Middle School Social Studies

Unit 3 Greece and Rome: Democracy and Legacies

Nov through Dec

Unit Overview: How do the legacies of Greece and Rome continue to affect the modern world?

In this unit, students explore two themes related to Greece and Rome. The two themes are (1) Greek democracy and (2) the legacies of Rome.

Mini-Unit A: Greece and Democracy

In this unit, students will explore the fascinating civilization of ancient Greece, a period of significant cultural, political, and intellectual development. Through an interdisciplinary approach, students will delve into the key aspects of ancient Greek society, including its geography, government, daily life, and contributions to modern civilization. They will analyze the enduring legacy of ancient Greece and its impact on the Western world, examining how ideas and institutions from this civilization continue to shape contemporary society. Students will examine the political system of ancient Greece, including the development of democracy in Athens. They will explore the rights and responsibilities of citizens and compare them to modern democratic principles. Additionally, students will investigate the social structure of ancient Greece, including the roles of men, women, and slaves. They will explore various aspects of daily life, such as education, family, and leisure activities. Throughout the unit, students will engage in a variety of activities, including readings, discussions, multimedia presentations, and hands-on projects. They will develop a deep appreciation for the achievements and legacy of ancient Greece, fostering critical thinking, cultural understanding, and an appreciation for the connections between the past and present.

Mini-Unit B: Rome and its Legacies

In this mini-unit, students will explore the rise of the Roman Empire and examine how the legacies of ancient Rome continue to impact the modern world. They will delve into the factors that led to the expansion and eventual transformation of Rome into an empire, exploring key events, individuals, and institutions that played a role in its development. Students will also analyze the enduring influences of ancient Rome in areas such as government, law, architecture, language, and culture, gaining a deeper understanding of the lasting contributions of this ancient civilization. Students will develop a deeper understanding of the rise of the Roman Empire and its enduring legacies, fostering critical thinking, historical analysis, and an appreciation for the connections between the ancient world and the present.

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

Analyze primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere, including their influence on modern society. (1.1.a)
Investigate and evaluate the social, political, cultural, and technological development of regions in the Eastern Hemisphere. For example: The river valley civilizations, Hammurabi’s Code, Greek democracy, the Roman Republic, the Chinese inventions of gunpowder and the compass, and the printing press. (1.2.b)
Determine how physical and political features impact cultural diffusion and regional differences. For example: modern environmental issues, cultural patterns, trade barriers, and economic interdependence. (2.2.a)
Describe how economic systems in the Eastern Hemisphere (such as traditional, command, market, and mixed) were developed. (3.1.a)
Describe civic virtues and principles that guide governments and societies. For example: citizenship, civic participation, and rule of law. (4.1.a)
Analyze the opportunities and limitations of civic participation in societies in the Eastern Hemisphere. (4.1.b)
Explain the origins, functions, and structure of different governments. For example: dictatorship, totalitarianism, authoritarianism, monarchy, democracy, constitutional republic, socialism, fascism, and communism. (4.2.a)
Compare and contrast choices available to consumers within different cultures as they developed in the Eastern Hemisphere throughout history. (5.1.c)

Prepared Graduates

Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scare resources are allocated in societies through analysis of individual choice, market interaction, and public policy.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Apply economic reasoning skills to make informed personal financial decisions (PFL).

Grade Level Expectation(s)

Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. (1.1)
The historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another (1.2)
Evaluate regional differences and perspectives in the Eastern Hemisphere impact human and environmental interactions (2.2)
Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity. (3.1)
Investigate the similarities and differences of civic participation within different governmental systems in the Eastern Hemisphere (4.1)
Analyze how nations in various regions in the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways (4.2)
Investigate the role of consumers and businesses within the Eastern Hemisphere (5.1)

Essential Skills & Nature and Skills

Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy, Digital Literacy, Data Literacy)
Historical thinkers differentiate between primary and secondary sources and apply this understanding to deepen analysis.
Historical thinkers construct history using a variety of sources.
Historical thinkers construct history from facts and real-life events, while also seeking to understand multiple and diverse perspectives and influences on those events.
Historical thinkers consider multiple perspectives to interpret history and outcomes.
Historical thinkers use chronology to organize time.
Historical thinkers examine and evaluate data for context, purpose, perspective, bias, and corroboration.
Civic-minded individuals discuss and analyze how various government decisions impact people, places, and history.
Civic-minded individuals apply knowledge of the different origins, structures, and functions of governments to investigate civic topics.

Inquiry Questions

What can an artifact or primary source document reveal about the past?
Why is it advantageous to identify historical roots of change?
To what extent does isolation or interaction influence patterns of continuity and change?
How has technology shaped the development of civilizations?
What key ideas from ancient Eastern Hemisphere eras continue to demonstrate importance in modern times?
How do different types of economic systems affect societies?
How do citizens perceive, react to, and shape government policies and civic virtues and principles?
How do the origins, structures, and functions of a government relate to its people’s values and ideals?

Diciplinary, Informational, and Media Literacy

Determine the main idea(s) or relevant information of a primary or secondary source.
Analyze multiple points of view to establish a comparative approach to interpretation.
Utilize valid reasoning to develop a supported position on a historic matter.
Cite specific textual evidence to support analysis of primary and secondary sources.
Evaluate the reliability, accuracy, relevance, and bias of online and print sources.

Academic Vocabulary and Language Expectations

Review terms: government, cooperation, taxes, income, resources, production, distribution, supply and demand, consumer

Essential new terms: Citizen, tyranny, oligarchy, monarchy, democracy, alliance, Greco-Roman, patrician, plebeian, republic, Senate, consul, constitution, veto, civil war, dictator

Grade 6-8 Social Studies Language Expectations

Possible Assessments

TCI's Unit 6 and 7 Lesson Assessments
Mini-Qs in World History: Citizenship in Athens and Rome: Which Was the Better System? and rubric. The Mini-Q can be found in the binder at all schools.
Mini-Qs in World History: Education in Sparta: Did the Strengths Outweigh the Weaknesses? and rubric
How democratic was the Rome Republic? Stanford’s Reading Like a Historian Lesson (discussion and writing assignment). Teacher Materials, Student Materials, PowerPoint.
Read.Inquire.Write: Was democracy in Athens a good form of government? Primary source analysis and writing project.

Mini-Unit A: Greece and Democracy

Model Unit Plan for Theme 1: Greece and Democracy (linked here)

Mini-Unit A: Greece and Democracy

TCI: Unit 6, Lessons 18, 19, 20, 21

Additional Instructional Resources

Mini-Unit A

Athenian Democracy (SAC) Lesson Plan: from Stanford’s Reading like a Historian including Student Materials and PowerPoint
Battle of Thermopylae Lesson Plan: from Stanford’s Reading like a Historian including PowerPoint
Read.Inquire.Write: Was democracy in Athens a good form of government? Primary source analysis and writing project.

Mini-Unit B: The Legacies of Rome

Instructional Resources

Model Unit Plan for Theme 2: The Legacies of Rome (linked here)

Mini-Unit B: Legacies of Rome

TCI: Unit 7, Lessons 22, 23, 24, 25

Additional Instructional Materials

Mini-Unit B

To be or not to be Democratic Lesson Plan: compare democracies of ancient Rome, Athens, and the United States
Roman Republic Lesson Plan: from Stanford’s Reading like a Historian including Student Materials and PowerPoint

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