[Content Area and Grade]
[Summary of Unit]
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Stage 1 Desired Results
ESTABLISHED GOALSG
Concepts and Skills
(History and government)
1. Compare information shown on a modern and historical maps of the same region.
3. Construct and interpret timelines of events and civilizations studied.
4. Distinguish between Primary and Secondary sources.
5. Identify multiple causes and effects when explaining historical events.
(Civics and Government)
7.Define and use correctly words and terms relating to government such (city-state, dynasty ,kingdom , empire)
7.24 On a historical map of the Mediterranean area locate Greece and trace the extent of its influence to 300 BC/BCE
7.25 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Med. Area and the expansion of their cultural influence
7.26 Explain why the government of Athens is considered to be the beginning of democracy.
7.27 Compare and contrast life in Athens and Sparta.
7.28 Describe the status of women and the functions of slaves in Athens.
7.29 Analyze the causes, course and the consequences of the Persian Wars, including the origins of marathons.
7.30 Analyze the causes, course and consequences of the Peloponnnesian Wars between Athens and Sparta.
7.31 Describe the rise of Alexander the Great and spread of Greek culture
7.33 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the sports they featured.
7.34 Describe the purposes and functions and development of Greek institutions.
Literacy Standards
W2. 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 clearly introducing what it is to follow, organize ideas, concepts and information using strategies such as … cause and effect. / Transfer
Students will be able to independently use their learning to…
-Understand how physical and human geography can inform responsible interactions with environment.
- Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.
-Critically appraise historical and contemporary claims and decisions.T
Meaning
UNDERSTANDINGSU
Students will understand that…
- an areas geography can have an affect on how people live.
- people have certain things they need from their government.
-What do I want students to know about the causes and effects of Persian Wars
-The outcomes of war can have both positive and negative impact / ESSENTIAL QUESTIONSQ
1. Has the geography of Greece continued to have an effect on the way people live
2. Is democracy always a better way for people to live.
3. Are there aspects of life in ancient Athens or Sparta that are evident in Malden today?
4. What is the value of war? Is it ever worth it?
Acquisition
Students will know… K
Key Terms – settlement, colonist, merchants, subsistence farming, emigration, terracing, import, export, monarchy, aristocrat, council, Oligarchy, Tyranny, Citizen, Assembly, direct Democracy, Peloponnesus, Council of 500, economy, agora, helots, Council of Elders, perioikoi, Persian Wars, ally, cavalry, Hellespont, Ionia, Golden Age, acropolis, Parthenon, myths, architecture, sculpture, drama, philosophy, Peloponnesian War, Macedonia, Alexander the Great, empire, appoint.
- mountains, rocky land and proximity to the sea shaped how Greeks developed.
- the various forms of government that evolved in ancient Greece.
- the key differences between Athens and Spartan terms of Education, Government, Economy and the treatment of women and slaves.
- the cause and effect of the Persian Wars
- the cause and effect of the Peloponnesian War.
- how Alexander was able to conquer such a vast territory. (Common Enemy)
- how Alexander planned to unify his empire/ gain respect. / Students will be skilled at…S
- stating a claim and supporting it with evidence.
- interpreting historical maps.
Interpreting ideas and actions from different perspectives.
- Use/explain cause and effect relationships.
Stage 2 – Evidence
Evaluative Criteria / Assessment Evidence
<type here> / CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
Students will make connections to Greek drama by becoming a member of a Greek chorus and create and present a dramatic presentation of one of the Persian Wars. Groups of 4-5 students will present their section of the Persian Wars to members of a Greek city-state. Each group presents the particular battle to collectively tell the story of the Persian Wars.
Intro the activity
-Describe Greek drama (HO 29.6 p.284 in HA)
-Describe a “Greek Chorus” - listen to CD track 25 and Aeschylus the Greek playwright wrote a play called The Persians
-Check for understanding.
Model Activity
-Use transparency information master 28B
-Assign 3 students to play the part of the chorus/assign 1 student the messanger’s part.
-Point out the following features that must be contained in their own scenes/poems
- 12 lines (8 rhyming lines chorus / 4 lines messenger)
-use words from the Word bank
- include information from the ‘Historical Side light’
<type here> / OTHER EVIDENCE:OE
Lesson 1
Formative Assessments:
-Unit 5 Geography Challenge.
-Unit 5 Preview
-TCN work sheets
-Marking up the text
-Chapter Cover Page(s)
-Frayer Model Notes
-Student reactions to homework/reading/ discussion
-APPARTS Analysis Chart on primary source documents – Mark up text/speech by Pericles.
Lesson 2
Summative Assessment (Skill-content and own learning style)
-Chapter tests
-Greco-Roman Vase Assignment – Choose a topic from either Athens or Sparta. Depict an important aspect of Greek life. On an index card explain the significance of the scene or topic in general
-Writing Prompts
Geography played a big role in the way people settled and how their culture was formed. Describe the geography of ancient Greece and give three examples of how geography affected the way ancient Greeks lived as their communities grew.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1 – Geography and the Settlement of Ancient Greece
In this lesson students will learn and discuss the geographic factors that influenced how early Greeks settled and developed their culture.
Lesson 2 –The Growth of Democracy
Lesson 3 - Compare and Contrast Athens and Sparta
Lesson 4 – The Persian Wars
Lesson 5 – The Golden Age
Lesson 6 – Alexander the Great
Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTigheUsed with Permission
July 2012
Lesson 1
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Curriculum Embedded Performance Assessments (CEPA)
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