Download Unit Topic: Georgia Literature Grade: 8th Subject: Language Arts

Unit Topic: Classical Civilization
Grade: 9 Subject: World/Advanced World History Dates: 8/25-9/5 Teachers: Kitchens/Richards
GPS and Elements
What students should
What students
Evidence
Addressed
KNOW/DEMONSTRATE
should
BE ABLE TO
DO
SSWH3 The student Greek city-states formed in isolation from
Students should
 Test Questions
will examine the
one another whereas the Roman Republic and be able to
 Quiz Questions
political,
Empire were much more unified despite their compare and
 Map Labeling
philosophical, and
much larger size.
contrast the
(both) and cardcultural interaction
reasons for the
sorting game
of Classical
formation of
(regular)
Mediterranean
Greek city-states,  Roman Travel
societies from 700
the Roman
Online
BCE to 400 CE.
Republic, and the
Simulations
a. Compare the
Roman Empire.
(VGA)
origins and structure
of the Greek polis, the
Socrates, Plato, and Aristotle were all major
Students should
Test Questions
Roman Republic, and
Greek
philosophers.
Alexander
led
the
be
able
to
Quiz Questions
the Roman Empire.
Hellenization movement, diffusing Greek
identify the ideas Edmodo/Schoolog
b. Identify the ideas
culture and blending it with other cultures.
and impacts of
y Prompt: Was
and impact of
Julius
and
Augustus
Caesar
were
both
heavily
Socrates,
Plato,
Alexander the
important individuals;
responsible
for
the
fall
of
the
Roman
Aristotle,
Great really great?
include Socrates,
Republic
and
rise
of
the
Roman
Empire.
Alexander,
Julius
Mock interview
Plato, and Aristotle
Caesar, and
Alexander the
and describe the
Augustus
Caesar.
diffusion of Greek
Great map activity
culture by Aristotle’s
Hellenistic and Roman Culture influence
Students should
pupil Alexander the
Test Questions
modern America in many ways.
be able to
Great and the impact
Quiz Questions
identify and
of Julius and
Writing Prompts
explain how
Augustus Caesar.
Verbal Discussion
various parts of
c. Analyze the
modern
contributions of
Hellenistic and
American culture
Roman culture;
are influence by
include law, gender,
Hellenistic and
and science.
Roman culture.
d. Describe
polytheism in the
Greek/Roman polytheism and Christianity
Students should
Mythology Project
Greek and Roman
were formed separately, had different beliefs, be able to
Reading Analysis
world and the origins and were often in conflict.
understand the
of various Roman
and diffusion of
reasons for the
and Biblical writers
Christianity in the
formation of
(advanced)
Roman world.
Greek/Roman
Verbal Discussion
e. Analyze the factors
polytheism,
that led to the collapse
Christianity, and
of the Western Roman
why they were in
Empire.
conflict.
The Roman Empire fell for a variety of
economic, social, military, and other reasons.
Students should
be able to
identify reasons
Develop graphic
organizer
Key Vocabulary: Greece; Rome; polis;
monarchy/tyranny; aristocracy; oligarchy;
democracy; republic; Socrates; Plato;
Aristotle; philosophy; Alexander;
Hellenization; Julius Caesar; Augustus
Caesar; Pax Romana; Christianity; Roman
Republic; Roman Empire; Hannibal
for the fall of the
Roman Empire
and make
connections to
the current
situation of major
superpowers,
including the US,
Britain, China,
etc.
Verbal Discussion
How would you fix
the Roman
Empire’s
Problems? Activity
(Small Groups,
split groups into
various problems)

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
Ongoing Standards
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Big Ideas from Standards:
 See “What Students Should Understand”
Enduring Understandings:
The student will understand that when there is conflict between or within societies, change is the result.
The student will understand that the culture of a society is the product of the religion, beliefs, customs,
traditions, and government of that society.
The student will understand that as a society increases in complexity and interacts with other societies, the
complexity of the government also increases.
The student will understand that the actions of individuals, groups and/or institutions affect society through
intended and unintended consequences.
UNIT ESSENTIAL QUESTION
How do the civilizations of Greece and Rome impact later societies?
LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
 How does ancient Greek civilization impact America in terms of government, culture, and society?
 What are the major legacies of Greek and Roman art, architecture, culture, government, and philosophy?
 What are the major reasons for the decline and fall of the Roman Empire?
CULMINATING (SUMMATIVE) ASSESSMENT (Performance, Project, Major Test, Etc.: Provide Rubric)
Type
Description
Cumulative MCQ Test (Regular); Cumulative MCQ/Writing Test
1. Test
(Advanced)
Mythology Project—Students receive a differentiated mythology project
2. Project
whereby they research a major mythological figure and present the
information to the class. Students must also develop either a pictographical
or musical/poetic “honor” to the mythological being.
1.
2.
3.
4.
FORMATIVE ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY
Verbal Questioning of Major Points
Weekly Quizzes—MCQ and Writing
Simulations—Small groups perform skits demonstrating Greek Forms of Government
Various writing prompts
EXTENDING/REFINING MINI-LESSONS/LESSONS
Describe in detail 2 or more Activities (comparison/contrast, cause/effect, error analysis, classifying, evaluation,
summarizing, justification, inductive, deductive, example to idea, analyzing perspectives, writing prompts,
abstraction). Attach Graphic Organizers and Rubrics
Type
Describe Lesson
1. Classifying
Greek Art Tour (Virtual)—Students take a “virtual art tour” looking at
various pieces of ancient Greek art and then comparing it to modern
art/architecture in the United States.
2. Summarizing
Greek Government Simulation—students are assigned to small groups
and must act out a common scene from the viewpoint of one of the
five forms of Greek government.
3.
Compare/Contrast/Justification Which ancient civilization do you feel impacted the modern USA the
most, Ancient Greece or Ancient Rome? Defend your answer.
(Schoology/Edmodo response)
LAUNCH ACTIVITY
Link to Prior Knowledge (Cognitive Thinking Strategies; KWL; Word Splash; Anticipation Guide; Prediction;
Flexibility Web)
KWLs
Concept Webs
Practice MCQs/Writing Questions
Key Vocabulary (Word Map): (see attached)
Review (Provide Advance Organizer): (see attached)
Tickets Out the Door
Crash Course Videos (with viewing guides) as appropriate
Discussion
DIFFERENTIATION
Describe in detail at least two activities/assessments that will be used to differentiate content, process, product
or learning environment. May be differentiated for readiness, interests, or learning profiles.
Content; Process;
Readiness;
Describe Activity
Product; or Learning Interests, or
Environment
Learning Profiles
1. Product
Interests/Learning
Greek/Roman Mythology Project-- Students receive a
Profile
differentiated mythology project whereby they research a
major mythological figure and present the information to
the class. Students must also develop either a
pictographical or musical/poetic “honor” to the
mythological being.
2. Product
Interest
Students pick one of the major individuals of the unit and
write a mock interview with that individual. It must
focus on the individuals important accomplishments,
beliefs, and contributions to both ancient and modern
society.
3. Content
Readiness
Whereas regular students will deal with only a couple of
very obvious quotes showing how Christianity impacted
and challenged the Roman Empire, advanced students
will read longer and more passages for an extended view
of how much Christianity impacted Rome.
4. Content
Readiness
How would you solve the Roman Empire’s Problems?
Activity—Small Groups address two problems—not
same problems—and share/discuss their responses.
SYSTEMATIC REVIEW PLAN
Daily review MCQ/Writing Prompts
Concept Web—“Tying It All Together”—end of Unit
Student Questions—end of Unit, students ask any questions over any topic they are unsure about. Other
students and I then try to answer their questions while also reviewing the unit for everyone.
Answer each EQ in a paragraph, then discuss answers.
RESOURCES
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Textbook
Internet
Quotes from various primary sources, including Ethics by Aristotle and The Funeral Oration by Pericles
AP World History Course Description