Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
World History Public Schools of Robeson County WH.H.2.1, WH.H.2.2, WH.H.2.3, WH.H.2.7, WH.H.2.8, & WH.H.2.9 – ANCIENT GREECE (Persian & Peloponnesian Wars) Social Studies Essential Question: How did war affect the ancient/classical Goals/I Can civilizations? Statements/Learning Targets I can… Explain how wars affected the ancient/classical civilizations. Common Core State Standards Learning Targets: I can explain why the Persian War strengthened the Ancient Greece civilization while the Peloponnesian War tore the citystates apart. WH.H.2.1 – Compare how different geographic issues of the ancient period influenced settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.). WH.H.2.2 – Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.). WH.H.2.3 – Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.). WH.H.2.7 - Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.). WH.H.2.8 – Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements. Conceptual Lens WH.H.2.9 – Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact. Conflict Invasion Conquest War Place Location Risk Economic Systems World History Prior Knowledge Needed Vocabulary Public Schools of Robeson County Persian History (e.g., Cyrus, Darius, Xerxes) Achaemenid Empire Greek political set-up Geography of Greece Phalanx Democracy Oligarchy Helots Thermopylae Xerxes Alexander the Great Philip II Tasks For Lessons Engage—What tasks will “hook” students and uncover what they know and think about the concept? Explore/Explain— What tasks will encourage students to observe, question, and investigate the concepts and explain concepts in their own words? Elaborate—What experimental inquiry, investigative projects, problem solving, and decision-making tasks will help students apply their The starter will ask them to recall on information they previously know. Based off of information you know, if the Spartans were backed into a corner, how would they react? Be specific and back up your thoughts with historical evidence. Students will watch three videos based on Sparta and how they were structured as a society. These videos will allow students to confirm or correct any notions that they had about Spartan life. After the videos are completed, students will discuss as to why the Spartans attitude about military would be good and/or bad. http://www.history.com/topics/ancienthistory/sparta/videos/Spartans http://www.history.com/topics/ancienthistory/sparta/videos/spartan-boot-camp-killing-machines http://www.history.com/topics/ancienthistory/sparta/videos/spartans-implements-of-death Students will then take notes and discuss on the Persian War and the Peloponnesian War. Make sure to give the background story to both wars. For example, lead up to the Persian War with the events transpiring in Ionia Greece. Discuss the outcome of this war, why Sparta won, and the impact of Athens‘s defeat on Greek culture. Encourage students to speculate on what may have happened if Athens had won. Assign a reading through the text or an outside source for the students to reinforce their knowledge and understanding. World History new labels, definitions, explanations, and skills? Evaluate—What formative assessments will ensure that learning is occurring? Differentiation— What tasks will challenge students and support those who need additional help? Public Schools of Robeson County Have students complete a small sequence of events chart in order to judge if they are able to remember the chronological events and major battles of the two wars. In order to support those who will need additional help, students will receive guided notes to allow them to pay attention to the discussion while still being able to write the information down. They will also receive a map with guidance (such as numbers) in order to complete the map while still seeing the expansion of the empire.