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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) Ongoing Standards 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 Textbook Internet Quotes from various primary sources, including Ethics by Aristotle and The Funeral Oration by Pericles AP World History Course Description