Download An Age of Greek and Persian Power, 600–200 BCE

Grade 6 World History, Quarter 3, Unit 3 of 3
An Age of Greek and Persian
Power, 600–200 BCE
Overview
Overall days:
12
(1 day = 50-55 minutes)
Purpose
The period from 600 to 200 BCE saw the flowering of Greek civilization and the Golden Age of Athens.
These developments took place on a much larger stage than the area that is today the modern nation of
Greece. In this unit, students explore three interrelated developments that span the Mediterranean basin
and Southwest Asia. These are (1) the rise of the Persian Empire (Achaemenid dynasty), centered on Iran;
(2) the explosion of intellectual and artistic creativity in the Aegean region—especially in Athens—
following the success of Greek city-states in preventing Persian conquest; and (3) the forging of the
empire of Alexander the Great and the remarkable spread of Greek power and Greek-style culture that
followed. The Hellenic (Greek-like) ideas and styles that flourished between the 6th and 3rd centuries BCE
continue to loom large in our own world.
Content to be learned
Processes to be used

Describe basic features of the Persian
(Achaemenid) Empire as a large, centralized
monarchy with a ruler claiming divine
authority.

List and define various forms of government to
analyze why Persia under the Achaemenid
dynasty should be regarded as an empire.


Understand the conflict between Persia and the
Greek city-states, and explain the consequences
of Persia’s defeat.
Challenge arguments of historical inevitability
in investigating the outcome of the wars
between Greek city-states and Persia.


Evaluate basic elements of life in Greek citystates of the Aegean basin, including democratic
government and the status of women and slaves.
Obtain historical data from a variety of sources
to develop a picture of life in Greek city-states
in the 6th and 5th centuries BCE.


Appreciate major elements of Hellenic (Greek)
culture, including architecture, sculpture, and
ideas about nature and the universe.
Draw upon visual and literary data to appraise
Greek achievements in the arts and sciences.

Draw upon data in historical maps to trace
Alexander’s empire, the reasons for its
subsequent division, and its relationship to the
spread of Hellenic culture in Southwest Asia
and Egypt.

Assess the military and political exploits of
Alexander the Great and the effects of his
empire building on the spread of Greek-style
culture.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-61
Grade 6 World History, Quarter 3, Unit 3
Version 2
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Essential questions students should be able to answer by end of unit

What characteristics defined the Greek style of
culture and philosophy, and why have they
continued to appeal to many people today?

What were the achievements and limitations of
Athenian democracy, and how may that
democracy be compared with the government
of Sparta and the Persian Empire?
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
How did Alexander the Great succeed in
conquering territory from the Mediterranean to
India, and why did his conquests lead to the
expansion of Hellenic culture beyond Greece?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Grade 6 World History, Quarter 3, Unit 3
Version 2
Written Curriculum
Grade-Span Expectations
HP 3: The study of history helps us understand the present and shape the future.
HP 3 (5-6)–1 Students demonstrate an understanding of how the past frames the present by…
b. answering “what if” questions and using evidence to explain how history might have been different (e.g.,
How might history be different if Anne Hutchinson hadn’t dissented?)
National Standards for History (World History, Grades 5–12)
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE–300 CE
Standard 2: The emergence of Aegean civilization and how interrelations developed among peoples of the eastern
Mediterranean and Southwest Asia, 600-200 BCE.
2A The student understands the achievements and limitations of the democratic institutions that developed in
Athens and other Aegean city-states. Therefore, the student is able to

Compare Athenian democracy with the military aristocracy of Sparta. [Compare and contrast differing
sets of ideas, values, and institutions]

Explain hierarchical relationships within Greek society and analyze the civic, economic, and social tasks
that men and women of different classes performed. [Appreciate historical perspectives]

Describe the changing political institutions of Athens in the 6th and 5th centuries BCE and analyze the
influence of political thought on public life. [Reconstruct patterns of historical succession and duration]

Assess the importance of Greek ideas about democracy and citizenship for the development of Western
political thought and institutions. [Hypothesize the influence of the past]
2B The student understands the major cultural achievements of Greek civilization. Therefore, the student is able
to

Identify the major characteristics of Hellenic architecture and sculpture and assess the ways in which
architecture, sculpture, and painting expressed or influenced social values and attitudes. [Draw upon
visual sources]

Explain the leading ideas of Socrates, Plato, Aristotle, Herodotus, and other philosophers and historians.
[Appreciate historical perspective]
2C The student understands the development of the Persian empire and the consequences of its conflicts with
the Greeks. Therefore, the student is able to

Explain the founding, expansion, and political organization of the Persian empire. [Reconstruct patterns
of historical succession and duration]

Analyze the major events of the wars between Persia and the Greek city-states and the reasons why the
Persians failed to conquer the Aegean region. [Analyze multiple causation]
2D The student understands Alexander of Macedon’s conquests and the interregional character of Hellenistic
society and culture. Therefore, the student is able to

Analyze the rise of Macedonia under Philip II and explain the campaigns and scope and success of
Alexander’s imperial conquests. [Reconstruct patterns of historical succession and duration]

Assess Alexander’s achievements as a military and political leader and analyze why the empire broke up
into successor kingdoms. [Analyze cause-and-effect relationships]
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-63
Grade 6 World History, Quarter 3, Unit 3
Version 2
An Age of Greek and Persian Power, 600–200 BCE (12 days)

Evaluate major achievements of Hellenistic art, philosophy, science, and political thought. [Appreciate
historical perspectives]

Assess the character of Greek impact on Southwest Asia and Egypt in the 4th and 3rd centuries and the
influence of Greek, Egyptian, Persian, and Indian cultural traditions on one another. [Analyze cause-andeffect relationships]
Standard 5: Major global trends from 1000 BCE to 300 CE.
Explain the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean
basin and Southwest Asia. [Analyze the importance of ideas]
Common Core State Standards for Literacy in History/Social Studies
Reading
Key Ideas and Details
RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Integration of Knowledge and Ideas
RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Writing
Production and Distribution of Writing
WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
WHST.6-8.7
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
Range of Writing
WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Notes, Clarifications, and Prerequisites
New to the grade span is the idea of using evidence to explain how history might have been different by
asking “what if” questions. Instruction should include examples of gathering evidence to show how to
make “what if” predictions.
These units include Common Core literacy standards in reading and writing and Historical Thinking
Standards. The impact on instruction of these new and additional standards is noted in the Planning and
Instructional Delivery Considerations section and the assessment section of this unit.
D-64
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Grade 6 World History, Quarter 3, Unit 3
Version 2
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
History of Our World, Pearson, 2008 (pp. 196-224)

Characterize major features of the Persian
imperial government. (2 days)
World History for Us All,
http://worldhistoryforusall.sdsu.edu

Trace Persia’s expansion into the
Mediterranean and assess the consequences of
the Persian invasion of Greece. (2 days)



Compare and contrast the governments of
Athens, Sparta, and the Persian Empire.
(3 days)

Big Era 4, Landscape Teaching Unit 4.4,
Lessons 1 and 2

Big Era 4, Closeup Teaching Unit 4.4.2
Facing History and Ourselves

Draw on visual information and primary source
texts to explore and evaluate achievements in
architecture, sculpture, and philosophical ideas
in fifth-century BCE Athens. (3 days)
Big Paper—Building a Silent Conversation,
http://www.facinghistory.org/resources/
strategies/big-paper-building-a-silent-c

Socratic Seminar,
http://www.facinghistory.org/resources/
strategies/socratic-seminar
Evaluate the role that the conquests of
Alexander the Great played in spreading Greek
culture. (2 days)
Step Up to Writing, Sopris West, 2008

Great Short Answers (pp. 52-53)
Tools 1-35a through 1-35e

Accordion Paragraphs (pp. 153-155)
Tool 4-8a

Writing Letters (pp. 393-394)
Tools 9-10a and 9-10b

Expository Paragraph Scoring Guide (pp. 441442)
Tool 10-15a
Images of Artifacts in the Galleries at the British
Museum, www.britishmuseum.org/explore/
galleries.aspx
The Republic, by Plato, www.fordham.edu/halsall/
ancient/plato-republic.txt
Politics, by Aristotle, www.fordham.edu/halsall/
ancient/aristotle-politics.txt
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-65
Grade 6 World History, Quarter 3, Unit 3
Version 2
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Instructional Considerations
Key Vocabulary
agora
helots
barbarian
imperial
dynasty
militarism
hellenism
vendors
Planning and Instructional Delivery Considerations
In this unit, students examine the origins and political and cultural character of Athens, Sparta, and Persia
and the interactions among them. Students will investigate the geographic spread of Hellenic influence in
the wake of the empire of Alexander the Great. Students will make claims and arguments drawn from
primary sources and supported by evidence.
There are multiple writing activities in this unit that provide an opportunity to practice writing standards
for literacy in history/social studies WHS.6-8.10.
Select from the activities and readings in the Pearson text to provide students with background
information and critical thinking opportunities that align to the learning objectives. The strategies listed
represent a menu of choices and possibilities to support each learning objective.

To ensure that students will be able to characterize major features of the Persian imperial
government (2 days):
Teach strategies and activities in World History for Us All, Big Era 4, Closeup Teaching Unit 4.4.2:
Pressured by Persia: The Persian Empire, 550 BCE - 479 BCE.
Have students use the textbook to create a poster that characterizes the religious and political
structures of the Persian Empire. Once the posters are completed, have students do a
demonstration/presentation of their poster. Take the opportunity to implement writing standard for
literacy in history/social studies WHST.6-8.4. This is also a good opportunity to implement reading
standard for literacy in history/social studies RH.6-8.2. Standard 2: Historical Comprehension

To ensure that students will be able to trace Persia’s expansion into the Mediterranean and
assess the consequences of the Persian invasion of Greece (2 days):
Teach strategies and activities in World History for Us All, Big Era 4, Landscape Teaching Unit 4.4
(From the Mediterranean to India: An Age of Greek and Persian Power, 600-200 BCE), Lesson 1:
Empire—Rule of Awe, and Lesson 2: Emperors Speak for Themselves.
Have pairs of students draw a heavily captioned map that traces the spread of the Persian Empire.
Captions should include assessments of the consequences of the Persian Empire, particularly with
regard to Greece. Call on students to share how a caption relates to the map. Encourage discussion
among students about the differences in their captions. This is a good opportunity to implement
reading standard for literacy in history/social studies RH.6-8.7. Take the opportunity to implement
writing standard for literacy in history/social studies WHST.6-8.7. Standard 3: Historical Analysis
and Interpretation
D-66
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
An Age of Greek and Persian Power, 600–200 BCE (12 days)

Grade 6 World History, Quarter 3, Unit 3
Version 2
To ensure that students will be able to compare and contrast the governments of Athens,
Sparta, and the Persian Empire (3 days):
Have students use information from the textbook to complete a 3-ring Venn diagram that compares
and contrasts the structures of government in Athens, Sparta, and the Persian Empire. This is a good
opportunity to implement reading standard for literacy in history/social studies RH.6-8.7. Standard
3: Historical Analysis and Interpretation

To ensure that students will be able to draw on visual information and primary source texts to
explore and evaluate achievements in architecture, sculpture, and philosophical ideas in fifthcentury BCE Athens (3 days):
Have students work in groups to analyze and report out on different images of Greek sculpture and
architecture from the British Museum (www.britishmuseum.org/explore/galleries.aspx) and interpret
excerpts from The Republic by Plato (www.fordham.edu/halsall/ancient/plato-republic.txt), and
Aristotle’s Politics (www.fordham.edu/halsall/ancient/aristotle-politics.txt). This is a good
opportunity to implement reading standard for literacy in history/social studies RH.6-8.7. Standard
4: Historical Research

To ensure that students will be able to evaluate the role that the conquests of Alexander the
Great played in spreading Greek culture (2 days):
Socratic Seminar: To evaluate the role of the conquests of Alexander the Great in spreading Greek
culture, have students read the selections in the text and identify, define, and articulate their opinions.
The goal of a Socratic seminar is for students to help each other understand the ideas, issues, and
values reflected in a specific text. A Socratic seminar is not used for the purpose of debate,
persuasion, or personal reflection. (See the Facing History website’s page on the Socratic Seminar for
more information.)
Have students read pages 216-219 in the textbook to examine the origins and spread of Alexander the
Great’s empire. The students will engage in a “reciprocal reading” activity in which they summarize
the text focusing on the main ideas. Then they will write down the key points of the summary and
question those areas of focus. The students will then predict the impact of the spread of Alexander’s
Empire to the east. Finally, after having made their predictions, the students will read pages 220-222
of the textbook to compare their predictions with the actual outcome.
Additional Teaching Strategies
Big Paper: To focus on drawing comparisons between the governments of Persia and Greece, create small
groups and use the Big Paper strategy to have students conduct a silent conversation about the material.
Ask students to write observations and questions about differences between monarchies and democracies.
Discuss the findings with the whole class, organize the observations into themes, and note questions for
further investigation. (See the Facing History website’s page on the Big Paper for more information.)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-67
Grade 6 World History, Quarter 3, Unit 3
Version 2
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of Alexander the Great’s conquests, ask students to respond to
the following question: “How did the extent of Alexander’s empire compare with the extent of previous
empires?”
To assess the progress of understanding:

how to characterize major features of the Persian imperial government, have the students write a
summary paragraph extracted from the poster about how the Persian government ran its empire. The
paragraph should include elements of the empire’s structure and operation. Standard 2: Historical
Comprehension

how to trace Persia’s expansion into the Mediterranean and assess the consequences of the
Persian invasion of Greece, have students construct a T-chart illustrating the causes and effects of
the Persian Wars on politics, culture, and government. From there, students will write a paragraph
analyzing the causes and effects. Standard 1: Chronological Thinking

how to compare and contrast the governments of Athens, Sparta, and the Persian Empire, have
pairs of students create 3-ring Venn diagrams that compare and contrast the governments of Athens,
Sparta, and the Persian Empire. From the 3-ring Venn diagram, each student will write two
paragraphs summarizing their findings about the governments of Athens, Sparta, and the Persian
Empire. One paragraph discusses the similarities and one paragraph discusses the differences between
the governments. Use the Step Up to Writing Accordion Paragraphs section (pp. 153-155, Tool 4-8a)
for guidance. Standard 3: Historical Analysis and Interpretation

how to draw on visual information and primary source texts to explore and evaluate
achievements in architecture, sculpture, and philosophical ideas in fifth-century BCE Athens,
have students use evidence from the primary sources in class to write two paragraphs recognizing and
identifying the achievements of Greek art, sculpture, and philosophy and how they are present in our
society today. Standard 3: Historical Research

how to evaluate the role that the conquests of Alexander the Great played in spreading Greek
culture, have pairs of students refer to their notes from their reciprocal reading sheets, the text, and
any other resources you choose to provide to write a “what if” response to the following prompt: “If
Alexander the Great had not been born, how might the history of the lands he conquered have been
different?” Use Step Up to Writing resources on writing short answer responses (Tools 1-35a through
1-35e) to help students structure their responses. Use Step Up to Writing Tool 10-15a to help students
score their responses. Standard 5: Historical issues-analysis and decision-making
Summative Assessment
Each student will assume the identity of a traveling citizen of either Athens, Sparta, or Persia and write a
letter home that details the similarities and differences of how the other two cultures and governments
they’ve visited compare to those back home. Use the Step Up to Writing guide for writing letters (Tools
D-68
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Grade 6 World History, Quarter 3, Unit 3
Version 2
9-10a and 9-10b) to help students organize their work. Use the Step Up to Writing Expository Paragraph
Scoring Guide (Tool 10-15a) to assess.
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-69
Grade 6 World History, Quarter 3, Unit 3
Version 2
D-70
An Age of Greek and Persian Power, 600–200 BCE (12 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin