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Big Question: What was the lasting effects of the Greek Culture on World History?
Big Question: What was the lasting effects of the Greek Culture on World History?
In this unit on Ancient Greece, students used the The DBQ Project's curriculum, SHEG lessons, and primary sources with a collaborative model and Common Core Standards in History to create a Digital Magazine to examine the big question stated above. The Digital Magazine templates are from CUE Rockstar, Ryan O'Donnell. Students will examine a background essays and assorted documents documents to gather evidence for their projects. All documents will be examined using close reading techniques.
Time Frame four-five weeks.
Culminating activity: Students will personal journal answering the question, "What was the lasting effects of the Greek Culture on World History?"
CALIFORNIA HISTORY CONTENT STANDARDS
6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration).
3. State the key differences between Athenian, or direct, democracy and representative democracy.
4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt..
COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12
RH 1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RH 8 Distinguish among fact, opinion, and reasoned judgment in a text.
WH 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences
WH 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WH 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students will create a digital magazine project that teaches a characteristic of Ancient Greece. They will write an original story that teaches that aspect through a news story. The digital magazine must contain a title page (picture and title), articles that cover the topics from class; geography, education in Sparta, Athenian Government, Greek culture, Homeric works, and Alexander the Great. Each article must have three tiered vocabulary words from class and three cited evidence that supports the writer's position.
Each students will plan out and write a story using materials covered in class. Then in groups of six, students will produce a digital magazine project that will cover all topics. Projects are posted below by period.
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