Unit 3: Ancient Greece (1750 B.C.E. 133 B.C.E.)

Transcription

1 Unit 3: Ancient Greece (1750 B.C.E. 133 B.C.E.) Chapter: 5 Essential Questions 1. How does rational thinking change a society? 2. How do nations come to the decision of war? 3. What influences are needed on the development of a government? Early Of the Aegean The Rise of Greek City- Victory and Defeat in the Greek World The Glory that Was Greece Alexander and the Hellenistic Age Minoan Influences Effect the Mycenaean s had on other civilizations Homer s Epic Poems Trojan War Shrine Fresco Strait Heinrich Schliemann Homer Geographic Influence on Greece Government of Greek City- Athens VS Sparta Unification of Greek City- Polis Acropolis Monarchy Aristocracy Oligarchy Phalanx Helot Democracy Tyrant Legislature Solon Cleisthenes Influence of the Persian War Causes and Effects of Athens Golden Age Impact of the Peloponnesian War on the Aegean World Alliance Direct Democracy Stipend Jury Ostracism Themistocles Pericles Political and Ethical Ideas of Greek Thinkers Themes of Greek Architecture Influence of Greek literature and historiography Logic Rhetoric Tragedy Comedy Socrates Aristotle Plato Sophocles Euripides Herodotus Thucydides The Creation of Alexander s Empire Impact of Alexander s conquests Causes and Effects of the Hellenistic Age Assimilate Assassination Heliocentric Alexander Philip II Pythagoras Euclid Archimedes Hippocrates 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.

2 I CAN: 1. I can explain how geography and history are linked together. (17.A.4a) 2. I can describe how Minoan and Mycenaean civilizations influenced the later Greeks. (16.B.2a) 3. I can explain how historians try to reconstruct the past. (16.A.4a) 4. I can compare the city-states of Athens and Sparta. (16.B.3a) 5. I can describe the impact of the Persian and Peloponnesian Wars on Greece. (16.A.5a) 6. I can explain how Athens enjoyed a golden age under Pericles and its subsequent effects. (16.B.2a) 7. I can outline the political and ethical ideas that Greek philosophers developed. (16.B.2b) 8. I can identify the themes that Greek writers and historians explored. (16.B.2b) 9. I can explain how Hellenistic culture spread and changed. (16.E.4b)

3 Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH 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 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 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 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 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH 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 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH 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 By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.

4 Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. And/or CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST 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. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Range of Writing CCSS.ELA-Literacy.WHST 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.

5 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 step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.