Ancient Greece & Rome
In this week long unit the students will learn about the history, accomplishments, culture and legacy of the these two great civilizations. The students will have the opportunity to explore and understand the vital importance of these civilizations to the development of the Western World.
Unit Standards, Goals, Objectives & Assessments
Standards
(content area)
WH.H.2.1
Compare how different geographic issues of the ancient period influenced settlement trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.).
WH.H.2.2
Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.).
WH.H.2.3
Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.
WH.H.2.4
Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.).
WH.H.2.5
Analyze the development and growth of major Eastern and Western religions (e.g. Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.).
WH.H.2.7
Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.).
WH.H.2.8
Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements.
WH.H.2.9
Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.
Standards (technology)
HS.TT.1.1
Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).
Unit Goals (1-3)
Goal 1
The students will understand the major historical figures, events, and trends of Ancient Greece & Rome.
Goal 2
The students will understand how the Greek and Roman civilizations established the foundation for Western Civilization in terms of politics, law, social order, trade, and religion.
Unit Objectives (3-8)
Objective 1
The students will understand how Greek culture developed and spread throughout the Mediterranean world and the Middle East from the earliest settlements to the peak of the Hellenic realm.
Objective 2
The students will understand the growth of the Roman Republic, the various factors that caused it to morph into the Roman Empire, and the eventual decline of the Empire itself.
Objective 3
The students will understand the roots of Christianity and the important role that the Roman Empire played in the spread of the young religion, and the other cultural legacy that the Roman Empire left behind.
Unit Assessments
Assessment 1
The students will identify the earliest Greek cities, describe the tensions between Athens and Sparta, and enumerate the accomplishments of Alexander the Great.
Assessment 2
The students will create reforms that could have saved the Republic and as a class identify factors that led to the decline of the Empire.
Assessment 3
The students will work together to learn about and teach one another about the history of Christianity and the impact that the Roman Empire had on the development of future civilizations in Europe.
WH.H.2.1
Compare how different geographic issues of the ancient period influenced settlement trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.).
WH.H.2.2
Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.).
WH.H.2.3
Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.
WH.H.2.4
Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.).
WH.H.2.5
Analyze the development and growth of major Eastern and Western religions (e.g. Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.).
WH.H.2.7
Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.).
WH.H.2.8
Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements.
WH.H.2.9
Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact.
Standards (technology)
HS.TT.1.1
Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts).
Unit Goals (1-3)
Goal 1
The students will understand the major historical figures, events, and trends of Ancient Greece & Rome.
Goal 2
The students will understand how the Greek and Roman civilizations established the foundation for Western Civilization in terms of politics, law, social order, trade, and religion.
Unit Objectives (3-8)
Objective 1
The students will understand how Greek culture developed and spread throughout the Mediterranean world and the Middle East from the earliest settlements to the peak of the Hellenic realm.
Objective 2
The students will understand the growth of the Roman Republic, the various factors that caused it to morph into the Roman Empire, and the eventual decline of the Empire itself.
Objective 3
The students will understand the roots of Christianity and the important role that the Roman Empire played in the spread of the young religion, and the other cultural legacy that the Roman Empire left behind.
Unit Assessments
Assessment 1
The students will identify the earliest Greek cities, describe the tensions between Athens and Sparta, and enumerate the accomplishments of Alexander the Great.
Assessment 2
The students will create reforms that could have saved the Republic and as a class identify factors that led to the decline of the Empire.
Assessment 3
The students will work together to learn about and teach one another about the history of Christianity and the impact that the Roman Empire had on the development of future civilizations in Europe.
Pre and Post Assessment & Gradebook
The pretest is a simple, brief multiple choice test to get an understanding of how much the kids know about Ancient Greece & Rome. Please see the file below for the test as well as the highlighted answers.
sec300pretest.docx | |
File Size: | 17 kb |
File Type: | docx |
The post-test is much more involved than the pretest. The students will compile at least 2 pieces of work and 1 class activity that they believe demonstrates their mastery of the unit. Please see the file below for the complete assignment. Here is the rubric that will be used to grade this assignment.
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2314978&
http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=2314978&
sec300miniportfolio.docx | |
File Size: | 16 kb |
File Type: | docx |
This is a sample gradebook corresponding to the assignments in the unit.
sec300gradebook.xlsx | |
File Size: | 14 kb |
File Type: | xlsx |
Differentiation
Accommodating for Lee
If Lee were in my classroom I would encourage her to look at history as a logical progression, in that one thing happens that causes another thing and so on, to help her incorporate her ability to recognize patterns and sequences. In this unit there are several different types of group work that involve brainstorming, and this group atmosphere could help Lee work on her brainstorming in a fun environment with friends. I would also encourage her to use the OSWALD method to help her begin writing assignments. It involves making an Outline, Saying the outline aloud, Writing the introduction with the main points, Adding the connecting information to the essay, Looking over the connections in the essay by re-reading, and Drafting a conclusion for the essay.
Model Lesson Plan & Type of Differentiated Instruction with short description. (Only need 4)
Direct Instruction
Choice Board- For homework I will give the students small version of a choice board and allow them to pick the assignments that interest them. It will be brief because it is homework rather than a large unit project.
Concept Development or Attainment
Flexible groups- During my Concept Development portion of the lesson the students will be allowed to break into groups based on the ideas they came up with during the brainstorming part, before sharing their ideas with the class.
Inquiry
Multiple Levels of Questions- During the review activity on the SMARTBoard I will ask the review questions of the students who need to the little bit of extra attention or coaching with a part of the lesson.
Cooperative Learning
Interest Groups- During the Jigsaw model part of the lesson the students count off to form 5 groups. Rather than assigning each group a topic to study and present, I will give the groups a minute to discuss which topic they would like to learn about and then assign them based on interest in a first come first served manner for fairness.
If Lee were in my classroom I would encourage her to look at history as a logical progression, in that one thing happens that causes another thing and so on, to help her incorporate her ability to recognize patterns and sequences. In this unit there are several different types of group work that involve brainstorming, and this group atmosphere could help Lee work on her brainstorming in a fun environment with friends. I would also encourage her to use the OSWALD method to help her begin writing assignments. It involves making an Outline, Saying the outline aloud, Writing the introduction with the main points, Adding the connecting information to the essay, Looking over the connections in the essay by re-reading, and Drafting a conclusion for the essay.
Model Lesson Plan & Type of Differentiated Instruction with short description. (Only need 4)
Direct Instruction
Choice Board- For homework I will give the students small version of a choice board and allow them to pick the assignments that interest them. It will be brief because it is homework rather than a large unit project.
Concept Development or Attainment
Flexible groups- During my Concept Development portion of the lesson the students will be allowed to break into groups based on the ideas they came up with during the brainstorming part, before sharing their ideas with the class.
Inquiry
Multiple Levels of Questions- During the review activity on the SMARTBoard I will ask the review questions of the students who need to the little bit of extra attention or coaching with a part of the lesson.
Cooperative Learning
Interest Groups- During the Jigsaw model part of the lesson the students count off to form 5 groups. Rather than assigning each group a topic to study and present, I will give the groups a minute to discuss which topic they would like to learn about and then assign them based on interest in a first come first served manner for fairness.