Académique Documents
Professionnel Documents
Culture Documents
Teachers: Wilinski
Grade Level: 7th Grade
Length of Unit : 5-6-2014 to 6-13-14
Targeted CCSS/GLCEs:
7 H1.2.6: Identify the role of the individual in history and the
significance of one persons ideas. See also 6 H1.2.5.
7 W3.1.1: Describe the characteristics that classical civilizations
share (institutions, cultural styles, systems of thought that
influenced neighboring peoples and have endured for several
centuries).
7 W3.1.2: Using historic and modern maps, locate three major empires of
this era, describe their geographic characteristics including
physical features and climates, and propose a generalization
about the relationship between geographic characteristics and
the development of early empires.
7 W3.1.3: Compare and contrast the defining characteristics of a city-
state, civilization, and empire.
7 W3.1.4: Assess the importance of Greek ideas about democracy
and citizenship in the development of Western political
thought and institutions.
7 W3.1.5: Describe major achievements from Indian, Chinese,
Mediterranean, African, and Southwest and Central Asian
civilizations in the areas of art, architecture and culture;
science, technology and mathematics; political life and ideas;
philosophy and ethical beliefs; and military strategy.
7 W3.1.6: Use historic and modern maps to locate and describe
trade networks among empires in the classical era.
7 W3.1.7: Use a case study to describe how trade integrated cultures and
influenced the economy within empires (e.g., Assyrian and
Persian trade networks or networks of Egypt and Nubia/Kush;
or Phoenician and Greek networks).
7 W3.1.8: Describe the role of state authority, military power,
taxation systems, and institutions of coerced labor, including
slavery, in building and maintaining empires (e.g., Han Empire,
Mauryan Empire, Egypt, Greek city-states and the Roman
Empire).
7 W3.1.9: Describe the significance of legal codes, belief systems,
written languages and communications in the development of
large regional empires.
7 W3.1.10: Create a time line that illustrates the rise and fall of
classical empires during the classical period. See also 6
W3.1.5.
7 C1.1.1: Explain how the purposes served by government affect
relationships between the individual, government, and society
as a whole and the differences that occur in monarchies,
theocracies, dictatorships, and representative governments.
Unit Question:
1 How did several factors lead to the rise and fall of empires during
this era?
2 How did classical civilizations and empires during this era interact
with each other and the environment?
3 How did classical civilizations and empires during this era impact
future eras up to the present time?
Learning/Objective Outcomes:
Vocabulary:
Essential Questions:
Lesson 6: Students will review what a philosophy is. They will then read
about the three Chinese philosophies and complete a graphic organizer
that compares the three philosophies. After they have read, they will
begin a RAFT assignment where they select one of the Chinese
philosophies to defend and they will write a letter to a westerner about
how a Chinese philosophy could change the way they live their life. After
the RAFT assignment, students will discuss with a partner and eventually
with the whole group how western and eastern philosophies differ.
Lesson 7: Students will study the empire of Alexander the Great. They will
research his life, inquire about the size of his empire, and speculate about
how the empire fell. They will use the Rise and Fall of Empires graphic
organizer to analyze Alexander the Great. Students will then begin
creating a timeline that has the four empires we have studied. They
should illustrate how empires changed over time.
Lesson 8: Students will be assigned a city state based on which class they
are in (Ms. Wilinskis or Ms. Lenzs) and will choose 1-2 events to
participate in based on research about what events existed in the original
Olympic games. Students will compete with the other class and their
classmates to win each event. The events will be timed.
Lesson 9: Students will learn about how the Roman Senate functioned and
how laws were passed. They will first read about the Roman Republic in
the text and analyze the roles of the Tribunes, Consuls and Senate. They
will assess the power allotted to plebeians and patricians. Roman Senate
Simulation Students will be assigned roles as they walk into the room.
They will brainstorm how to address each situation in the role as either a
Plebeian or a Patrician. At the end of the Simulation they will answer two
questions about the real Roman Republic and compare it to their
simulation in an exit card.
Lesson 10: Students will discuss the importance of a strong leader at the
head of a Republic or an Empire. They will then read a play about the
death of Julius Caesar. They will take careful note about why people
wanted Caesar to be killed and who wanted him alive. They will then
speculate about how the people of Rome reacted after his assassination.
In a teacher led discussion, students will take notes about the steps Rome
took to become an Empire.
ELPS
L.1 Follow simple and complex directions
L.2 Understand spoken English to participate in social contexts
L.3 Identify main ideas and supporting details from spoken English
L.4 Identify the meaning of vocabulary in the content areas
L.5 Identify speaker attitude and point of view
L.6 Make inferences and predictions
S.1 Use spoken language for daily activities within and beyond the school
setting
S.2 Engage in conversations for personal expression and enjoyment
S.3 Use spoken English and nonverbal communication in socially and
culturally appropriate ways
S.4 Use English to interact in the classroom
S.5 Provide and obtain information; express and exchange opinions
S.6 Demonstrate comprehensible pronunciation and intonation for clarity
in oral communication
S.7 Present information, concepts, and ideas to an audience of listeners
on a variety of topics
S.8 Use strategies to extend communicative competence
R.1 Recognize concepts of print literacy
R.2 Demonstrate phonological awareness and the relationship of
listening/speaking to decoding
R.3 Build vocabulary to develop concepts
R.4 Understand and use grammatical rules of English to improve
comprehension
R.5 Read and demonstrate comprehension of main ideas and supporting
details
R.6 Apply reading skills in social and academic contexts
R.7 Read for research purposes
R.8 Make inferences, predictions, and conclusions from reading
R.9 Analyze style and form of various genre
R.10 Identify authors voice, attitude, and point of view
W.1 Use conventions and formats of written English
W.2 Use grammatical conventions of English
W.3 Write using appropriate vocabulary choice and variation
W.4 Construct sentences and develop paragraphs to organize writing
supporting a central idea
W.5 Use the writing process to produce written products
W.6 Use various types of writing for specific purposes
W.7 Use multiple sources to extend writing
W.8 Use tone and voice to engage specific audiences
Materials to be used:
Textbook, Graphic Organizers, iPads, World History Atlases, Laminated
Maps, Interactive Student Notebooks, Art Supplies
Technology used:
Document Camera
Internet - Website
Promethean Board
iPads
Strategies Implemented:
Graphic Organizers
Think-Pair-Share
Foldables
Progressive Maps
Charades
T-Chart
Role Playing
Flow Charts
Response Cards
3-2-1 Summary
Annotated Illustration
Human Graph
Group Discussion
Interactive Student Notebooks
Personal Dictionaries
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