Download Lesson Plans – Unit 1

Lesson Plans – Unit 3
Empires of the Ancient World
Norman – World History
Overview and Purpose: At first glance, it might
seem puzzling that the people of the early
Mediterranean area, the ancient Greeks and
Romans, created two very important civilizations.
Quarrelsome peoples, they could never agree
among themselves for any length of time. The
Greeks were not even great empire-builders, until
the Age of Alexander. We take a special interest
in them, however, because much of Western
civilization had its foundations in early Greece and
the Republic of Rome. For example, the early
Greeks were the first people to experiment
successfully with the idea that citizens could
govern themselves, an idea that the United States
and many other countries have since adopted and
refined.
Greek culture reached new heights during
the 400s BC, a period so magnificent we call it the
Golden Age. It may seem astonishing that in such
a short time one group of people created so many
enduring contributions in art, thought, and politics.
In the 300s BC, an outside power,
Macedonia, conquered the Greek city-states.
Alexander the Great established a vast empire.
By creating a much larger area within which Greek
ideas and thought could thrive, Alexander made
possible the development of the Hellenistic
culture. Remarkable advances in philosophy,
science, mathematics, medicine, and astronomy
dramatically changed the way people thought.
These achievements molded ideas about the
physical universe and influenced Western
civilization for centuries.
In a sense, this PAK is also an exploration of
over one thousand years of conquest and a
comparison of two very different kinds of weapons:
the military conquests of Rome and Greece versus
the conquest of the world by religion, specifically
Christianity.
World History TEKS
(1) History. The student understands traditional
historical points of reference in World History
(1)(a) History. Identify the major eras in world history
and describe their defining characteristics
(1)(b) History. Identify changes that resulted from
important turning points in world history
(2) History. The student understands how the present
relates to the past.
(3)History. The student understands how, as a result
of the collapse of the Western Roman Empire, new
political, economic and social systems evolved.
(11) Geography. The student uses geographical
skills and tools to collect, analyze, and interpret data
(16)Government. The student understands the
process by which democratic-republican government
evolved.
(16)(a)Government. The student is expected to trace
the process by which democratic-republican
government evolved from its beginnings in classical
Greece and Rome.
(17(b) Citizenship. The student is expected to
summarize the worldwide influence of ideas
concerning rights and responsibilities that originated
from Greco-Roman and Judeo-Christian ideals in
Western civilization such as equality before the law.
(23) Social Studies Skills. The student applies
critical thinking skills to organize and use information
acquired from a variety of sources including electronic
technology.
.
Objectives
1. Identify and compare/contrast the major economic, political and social
contributions to western civilization made by both the Greeks and the Romans.
2. Explain how geography affected the creation of city-states in Greece.
3. Compare and contrast the Greek city-states of Athens and Sparta.
4. Explain why the threat of Persia necessitated the creation of the Delian League
and brought about the Golden Age of Pericles in Athens.
5. Summarize the effect of the plague on Athens.
6. Describe the conquest of Persia and the extension of the Greek empire made by
Alexander the Great.
7. Compare and contrast the democracies of the Greeks and the Romans.
8. Summarize the both the achievements of Julius Caesar and his part in the end of
the Roman republic.
9. Discuss the world religion of Christianity and explain how the Pax Romana
enabled it to spread so easily through the Roman Empire.
10. Identify the conditions in the Roman Empire which led to its demise.
Vocabulary
- civilization
- democracy
- city state
- Pax Romana
- law code
Teacher
Presentation
Day 1
Introduction to Unit 2 Student Notebook and Maps Activity.
Have students download the maps PowerPoint from BlackBoard so it will be
available at home.
Introduction to procedure for attaching and completing the tracing paper overlays
onto the base map.
Review Map Rules and overlay rules.
Have students begin working on the Ancient Empires: Persia, Greece and Rome
map.
Assign the rest of the map to be completed by the next class.
Day 2
PowerPoint Presentation: Ancient Empires: Persia, Greece and Rome
Athens/Sparta Chart, completed in groups of four in a peer tutoring format.
Continue PowerPoint and discuss Athens, Persian Wars and the Delian League.
Student directed work day at end of period. Work on Unit 2 student notebooks activities.
Day 3
Use PowerPoint to introduce Alexander the Great and Hellenist Greece.
Introduce Perspective for Alexander the Great. Brainstorm ideas for inclusions.
Greece video excerpts and student PowerPoint activity.
Discuss various achievements during the Golden Age of Greece after the video is
completed.
Student directed work day at end of period. Work on Unit 2 student notebooks activities
and Greece video PowerPoint.
Day 4
Complete Greek portion of PowerPoint and videos if needed.
Student directed work day at end of period. Work on Greece Video PowerPoint activity and
Unit 2 student notebook. Student PowerPoint due today.
Day 5
Begin Rome portion of PowerPoint and Rome videos.
Introduce Roman republic. Begin comparison/contrast of Greek and Roman democracies.
This comparison will be the cover for the Unit 2 student notebook.
Introduce Julius Caesar and Julius Caesar sensory figure.
Student directed work day at end of period. Work on student notebooks activities
Day 6
Complete Rome portion of PowerPoint and Rome videos.
Discuss the spread of Christianity and create a Circle Map: Christianity in the Roman
Empire.
Discuss the fall of Rome.
Introduce obituary. Have students begin the obituary in class
Complete Unit 2 Student Notebook
Day 7
Test: Chapters 4 and 5. Turn in Unit 2 student notebook.
Cover Sheet/Rubric
Notes: PowerPoint Presentation – Ancient Empires: Persia, Greece and Rome
Graphic Organizer: “Unit 2 Illustrated Dictionary Definitions: Ancient Empires”
Reading Activity: Legacy of Athenian Democracy
Graphic Organizer: Unit 2 Comparison Chart – Athens and Sparta
Perspective Piece: Alexander the Great
ThinkingMaps Circle Map: Christianity and the Roman Empire
Sensory Figure: Julius Caesar
Choice Activity for Greece and Rome – Choose the activity that applies to your specialty:
Student
Notebook
(Most of this
work will be
completed in
class)
- rule of law
- republic
- triumvirate
- polis
- phalanx
- assimilate
- imperialism
- empire
- agora
- nomadic
Medical Students: Ancient Athenian Plague Proves to be Typhoid
Legal Students: Order in the Court
Obituary: The Fall of the Roman Empire
Research
Project
(Most of this
work will be
completed
outside of
class.)
Assessment –
Greece Video
Project and
Test over
Chapters 4-5
The Legacy of Greece: a PowerPoint based on the Video:
Directions: Watch the video on Greece and create a PowerPoint presentation in
which you display the contributions made by the Greeks to western society.
1. Cover page with title and names of authors.
2. You need at 5 additional slides showcasing contributions made by
the Greeks to western civilization. Each slide must have picture.
a. Sports and Olympics
b. Art and architecture
c. Gods and Goddesses
d. Philosophers, Theater and Poetry
e. Democracy under Pericles
3. Slides need to have a background which relates to the theme.
4. No animated letter effects, please.
1. Students will turn in Greece PowerPoint presentations
2. Test: Chapters 4 and 5
Sequencing: Unit 2 – Empires of the Ancient World:
Persia, Greece and Rome
Unit Day
Activities Timeline – 7 days
Laptops Needed
Day 1
1. Warm Up – Pick up a base map entitled “Ancient Empires” and the directions for the
Unit 2 map entitled “Map Activity. The Classical Age of Persia, Greece and Rome.”
This activity is also posted on BlackBoard.
2. Download the maps PowerPoint for Unit 2 and the Unit 2 PowerPoint for Ancient
Empires
3. Begin following the map directions and use the class period to complete the base
map and Overlay #1 by the end of the period.
4. Introduce Unit 2 Student Notebook and look at notebook on Blackboard and distribute
Personal Activity Kits for Unit 2.
5. Complete the map for the next class.
No Laptops.
Day 2
1. Warm up – Using the Illustrated Dictionary Definitions Chart in your Unit 2 PAK
and the textbook glossary, define the following:
a. civilization.
c. republic
b. democracy
d. rule of law
2. Allow students two minutes to discuss their warm up answers with their desk
partners, and then introduce the idea of empires and city states. These are the
word wall words for this unit. If students have time left, they should continue working
on the vocabulary words and the illustrations.
3. Continue with the PowerPoint presentation “Ancient Empires: Persia, Greece and Rome.”
This is posted on BlackBoard. Students will take notes as the PowerPoint progresses.
4. Introduce the Unit 2: Comparison Chart: Athens and Sparta. Divide the class into groups of
four to complete the charts and then trade information in a peer tutoring format.
5. Continue with the PowerPoint and discuss Athens, the Persian Wars and the Delian
League. Once the PowerPoint presentation is complete, students will begin working on
Unit 2 activities. This is a student directed time.
6. Introduce the class to the rules for student directed activities. Violations will result in
loss of ES points and possibly loss of laptop privileges as well. Laptops may be
taken out at this point.
No Laptops
Day 3
Day 4
1. Warm up – Go to the reading in the Unit 2 PAK and read about democracy Then and Now.
Answer the two questions below on a sheet of paper.
1. What are some problems shared by early American and Athenian democracies?
2. What conditions in the Greeks polis contributed to the development of democratic
forms of government?
2. Discuss the warm up answers with your table partner and expand into a class discussion.
3. Complete the Athenian Democracy and Alexander the Great sections of the PowerPoint.
4. Direct students to instructions for the Perspective Piece on Alexander the Great.
5. Show the video on Greece and Alexander.
6. Have students take notes on Greek achievements while they watch the videos.
7. At the end of the videos, which achievements should be included in a PowerPoint on
Greece. This PowerPoint is due at the end of the next class.
Laptops needed.
1. Warm Up – Put the finishing touches on your Greece Video PowerPoint.
2 Complete Greek portion of PowerPoint and videos if needed.
3. Student directed work day at end of period. Work on Greece Video PowerPoint activity and
Unit 2 student notebook. Student PowerPoint due today.
4. Homework: All Greece material needs to be completed by next time.
No Laptops.
Day 5
Day 6
Day 7
1. Warm Up – Using the map on the screen, answer the following questions on a piece
of paper. Write the question and the answer.
Describe the extent of the Roman Empire at its height. Be sure to name oceans,
rivers and seas in your description. Use page 160 in your textbook for further details.
2. At the end of the individual warm up time, compare your answers with your desk
partner and discuss with the class.
3. Continue with the PowerPoint presentation “Ancient Empires: Persia, Greece and Rome.”
This will include the Rome section. Students will take notes.
4. Discuss the Roman republic as a form of government. Compare and contrast this with the
Greek direct representative democracy.
5. Discuss ways to include this information on the cover page for Unit 2.
6. Introduce Julius Caesar and the Julius Caesar sensory figure. Work on this in class when
the direct instruction ends.
7. Continue working on the Unit 2 student notebook.
Laptops needed.
1. Warm up – Make a list of at least contributions made by the Romans to western civilization.
2. Complete Rome PowerPoint and Rome videos.
3. Discuss the spread of Christianity in the Roman Empire and complete a Circle Map.
4. With a partner, detail the reasons for the fall of the Roman Empire.
5. Begin writing the Obituary for the death of Rome.
1. Warm Up – Use the next 45 minutes to complete your Unit 2 student notebook and rubrid
You should also study for the test which will be given during the last hour
of the period.
2. Turn in the Unit 2 student notebook and take the test over Chapters 4 and 5.