Download Greece/Rome Checklist

World History Work Packet Checklist: Greece & Rome
 Greece - Chapter 4
 Rome - Chapter 5
Name: ____________________________________
Date Due: ______________
Period: _______
Directions: Organize and put in order the following items to be turned in by the due date above. (One letter grade off
each item for every day late.) Staple all items below in order with this packet checklist as a cover sheet before the due
date and have it ready to be turned in on the due date at the start of class.
Learning Targets:
 Compare and contrast Greece and Rome and be able to connect the ideas of Greece and Rome to modern day
governmental, political, societal, and economic institutions, ideas, laws, and philosophies.
Grading Rubric:
Items
Cornell Notes Greece - Chapter 4,
Section 1 & 2
Pages 37 & 40
Homework: Annotate the
reading, complete the blue
margin, and the Review
Questions
Cornell Notes Greece - Chapter 4,
Section 3, 4, & 5
Pages 42, 44, & 47
Homework: Annotate the
reading, complete the blue
margin, and the Review
Questions
Cornell Notes Rome - Chapter 5,
Section 1 & 2
Pages 49 & 51
Homework: Annotate the
reading, complete the blue
margin, and the Review
Questions
Cornell Notes Rome - Chapter 5,
Section 3, 4, & 5
Pages 53, 55, & 57
Homework: Annotate the
reading, complete the blue
margin, and the Review
Questions
Venn Diagram Notes & 5
Paragraph Essay: Use the Power
Point to take notes comparing
and contrasting the Greek Empire
to the Roman Empire. Then
compose a 5 paragraph essay.
Score of 1
Less than half of the Cornell
Notes are complete.
Score of 2
Cornell Notes are partially
complete but more than half.
Score of 3
Cornell Notes are fully complete.
Less than half of the Cornell
Notes are complete.
Cornell Notes are partially
complete but more than half.
Cornell Notes are fully complete.
Less than half of the Cornell
Notes are complete.
Cornell Notes are partially
complete but more than half.
Cornell Notes are fully complete.
Less than half of the Cornell
Notes are complete.
Cornell Notes are partially
complete but more than half.
Cornell Notes are fully complete.
Minimally completed Venn
Diagram with just a few details to
write a comparison/contrast
research paper. Not enough
evidence to compare and
contrast in paper. Weak Essay.
Partially complete Venn Diagram
with partially completed details
to write a comparison/contrast
research paper. Half the diagram
is complete. 50%-89% on Five
Paragraph Essay Rubric.
Fully complete Venn Diagram
with sufficient details to write a
comparison/contrast research
paper. 90%-100% on Five
Paragraph Essay Rubric.
Video Links:
The Persians & Greeks: Crash Course World History #5:
https://www.youtube.com/watch?v=Q-mkVSasZIM&index=3&list=PLH4pm-ymp5y2mymisHZnEWuiv1Pd8YQcv
Alexander the Great and the Situation ... the Great? Crash Course World History #8:
https://www.youtube.com/watch?v=0LsrkWDCvxg&index=10&list=PLH4pm-ymp5y2mymisHZnEWuiv1Pd8YQcv
The Roman Empire. Or Republic. Or...Which Was It?: Crash Course World History #10:
https://www.youtube.com/watch?v=oPf27gAup9U&index=4&list=PLH4pm-ymp5y2mymisHZnEWuiv1Pd8YQcv
Fall of The Roman Empire...in the 15th Century: Crash Course World History #12
https://www.youtube.com/watch?v=3PszVWZNWVA&index=2&list=PLqGR-wsLDTFxjL50movoBlRbr_--vsPt4
Christianity from Judaism to Constantine: Crash Course World History #11
https://www.youtube.com/watch?v=TG55ErfdaeY&index=3&list=PLqGR-wsLDTFxjL50movoBlRbr_--vsPt4
Cornell Notes
Lecture,
reading/chapter/novel/article
during class, power point, movies
(if need to collect info.)
Name: ___________________________________
Class: _________________ Period: ________
Date: ____________________________
Topic: Comparing/Contrasting
Ancient Greece & Rome
Learning Targets:

Compare and contrast Greece and Rome and be able to connect the ideas of Greece and Rome to
modern day governmental, political, societal, and economic institutions, ideas, laws, and philosophies.
 responded to these challenges.
Questions/Main Ideas:
Chapter 4
Minoan Civilization
Mycenaean Civilization
Trojan Wars
Homer’s “Iliad &
Odyssey”
Notes:
Greek City-states
Polis
Acropolis
Greek Citizens
Different forms of Greek
Governments
Phalanx
Sparta
Athens
Athenian Democracy
Rise of Tyranny
Persian Control of
Greece
Athenian Alliance
Golden Age of Athens
Direct Democracy
Stipends (Start of Taxes)
Civil Juries & Ostracism
Peloponnesian Wars
Greek Philosophy
Philosophes v. Sophists
Socrates
Plato
Aristotle
Greek Architecture
Greek Art
Greek Literature
Greek Historians
Phillip II
Alexander the Great
Hellenistic Culture
City of Alexandria
Greek Thinkers:
Pythagoras
Aristarchus
Archimedes
Hippocrates
Greek works and ideas
on political thinking
today.
Chapter 5
Importance of Rome’s
Location
Etruscans
Roman Government:
Republic
Patricians
Plebeians
Counsels
Dictator
Tribunes
Roman Family Life
Roman Legions and
treatment of occupied
territories
Punic Wars
Imperialism
Spread of Roman
Influence and Latifundia
Roman Civil War:
Tiberius & Gracchus
Julius Caesar
“Dictator for Life”
Marc Antony
Augustus (Octavian)
Hadrian
“Pax Romana”
Roman Art, Literature,
Philosophy, & Science:
Roman Architecture
Roman Engineering
Ptolemy’s Theory of the
Universe
Roman Civil Law
Roman Treatment of
other Religions
Rise of Christianity
Conflict Between
Christians and Romans
Constantine & “Edict of
Milan”
Conflict between the
Roman Pope and
Patriarchs (Bishops)
Decline of Rome
Reasons for the Fall of
Rome
Split of Rome
Invasion from the
Barbarians
Greece
Rome
Venn Diagram: Comparing/Contrasting Ancient Greece and Rome (From Power Point or Your Own Research)
Name: _______________________________________ Hour: ________
Rubric: Five Paragraph Essays
Attention grabbing title;
makes reader want to read
more
(5 points)
Well written thesis that can
be proven with facts and
evidence
(10 points)
Introduction & conclusion
are a mirror image of each
other and in reverse using
different sentences
Title somewhat interesting;
reader may read now or put
off till later
(4 points)
Thesis needs a little work
and maybe hard to prove.
(10 points)
Evidence, details, and facts
presented in the body
supports and proves the
thesis
(7 points)
paragraphs have partial
evidence that proves or
disproves the thesis
(4 points)
Paragraphs have a minimal
amount of evidence and
does not prove the thesis
(50 points)
Use of transition sentences
in each paragraph
(40 points)
All but one paragraph has
transitions sentences
(25 points)
Two or more paragraphs
begin choppy
(5 points)
Each paragraph of the body
has at least 5 sentences with
a main idea and supporting
details
(10 points)
Final draft neat
(4 points)
2 paragraphs of the body
have at least 5 sentences
with a main idea and
supporting details
(7 points)
Final draft has a couple of
smudge marks
(5 points)
Final draft has no grammar
errors
(4 points)
1error
(3 points)
1 paragraph of the body has
at least 5 sentences with a
main idea and supporting
details
(4 points)
Should have been a little
more professional in
presentation of work
(3 points)
2 to 3 errors
(5 points)
(4 points)
(3 points)
( 7 points)
Introduction & conclusion
are a mirror image of each
other but NOT in reverse
order.
Paper has a title
No title
(3 points)
Poorly written thesis;
statement impossible to
prove.
(4 points)
Essay has an introduction
and conclusion but they do
not reflect each other
(0 points)
No thesis present in the
introduction
Graded Score from Rubric: ________ / 100 possible points
(0 points)
Introduction does not tell
reader what the body is
about and conclusion does
not tell reader what the
body was about.
(0 points)
Thesis is NOT supported or
proven and no evidence
provided. Only fluffy ideas
are presents also known in
college a BS.
(0 points)
Each paragraph begins
choppy with no use of
transition sentences
(0 points)
0 paragraphs of the body
has not main idea and
supporting details
(0 points)
Very messy
(0 points)
4 to 5 errors; decrease of 1
point for each additional
error
(0 points)
Paideia Seminar
Goal:
The Paideia Seminar is a highly structured student discussion of an assigned text. Students may not express an opinion without first
referencing the text and allowing other participants time to locate the reference in the text.
Classroom organization:
The desks are arranged in a circle with all participants facing inward to each other. If there are more than 10-15 participants or if the
text is short, you may want to have an inner and outer circle or multiple circles.
General Seminar Rules:
 Students may not express an opinion without first referencing the text by page/paragraph/line
 No reference may be repeated in ANY one round (The teacher will use different color highlighters to keep track of already
used references in each round.)
 Participants take turns and speak respectfully to each other
 Participants are open to new ideas and value the opinions of others
 Participants must come to the seminar prepared for the activity by reading the assigned text in advance and selecting
multiple references to the same prompt in the event they are used by other students in the same round.
 Ten (25) points will be added to each student’s reference in Rounds #1, 2, 3, & 4 for a possible score of 100/100.
 Thou shalt NOT interrupt or disrupt another student in the middle of a response or during pauses between responses while
waiting for next response!!! (ONE Chance Penalty = Minus 25/Examples: Speaking while someone is speaking, clowning,
head down, non-verbal communications that distract, violations of kindergarten rules like keeping hands to self,
disrespectful words like “that’s stupid, you idiot, or that’s ignorant, etc. etc. etc.)
 Anytime a student references a portion of the text, they must follow this procedure in the proper order or get no credit.
Reference Procedure #1 – Give line 3 loud enough so everyone can hear. Reference Procedure #2 – Cite reference from
text EXACTLY word-for-word.
Seminar Organization:
The seminar can be arranged into four rounds of discussion. An open-ended question is asked to begin each round.
 Round 1- Each student is required to answer the question in order of their position in the circle. First round questions
should be simple enough to allow each student to easily locate a different text passage to reference. Each student in turn
answers the question but does not respond to anything said by others in the circle. Only one student speaks at one time.
 Round 2- Students may now speak in any order. Students volunteer to speak in this round. Not all students must
participate. Students may now respectfully respond to opinions or statements made by others. However, all speakers must
continue to reference the text.
 Round 3-Depending on the length of class periods this round is optional. Round 3 begins with a new question and repeats
the Round 2 process.
 Round 4- Each student must speak in order of their position in the circle (reverse order from Round 1). The last question is a
summative question that requires students to make a judgment or evaluation critical to the main concept of the text. No
one may repeat a passage already referenced in this round. As in Round 1, students may not respond to the statements
made by other students.
Multiple Circles will be used at a later date, on future topics, once the class has mastered the procedure above-this can only be used
after the students have experience with the Paideia Seminar strategy. The teacher divides the class into Paideia circles of
approximately the same size and appoints a circle moderator. The student moderator asks the questions, maintains the rules of the
seminar, and also participates in the seminar discussion. The teacher circulates among the groups reinforcing student adherence to
the rules and providing support for the group moderators.
Prepared by Paul (Tony) Morello
AP Government & Politics
Carencro High School/Lafayette Parish School System
2015
Read Document A: Aristotle, Politics AND Document B: Polybius “Why Romans and Not Greeks
Govern the World” and then follow the instructions below.
• Round #1 Prompt: Using exact words or a phrase from either document, give
the readings ONE unified title that fits both documents and would be a good
title for both readings.
• Round #2 Prompt: Use exact words or a phrase from the text that
demonstrate the idea of governing by executive authority, legislative
authority, or judicial authority. Tell which authority your phrase is related to
and why. (Use the American system of government as an example.
Executive Branch = Enforcer of laws, Legislative Branch = Makes laws, &
Judicial Branch = Determines fairness or Constitutionality of laws.)
• Round #3 Prompt: Use exact words or a phrase from the texts to identify
concepts that are found in the American system of governing or
Constitutional principles. Tell which concept your phrase is related to and
why. (For example, Separation of Powers, Checks & Balances, Rule of
Law/Limited Government, Popular Sovereignty, Federalism, Republicanism,
or Individual Rights.)







Popular sovereignty- rule by the people. Citizens are the ultimate authority and make
changes through their vote and participation in the political process. Comes from preamble.
Republicanism- a form of government in which people elect representatives to create and
enforce laws. (Representative Government)
Federalism- division of power between the national and state governments in the United
States. (Or in the ancient world, between federal/national/empire levels and subordinate levels
whether regions, state, districts, or local cities or polis.)
Separation of powers- dividing the powers of government among the executive, legislative,
and judicial branches. Articles 1,2,3 of the U.S. Constitution. (Or a division of powers between
two, three, or more branches in the ancient world.)
Checks and balances- A system that allows each branch of government to limit the powers of
the other branches in order to prevent abuse of power.
Limited government/Rule of Law- Groups/individuals cannot bypass the law to serve their
own interests. No one is above the law. (Leader, emperor, Caesar, or any government official.)
Individual rights- people have the right to peacefully ask the gov't to change a problem or to
make a new law. Bill or list of rights, implied citizen rights, Civil and/or criminal laws and/or
protections.