Download 2nd Six WeeksA

Social Studies Curriculum Map 2.1
Subject: 10th Grade World History Unit: Ancient Greece & Rome
Six Weeks: Second Time Frame: 3 weeks
Learning Summary: Classical Civilizations
(Greco-Roman Cultures, Christianity and Islam)
While empires were being formed in Africa and Asia, the ancient Greeks were building city-states on lands
surrounding the Aegean Sea. Over several centuries, their city-states produced a civilization that would have
a profound impact on the development of the world, including the introduction to democratic ideas. After
prolonged warfare, the Greek city-states were defeated by the Macedonians. Alexander the Great conquered
Persia and Egypt and extended his Hellenistic empire as far as Northwest India. Concurrently to the
development of Greek society, the Roman civilization developed in the west. Over the course of several
centuries, Rome built one of the largest empires and strongest republics the world had ever known. By 120
A.D., the Romans controlled the land that surrounded the Mediterranean Sea and their civilization across
much of the ancient world. New directions in religion took shape with the advents of Christianity in the
Roman world and the foundation of Islam on the outskirts of the emerging Byzantine Empire. In this unit,
students will compare the differing political systems and focus on the cyclical nature of warfare through the
examination of the Trojan, Persian, Peloponnesian and Macedonian wars. Students will also look
comparatively at the five major world religions and their impact on both the local and global stage.
TEKS:
I can locate important places in the Greek and Roman world and describe what they were like. (WH16A)
I can explain how the different natural features of Greece and the Italian peninsula caused Greek and Roman
civilizations to develop differently. (WH1B, WH15A, WH16B)
I can describe the Greek systems of government, including absolute monarchy, democracy, and oligarchy.
(WH19A, WH19B)
I can tell how democratic-republican government began in Greece. (WH20A)
I can tell how the rule of law developed from ancient Greece to modern times. (WH22A)
I can tell how ideas about the right to a “trail by a jury of your peers,” and the concepts of “innocent until
proven guilty” and “equality before law” that developed in ancient Greece and Rome influenced the world.
(WH22B)
I can describe basic ideas in Western civilization that came from Greece and Rome. (WH3A, WH25B)
I can tell how republican government began in Rome. (WH20A)
I can describe the system of government in the Roman Republic. (WH19B)
I can tell how Christianity spread through the Roman Empire. (WH1C, WH3A, WH23A)
I can describe the historical origins and central ideas of Christianity. (WH23A)
I can identify the origin and diffusion of major ideas in mathematics, science, and technology that developed
in classical Greece and Rome. (WH27A)
I can identify the contributions of Archimedes, Eratosthenes, and Pythagoras. (WH27E)
Enduring Understanding(s) for this unit:
Physical geography helped lead to the emergence of isolated societies in Greece and the growth of a vast
empire in Rome.
The growth of city-states in Greece led to the development of several political systems, including democracy.
The early Romans established a republic, which grew powerful and spread its influence and later developed
into an empire which dominated the Mediterranean World.
Christianity arose in Roman-occupied Judea and spread throughout the Roman Empire.
Essential Questions:
To what extent were the civilizations of Greece and Rome a product of their geography?
Why was the city-state the “cradle of democracy?”
Did the burdens of empire help or hinder the cause of democracy in Rome?
What did Christianity have that caused it to spread when other Roman religions didn’t?
Critical Vocabulary: Limit to 5-10 words that are most essential
Instructional Notes/ Possible Misconceptions:
 American’s invented slavery
 All Greeks were the same. Example: There is no difference between Athens and Sparta
 All of these civilizations existed at the same time
 Julius Caesar was a Roman Emperor
 Jesus was a Christian
Model Lesson (Below):
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Instructional Strategies/Infusion of 21st Century Skills: blank
 Maps related to subject matter – for Rome draw a boot, decorate, and label
 Primary source using SOAPS or APPARTS
 Critical Thinking: Ancient World History Alive – Ancient Greece 1.2 “Crete and Mycenae:
Identifying the Roots of Greek Civilization”
 Experiential Exercise: Ancient World History Alive – Ancient Greece 1.4 “Tracing the
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Development of Democracy”
Cooperative Learning: Ancient World History Alive – Ancient Greece 2.3 “Greek Against
Greek: Athens vs. Sparta”
Cooperative Learning: Ancient World History Alive – Ancient Rome 1.1 “Discovering
Etruscan and Greek Influences on Roman Civilization”
Create a chart on Athens and Sparta – write a compare/contrast essay
Thinking maps on democracy in Athens and a republican form of government in the Roman
Republic – analyze the factors that led to the creation of both forms of government
Word wall – add the terms from 2.1 and find modern examples
Using internet resources, identify the discoveries in the Hellenic and the Hellenistic periods in
literature, poetry, philosophy, math, science, and geography - hypothesize the factors that led to
the dominance in certain areas in different periods
Create visuals on the contributions of major inventors, scientists, and others – place in room
and identify the individuals
Additional Resources:
Additional documents, assignments, videos etc will be listed here and attached electronically. Items here must
be available on all campuses and not copyrighted.
Assessment: Create a 7-15 question assessment that is TAKS formatted covering the TEKS for this unit.
Also attach a key and indicate the SEs and TAKS objective tested.