EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.
Mastering the vocabulary words is a process that can be finished within a two week period.
Unit VI: OF GOVERNMENTS AND MEN: ANCIENT GREECE
Following the completion of the NHD projects, students will continue their study of ancient civilizations by learning about Ancient Greece. Students will explore the concept of citizenship by completing the inquiry arc question – How should people treat their government? Students will identify how geography led to the emergence of city-states and then as part of the Greek Government Cornerstone they will compare the different conceptions of citizenship in the different governments of the city-states of Ancient Greece. Students will understand Alexander the Great’s achievements and assess his actions. Students will generate a position on Alexander’s greatness and defend that position orally. Finally, student will apply their understanding of citizenship by creating a visual representation of three societies within Ancient Greece, as well as their own civilization.
BIG Ideas
- The United States expanded geographically, socially, politically, and economically through conflicts and compromises.
- Thousands of people followed trails through the Western part of the country to gain land, new opportunity, and fortune.
- Different groups of people including the poor, African-Americans, enslaved Africans, Native Americans, Mexicans, women, and land speculators benefitted and some did not.
- The agricultural South, supported by the cotton industry, and the industrial North, supported by
Questions That Need To Be Answered
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If you want to download the powerpoint click here or go to WH additional resources
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TEXT TO HELP ANSWER THE LEARNING EXPECTATIONS
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Online Discovery Techbook
Take notes and watch the videos at the bottom of the page for more clarification
Complete the Student Assessments at the bottom of the Review Pages Below. Read the articles and take notes that connect with the Supporting and Compelling Questions. Answer the questions at the end of each article.
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Documents to Aid/Homework Documents
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Overarching Question: Why are some aspects of world civilizations, such as religion, social structure, and artistic achievements so long lasting and influential?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
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.
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.
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.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
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.
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.
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.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
DC Content Power Standards
7.8.3: 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).
7.8.9: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
7.8.3: 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).
7.8.9: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
C3 Framework Indicators and Common Core Literacy Standards
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.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, focusing on how well purpose and audience have been addressed.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.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, focusing on how well purpose and audience have been addressed.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
DC Content Supporting Standards
CQ 1 FORMATIVE ASSESSMENT
7.8.3: 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).
D1.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D4.1: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. (WH.1)
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
RH.3: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
WH.2.A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WH.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented.
WH.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, focusing on how well purpose and audience have been addressed.
WH.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
CQ 2 FORMATIVE ASSESSMENT
7.8.9: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
D1.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D3.4: Develop claims and counterclaims while pointing out the strengths and limitations of both.
D4.1: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. (WH.1)
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
UNIT PERFORMING TASK
7.8.3: 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).
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D4.6 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
CQ 1 FORMATIVE ASSESSMENT
7.8.3: 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).
D1.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D4.1: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. (WH.1)
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
RH.3: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
WH.2.A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WH.2.F: Provide a concluding statement or section that follows from and supports the information or explanation presented.
WH.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, focusing on how well purpose and audience have been addressed.
WH.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
CQ 2 FORMATIVE ASSESSMENT
7.8.9: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
D1.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D3.4: Develop claims and counterclaims while pointing out the strengths and limitations of both.
D4.1: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. (WH.1)
RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
SL1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
UNIT PERFORMING TASK
7.8.3: 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).
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D4.6 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
