Ancient Greece
Project Title
Length of Unit
Long term Target: I can compare different forms of government in the
world and how they derive their authority.
7 -9 Weeks
“To what extent are ideas from Ancient Greece
important to today’s world?”
Standards and Grade Level Expectations Addressed in this Unit
Focusing Lens(es)
Government and Authority
CCSS Reading Standards for
Literacy in History/Social
Studies 6-8
CCSS.ELA-Literacy.RH.68.1 Cite specific textual
evidence to support
analysis of primary and
secondary sources.
CCSS Writing Standards for Literacy in History/Social Studies 6-8
CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection,
and research.
1
Inquiry
Questions
(EngagingDebatable):
READING,WRITING, PRESENTING: (Reader’s Workshop-Homer’s Iliad and The Odyssey Book Studies, Athenian
Letter of Introduction/Spartan Letter of Introduction/ Athens vs. Sparta Persuasive essay/Greek and Latin
Roots Dictionary
SOCIAL STUDIES/HISTORY-ECONOMICS-GEOGRAPHY-CIVICS: Ancient Greek timeline/Map
“The Iliad and The Odyssey” – class book studies
Two Dimensional Display (Greek Government, City-States, Culture, Religion, Geography, Technology)
To what extent are ideas from ancient Greece, Rome, China, and Africa important in today’s world?
How do historical thinkers defend a thesis using primary and secondary sources that reflect different viewpoints?
What benefits come with citizenship?
When goods and services are scarce what might happen to price? Why?
Project Strands
Oral Expression and Listening, Reading for all Purposes, Writing and Composition, Research and Reasoning, Geography, Economics, Civics, History
Concepts
Reading
Writing
Social Studies
Conflict (internal/external), Identity,
Relationships, Connections, Beliefs, Choices,
Perspective, Collaboration, Consequences
Story elements (setting), Narrative/Poetic
techniques, Organization/sequence, Point of view,
Editing
Supply and demand influence price and profit in a
market economy
Formal presentations require preparation and
effective delivery
Formal presentations require preparation and
effective delivery
Regions have different issues and perspectives
Small and large group discussions rely on active
listening and the effective contributions of all
participants
Organization is used when composin persuasive
texts
Greece is in the Eastern Hemisphere
2
Literary elements, characteristics, and ideas are
interrelated and guide the comprehension of
literary and fictional texts
Editing writing for proper grammar, usage,
mechanics, and clarity improves written work
Athenian Democracy had transformative
influences on World History.
Inferences, Mood/Tone, Theme, Summary,
Evaluation, Analysis, Characters/Characterization
Inferences, Mood/Tone, Theme, Summary,
Evaluation, Analysis, Characters/Characterization
Military Oligarchy
Supporting Daily Targets:
Guiding Questions
Factual
Conceptual
I can create an Ancient Greece Study section of my binder
or notebook.
What were the differences between Athens and
Sparta?
Which was a “better” place to live; Athens or Sparta?
I can create a book study for Homer’s “Iliad”.
What contributed to the conflict in this text?
How might the outcome have been different if the
character had made a different decision?
What types of conflict exist in stories?
What is a hero?
What is Hubris?
3
I can analyze and answer the question, “To what extent are
ideas from ancient Greece important to today’s world?”
Identify or try to predict the Theme of the book I am
reading.
What is Democracy?
Did Spartan women have a better quality of life than
Athenian women?
I can identify the common central idea of a Greek Myth .
I can analyze a peer’s summary of Greek ideas.
I can create an accurate Timeline of Events that interest
me in Ancient Greece.
When goods and services are scarce what might happen to
price? Why?
I can create an accurate map of Ancient Greece through
research and collaboration.
I can develop or design an Ancient Athenian personality.
Create a thesis of my own concerning the city-state I am
most passionate about.
I can defend my thesis by referencing historical research.
I can explain the theme of “Twin Titans”
I can compare and contrast two important Ancient Greeks.
I can write a letter from an ancient Athenian’s
perspective.
I can analyze "The Revolution of Democracy" and
assemble notes for a summary.
I can begin to transform Questions into Thesis statements.
I can create a Sparta Letter File
http://www.youtube.com/watch?v=eZ5Bu-eqVZM
4
I can collaborate with several peers to create a shared
Word Wall.
I can assemble my Greek/Latin roots dictionary, as well
my Spartan pre-writing research.
I can analyze the essay’s “Basic Situation,” as well as the
“Perspective Question”. I can create a Thesis statement
using my top three reasons. I can draft my salutation and
introduction.
I can lend my viewpoint intelligently to a Socratic
seminar.
I can organize my essay with an opinion paragraph and a
graphic organizer.
I can create my Lead paragraph which utilizes my Thesis
statement. I can draft the three paragraph body for my
persuasive essay.
Key Skills:
My students will be
able to create, utilize, analyze, and
My students will be able to (Do)…
interpret…
5

















I can create a story with various elements including character, conflict, point of
view, plot, setting, etc. (RWC10-GR.7-S.2-GLE.1-EO.a.ii-iv)
I can utilize narrative techniques and genre features (RWC10-GR.7-S.3-GLE.1EO.a.iii)
I can utilize the writing process effectively (RWC10-GR.7-S.3-GLE.1-EO.a.b)
I can analyze and create different sentence types (simple, compound, complex, and
compound-complex) (RWC10-GR.7-S.3.GLE.3-EO.b.ii)
I can utilize standard conventions for capitalization, spelling and punctuation
(RWC10-GR.7-S.3-GLE.1-EO.b) and (RWC10-GR.7-S.3-GLE.3)
I can utilize and meet expectations for effective discussions and active listening
(RWC10-GR.7-S.1-GLE.2.-EO.a; IQ.ALL; N.1, 2)
I can analyze situations where natural disasters, politics, financial issues, and trade
affect supply and demand (SS-GR.7-S.3-a.b)
Analyze conflicts among nations including causes and consequences (DOK 2‐3)
Use criteria that identify the attributes of a good government and apply to specific
examples (DOK 1‐2)
a. Define supply and demand (DOK 1)
b. Identify factors that cause changes in supply and demand (DOK 1)
b. Analyze and interpret data using geographic tools and create maps (DOK 1‐3)
Construct maps using fundamental principles to identify key information and
analyze regional issues and perspectives in the Eastern Hemisphere (DOK 1‐3)
Describe the history, interactions, and contributions of various peoples and cultures
that have lived in or migrated to the Eastern Hemisphere. Topics to include but not
limited to world religions, the Silk Road, East/West contact and settlement patterns
(DOK 1‐2)
a. Explain how people interact and are interconnected over key periods or eras in
history in the Eastern Hemisphere (DOK 1‐2)
b. Determine and explain the historical context of key people, events, and ideas over
time and include the examination of different perspectives from people involved
(DOK 1‐3)







I can use technology, including the Internet, to produce and publish
writing and link to and cite sources as well as to interact and collaborate
with others, including linking to and citing sources. (CCSS: W.7.6)

I can ask and answer questions after examining geographic
sources (DOK 1-3)
I can prepare presentation of research findings (written, oral, or a visual product) for
clarity of content and effect, and grammatically correct use of language, spelling,
and mechanics
Describe the history, interactions, and contributions of various peoples and cultures
that have lived in or migrated to the Eastern Hemisphere. Topics to include but not
limited to world religions, the Silk Road, East/West contact and settlement patterns
(DOK 1-2)
Describe the characteristics and distribution of physical systems, cultural patterns
and economic interdependence to make predictions. Topics to include but not
limited to environmental issues and cultural diffusion (DOK 1-3)
Analyze and interpret data using geographic tools and create maps (DOK 1-3)
Construct maps using fundamental principles to identify key information and
analyze regional issues and perspectives in the Eastern Hemisphere (DOK 1-3)
Define supply and demand (DOK 1)
Identify factors that cause changes in supply and demand (DOK 1)
Define supply and demand (DOK 1)
Identify factors that cause changes in supply and demand (DOK 1)










6
I can cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text (RWC10-GR.7-S.2-GLE.1EO.a.i)
I can determine a theme or central idea of a text and support using text-based
evidence (RWC10-GR.7-S.2-GLE.1-EO.a.ii)
I can analyze how particular elements of a story interact (RWC10-GR.7-S.2-GLE.1EO.a.iii)
I can compare and contrast two or more texts for theme, style, plot, - etc. (RWC10GR.7-S.2-GLE.1-EO.c.i,ii)
I can compose a narrative using a range of literary techniques (RWC10-GR.7-S.3GLE.1-EO.a)
I can revise and edit a narrative (RWC10-GR.7-S.3-GLE.1-EO.b, RWC10-GR.7S.3-GLE.3-EO.a, b, c, e)
I can engage effectively in a range of collaborative discussions (RWC10-GR.7-S.1GLE.2.-EO.a)
Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in Humanities can demonstrate the ability
to apply and comprehend critical language through
the following statement(s):
After comparing and contrasting Athens and Sparta I can defend my opinion as well as create an original essay that
utilizes cited research and persuasive writing.
Academic Vocabulary:
Analysis, Evidence, Citing/citation, Summarize, Determine, Compare/contrast, Infer/inference, Collaboration, Identity, Resonate, Textual
Evidence, Critique,
Technical Vocabulary:
Democracy, Oligarchy, Hubris, Citizen, Assembly, Agora, Agoge, City-State, Monarchy, Colony, Persian Wars, Polis, Mediterranean Sea,
Trireme,
7
1) Athenian Letter
2) Spartan Letter
3) Persuasive Essay
Please create a google doc titled yournameathenianletter. This doc will be used to store all of
your Athenian Letter research.
1) Gather information for your character’s questionnaire with:
Athens
http://www.pbs.org/empires/thegreeks/background/10a.html
http://www.pbs.org/empires/thegreeks/background/10b.html
http://www.pbs.org/empires/thegreeks/background/32a.html
http://www.pbs.org/empires/thegreeks/background/32b.html
http://www.pbs.org/empires/thegreeks/background/32c.html
http://www.pbs.org/empires/thegreeks/background/32d.html
http://www.pbs.org/empires/thegreeks/background/32e.html
http://www.pbs.org/empires/thegreeks/background/36.html
8
1. What’s your name? (Please write in English and Greek)
2. What is your gender?
3. What year were you born and where?
4. What form of government do you live under?
5. What’s the problem you faced in your life?
6. What’s your family background?
7. Where do you live?
8. What do you like to do?
9. What’s different about you?
10. What are your strengths?
11. What do you care about? What do you want?
12. What do you fear?
13. What are your dreams?
9
14. Who are the important people in your life?
15. What are the important things in your life?
16. What will change through confronting your problem? Possibilities:
2) Please introduce yourself to the world with this template:
Date: The season and be sure the year is BCE.
To Whom It May Concern:
1st Paragraph: Start with a sentence that introduces who you are and what you do in Ancient Greece. Explain that
you are writing this letter as a way of introducing yourself. Explain where you live and what it is like. Describe
two to three of your strengths, outstanding qualities or personal characteristics, your philosophy or anything else
that will allow the reader to get a little idea about what kind of a person you are. (five to six sentences)
2nd Paragraph: Tell us about your spiritual beliefs. Is there anything you fear? Describe two or three goals you
have in life; your hopes and dreams. (Five or six sentences)
Closing: Sincerely,
Sign your name in Greek and put your English name on the back.
10
3) Design your character’s name with: http://www.pbs.org/empires/thegreeks/igreeks/map.html
SPARTA!
Research Sparta and famous Spartan Quotes. Create your own original Spartan saying and include
it in your letter. Be prepared to explain why it’s worthy of Sparta!
Please include the following in your two paragraph letter:
1. Name
2. Occupation
3. Spiritual beliefs
4. Greatest fear
11
5. Greatest hope
6. Favorite Spartan law
7. Original Spartan Saying
8. Thing you dislike the most about Athens
9. Best part of your training and education
10. Worst Part of your training and education
http://www.pbs.org/empires/thegreeks/background/8c.html
http://greece.mrdonn.org/sparta.html
Design your character’s name with: http://www.pbs.org/empires/thegreeks/igreeks/map.html
12
Persuasive Essay: Athens vs. Sparta
This is a Basic Situation you can use to design your Persuasive essay. You can take any
approach you want though as long as your essay persuades the reader to believe that either
Athens or Sparta is the better city-state!
You are living with your family in ancient Greece in the city-state of either Athens or Sparta. (You
choose). You have a relative who lives in another city-state and is thinking of relocating to either Athens
or Sparta. This relative has written a letter to you asking your opinion on which city-state (Athens or
Sparta) would be the best place to relocate and why.
Perspective Question
Which city state in ancient Greece is the superior place for your relative to live: Athens or Sparta?
Consider the type of person your relative is. Is your relative old or young? Male or female? An artist or a
warrior? The city-state you recommend should suit his or her needs.
Prompt
Write a five-paragraph persuasive essay in the form of a letter explaining why Athens or Sparta is the
most superior city-state in which your relative should live. Give examples that support your argument in
the form of facts from your research. Discuss issues such as government, treatment of non-citizens,
quality of life, culture, education, farming, military, the roles of males and females, etc.
13
Write your Statement of Opinion about which city-state is the superior place to move:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
__________________________________________________________________
THESIS PARAGRAPH (INTRODUCTION)
Salutation & Intro: How will you greet your relative?
Background: Begin your letter with personal questions regarding your relative and comments
about your daily life in Ancient Greece.
BODY PARAGRAPH
14
Topic Sentence: The first sentence of your first paragraph should introduce your argument. This
is the paragraph in which you explain why all of the three reasons stated in your thesis are the best
examples of why your city-state is superior.
Details: For example. . .
1.) Reason #1:
2.) Reason #2:
CONCLUSION: You’ve done all your research, what have you learned? “So What!?!?”
3.) Reason
#3:
Restate
Thesis: In new words
Support: (You must explain, using your notes and research, your three reasons. Elaborate!) This
shows that. . .
1.) Support for Reason #1:
2.) Support
for Reason
#2:
Summarize
Main Points:
Remind your relative about the most
15 important reasons to move to
Athens or Sparta.
3.) Support for Reason #3:
Outline Continued
16
A
B
C
Not
A
full
Near
Approaching Passing
flawless execution
the
Below
of the
execution standard
standard
the
of the
standard
with
some
standard
room to
improve
Introduction, Thesis, Title
Creative introduction and title. Thesis is clearly,
concisely stated and gives audience an interesting
approach to your essay.
https://owl.english.purdue.edu/owl/resource/545/01/
Support; Details; Examples; Quotations
Uses a variety of specific and relevant details and
examples to support ideas, which are specific and
well reasoned. NO WIKIPEDIA
Essay as a whole
Essay addresses the topic thoughtfully and is
coherently organized in at least five paragraphs.
Essay asserts a personal position and supports that
position with concrete evidence and at least three
reasons.
Grammar; Punctuation; Spelling; Word choice;
Vocabulary use
Virtually free of grammar, punctuation, and
spelling errors; correct word choice; vocabulary is
varied and sophisticated. Sources are cited using
MLA format.
You can use this site to create your citation
http://citationmachine.net/index2.php
17
18