Title: Greece/Rome Unit Day 4 - Alexander the Great and the Fall of Greece
Objectives:
SWBAT:
1. Interpret a map of ATG’s empire and answer questions regarding it
2. Identify the major accomplishments of Phillip the II of Macedon and his contributions to
the education and development of his son
3. Define phalanx
4. Identify the major accomplishments and leadership qualities of Alexander the Great
5. Recognize the reason for the decline of ATG’s empire
6. Identify the major accomplishments of the Hellenistic Period in science, math, art, and
geography
7. Compare ATG to previous leaders and civilizations
8. Predict the outcome of his death
9. Generalize about ATG
10. Illustrate their generalizations with proof
11. Recognize the size of his empire in relation to other civilizations
12. Dramatize or create skits on ATG’s life and death
North Carolina Standards Met:
8.03 Classify within the broad patterns of history those events that may be viewed as turning points.
6.06 Trace the development of internal conflicts due to differences in religion, race, culture, and
group loyalties in various areas of the world.
2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era
through the Hellenistic period.
National Standards Met:
Era 3: 2D - Analyze the rise of Macedonia under Philip II and explain the campaigns and scope and
success of Alexander’s imperial conquests. [
Era 3: 2D - Assess Alexander’s achievements as a military and political leader and analyze why the
empire broke up into successor kingdoms.
Era 3: 2D - Evaluate major achievements of Hellenistic art, philosophy, science, and political
thought.
Journal (5 minutes): When do you feel America had its “golden age”? Why?
Discuss in class.
Anticipatory Set (10 minutes):
Using map on page 139 in their textbooks, students answer the following questions with a partner
on a sheet of paper to be turned into class:
Presentation (20 minutes): Mini-lecture on Alexander the Great with PowerPoint (hyperlinked).
Questions should be able to answer at the end:
How did Alexander the Great help spread Greek culture?
What were Alexander’s leadership qualities?
Why did his empire collapse?
What were some of his military strategies?
How does the Hellenistic period influence us today?
Checking for Understanding (5 minutes): Complete Generalization exit slip (attached).
Independent Practice (30 minutes):
Students will choose one of three scenarios to dramatize in groups of 2-3: an interview for a tabloid
with Alexander the Great on his death bed; a press conference of Alexander the Great announcing
his decision to turn around with his troops; a TV talk show with Alexander the Great at the height
of the Hellenistic Period. Students will be graded on creativity and adaptation of correct material
from the lecture. Explanation of the scenarios and grading rubric are Handout 1 (Attached).
Students will write scripts for their scenarios. Each students must write their own lines to
demonstrate equal participation.
Review: Cover what will be on the quiz (15 minutes)
Homework: Study Guide and Study
Name:
Exit Slip
Generalization: Alexander the Great was progressive in his method of uniting his
empire.
Proof 1:
Proof 2:
Generalization: The death of a great leader often leads to the fall of an empire
because no one can replace the leader. (Hint: Think of other civilizations too.)
Proof 1:
Proof 2:
Generalization: Greece experienced the height of its culture under Alexander
the Great.
Proof 1:
Proof 2:
Name:
Exit Slip
Generalization: Alexander the Great was progressive in his method of uniting his
empire.
Proof 1:
Proof 2:
Generalization: The death of a great leader often leads to the fall of an empire
because no one can replace the leader. (Hint: Think of other civilizations too.)
Proof 1:
Proof 2:
Generalization: Greece experienced the height of its culture under Alexander
the Great.
Proof 1:
Proof 2:
Classwork – Scenarios
Directions: In self-selected groups of 2-3, choose a scenario. Write a script of the dramatic event.
Volunteers can perform for the class if time permits.
Scenario A: Alexander conducting an empire-wide televised news conference at a critical point in
his reign. Roles: Alexander, Journalists
What questions might reporters ask?
How will Alexander respond?
Scenario B: Alexander close to death, granting a final interview to a writer for the Inquiring
Macedonian. Roles: Alexander, writer
What kind of publication is the Inquiring Macedonian?
What accomplishments is Alexander proud of?
What regrets about his life does Alexander have?
What are Alexander’s parting words to the world?
Scenario C: Alexander appears on The Daily Show or The Colbert Report. Stephen Colbert or Jon
Stewart interview Alexander and essentially make him look like a fool.
What embarrassing questions might the interviewer ask?
What difficult questions might the interviewer ask?
How will Alexander react to embarrassing questions?
Grading Rubric
Content
Creative
Participation
Excellent
The information used
is accurate. The
script demonstrates
comprehension of
the material.
Average
Some incorrect
information. Some
critical information is
left out.
The script
demonstrates
multiple examples of
creative thought and
effort.
All members on task
for the whole activity.
No off-task talking.
The script has one or
two examples of
creativity and little
thought.
Some members not
helping. Occasional
off-task talking.
Unacceptable
Multiple examples of
incorrect
information and little
effort was used to
demonstrate content
knowledge.
The script reads like
the textbook. No
attempt at creativity
was made.
Many group
members off task.
Off-task talking.
Not all members
working.