Student Learning Outcomes:
1. Students will label and analyze a map of ancient Greece in order to demonstrate how geography impacted the development of ancient Greece.
2. Students will read about different types of government in ancient Greece and compare it to the types of government found in the United States.
3. Students will analyze and evaluate several examples of Greek pottery in order to describe what daily life was like in ancient Greece.
4. Students will identify the “Big 12” Greek Gods and explain how these gods helped the Greeks understand the world around them.
5. Students will identify one significant figure from Greek history and defend why the person is a significant in Greek history.
Additional Learning Outcomes:
1. Students will identify two significant figures from Greek history. Students will then create a Facebook like conversation between the two figures, providing evidence to defend their claim of being the most significant.
2. Students will compare and contrast the city-states of Athens and Sparta in 3 different areas. Students will choose which city-state they would live in and write a persuasive speech supporting their choice using at least three pieces of evidence from the text.
3. Students will analyze a quote from a famous Greek philosopher. Students will then explain how the quote is still relevant today.
List of Common Core Standards Addressed by Textbook
Reading Standards
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Integration of Knowledge and Ideas
7. Integrate visual information with other information in print and digital texts.
Writing Standards
Text Types and Purposes
2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations or other information and examples.
2d. Use domain specific vocabulary to inform about or explain the topic.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
6. Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
9. Draw evidence from informational texts to support analysis, reflection and research.
Informational Literacy Standards
Standard 1: Inquire, think critically and gain knowledge
1.1.2 Use prior and background knowledge as context for new learning.
1.1.4 Find, evaluate and select appropriate sources to answer questions.
1.1.6 Read, view and listen for information presented in any format in order to make inferences and gather meaning.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.