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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.