Organizing Principle 3

Organizing Principle 3: The Ancient Greeks planted the seeds that would have a lasting impact on 6 Weeks- February-March
western civilization including the areas of art & architecture, government, literature, philosophy, and

science.

Topics Curriculum Standards/Benchmark Clarification Benchmarks Content Vocabulary

Reminder: All standards from Geography/Research Literacy need to be Chapter 7
peninsula, polis, bard, agora,
reviewed with each organizing principle. colony, phalanx, citizen,
acropolis
Identify the characteristics of civilization. SS.6.W.2.3

Some examples of success criteria may include: tyrant, oligarchy, democracy,
• Students will identify how population, technology, government, religion, and culture can influence a civilization. helot, ephor

Examples may include, but are not limited to, public works, urbanization, specialized labor, advanced technology, organized

government, religious institutions, social classes, writing, and art and architecture. SS.6.W.2.2 satrapy, satrap, Zoroastrianism

Describe how the developments of agriculture and metallurgy related to settlement,

population growth, and the emergence of civilization. SS.6.W.2.4 direct democracy,
representative democracy,
Some examples of success criteria may include: philosopher
• Students will identify the relationship between the domestication of plants and animals and the development of early
Chapter 8
settlements. myth, ritual, oracle, fable, oral
• Students will analyze how the development of metallurgy helped early civilizations to grow. tradition, drama, tragedy,
• Students will interpret the effect of a surplus of food as a cause for population growth in successful Neolithic comedy

settlements.
• Students will compare behaviors of Neolithic people who started in Europe, India, Egypt, China, and Mexico.

Compare the economic, political, social, and religious institutions of ancient river
civilizations.

Ancient Greece Some examples of success criteria may include: Sophists, rhetoric, Socratic
(Assessment items in bold) • Students will compare the ancient river civilizations. method, Hippocratic Oath

Examples may include, but are not limited to, Nile, Tigris-Euphrates, Indus, and Huang He.

Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world SS.6.W.3.1 cavalry, Hellenistic Era
with regard to colonization (Carthage), exploration, maritime commerce (purple dye,

tin), and written communication (alphabet). Epicureanism, Stoicism,
Explain the democratic concepts (polis, civic participation and voting rights, legislative SS.6.W.3.2 circumference, plane geometry,
bodies, written constitutions, rule of law) developed in ancient Greece. solid geometry

Compare life in Athens and Sparta (government and the status of citizens, SS.6.W.3.3
women and children, foreigners, helots).

Some examples of success criteria may include:

• Students will describe the social structures of both Athens and Sparta.

• Students will apply their knowledge of Athens and Sparta to discuss how the differences between the two cities

impacted residents’ lives. SS.6.W.3.4

Explain the causes and effects of the Persian and Peloponnesian Wars.

Some examples of success criteria may include:

• Students will describe the relationship between Greek city-states and how the Persian War united them.

• Students will discuss the effects of the Peloponnesian Wars on the city-state system. Athens’ power, and the conquest of

the Macedonians.

Summarize the important achievements and contributions of ancient Greek civilization. SS.6.W.3.5

Some examples of success criteria may include:

Examples may include, but are not limited to, art and architecture, athletic competitions, the birth of democracy and civic

responsibility, drama, history, literature, mathematics, medicine, philosophy, science, and warfare. SS.6.W.3.6

Determine the impact of key figures from ancient Greece

Some examples of success criteria may include:

Example may include, but are not limited to, Aristophanes, Aristotle, Hippocrates, Herodotus, Homer, Pericles, Plato,

Pythagoras, Socrates, Solon, Sophocles, Thales, Themistocles, and Thucydides. SS.6.W.3.7

Summarize the key achievements, contributions, and figures associated with The

Hellenistic Period.

Some examples of success criteria may include:

• Students will differentiate between the Hellenistic Age and classical Greece.

• Examples may include, but are not limited to, Alexander the Great, Library of Alexandria, Archimedes,

Euclid, Plutarch, The Septuagint, Stoicism, and Ptolemy I.

Identify democratic concepts developed in ancient Greece that served as a foundation for SS.6.C.1.1
American constitutional democracy.

Identify principles (civic participation, role of government) from ancient Greek and

Roman civilizations which are reflected in the American political process today, and SS.6.C.2.1

discuss their effect on the American political process.

Identify the factors (new resources, increased productivity, education, technology, slave SS.6.E.1.1
economy, territorial expansion) that increase economic growth.

Describe the following economic concepts as they relate to early civilization: scarcity, SS.6.E.1.3
opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, SS.6.E.3.1
and entrepreneurship).
Identify examples of mediums of exchange (currencies) used for trade (barter) for each
civilization, and explain why international trade requires a system for a medium of exchange
between trading both inside and among various regions.

Categorize products that were traded among civilizations, and give examples of barriers to SS.6.E.3.2

trade of those products. SS.6.E.3.3
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those SS.6.E.3.4
economies that led to the rise of a merchant class and trading partners. SS.6.G.4.2
Describe the relationship among civilizations that engage in trade, including the benefits and
drawbacks of voluntary trade. SS.6.G.4.3
Use maps to trace significant migrations, and analyze their results Prehistoric Asians to the Americas, SS.6.G.5.1
Aryans in Asia, and Germanic tribes throughout Europe

Locate sites in Africa and Asia where archaeologists have found evidence of early human societies,
and trace their migration patterns to other parts of the world.

Identify the methods used to compensate for the scarcity of resources in the ancient world.

Use geographic terms and tools to explain why ancient civilizations developed networks of SS.6.G.5.2
highways, waterways, and other transportation linkages. SS.6.G.5.3
SS.6.G.6.2
Use geographic terms and tools to analyze how famine, drought, and natural disasters plagued many
ancient civilizations

Compare maps of the world in ancient times with current political maps

Resources Ancient Greece

Textbook Discovering Our Past: A History of the World –Early Ages Chapters 7,8

Standards Discovering Our Past: A History of the World –Early Ages Online Teacher’s Guide Correlations

Alignment

Safari Montage • Ancient Greece (25:47)

• Ancient Aegean (27:23)

• Horrible Histories: The Groovy Greeks (24:10)

• The Gods of Olympus (19:53)

• Ancient History: The Greek City-State and Democracy (27:56)

Websites http://www.eyewitnesstohistory.com/index.html Eyewitness to History
https://www.bbc.co.uk/education/topics/z87tn39 Ancient Greece resources
https://www.youtube.com/watch?v=0F5qlu3nSDY Ancient Greece Song – Mr. Nicky video
http://www.youtube.com/watch?v=V71ywBHK6wQ Greek God Rap video
https://www.youtube.com/watch?v=fwYYxVGsS0E Greek Philosophers video
http://www.ushistory.org/civ/4f.asp Phoenicians Sailing Away Resources
https://www.youtube.com/watch?v=ojiOLBt7q_Y History of the Phoenicians
https://www.youtube.com/watch?v=ubUbd1kIJK4 Rise of Democracy – Government in Ancient Greece
http://www.teachertube.com/video/horrible-histories-wife-swap-spartans-and-athenians-305246 Horrible Histories Wife Swap – Spartans and
Athenians
Hercules video (Disney)

McGraw-Hill Lesson videos and presentations Differentiated Instruction
Online Resources Guided Reading Activity Reading Essentials and Study Guides
21st Century Skills Activity Student Audio
Reading Essentials and Study Guide Spanish Chapter Summary
McGraw-Hill Networks Worksheets Graphic Novel
Hands on Chapter Project

Technology Extension
Idea Factory

Study Smart
Chapter Interactive Notebook

DBQ DBQ Binder Activities
Teacher Hints • Mini-Q: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
• Mini-Q: How Great Was Alexander the Great?

Education in Sparta: Did the Strengths Out Way the Weaknesses?

Suggested Resources for Teacher Background Knowledge:
• “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
• Twelve Greeks and Romans Who Changed the World by Carl J. Richard
• It’s All Greek to Me - From Homer to the Hippocratic Oath: How Ancient Greece Has Shaped Our World by Charlotte Higgins

Assessment • Chapter Processing activities
• Chapter tests and quizzes
• Teacher Created Formative/Summative Assessments

CPALMS Resources URL: http://www.cpalms.org/Public/search/Resource
Instructions:
Florida Literacy
Standards 1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
Reading: 5, 6 3. Click Search
(LAFS.68.RH.2.5) 4. Click resource attached to standard for further information SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching
(LAFS.68.RH.2.6)
Idea
Reading: 1 5. *At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind
(LAFS.68.RH.1.1)
CPALMS is updated often.
Activities

Previewing chapters for text structure

Student Interactive Notebook pages (graphic organizers)

Writing 2
(LAFS.68.WH.1.2)

Writing 1, 2 Mini-Qs: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
(LAFS.68.WH.1.1) How Great Was Alexander the Great?
(LAFS.68.WH.1.2) Education in Sparta

McGraw-Hill https://connected.mcgraw-
Standards hill.com/media/repository/protected_content/COMPOUND/50001556/83/39/DOPW_EA_OLP_OSE_Florida_Tracker_5_23_16.html