Enduring Contributions of the Ancient Greeks, Chinese

and Romans

10th Grade
World History

Michael Willett

HST 480

October 3, 2016

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STAGE I GOALS
Unit Overview: The unit will look at the ancient civilizations of the Chinese,
Greeks, and Romans in terms of their achievement. Focus will not be limited
to specific historical events, but will also look at the achievements of each
civilization (Infrastructure in Rome, Democracy in Greece, and Mathematics
in China etc.).

Enduring Understanding: These civilizations were critical in the

development of advanced modes of thinking. The Chinese, Greeks, and
Romans were collectively among first peoples to push the fields of science,
art, philosophy, government, and engineering to new heights whose
implications would resonate far beyond their immediate successors.

Essential Question: Why did these civilizations have such long periods of
success?

Key Concepts:

Democracy: a government in which the supreme power is vested in

the people and exercised by them directly or indirectly through a
system of representation usually involving periodically held elections
(Democracy).
Imperialism: the policy, practice, or advocacy of extending the power
and dominion of a nation especially by direct territorial acquisitions or
by gaining indirect control over the political or economic life of other
areas (Imperialism).
Infrastructure: the underlying foundation or basic framework; the
system of public works of a country, state, or region (Infrastructure).
Citizenship: membership in a community, typically associated with
responsibilities such as political participation (Citizenship).
Philosophy: a search for a general understanding of values and
reality by chiefly speculative rather than observational means
(Philosophy).
Codification: systemization of things (laws) into a formal and orderly
code or form (Codification).
Republic: a government in which supreme power resides in a body of
citizens entitled to vote and is exercised by elected officers and
representatives responsible to them and governing according to law
(Republic).
Autocracy: government in which one person or group possess
unlimited and ultimate authority (Autocracy).

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 Confucianism: the system of ethics, education, and statesmanship
taught by Confucius and his disciples, stressing love for humanity,
ancestor worship, reverence for parents, and harmony in thought and
conduct (Confucianism).

Standards:

Arizona Standards for Social Studies:

Analyze the enduring Greek and Roman contributions and their impact
on later civilization:
a. Development of concepts of government and citizenship (e. g.,
democracy, republics, codification of law, and development of
empire)
b. Scientific and cultural advancements (e.g., network of roads,
aqueducts, art and architecture, literature and theater,
mathematics, and philosophy).

Analyze the enduring Chinese contributions and their impact on other

civilizations:
a. Development of concepts of government and citizenship (e.g.,
Confucianism, empire)
b. Scientific, mathematical, and technical advances (e.g., roads,
aqueducts)
c. cultural advancements in art, architecture, literature, theater,
and philosophy
AZ Career & College Readiness Standards:

Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence

Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.

Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation

Objectives:

Students will be able to

1. Recall specific scientific advancements of Greece, Rome, and China)

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 2. Explain the forms of governance each civilization ruled with
3. Interpret the significance of the codification of law in Greece in the in
the context of the civilizations later success
4. Explain how these civilizations were able to develop complex
infrastructures and new forms of architecture
5. Compare the advancements in science of each civilization covered
through the use of a Venn-diagram
6. Compare and contrast the practices of imperialism that Greece, Rome,
and China all partook in
7. Convince ambassadors from two of the civilizations, while taking the
perspective of an ambassador from the third civilization that your form
of governance is best.
8. Organize information on each civilizations governments in order to
view similarities and differences between each
9. Create a comprehensive page of advertisements detailing the specifics
and benefits of various technologies of China, Rome and Greece
10. Criticize at least one aspect of either Chinese, Roman, or Greek
conceptualization of government using support from the course

STAGE II ASSESSMENT
Formative Assessments

Exit Tickets- For every day of lecture during the unit, the student will
compose a short reflection before leaving class at the end of each
session. The focus of these reflections will simply be for the students to
recall key themes covered during the days instruction, to act as
assurance to the instructor that students are enhancing their
understanding. The teacher will prompt the student to pull out a half
sheet of paper, and write 7-8 sentences, highlighting at 2-3 major
ideas covered in the lecture, and the students will be expected to
provide their opinion based on instruction as to why the theme was
significant in the greater context of the content (All Objectives).
Quizzes- 2 quizzes will be administered throughout the unit. Each quiz
will consist of 4-5 multiple choice questions, and one critical thinking
written response. The quizzes will cover technological advancement,
intellectual/cultural advancement, and governance in relation to each
ancient empire. Quizzes could include questions such as The Four
Great Inventions which came out of China included all of the following
except with 5 options given, or open ended questions asking the
students to identify advancements of each society, and elaborating on
the significance. These quizzes further instruct the teacher on
struggles the students may be having with content (All Objectives).

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 Representations- Because the unit contains 3 different civilizations,
there will be a lot of comparing and contrasting. Throughout the unit,
students will be expected to complete Venn Diagrams or Compare and
Contrast matrices comparing aspects such as forms of governance or
technological advancements of the 3 civilizations (All Objectives).

Achievement Test Description

The Unit exam, which will be a comprehensive examination of all content

covered during the unit, will consist of 40 matching and multiple choice
questions, and two essay questions in which the students are expected to
provide a response, which is at least 7-8 sentences. The exam will measure
students understanding of all 10 objectives for the unit. This unit would make
up 20% of the student's overall grade for the unit.

Part 1: The first 9 questions of the exam will have 9 key terms, some of
which will be derived from the key concepts in Part 1, and the students will
be expected to match the term with the appropriate definition or associated
response. This sections aims to allow students to display their understanding
of content broadly. This section makes up 18% of the test points (All
Objectives).

Part 2: Questions 10-40 would consist of multiple choice questions, with 5

possible answers for each question. Questions would range from recalling
information such as the names of Greek Philosophers, to identifying which
civilization contributed which technologies, and how they were used. All
objectives will be covered, however objectives 1-6 will provide the primary
basis for this portion of the exam. This section will make up 40 % of the
exam points (All objectives).

Part 3: The final two questions of the exam will be essay response questions,
which will ask students comprehensive questions on the content of the Unit.
These questions will relate the content of the unit to the essential question,
which asked the students Why were these civilizations successful. The first
question will be Identify at least 3 specific attributes that these civilizations
shared (i.e. governance, technology, and infrastructure) and how these
attributes contributed to the success of the civilizations. The second
question will ask the students, In your opinion, what was the most
significant contribution overall that each of these three nations contributed
to society? These two questions are intended to get students thinking about
the essential question, and will be able to analyze the ability to recall and
synthesize material, and defend a position. Each question in this section is
worth 21% of the exam, or 42% total for the entire exam.

Performance Assessment Description

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The performance assessment for this unit will be a project introduced near
the beginning of the unit. The students will need at least some information
on Rome, China and Greece if they are to make educated decision about the
project, so it will likely be introduced at the end of the first week of the unit.
The objective of the performance assessment is for students to take on the
role of an ambassador from either Rome, China or Greece, whatever they
decide, and convince the ambassadors from the other two nations that their
civilization is the best. In order to do this, they will need to use specific
examples of advancements and life for citizens from all three civilizations to
make their point. The Project will be divided into three parts, which will be
completed in order.

GRASPS
Goals: Compare and Contrast Rome, China and Greece
Role: Ambassador from society of choice
Audience: Two ambassadors from the other two societies
Situation: Debate the other two ambassadors about the benefits of the
selected civilization
Product: Persuasive essay regarding the superiority of the selected
civilization
Standards for Student Success: See Below

Persuasive Essay Project Overview

Part 1: The students will select their civilization following the first few days of
instruction of the unit, so that they have some knowledge about each one.
After selecting a Greece, Rome, or China, the class will spend one day in the
library or computer lab to allow students some time to conduct outside
research to educate their opinions on their topic. Students will be expected
to complete an annotated bibliography on their sources that will be graded
and returned before the next section of the projects begins. Research should
primarily focus on standards of living for different classes of people in the
selected civilization, and organization of governance, including perceived
benefits of the specific form of governances (Objectives 2, 3, 6, 7, 10)

Part 2: Students will adjust their annotated bibliography according to

feedback received by the instructor, and compose a 4-5 page research
paper. The paper will argue for how the students selected civilizations is
better than the two opposing civilizations. The students will refrain from
generalizations, and use specific examples from all three civilizations to
support the position taken. The research paper will be turned in, but not
before students peer edit it, and pull out key points from the essay. The key
points will be used as the basis for the eventual debate they will have in
class (This section can potentially cover all objectives).

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Part 3: Students are to be grouped together with two other students, so
there will be groups of three with each student representing one of the
civilizations. The students will then debate each other using the notes they
had taken from their research paper. They will take on the role of
ambassadors, and attempt to convince the other ambassadors to keep peace
between one another. The students will finish with peer evaluations of one
another where they grade each others performance during the debate
(Objective 7, 8, 10).

STAGE III: LEARNING ACTIVITIES

Unit Calendar

Day Unit Activities Assessments

Objective
(s)
Day 1- Hook/ 2, 3, 6 Open unit by introducing Exit ticket
Intro to forms of students to the concept reflection
Governance of of governance by
each civilization allowing them to
restructure authority in
the classroom in a way
that everybody agrees
upon. After allowing
discussion amongst
students. Finish day by
reflecting on activity in
relation to history
Day 2- Forms of 2, 6, 8 First half of class devoted Venn Diagram
Governance part to lecture, Second half of turned in at
2 class students to work in either the end of
pairs completing class or
compare and contrast beginning of
matrix of governances of class the
Rome, China and Greece. following day
Day 3- 1 Begin technologic Exit ticket
Technological advancements lecture reflection/
Advancements participation in
class discussions
Day 4- 1, 9 Finish lecture if needed. Advertisements
Technological Using the Lab, students of technologies
Advancements will create an advertising
part 2 page covering

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 technologies of the
societies.
Day 5- 7, 10 Introduction to project Annotated
Introduction to for first half of class, Bibliography
Unit Project second half of class
(Performance devoted to independent
Assessment) work on project
Day 6- 4 Handout graphic Completed
Infrastructure organizer which students graphic
and Architecture will complete using organizer
in Rome, Greece provided list of websites
and China featuring VR of
archeological sites and
information on
infrastructure
Day 7- 4 Students will be given Reflections on
Infrastructure various primary and infrastructure
and Architecture secondary sources, and and architecture
Source activity use them to compose
reflections on key
developments in
infrastructure and
architecture
Day 8- 5 Brief overview of key Graded quizzes
Philosophy in philosophers and their
Ancient beliefs in the form of
Civilization lecture with a post
reflection. Finish class
with a quiz on
Infrastructure,
Architecture and
Philosophy, and hand out
study guide
Day 9- Exam 1-10 Go over study guide Study Day
Review Day allowing students to ask
instructor any questions
Day 10- Unit 1-10 Unit Exam Unit Exam
Exam
Day 11- Unit 7, 10 Students to be grouped Companion
Project together, and present paper detailing
Presentation their argument prepared their position
Day prior to class using sources.

Catalog of Lessons

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Day 1- Unit Hook & Introduction to forms of governance in Ancient
China, Greece and Rome

Unit Objectives: 2, 3, 6

Activities
Introduction Simulation
o Address students informing them that if the entire class can
agree on a new form of authority/ classroom management, it will
be adopted by the instructor
Every single student must be in complete agreement of
policies
Instructor will highlight certain aspects of classroom
policy for students to address: interrupting speakers,
rudeness, and division of authority (who enforces the
rules, and how decisions are made).
Discussion is to be organized and will still be facilitated by
the instructor. This means that students are not going to be
shouting out their ideas.
Instructor will note the level of cooperation and
disagreement, as well as what sort of prior knowledge will
is educating the students commentary.
o This discussion will take 20 minutes of class time, with the
instructor redirecting discussion if becomes too distracted.
Formal Introduction to forms of governance
o Class is refocused on the teacher, and the instructor
systematically discusses Greek, Chinese and Roman forms of
governance for the final 30 minutes of class.
Greece
Codified law
Constitutional Democracy
City States
China
Dynasties and Empires
Competing regional claimants
Censuses to collect taxes
Strict and bureaucratic
Rome
The Roman Republic and Greek influences
Appointed Consuls
Popular Assemblies and the Senate
Assessment: Students will compose quick write reflection for the final 5-7
minutes of class. The prompt will ask the students to comment on their

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reactions to the activity at the beginning of class, and relate it to organizing
regions the size of Greece, Rome or China with little precedent to follow. This
exit ticket will serve as a check for understanding.

Day 2- Forms of governance part 2

Unit Objectives: 2, 6, 8

Activities: After introducing forms of governance the prior day, the first half
of class will be spent over viewing the specific forms of governance for each
civilization: democratic city-states in ancient Greece, the Roman Empire and
republicanism in Rome, and the dynastic empires of China (25 minutes).
After the lecture, students will work in pairs to complete a Venn diagram
comparing and contrasting attributes of each form of government (25
minutes). If the Venn diagram is not completed, it will be due the beginning
of class the following day.

Assessment: Venn Diagrams will be turned in either at the end of class or at

the beginning of Day 3 to ensure students have attained the necessary
information

See Handout 1 Below

Day 3- Technological Advancements

Unit Objectives: 1

Activities: Lecture given on various technological advancements achieved by

each civilization. This will be only day of the unit that is entirely lecture.
Topics highlighted will include concrete, Gregorian calendar, brass and
ploughs in Rome, cartography, gears, and watermills in Greece, and the
compass, gunpowder, papermaking and printing in China (40 minutes).

Assessment: Students will write an exit ticket around 7-8 sentence in which
they identify at least one technology from each civilization, and why they
were significant (10 minutes).

Day 4- Technological Advancements part 2

Unit Objectives: 1, 9

Activities
Finish Lecture (10 minutes)
o The prior day, a lecture would have been given regarding the
technological advancements of ancient Greece, Rome and China.

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 Greek technologies highlighted: cartography, gears and
watermills
Roman technologies highlighted: concrete, Gregorian
calendars, brass and ploughs,
Chinese technologies highlighted: the compass,
gunpowder, papermaking and printing.
o The lecture will also briefly highlight the significance of some of
these inventions. Compasses and cartography contributed to
global trade along the Silk Road, Concrete contributed to the
Romans ability to build monuments, roads, and aqueducts, many
of which still exist, and the Gregorian calendar became the basis
for many later western calendars.
After finishing the lecture, introduce the Technologies assignment (40
minutes)
o The students will be expected to create a page stylized with
graphically modern advertisements for at least three
technologies from each society making for a total of nine ads
At least one ad for each civilization should be for a
technology not explicitly covered in class, meaning the
students are expected to do research. Citing sources will
have already been covered so students are expected to
use reliable sources with proper citations for their
independent research.
The students are encouraged by the instructor to be
creative, and cater their advertisements to an audience of
the time being studied, meaning how would these
technologies benefit the average person in each respective
civilization.
o Depending on technology available, either a laptop cart will be
brought to class or the session will meet in the computer lab in
order for students to complete the assignment.
The assignment is due at either the end of class or the beginning of
class the following day.
Assessment: The advertisements will be graded by the instructor for both
accuracy as well as the students ability to apply their understanding of the
assignment to the context of a citizen of ancient Rome, Greece and China.

Day 5- Introduction to Unit Project

Unit Objectives: 7, 10

Activities
Go to the library and introduce the Unit Project, which will serve as the
performance assessment for the unit (15 minutes).

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 o Explain to the students that they will be taking on the role of an
ambassador from one of the three civilizations, and will be
participating in a debate with two peers at the unit
o Open up the class to sign up for a civilization
The instructor should only allow for a certain amount of
students to sign up for each civilization to ensure that the
class will be roughly able to be divided into groups of three
with each civilization being represented in the groups
o The objective of the project will involve developing a defense of
the assigned civilization and/or and attack on the opposing
civilization with the intent of providing an argument for the
superiority of the civilization
After students have confirmed their civilization they may begin to
conduct research on their topic (35 minutes)
o The teacher will emphasize that their research should be derived
from reliable sources.
o An annotated bibliography of at least three sources will be due
the two days after the project is introduced. At least one source
should be a primary source.
o Research should be primarily focused on standards of living for
different classes of people in the selected civilization, and
organization of governance, including perceived benefits of the
specific form of governance.

Assessment: The annotated bibliography will be either turned in at the end of

class, or the beginning of class the following day
Using feedback on the annotated bibliography from the instructor, the
students will compose 4-5 page research paper, which is due on the
final day of the unit.

Day 6- Infrastructure and Architecture in Rome, Greece and China

Unit Objectives: 4

Activities
This lesson will utilize computers in the classroom if possible, otherwise
it will take place in the library.
The instructor will hand out a graphic organizer (see handout 2) and
introduce the days activity.
o Each of these civilizations had distinct architectural styles, and
all of them developed their interior infrastructure in ways never
before seen.
o The instructor will briefly go over this fact with the students to
get them thinking about the significance of the information they
will be researching (10 minutes).

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 o Using the youvisit website (http://www.youvisit.com/tour/)the
students will obtain visuals of architecture and infrastructure in
the 21st century of these countries (40 minutes).
For each civilization the student will be expected to identify
at least three unique aspects of the infrastructure and
architecture
These aspects should comment on things such as
domes in Rome, wooden roofing and systematic
design in China, and roads in Greece
The students will supplement the visuals with independent
research to inform their commentary.
The students are free to use their textbook or other
class content, however it is expected any information
used from other resources is to be cited
appropriately.
This assignment will completed in groups of two to three students,
however it is still expected that the students complete their own
assignment

Assessment: The graphic organizer will be turned in at the end of class for a
grade. Any key information missed will be highlighted by the instructor, and
the graphic organizer will be handed back to the students to assist in their
studying for the final.

http://www.youvisit.com/tour/

Day 7- Infrastructure and Source activity

Unit Objectives: 4

Activities: Following the activity from the previous day, students will be given
sources on Roman infrastructure and architecture (handout 4), Chinese
infrastructure and architecture, and Greek infrastructure and architecture
and compose a write-up summaries of significant structures and
accomplishments. Specifically the development of streets and canals in
Ancient Greece, courtyard complexes and regular layouts in Ancient China,
and the arches, aqueducts, domes and roads in Ancient Rome (50 minutes).

Assessment: Throughout the course of the activity, the students will record a
brief summary of each topic, and a brief summary of the significance in the
context of the success of the civilization.

Day 8- Philosophy in Ancient Civilization

Unit Objectives: 5

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Activities: Students will be given a brief overview of the key philosophers.
From Greece, Euclid and Pythagoras will be covered, from China, Confucius
will be covered, and from Rome, Cicero and Marcus Aurelius will be covered.
A summary of their beliefs will form the basis of the lecture (35 minutes).

Assessment: A quiz will be given at the end of class to check for

understanding of the unit going into the exam, and see what needs to be
reviewed before the end of the unit (15 minutes) (see handout 3)

Day 9- Unit Exam Review Day

Unit Objectives: 1-10

Activities: The students will be given the first half of class (25 minutes) to
conduct group studying and come up with at least one question for the
instructor to be asked in the second half of class. The final half of class (25
minutes) will be devoted to a Q/A sessions with the instructor and peers.

Assessment: Participation in Q/A session.

Day 10- Unit Exam

Unit Objectives: 1-10

Activities: Unit Exam (50 minutes). No notes or study guides will be

permitted to be used with the exam, and the exam is to be completed
individually.

Assessment: Unit Exam

Day 11- Unit Project Presentation Day

Unit Objectives: 7, 10

Activities: The class will be divided into groups of three, with each country
being represented by a student in each group and students will turn their
companion essay in (5 minutes). The students will then present their
argument in favor of their assigned nation and against the other two (45
minutes).

Assessment: Companion research essay will be graded to endure

comprehension of the subject matter.

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Handout 1
Forms of Governance in China, Greece and Rome

NAME:
Greece

China Rome
Handout 2

Architecture and Infrastructure

Name___________________

Country Architecture Infrastructure

Rome

China
Greece
Handout 3

Name: __________________
Ancient Greece, Rome and China
10th grade

Advancements in Technology
Part I Multiple Choice
Directions: Please carefully read the following questions, and mark the
most appropriate answer in the space provided
4 points: 1 point per question

1. The Four Great Inventions which came out of China included all of the
following except (Ray):

a. Gunpowder
b. Papermaking
c. The Compass
d. Cartography
e. Woodblock Printing

2. Greek intellectuals Euclid of Alexandria, Pythagoras of Samos and

Hippocrates of Chios were all instrumental in the development of which
field (Greek Mathematics)?

a. Biology
b. Chemistry
c. Mathematics
d. Engineering
e. Economics

3. Concrete was developed exclusively by which civilization or

civilizations (Gromicko & Shepard)?

a. Only Rome
b. China and Rome
c. China and Greece
d. Greece and Rome
e. Only Greece
 4. Greece was integral in the development of systems of governance.
Which of the following was their most substantial contribution (Panezi)

a. Holding free and general elections for ALL Greeks

b. Codifying and standardizing a system of law
c. Separating the power of governments in Branches
d. Separating religion and state from on another
e. Rejecting the idea that the government should rally behind an
individual

Part II Essay Question

Directions: In the space provided below, please compose a well-organized
paragraph in which the you identify one technological advancement from
China, Rome and Greece. The paragraph should address the significance of
each selected topic in the context of the of the average citizen of the
respective civilization.
6 points: 3 for identifying technological advancement from each civilization,
3 for providing context
Answer Key
1. D
2. C
3. A
4. B
5. Sample Answer: The Ancient Romans developed methods to create
concrete, and in doing so were able to make aqua ducts and relatively
complex sewage system. This meant that many Romans had access to
running water of a sort, and waste was taken care of in a way that
would be luxurious anywhere else in the world during this time. In
China, the development of paper would have greatly increased the
capacity for records of the empire to be kept, and for the average
citizen, paper was eventually seen as a viable option for sanitation
following restroom use (toilet paper), and was even used in teabags
later on. In Greece, the watermill would have greatly affected the lives
of farmers. It would have allowed these people to grind up vast
quantities of grain allowing them to produce foods such as rice, cereal
and flour
Handout 4
Pathenon in Rome

(Pantheon, Rome)

Pompeii
(General view and Vesuvius, Pompeii, Italy)
Roman Road Construction

(Piransi, 1756)
 References

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http://www.sacu.org/greatinventions.html

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webster.com/dictionary/Philosophy

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webster.com/dictionary/Republic