DRAFT: Unit 4 2017: Ancient Greece and Rome/Earth's Resources

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

California History and Social Science Standards
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey,and from Aesop’s Fables.
5. Outline the founding, expansion, and political organization of the Persian Empire.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in thePersian and Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).

California Science Standards
6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
a.Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
c. Students know the natural origin of the materials used to make common objects
Common Core ELA Standards
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA
6. Explain how an author develops the point of view or purpose in a text and explain how it is conveyed in a text.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
10. Read and comprehend literature...in the 6-8 text complexity band proficiently, with scaffolding as needed at the higher end of the range.
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect;
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims at are supported by reasons and evidence from claims that are not”).
10. Write routinely over extended time frames (time for research, 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.

Listening and Speaking
4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CA
a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion. CA
Technology will focus on presentation of ideas


Students will understand that . . .

• Ancient Greece and Rome provide many of the ideas that our modern American political system is based on

• Many of the parts of our political system (good and bad) come from Ancient Greece and Rome (democracy, slavery, conquest)
• Democracy is a good in and of itself

Essential Questions:

Provocative Questions?

Ancient Greece and Rome are looked at as ideals, but what problems did they have?

Essential Background:

Background knowledge
• Principles of the United States (representative democracy, democracy, equality of citizens)

Students will know . . .

Skills and knowledge
• Presentation skills
• Literary response
• Weekly

Students will be able to know . . .


Stage 2 – Assessment Evidence

Performance Tasks:

  • Weekly written assessments
  • Unit project
By what criteria will performances of understanding be judged?
  • Rubric/Checklist

Other Evidence:

• Story summaries
• Science/Social Study notes
• Primary Sources/Reading Comp/Social Studies Connection
• Science Labs
How will students reflect upon and self-assess their learning?
• Question and concept board, radio show, discussions, survey at unit end.

Stage 3 – Learning Plan

Social Studies
Read: Chapter 11 Lesson 1 Geography of Ancient Greece p384-387
Think/Ideas: How did the geography of Greece influence where people settled and how they lived?
Lesson 2 The Early Greeks p388-393
Think/Ideas: How did Greek ideas about government and citizenship take shape?
Unit 3 Earth's Structure
Chapter 7 Earth's Resources
Lesson 1 Sources of Energy p414-25
Think/Ideas: Where does electricity come from?
Open Court: Unit 2 Island of the Bulls
Unit 4 Chapter 11
Lesson 3 Athens and Sparta p394-9
Think/Ideas: How were Sparta and Athens similar, how were they different?
Unit 3 Earth's Structure
Chapter 7 Earth's Resources
Lesson 2 Renewable and
Nonrenewable Resources p426-443
Think/Ideas: What are the differences between renewable and non-renewable resources?
Trojan War Graphic Novel
Unit 4 Chapter 11
Lesson 4 The Persian Wars p404-9
Think/Ideas: How did the Spartans and Athenians unit to defeat the Persians?
Unit 3 Earth's Structure
Chapter 7 Earth's Resources
Lesson 3 Uses of Resources p444-55
Think/Ideas: Where do the raw materials that make the stuff we use come from?
Odyssey Graphic Novel
Unit 4 Chapter 11 Lesson 5 The Age of Pericles p412-8
Think/Ideas: Why did Athens and Sparta go to war?
Chapter 12 Lesson 1 Ancient Greek Culture p426-33
Think/Ideas: How did Greek culture influence culture today?
Work on radio podcast
Odyssey Graphic Novel

Unit 3 Lesson 2 Class Discussion
Unit 4 Chapter 12 Lesson 2 Greek Thinkers p436-41
Think/Ideas: What contributions did Greek thinkers make to Western civilization?
Lesson 3 Alexander the Great p442-7
Think/Ideas: How was Alexander the Great able to conquer so much?
Work on radio podcast
D'Aulaire's Mythology

Scholastic News: Standing Rock
Unit 3 Lesson 1 The Pretty Pennies Picket
Unit 4 Chapter 12 Lesson 4 The Hellenistic Era p450-7
Think/Ideas: What were the cultural contributions of the Hellenistic Era?
Work on Ancient Greece video
D'Aulaire's Mythology

Unit 3 Lesson 7 Passage to Freedom