Differentiation:

• Students with greater needs use simplified scripts and pictorial sentence prompts.
• Advanced learners encouraged to add one extra fact or question for their peers.

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Part 2: Mock Debate – Democracy Focus (25 minutes)

• Explain the structure of a friendly debate on democracy:

  • Students role-play Ancient Greek citizens discussing whether democracy is good or not.
  • Use “talking stick” to allow one person to speak at a time.

• Debate roles with scripted statements such as:

  • “I think democracy lets everyone have a say.”
  • “But what if only clever people make decisions?”
  • “In Athens, we choose leaders every year!”

• Encourage all students to participate, either reading lines or sharing their own thoughts with support.

• Teacher/facilitator to prompt and scaffold discussion, ensuring turn-taking and reinforcing respectful listening.

Extension for advanced learners: Suggest they prepare a short persuasive argument for or against democracy to share.

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Plenary (10 minutes)

• Bring the class together and ask:

  • “Can you name one thing Ancient Greece gave us?”
  • “What did you like about the debate?”

• Ask each student to share one thing they learned or enjoyed.

• Use a visual success criteria checklist and tick off students’ achievements.

• Display a “Greek Contribution” wall where students can place a sticker or icon representing what they learnt.

Differentiation: Use sentence starters on the board for those who find verbal answers challenging.

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Differentiation Summary

• Support: Simplified scripts, visual prompts, one-to-one adult support, shorter speaking turns, visual timetables.
• Challenge: Research one new Greek contributor (e.g., Aristotle), prepare an additional debate point, or draw a comic strip about democracy.
• Sensory: Use movement breaks, allow fidget tools, flexible seating for focus.

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Assessment & Feedback

• Teacher observation of participation in debate and group reading.
• Peer feedback in positive, structured formats (“I liked when you said…”).
• Success criteria checklist completed at plenary stage.
• Informal quiz next lesson to recap Greek contributions.

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Notes for Teachers

• Maintain a structured but flexible environment, routines clear and visual.
• Use calm tone and encourage turn-taking to support students with ADHD/autism.
• Celebrate effort and participation equally with correct answers.
• Use props or role badges to help identity and engagement.
• Provide a quiet space or breaks if overwhelmed.

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This highly interactive, multi-sensory lesson merges history knowledge with communication and social skills, tailored to a diverse special school group, and is fully consistent with the National Curriculum for England’s historical study and skills expectations for Year 7.