Unit

Plan Overview

Unit: Expanding Networks of Exchange and Encounter: Ancient Greece
Stage 1- Desired Results
Connections to Context:
Transfer

Students will be able to independently use their learning to

Connect this five day unit on Ancient Greece to Big Era 4 as a whole, Expanding Networks of Exchange and Encounter,

particularly in the case of population growth and the expanding networks of exchange from 1200BC-400CE (*with
(How does this fit with students experiences,
emphasis on the expansion of the Empire under Alexander)
the school goals, and the larger societal issues?)
Connect Greek history with Greek mythology and literature such as that studied in 10th grade English

Gain an understanding of Hellenistic influence in modern western civilization
Established Goals


(What kinds of long-term independent accomplishments are desired?)

Meaning

UNDERSTANDINGS
ESSENTIAL QUESTIONS

Students will understand that
Students will keep considering
(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Common Core standards met:

CCSS.ELA-LITERACY.RH9-10.2, 3,
9, *see lesson plans
Mr. Sirois curriculum: students
will be able to recognize and
describe the affects of population
growth and expansion in Ancient
Greece which relates to the unit as
a whole
Students will exhibit competency
via group presentations

Many similarities exist between Ancient Greece and the What were the goals of ancient military and political
United States/modern culture: democracy, theatre and
leaders? How do they relate and compare to the goals of
entertainment, athletics (Olympics and Pythian Games),
modern leaders?
history and literature
How does Ancient Greek civilization relate to America, as
Alexander the Greats conquest of many parts of
a nation, today?
Eurasia, particularly Persia, determined the future of
o What elements of Greek art and culture have been
that large portion of the world and forever changed
preserved in the modern world?
trade amongst those city-states and nations for
o How did the introduction of Christianity, now one of
centuries to come
the major modern religions, affect Ancient Greek
traditions?
Bodies of water play a key role in the development of
o Greek politics?
civilizations and empires via trade, naval warfare, and

transportation (ties in with the rest of the unit)

Greek politics influenced many other influential
Empires and can still be seen today in the United States (What thought-provoking questions will foster inquiry, meaning-
making and transfer?)
Greek mythology and Greek history are, in many ways,

synonymous with one another

(What specically do you want students to understand?
What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
The four expanding networks of
Mapping the trade routes of
The ability to form their own
BE4s Ancient Greece: Empire
Ancient Greece
opinion when discerning
(origins and fall), Routes
things such as the success of
Identifying the major Greek
(expansion and trade),
Alexander the Great
gods and goddesses within
Culture/Politics (city and social
mythological literature
The ability to read and dissect
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

structure), and Religions

(Mythology)
The four key elements of every
Greek city-state
The specific trade routes of
Ancient Greeceparticularly
post Alexander the Great
What led to the rise and fall of
the Empire
The three major conflicts/wars
in Greek history
The three major Greek
philosophers (Aristotle, Plato,
Socrates)
The major Greek gods and
goddesses

Identifying the four key

elements of every Greek city
and the role in which they
played within society (temple,
theater, agora, and acropolis)
Discerning whether or not
Alexander the Great was truly
great and whether or not his
conquests benefitted the
Empire in the long run

ancient texts during day 4:

religions and mythology
(students will read excerpts
from traditional Greek myth)

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(What discrete skills and processes should

students be able to use?)

(What facts and basic concepts should

students know and be
able to recall?)

Stage 2- Evidence
Evaluative Criteria
Students will show their learning by

PERFORMANCE TASK (S):
o Grades for the city-state project,
Students will complete a city-state project where they will be assigned a particular ancient Greek city-state and
video response, map activity, and
have to complete a document about the specific aspects of the certain city-state
myth presentation will be
Fill out and complete a Google forms worksheet about Alexander the Great based off of John Greens Crash Course
participation based
#8 video
o The final essay will be graded using
In pairs, draw and label the specific trade routes discussed in class on a world map
the included rubric
Students will read and perform a Greek myth in front of the class

Students will write a 2-3 page essay on how one aspect of Greek culture carries over to Western society today
(What criteria will be used in each assessment to
evaluate attainment of the desired results?)

(How will students demonstrate their understanding- meaning making and transfer- through complex performance?)

(Regardless of the format of the assessment,

what qualities are most important?)

I think it is key to make sure that

student assessment incorporates a
variety of different forms: mapping
activity, presentations relating to
understanding and connection, and a
knowledge-based quiz

OTHER EVIDENCE:
Students are comfortable and actively participating during lecture and in-class discussion via asking questions
and answering others

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

Pre-assessment- due ________


(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) Bell-ringer Questions
(Toward which goal does each
Learning Events
Progress Monitoring
learning event build?)

(How will you monitor students

Student success at transfer, meaning, and acquisition depends upon their participation in
Acquisition
progress toward acquisition,
these learning events

meaning, and transfer during lesson

Meaning
events?)
Lesson 1


Students participate in answering the bell-ringer question
Transfer
The teacher will ask questions throughout
Students are engaged and answer the teachers questions

the lesson and then circulate the room
Students listen to the teacher present the days lesson
during group activitymaking sure that
each student in participating. Each
Students will gather in groups and work on the city-state project, researching their
activity will then allow for some form of
topic and creating a presentation which they will then turn in for assessment
assessment, typically with a participation

based grade, that will help the teacher
Lesson 2
understand how much students are
Students will participate in answering the bell-ringer question
understanding and retaining.
Students are engaged and answer the teachers questions

Students listen to the teacher present the days lesson

(How will students monitor their

own progress toward acquisition,
Students watch John Greens Crash Course World History video
meaning, and transfer?)
Students fill out the Google forms worksheet as they watch the video

Students will share their answers with the class, discussing when answers differ
By working in pairs and groups students will

be able to gauge their own learning through
Lesson 3
comparison with their peers.
Students will participate in answering the bell-ringer question

Students are engaged and answer the teachers questions

(What are potential rough spots and

student misunderstandings?)
Students listen to the teacher present the days lesson

Students will work in pairs to complete the Phoenician trade worksheet
Students may struggle with presenting their
Students will share their answers with the teacher and the class
work in front of the class since many high
Students will locate the geographical locations on the power point on a laminated
schoolers feel uneasy in front of a large
desk map with a partner
group.
Students will listen to the teacher present the last activity of the day

Students will complete the trade route activity with a partner using the desk maps

(How will students get the feedback

they need?)
once more

Students will receive grades for all in class
Lesson 4
activities. They will also receive feedback on
Students will participate in answering the bell-ringer question
their essays via the grading rubric and will
Students are engaged and answer the teachers questions
receive feedback notes on their presentations
Students listen to the teacher present the days lesson
alongside the grade.
Students will gather in their assigned groups and individually read their assigned
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

myth
Students will choose roles, select props and costumes, and practice acting out their
selected myth
Students will perform their myths in front of the class period

Lesson 5
Students will participate in answering the bell-ringer question
Students are engaged and answer the teachers questions
Students listen to the teacher present the days lesson
Students will go over the final essay assignment with the teacher and then have the
rest of the class period to choose and research their topic

Basic Learning Events:
Bell-Ringer questions assessed via their ability to discuss, answer, and challenge
responses
Lecture assessed via their participation in asking and answering questions
Group work assessed via the completion of the Google forms worksheet and their
involvement and success during the city-state project, mapping activity, and
performance of Greek myth.
Final Essay assessed via their ability to formulate and defend a thesis about the
connection between ancient Greece and the modern world.

Star the multiple means of representation; underline the multiple means of action and
expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum