Download WHI 5 - RPSTech

Richmond Public Schools
Department of Curriculum and Instruction
Curriculum Pacing and Resource Guide ~ Unit Plan
Course Title/ Course #: World History and Geography to 1500/2208 and 2209
Unit Title/ Marking Period # (MP): Ancient Greece/MP2
Start day: 56
Meetings (Length of Unit): 12 days
Desired Results ~ What will students be learning?
Standards of Learning/ Standards
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by
a) assessing the influence of geography on Greek economic, social, and political development, including the impact of
Greek commerce and colonies;
b) describing Greek mythology and religion;
c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of
democracy, and comparing the city-states of Athens and Sparta;
d) evaluating the significance of the Persian and Peloponnesian wars;
e) characterizing life in Athens during the Golden Age of Pericles;
f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with
emphasis on Socrates, Plato, and Aristotle;
g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the
Great.
Essential Understandings/ Big Ideas
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by answering questions
about Greek geography, religion, social, cultural and political life.
 How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic,
social, and political development and patterns of trade and colonization?
 How did mythology help the early Greek civilization explain the natural world and the human condition?
World History and Geography to 1500 A.D.
Page | 1








What impact did Greek mythology have on later civilizations and the contemporary world?
How did democracy develop in Athens?
How did Sparta differ from Athens?
Why were wars with Persia important to the development of Greek culture?
Why was the Peloponnesian War important to the spread of Greek culture?
Why was the leadership of Pericles important to the development of Athenian life and Greek culture?
What were some important contributions of Greek culture to Western civilization?
How did the empire of Alexander the Great establish a basis for the spread of Hellenistic culture?
Key Essential Skills and Knowledge
Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history.
(WHI.1a)
Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. (WHI.1b)
Identify major geographic features important to the study of world history. (WHI.1c)
Identify and compare political boundaries with the locations of civilizations, empires, and kingdoms. (WHI.1d)
Analyze trends in human migration and cultural interaction. (WHI.1e)
Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on
events. (WHI.1f)
Vocabulary
Academic
Content
Analyze, identify, interpret




World History and Geography to 1500 A.D.
Greece
Mediterranean Sea
Aegean Sea
Balkan Peninsula
Page | 2


































World History and Geography to 1500 A.D.
Peloponnesus Peninsula
Black Sea
Athens
Sparta
Macedonia
Arable
Polytheistic
Zeus
Hera
Apollo
Athena
Aphrodite
Artemis
Polis
City-state
Monarchy
Aristocracy
Tyrants
Direct Democracy
Tyrants
Draco
Solon
Persian Wars
Marathon
Salamis
Peloponnesian War
Delian League
Peloponnesian League
Pericles
Golden Age
Acropolis
Parthenon
Aeschylus
Sophocles
Page | 3

















Homer
Herodotus
Thucydides
Phidias
Doric
Ionian
Corinthian
Archimedes
Hippocrates
Euclid
Pythagoras
Socrates
Plato
Aristotle
Alexander
Phillip II
Hellenistic Age
Assessment Evidence ~ What is evidence of mastery? What did the students master & what are they missing?
Assessment/ Evidence
Exit slips
Foldables
Map Quizzes
Create your own myth
Learning Plan ~ What are the strategies and activities you plan to use?
Learning Experiences/ Best Practices
Learning Experiences


Use VA SOL Assessment book to complete Greek
map.
Use VA SOL book to copy the Greek gods and
World History and Geography to 1500 A.D.
Instructional Strategies




Non-linguistic representations
Note-taking
Identifying similarities and differences
Writing
Page | 4







goddesses that students need to know.
Using information cards, students will highlight the 6
Greek gods and goddesses they have to know. Then
they will match them with the picture, based on the
description from the information card.
Using a rubric, students will create a myth.
Students will create a graphic organizer that allows
them to compare and contrast Athens and Sparta.
Based on what they learned about Athens and Sparta,
students will select of which city-state they would like
to be a part and why. They will write that information
down and share it with the class.
Students will work in groups to answer questions about
the Persian and Peloponnesian Wars.
Students will copy a chart of the Greek contributions
during Pericles’ reign. Subsequently, students will go to
the library to research the great Greek and his
contributions to complete a report.
Using a Greek map, students will chart the progression
of Alexander the Great’s conquests.



Graphic organizers
Critical thinking
Research
Technology Integrations


BrainPop activities
Computer research on the Great Greeks assignment
Resources
Textbook Materials
VA SOL Review and Assessment, World History and Geography to 1500 A.D., pp40-51
What I Need to Know to Pass the World History and Geography to 1500 A.D.(C.E.) Standards of Learning Test, pp5-6; 24-27
Holt McDougal: Ancient World History Patterns of Interaction, Primary Source Activity Kit
World History and Geography to 1500 A.D.
Page | 5
Holt McDougal: Ancient World History: Patterns of Interaction, Guided Reading Workbook, pp 46 – 60
McDougal Littell: World History: Patterns of Interaction, 17 - 20
Technology
https://www.brainpop.com/socialstudies/worldhistory/athens/
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&sqi=2&ved=0CB0QFjAAahUKEwiGj4HfhODGA
hVIOz4KHdZpAH0&url=http%3A%2F%2Fwww.district196.org%2For%2FSite%2520PDFS%2FNewslettersPlus%2FGrade%25205
%2FGreece%2Fancientgreece_files%2Fancientgreece.ppt&ei=OtenVYaKHsj2-AHW04HoBw&usg=AFQjCNFYfPrGaJ48oSnOqwFGYaV8taijA
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=8&ved=0CD8QFjAHahUKEwi2_vHehODGAhWEO
pIKHfxzB7c&url=http%3A%2F%2Fmrkash.com%2Factivities%2Fgreece.ppt&ei=OtenVbb5DoT1yAT85524Cw&usg=AFQjCNFdA
vD2Q7CLcX3ypBjf44iBiJMBBA
Web Resources
http://rpshistory.weebly.com/high-yield-activities.html
http://rpshistory.weebly.com/analysis-tools.html
Virginia Department of Education
http://www.pen.k12.va.us/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_worldgeo_to150
0.pdf
https://ttaconline.org/differentiated-instructional-strategies-difficulty-organization-memory-history
Cross Curricular Connection

Cross curricular lesson with Art teacher on gods and goddesses.

Cross curricular lesson with Math teacher on Greek contributions, i.e. Pythagoras.

Cross curricular lesson with Government teacher on the foundations of democratic government in Athens (direct democracy)
and Rome (indirect democracy).
World History and Geography to 1500 A.D.
Page | 6