Unit+3+Greece+and+Rome


 * Classical Civilizations/Empires**

Prior to starting the unit 1. Go over final assessment. Go through [|__Tips for writing__] Review evidence vs. analysis and why you need BOTH! take turns analyzing evidence together.

Intro:
 * Essential Questions:**
 * 1) Do ideologies/values shape societies?
 * 2) To what extent do enduring traditions exist today from classical civilizations? Why do certain traditions persist today and what makes a civilization “classical”?
 * 3) What defines the rise and fall of a society? To what extent are there patterns for the rise and fall of civilizations?
 * 4) To what extent is history determined by individuals as opposed to circumstance?

**Day 1:**


 * EQ for the day: What is communism? What attracts people to communism? Is this system of government succeeding or failing to improve peoples lives today?  **

**Activity:** Take a moment to jot down some notes on the questions below. You do not need to write in complete sentences, but to create some ideas to guide your comments in a discussion we will have in 5 minutes.

Do you think that you would be better served studying at an American institution with English as the common language or at a Chinese institution with Mandarin as the common language? Which language will be more important in the next 25 years? In the next 50?


 * Discussion**

Now take a few minutes to answer the following questions. You may need to go online to find evidence to support your claims.
 * In class research:**

1. Is China a rising world power?

2. Is their evidence to support your claim? (Things to consider: Economics, peoples' rights, influence on the rest of the world........)

3. Does China’s strength as a nation affect you personally, why or why not?


 * Discussion point : ** Though there is disagreement on whether China is a superpower most people feel it is certainly a rising world power. As such, it makes sense to understand Chinas economic and political system.

The teacher will now explain **the basics of Communist Party Rule** using some of the links listed: (Communism cartoon [|here])

Chinese Communist Party Explained: media type="custom" key="23873260"

Further Discussion on Chinese Communism Read the linked documents below with a partner (or by yourself) to help you answer the corresponding questions. 1. What is Communism? 2. What are the origins of Chinese Communism? (see readings [|here] and [|here]) 3. What made communism attractive to many Chinese people? How is the ideal different from the reality of Communism? 4. How has the Communist form of government helped and hurt the people of China ([|reading on reform in China])?

Exit Slip: Using evidence AND analysis answer the following question: Is China a rising world power?

What questions do you still have about China, communism, or any other topic that was discussed today?

**Homework:** Read Part I on [|__Ibn Khaldun's__] and answer the questions in Part II. The teacher will either grade you on an in-class discussion or ask you to send a Google document with the answers to Part II.

Learn theory about the rise and fall of Islamic dynasties. We will apply to China in class.

If time permits or for further study: [|How Communism Works] [|How China Is Ruled]

[|Communism Explained:](Brain Pop Username: aesesnew Password:ne wdelhi)

Understanding the Rise of China: media type="custom" key="23894988"

- = Day 2 = EQ For the day: To what extent are there patterns for the rise and fall of civilizations? Can we apply Khaldun to the Communist Party of China today?

Discuss Khaldun’s Theory.
 * Class Discussion: **

How did he determine whether a dynasty was rising or falling? What were the steps?

[|__Read Part III as a group:__] Take a few minutes to answer each individually. You can use the resources below or other online sources to answer them. You will be given a grade on your participation in the following discussion.


 * What was the group feeling that catapulted the Chinese Communist Party into power?


 * Find some evidence on how the Chinese Communist Party has maintained its power.


 * Is there any evidence that the Communist Party rule has benefited the whole of the Chinese people in recent years?
 * Is there any evidence that Chinese politicians are abusing their power to finance their taste for luxury?


 * Based on the evidence below (while also applying Khaldun's theory), do you believe that China is rising or falling?

Evaluate the sources below (and outside sources if you like, but prepare to share your source) to help you to answer the above questions AND to help you to make a decision about whether you think China is rising or falling. Use the steps in Khaldun's theory to help you, as well.

[|Communists Take Power in China (Background Reading)]

Rising: [|Why China's Political Model is Superior (According to Eric Li)]

[|The Upside of Factory Girl Life in China]

[|China's Money] (Economic Rise in China)

Falling: What are some potential downsides to living under the Chinese Communist Party?

Cartoon: [|__Crack Down on Corruption__]

__ [|Political Theater: Trial of Bo Xilai] __

[|China Inequality Causes Unease]

[|Some want change: Political Ideas Proposed in Shenzhen]


 * Discussion: **

Now we will get a unique perspective on modern China. What does the speaker think of Chinese Communist Rule?

Watch: A Tale of Two Political Systems: media type="custom" key="23863338"

Activity Background Reading:[| China: Reform and Reaction] 1. To what extent does economic growth and corruption impact the rise and/or fall of Modern China? 2. To what extent has China’s legitimacy in modern times come from economic growth? 3. As people get wealthier will they change their views about communism as an ideal form of government? In other words, Is economic growth enough to keep the communist party in power?

If time allows we will discuss the questions. If not include them in your homework tonight.

For your homework, you will work with a partner to learn more about the history of Chinese political, social, and economic past. Try and determine to what extent China's past civilization was similar to the modern Communist state.

Work in groups of two. Each read one of the following chapters. Qin and the Han dynasties: [|__Han Empires in China__], [|__The Unification of China__]. You will answer at least three of the questions below and teach them to your partner tomorrow.
 * Homework: **


 * Define the terms and names from both readings
 * What led to the formation of both the dynasties (does Khaldun’s theory apply?)
 * What benefits did the dynasty bring to the ruling class ? What benefits did it bring to its citizens?
 * What were some things that happened during the golden ages of both?
 * What led to their decline and replacement?
 * In your own words how is the Han dynasty similar to the Chinese government today?
 * In your own words how were the early people of China similar or different to the people there today?

Additional Optional Videos:

[|Fear Factory] (The Daily Show)

The Voices of Chinese Workers: media type="custom" key="23893178"

**Day 3:** Time to teach your partner about your reading

Class Discussion:

- What led to the formation of both dynasties? Does Khaldun’s theory apply? - What benefits did the dynasty bring to the ruling class ? What benefits did it bring to its citizens? - What were some things that happened during the golden ages of both? - What led to their decline and replacement? - In your own words how is the Han dynasty similar to the Chinese government today? - In your own words how were the early people of China similar or different to the people there today?

According to the reading “The pattern of strong central government has remained a permanent part of Chinese life”.

Is there continuity from ancient times to modern times in terms of what Chinese people expect from their leaders? (think about the Han Empire, the Qin dynasty, and what you know about Chinese government today)

How do civilizations (the Chinese government) maintain power? [|__Tank Man Video__]

1. What did the protesters in the video want? 2. Who were the protesters? 3. Why did they fail to change the system? 4. Describe how the government response to Tiananmen Square exacerbated class differences.


 * Homework:** Finish //Tank Man// and answer the corresponding questions

= Day 4: Discuss Tank Man/Assessment on China =

[|Graded Discussion:] What did the protesters in the video want? Who were the protesters? Why did they fail to change the system? Describe how the government response to Tiananmen Square exacerbated class differences.

Now we will do a quick activity to teach you about continuity and change requiring you to use specific evidence.

Which of these have stayed the same in China and which of these have changed? Which of these might be in the process of changing? Use specific evidence to demonstrate HOW each category has __changed__ OR how it has __stayed the same__(Continuity).
 * Change and Continuity Discussion: **

Before Discussion: What is evidence? Where can you find reliable evidence? You will be placed into groups and find evidence about Ancient and Modern China from each of the categories. Remember, we have limited time so you want to find as much information as possible so if you are struggling to find some content, move on to the next topic.

Government (Leadership) Hierarchy (structure/bureaucracy) Laws/Powers of government over the population Qualifications for working in government
 * Political: **

Family Structure Class Structure Culture Education Urban Life Rural Life Ethnic Tensions (As related to territorial expansion)
 * Social: **

Job Opportunities/types of labor Urban Life Rural Life Standard of Living
 * Economics: **

**Homework:** Review the links and information about Ancient and Modern China to ensure that you are prepared to write a 5 paragraph essay on continuity and change. You need to talk about political, social and economic factors. Use specific evidence and analysis to prove how China has changed and also remained the same.

**Note: You may use a printed out outline with specific pieces of evidence but you may not use your computer to write this essay so make sure that you have all the information you need on a piece of paper BEFORE you come to class next time.**

**Day 5: In-Class Essay**

[|**CCOT essay prompt:**]Analyze the change and continuities of Chinese civilization from ancient China to today. You must reference government, social organization and the economy in your essay.

**Homework:** Read [| the following document] and think about the question below:

What are the values that motivated the decision to buy the new television and how do they play out in all of the decisions in this man’s life?

Discuss In-Class Essays. Potential re-writes for those that conference with me one on one.

= Day 6 To What extent do ideologies/values shape societies? = Who Am I?  What motivates my behavior? From where do these motivations originate?
 * Do Now: **

Discuss reading on “An Exercise in Values Identification”

Define Ideology as a set of beliefs or values that guides an individual, social movement, institution, class, large group, etc. [|Twenty Things You Love To Do Exercise] How many of the things you love to do are a part of the society you belong to? (ie nationality, religion, peer group, school, etc.) How do the things you value impact your behavior within society? Think about what you have learned about ancient and modern China. To what extent do the people of China have a common set of values that dictate the way they live their lives? Think about past and present.

[|Agree or Disagree Activity] as a class How did your values affect your responses to the activity? Where did these values come from?


 * Unit Question:** Do ideologies/values shape societies? How?

**Homework:** Administer the same Agree/Disagree exercise to your parents.

**Day 7: Who were they? What motivated their behavior? From where did these motivations originate?**

Brief discussion of parent response to Agree/Disagree exercise.

Assign student groups a Classical Civilization for the following assignment:

**Values/Ideology of Classical Civilizations-An Illustrated Guide.** (Greece, Rome, Maurya, Gupta, Mongol, Maya)

Students are to create a visual for their civilization that includes titled pictures of drawings of specific evidence of the value and ideology of their civilization. For each image, there must also be a writeen explanation (in a few sentences) of what the image demonstrates about the ideology of their civilization. The goal is to provide as much information as possible about the civilization with images representing the most important aspects. (Large sheets of colored paper, markers, colored pencils, some blank paper, tape etc. need to be available.

**Homework:** Finish Posters

= Day 8: Brief amount of time to complete posters before they are hung in the classroom. Each group presents their civilization. = = Assessment: Students fill in graphic organizers/charts explaining how each civilization was formed by ideology. =

[|Example of analysis of evidence in a paragraph]
 * If time allow, choose one of the readings below to write a paragraph about. Your paragraph must answer the following:**

= 1. Do ideologies/values shape societies? =

( [|__Democracy and Greece’s Golden Age__], [|__Alexander’s Empire__] , [|__The Roman Republic__] , [|__The Roman Empire__] , [|__The Fall of the Roman Empire__] , [|__India’s First Empires__] , [|__Trade spreads India’s Religion and Culture__] , [|__Han Empires in China__] , [|__The Unification of China__] , [|__The Rise of Christianity__] , [|__The Spread of Hellenistic (Greek) Culture__] ) [|The Mongol Conquests] [|Maya Kings and Cities]

Share your paragraph with a partner and discuss

HW: Paragraph, if we don't finish in class.

= Day 9 = To what extent is history determined by individuals as opposed the circumstance? Julius Caesar, Qin Shi Huangdi, Socrates, Plato and Aristotle, Alexander the Great, Chandragupta Maurya, Ashoka, Genghis Khan

Analytical Paragraph Review: take out the very simple paragraph you wrote about the ideology of one of the empires from last class. Exchange your paragraph with a partner.

[|Review this example of a quality analytical paragraph]

You will evaluate the quality of your partner's paragraph based on: Give a point for each aspect below that is **clearly** **present in the paragraph.** 1. Is there a specific **topic sentence (thesis)** that clearly answers the question: How does ideology shape society? 2. There is a specific piece of evidence that **supports the topic sentence**. 3. The evidence is explained in detail. 4. The evidence is analyzed in terms of how it proves the thesis (answers the question: How does ideology shape society?). 5. Theres is a conclusion sentence that sums up the main argument (answers the question)

Return Paragraph and report scores. Revisions due next class.

Choose one famous hero in history. What did he/she do that was great? How did he/she impact larger society/the world? What circumstances made it possible for he/she to be able to wield such influence? (ie. Did he/she have money? Resources? Were they born in a time where heroes were needed and people were more willing to accept change? etc.)
 * Today's Lesson: Do Now:**

Do a bit of research to find the answers to these questions if you aren’t sure.

Think Pair Share

Based on what you have learned, to what extent did the individual’s actions impact history in a way that would not have been possible for others given the circumstances?

Can you apply the same ideas to historical villains? Think about Hitler. How was he able to have such a huge impact on the world? Is he alone responsible for the deaths of over 6 million Jews? How much of the blame should he receive? What does the wikipedia page below imply about hatred of Jews by other groups besides the Nazi’s?


 * [|Racism in Germany 1500]

Today we will focus on individuals involved in the rise of Greek, Indian, Chinese, and Roman societies.

But first, what makes an individual "great"? media type="custom" key="23823762"

[|Assignments for periods 1 and 2] 1. What were the individual contributions of the following people to their corresponding societies: Julius Caesar: Rome Augustus Caesar: Rome Alexander the Great: Greece Pericles: Greece Qin Shi Huangdi: China Liu Bang AND Wudi: China Genghis Khan: Mongol Empire Chandragupta Maurya (Mauryan India) Ashoka (Mauryan India)
 * Questions for today: **You will be assigned a person from the list below to answer the questions below.

2. To what extent did the circumstances/environments of the societies each of the above people belonged to impact their contributions to history? In other words, to what extent did the individual’s actions impact history in a way that would not have been possible for others given the circumstances?

3. What circumstantial/environmental influences on that person contributed to their success?

When you are finished, find someone who researched another individual and share what you learned.

**Exit Slip:** To what extent did the individual’s actions impact history in a way that would not have been possible for others given the circumstances? Use specific pieces of evidence in your response.

Note: Why aren't there any women on this list?

[|The Mongol Conquests]
 * Reading Resources: ** ( [|__Democracy and Greece’s Golden Age__], [|__Alexander’s Empire__] , [|__The Roman Republic__] , [|__The Roman Empire__] , [|__The Fall of the Roman Empire__] , [|__India’s First Empires__] , [|__Trade spreads India’s Religion and Culture__] , [|__Han Empires in China__] , [|__The Unification of China__] , [|__The Rise of Christianity__] , [|__The Spread of Hellenistic (Greek) Culture__] )

**Homework:** Prepare for a fishbowl discussion next class answering the following:

To get full points for this discussion you **must** discuss individuals in each of the 5 empires for this unit: Greece, Rome, China, Mongol, India) You also must clearly explain how your evidence answers the question. **You may** **not use your computer during the fishbowl! Please come to class with your notes printed/written out on a separate piece of paper.**
 * To what extent is history determined by individuals as opposed to circumstance? **

[|Fishbowl Discussion Rubric]

Make sure you know about 5 of the following individuals (at least one from each empire): Julius Caesar: Rome Augustus Caesar: Rome Alexander the Great: Greece Pericles: Greece Qin Shi Huangdi: China Liu Bang OR Wudi: China Genghis Khan: Mongol Empire (Asia) Chandragupta Maurya (Mauryan India) Ashoka (Mauryan India)

Other resources to help you gather information **Video Resources**

= Day 10: Fishbowl Discussion = 15 min to prepare

[|Rubric]

The discussion will be divided up by empires. 1. India 2. China 3. Mongol 4. Greece 5. Rome


 * Exit Slip: Based on the discussion today come up with your own answer to the question of the day:**
 * To what extent is history determined by individuals as opposed to circumstance? You must use 2 individuals from today's discussion in your response.**


 * Homework: No Homework! :)**

= Day 11: = Other types of leaders: philosophers/religious leaders Do Now: Think of some religious leaders that you know about and explain how they have impacted society.

Think Pair Share

Question for the day: 1. How did religious/philosophical leaders influence the ways in which Rome and India functioned? 2. To what extent did religious/philosophical leaders come to prominence as a result of the circumstances/environment of their society? 3. What made specific religious and philosophical ideas attractive to people in the societies where they emerged? 4. To what extent do individual religious leaders shape history as opposed to circumstance?

5. What are the similarities and differences of the founders of major religious philosophies (Buddha and Jesus)

Jesus of Nazareth: Rome Buddha: India AND other Asian societies

Read the following[| document] and [|Complete this worksheet] to help you to understand how to form a compare and contrast essay.

**Discussion**: What are the similarities and differences of the founders of major religious philosophies (Buddha and Jesus) How would you organize the information from "The Lives of the Founders" into a compare and contrast essay?

Review the corresponding e-book readings in the links below about the religious/philosophical leaders to add to your notes. Answer the following questions in your notes: [|Hinduism and Buddhism] [|The Rise of Christianity]
 * Homework:**

1. How did Jesus and Buddha shape history?

2. Compare and contrast the impact the leadership practices of Jesis OR Buddha with one political/military leader (Ashoka, Alexander the Great, Qin Shi Huangdi, Wudi, Liu Bang, Julius Caesar, Augustus Caesar, Genghis Khan, Chandragupta Maurya, Pericles.....)

3. Why did Philosophy/New Religious ideas emerge in Rome and India?

= Day 12: = How do religious/philosophical leaders impact society differently than military/political leaders? Create a compare and contrast essay outline comparing Jesus or Buddha to a military leader.
 * Check Up: **

Discussion of how to write a DBQ

[|Go through OPVL]

Do 1 together as a class: [|__Chinese Belief System/Philosophical Leader DBQs__]

Create an outline of an essay you would write to answer the 2 main questions posed on the DBQ.

Now try to work on this one individually [|Christianity In Rome DBQ]

How was Jesus a product of the society he was born into? How did he shape Rome/the world? Why were his ideas so well received by many during the time when he was alive AND after he died? (including up to the present)

= Day 13: Classical Civilizations =

How was Jesus a product of the society he was born into? How did he shape Rome/the world? Why were his ideas so well received by many during the time when he was alive AND after he died? (including up to the present)
 * Review DBQ about Jesus and answer the following: **


 * Review: **

To what extent is history determined by individuals as opposed the circumstance? Use one religious/philosophical leader to support your answer.


 * Guiding Question for today: **
 * 1) To what extent do enduring traditions exist today from classical civilizations?
 * 2) Should Ancient Greece and Rome be considered "classical"? What other civilizations should be considered classical?

1.Why are Greece and Rome considered classical? Use the resources below and your textbook (or other approved resources) to find the definition of Classical Civilization and how it applies to Greece and Rome. 2. Using Ibn Khaldun's theory explain the rise of Greece and Rome. 3. Compare and contrast Greek and Roman ideas of democracy and philosophy. To what extent were the societies of Greece and Rome shaped by these ideas?
 * Today you need to answer all of the following questions based on the readings below: **

Online Textbook Readings on Greece and Rome: ( [|__Democracy and Greece’s Golden Age__], [|__Alexander’s Empire__] , [|__The Roman Republic__] , [|__The Roman Empire__] , [|__The Fall of the Roman Empire__] ,

Other websites on Greece and Rome [|Ancient Greece BBC Site for Kids] [|PBS Site on Rome] [|PBS Site on the Greeks] [|Ancient Greece]

Review Videos on Rome and Greece: media type="custom" key="24024134" media type="custom" key="24024138"media type="custom" key="24219378"media type="custom" key="24219390"

[|The Rise of the Roman Republic]

[|The Early Roman Empire and the Age of Augustus]

Other optional videos: media type="custom" key="24218770"media type="custom" key="24218774" Homework: Finish reading any of the above readings that you didn't complete in class.

= Day 14: Gladiator Lesson = **Questions for the day:**


 * 1) To what extent do enduring traditions (the celebration of sport) exist today from classical civilizations? Why do certain traditions persist today in terms of sport?
 * 2) To what extent were gladiators used to make people complacent with their state in life.

(Before watching) What do you already know about gladiators?

media type="custom" key="24243392" media type="custom" key="24243420"

After watching: What surprised you? Based on what you have learned from the video, would you like to be a gladiator in ancient Rome? Explain. To what extent were gladiators used to distract the masses from their problems and prevent protest? To what extent are sports today used for these purposes?

Some interesting ideas on the subject: [|Are Sports a Distraction?] [|Opiate of the Masses] [|Are sports hypnotizing us?]

Discuss!

If time, we will introduce the final project for this unit.

= Day 15: Project! You can choose to work on this project individually or in groups.=


 * Directions:** Apply the essential questions in relation to a **modern** country of your choice. You must create a prezi or ppt with visuals that display information related to answering the questions below. You must clearly display an understanding of the questions below in relation to one particular country.


 * Essential Questions:**
 * 1) Do ideologies/values shape societies?
 * 2) To what extent do enduring traditions exist today from classical civilizations? Why do certain traditions persist today and what makes a civilization “classical”?
 * 3) What defines the rise and fall of a society? To what extent are there patterns for the rise and fall of civilizations?
 * 4) To what extent is history determined by individuals as opposed to circumstance?

[|Rubric]

**Day 16: Time to Work**

**Day 17: Presentation**

= =


 * Unit Plan from 2012**