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Topic: Anicent Greece and Ancient Rome Unit Plan
Grade/Subject World History
Author: Lance Clary/Hays High School Walt Brock/Lehman High School
Essential Questions:
Unit Opener : Give students a physical map of Ancient Greece featuring the locations of Sparta and Athens. The map will also show captions of cultural aspects unique to each city-state.
Students will make two T charts, one for Sparta and one for Athens, showing pros and cons for living in either city-state. The students will use the physical information from the map and the cultural captions given for Athens and Sparta to come to their conclusions. Where would the student want to live?
Unit Sections: Cultures of the Mountains and Sea Warring City-States Democracy and the Golden Age of Greece Alexander the Great and Empire Building The Spread of the Hellenistic Culture The Romans Create a Republic The Roman Empire Brings Change The Rise of Christianity Roman Entertainment The Decline of Rome
Assessment Tool:
Standard Multiple Choice 1. What separated the different regions within Greece? mountains rivers dense forest vast stretches of uninhabitable land
Justified Multiple Choice 2. Why was Alexandria, Egypt, important during the Hellenistic period? (Write a paragraph to justify your answer choice as opposed to the other selections.) As a center of scholarship, Alexandria became second only to Sparta. It became the foremost center of commerce. It became the foremost center of the Greek army and weapons production. Alexandria became the birthplace and center of Hellenistic culture.
Visual Prompt 3. This picture illustrates: The rise of the Polis The Greek army invading and conquering Troy Celebration of warriors coming back from rescuing Helen The Battle of Marathon
Visual Analysis 4. Look at the print, who is depicted and what event is foreshadowed? Explain the irony of the Edict of Emperor Constantine centuries later given events portrayed in the picture.
Graphic Question 5. Create a Venn diagram about the cultures of city-states Athens, Troy, and Sparta. (ex. Religion, Government, Social Classes, etc.)
Unit Overview:
Modifications for above assignments :
Fish Bowl for Alexander : Debate 1-Would you attribute the accomplishments of Alexander to his own ambition and vision or those of his father? Debate 2-Was Alexander truly able to inspire discouraged soldiers? Debate 3 (All together) -Compare the reign of Alexander to war in present day 21 st Century, do they compare?
Parthenon with Shadow Effect (Mini Drama): Add assigned roles to students to give individual tasks along with the group work. All students make a blue print together and then go to their individual tasks.
1-Researcher for the Greek god to be used in the Parthenon, prop/material manager 2-Performer of shadow effect (mini drama) and Script Manager 3-Builder of foundation 4-Builder of columns 5-Builder of roof
Instruction/Activities:
Notebook Assignment #1 for the Entertainment of Rome:
Preview Assignment Before students learn about ancient Rome and it’s entertainment such as gladiators and chariot races, have students write a paragraph about a sport that is played today in a major arena or stadium, describe the sport, how popular is the sport, and what specifically makes it entertaining to them. Afterwards have several students share their paragraphs with the class. Draw correlations between then (Ancient Rome) and now (Present day United States).
GO notes: Have students make a Venn diagram about sport entertainment in Rome and in the present day United States. [See RTF file for visual example of possible diagram]
Processing Assignment: Create a Sensory Figure of a chariot racer or gladiator. With your outline of an ancient Roman athlete, draw/label/write out his armor, weapons, possessions, feelings and body parts to show what a typical athlete might have seen, felt, heard, smelled or have been prepared for upon arrival to the Coliseum.
Notebook Assignment #2 Greek Democracy and Golden Age: Preview Assignment (You are there Scenario): Imagine you are students of Plato, listening to his ideas and vision of his ideal society. Write a paragraph about your reaction to his ideas. “Societies would be divided into three groups, farmers and artisans, warriors, and the ruling class. The ruler with the greatest intellect would be a philosopher king.” Plato.
GO notes (Matrices):
Processing Assignment (Figurehead Activity): Students will be given a profile outline of a human head. Using short captions and illustrations the student will fill the head with the ideas, philosophies, and life of the person assigned. Students will be given one of the following; Pericles, Plato, Socrates, or Aristotle. The students will post their figureheads on the wall when finished and everyone will do a gallery walk to see the different ideas of the figures being covered. Notebook Assignment #3 Warring City States
Preview Assignment (Comparing Personal Experience with Key Concepts): Before students learn about warring city-states in Ancient Greece, have them write about city arch rivals for school competition. Afterwards, explain how they will be learning about warring city-states on the Balkan Peninsula of Greece.
GO notes (Recognizing Facts and Details with a Captioned Timeline): This covers the time period of 725 BC with Sparta conquering Messenia to 479 BC and the Spartans defeating the remaining Persian Army.
Processing Assignment (Journal): Students will take on a role of a military soldier during the era of conflict covered in the captioned timeline. Write a single page entry in first person as if you are at one of the battles between the city-states. Have students reflect with one another their journal entries if time remains.
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