Download Unit 2

Honors History of Western Civilizations – The Forming of Greek Civilization
Chapter:
2
Essential Questions
1) How was early Greek civilization dominated by people from the island of Crete, the Minoans, and the mainland, the Mycenaeans?
2) Following the Greek Dark Ages, how did Greek civilization revived after 800 B.C. with the contributions of Homeric epics, city-states, etc?
3) How did Greek political, social, and economic life center on the polis, especially in the city-states of Athens & Sparta?
4) How did the Greeks united effort defeat the invading Persians and preserve their independence?
5) Why were the Athenian Golden Age and the Age of Pericles a cause of the disastrous Peloponnesian Wars?
Crete & Early Greece
Concepts
Minoans vs. Mycenaeans
Myth of Minotaur
Causes of Trojan War
Impact of Trojan War
Significance of The Iliad
Greek Dark Ages
Greek Renaissance
Concepts
Rise of the Polis
Role of Geography in Polis
Greek Religion
Greek Colonization
Archaic Literature
Age of Transition Reading
Terms/Events
Crete
Palace at Knossos
Thera – Atlantis???
Linear A & B
Homeric Epics
Terms/Events
Polis
Greek Alphabet
Oikoi
People
Sir Arthur Evans
Heinrich Schliemann
Homer
Achilles
Hector
People
Homer
Hesiod
Sappho
Archilochus
The Polis
The Challenge of Persia
Concepts
Structure of Polis
Role of M en & Women
Reasons for Self-Gov’t
Role of Hoplite in Society
Economy of Poleis
Athens vs. Sparta
“M ixed” Government
Spartan Isolationism
Athenian “Democracy”
Concepts
Expansion of Persia
Significance of Ionian Revolt
Wars: Causes-Battles-Results
Role of Geography in Wars
Terms/Events
Agora
Acropolis
Hoplite
Phalanx
Tyrant
Helots
Oligarchy
Areopagus
Archons
demokratia
Council of 500
Ostracism
Terms/Events
Persian Empire
Ionian Revolt
Battle of Marathon
amphibious invasion
Battle of Thermopylae
“hot gates”
triremes
Battle of Salamis
Battle of Plataea
People
Athenians vs. Spartans
M essenians
Spartan Women
Draco
Solon
Pisistratus
Cleisthenes
People
Herodotus
Darius
Xerxes
Themistocles
Leonidas
The Wars of the Fifth
Century
Concepts
Athenian Empire
Age of Pericles – Golden
Age
Pericles’ Reforms
Democratic Experiment
Peloponnesian War
Athens vs. Sparta Advantages-Disadvan.
“Suspicious Truce”
Terms/ Events
Delian League
Pericles’ Funeral Oration
Peloponnesian League
Melian Dialogue
Syracusan Expedition
Thirty Tyrants
People
Pericles
Thucydides
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
 _____Analyze the effect and importance that geography had on the development of Greece. (17.A.4a)
 _____Compare the civilizations of the people of Crete, the Minoans, and the Mycenaeans. (16.B.2a)
 _____Explain why Greece entered a Dark Age between 1100-800 B.C. (16.B.2a)
 _____Analyze the religious & cultural importance of the Homeric epics. (16.A.4a)
 _____Describe the effect of colonization on Greek economic, social, and political life. (16.B.2a)
 _____Connect the main themes of Archaic literature to the concerns of modern life. (16.A.4a)
 _____Explain how the polis was organized and Greece’s geographic effect on its development. (17.A.4a)
 _____Compare the advantages and disadvantages of Athens & Sparta in regards to their political and social makeup. (16.B.3a)
 _____Trace the development of more democratic institutions in Athens and the obstacles in their development. (16.B.3a)
 _____Explain the Greek victory over the Persians despite overwhelming odds, including the role geography played in the wars. (17.A.4a)
 _____Analyze Athens’ rise to leadership in the Greek world following the Persian Wars and Pericles’ role within it. (16.B.2a)
 _____Explain what was so disastrous about the effect the Peloponnesian War had on Greece and Athens particularly. (16.A.5a)
 _____Reflect on the role of democracy in Athens’ conduct before and during the Peloponnesian War. (16.A.5a)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which
details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital
text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band
independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 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.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively
into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses
of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the stepby-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.