Ancient History/Honors Ancient History Course Outcome Summary Information



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Ancient History/Honors Ancient History

Course Outcome Summary


Information

Credits

0.5

Units and Timelines




Prologue 1/2 wk




Prehistory 2 1/2 wks




Ancient Egypt 3 wks




Ancient People of the Mediterranean 4 wks




Ancient Greeks 4 wks




Ancient Rome 4 wks

Mission/Description

Mission Statement: Our mission is to enable students to participate actively and responsibly as democratic citizens in a complex and changing society through instruction and application of knowledge of the path of other cultures and of the social sciences

Course Description: This course is designed for the college-bound student and other students interested in the great civilizations that have preceded our own. Emphasis will be placed on the structure, organization, art, architecture, culture, and philosophy of the ancients. Civilization to be studied will include: Pre-historic, Egyptian, Mesopotamian, Greek and Roman with a lesser emphasis on Ancient Indian, Chinese and Native American



Textbooks

1 Howe/Howe. The Ancient World. Publisher: Longman. Year: 1992

Core Abilities

o

Analyze divergent views to resolve conflicts.

o

Assess personal goals, values, and motivations.

o

Assume responsibility for own actions.

o

Balance a lifestyle that is safe and healthy.

o

Demonstrate appropriate communication skills.

o

Devise solutions to complex problems.

o

Initiate positive leadership skills.

o

Integrate self awareness and attitudes appropriate in diverse social situations.

o

Organize data into useable forms.

o

Utilize appropriate behaviors and attitudes in the work environment.

o

Utilize technology to improve efficiency.

Competencies, Linked Standards, Objectives and Performance Standards

1.

Clarify how the work of archaeologists, anthropologists and geologists differs from that of other historians.

Properties


Domain: Cognitive

Level: Analysis

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices

WI.SS.D.12.7 Compare, contrast, and evaluate different types of economies (traditional, command, market, and mixed) and analyze how they have been affected in the past by specific social and political systems and important historical events

WI.SS.E.12.1 Summarize research that helps explain how the brain's structure and function influence learning and behavior

WI.SS.E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue

WI.SS.E.12.15 Identify the skills needed to work effectively alone, in groups, and in institutions

Performance Standards

o learner views a film regarding the various roles played by historical professionals in the work of establishing theories from an archaeological dig and takes notes in their notebook.

o learner develops a list of job characteristics necessary to the jobs of each historical professional responsible for the theories regarding ancient humans.

o learner provides a graphic organizer that shows the "dig" at the center of a poster and creatively diagrams how the work of various historical professionals contributes to the theories regarding ancient people. (May be included in the e-portfolio)

o learner correctly displays the roles of archaeologists, anthropologists, geologist and their counter parts on the poster and presents it to the class. (May be included in the e-portfolio)

o learner produces either a virtual presentation, a product to be presented or a paper to be presented for any of the various units. HONORS

o learner works at a higher scale when taking tests or quizzes, i.e., the cut off or D- is 75%. HONORS

Learning objectives

a. Describe the roles of an archaeologist, an anthropologists, a geologist and explain how they differ.

b. Explore how various social scientists work together to recover the past.

c. Discuss the methods used and the importance of information gathered from archaeological digs.

d. Critique some of the controversies surrounding the theories regarding ancient man by archaeologists and anthropologists.


2.

Classify the differences between a culture, a society and a civilization.

Properties


Domain: Affective

Level: Valuing

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches

WI.SS.B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion

WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a reasoned conclusion in the light of other possible conclusions, and develop a coherent argument in the light of other possible arguments

WI.SS.B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States

WI.SS.B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war

WI.SS.B.12.17 Identify historical and current instances when national interests and global interests have seemed to be opposed and analyze the issues involved



Performance Standards

o learner takes notes on the differences between culture, society and civilization.

o students participate in groups of four in a simulation where they will act out the roles of people in a culture, a society, and a civilization.

o learner writes an essay describing why civilizations are generally chosen to study over simple cultures or societies. (May be included in the e-portfolio.)



Learning objectives

a. List the definition of culture.

b. Define the characteristics of a society.

c. List the five necessary elements for a civilization.

d. Describe the formation and long term effects of writing.

e. List the four chief steps in developing a written language.

f. Discuss the development and function of calendars.

g. Discuss the function of government.

h. Describe the importance of the development of cooperative labor in the development of cities and architecture.

i. Define the importance of the development of a cooperative form of religion.




3.

Question the theory of Evolution and the roots of the historical controversy surrounding it.

Properties


Domain: Affective

Level: Responding

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture

WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a reasoned conclusion in the light of other possible conclusions, and develop a coherent argument in the light of other possible arguments

WI.SS.B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved

Performance Standards

o students takes notes on the historical background of the controversy between religion and science surrounding evolution.

o students take notes on a film listed the various scientific and religious questions posed by the conflict.

o learner lists the misuses of Charles Darwin's theory as it was applied to social structures.

o learner writes an essay explaining his/her own personal view based on the evidence presented in class.

Learning objectives

a. Examine the various concepts of world order expressed in Eastern and Western religions.

b. Explain the historical background which brought Charles Darwin to develop the Theory of Evolution.

c. Investigate Carl Sagan's " Cosmic Calendar" regarding the relative age of the earth.

d. Define the Theory of Evolution.

e. Identify the concepts presented in the Western Biblical, Creationist idea.

f. Develop a personal philosophy based upon the evidence of Evolution v.s. Creationism.

g. Present the concept of "academic freedom" illuminated by the 1920's " Scopes Trial."




4.

Identify the physical characteristics and accomplishments of prehistoric peoples, particularly those of Neanderthal and Cro-Magnon.

Properties


Domain: Cognitive

Level: Knowledge

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood

WI.SS.A.12.13 Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries



Performance Standards

o learner lists the roles of an archaeologist and an anthropologists and explains how they differ.

o learner makes a chart showing the physical characteristics of a Neanderthal and a Cro Magnon man.

o learner makes a map of Western Europe and Asia showing the various areas populated by Neanderthal and Cro Magnon and put the time periods appropriate in each geographical area.

o learner makes a map showing the various uses of technology by Neanderthal and Cro Magnon and the areas where the technology was used. (May be included in e-portfolio.)

Learning objectives

a. Compare the physical characteristics of Neanderthal and Cro-Magnon people.

b. Investigate the various geographic areas populated by Neanderthal and Cro-Magnon people.

c. Compare and contrast the life of prehistoric humans with and without controlled fire.

d. Explain the importance of the domestication of plants and animals to increased population.

e. Compare the accomplishments of Neanderthal and Cro-Magnon people.

f. Discuss the key geographic factors necessary for groups of peoples to live together cooperatively.

g. Determine the factors which led Homo Sapiens to dominate all other living species.




5.

Summarize the contributions of the Ancient Egyptians to the culture that they developed along the Nile River in Africa.

Properties


Domain: Cognitive

Level: Evaluation

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood

WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a reasoned conclusion in the light of other possible conclusions, and develop a coherent argument in the light of other possible arguments

WI.SS.B.12.14 Explain the origins, central ideas, and global influence of religions, such as Buddhism, Islam, Hinduism, Judaism, and Christianity

WI.SS.C.12.2 Describe how different political systems define and protect individual human rights



Performance Standards

o learner lists the dynasties of Egyptian pharaoh to explain Egyptian history.

o learner makes a map of ancient Egypt showing the upper and lower portions and the symbols that represented each.

o learner takes notes on the three major periods of Egyptian history to achieve a chronological perspective.

o learner reads and writes an evaluation of an article that describes a controversy over the race of the ancient Egyptian people, to determine the importance of such works to the academic world.

o learner makes a poster with the accomplishments of each the Old, Middle and New Kingdoms of Egypt.



Learning objectives

a. List the "gifts of the Nile."

b. Identify significant rulers of ancient Egypt through the dynastic cycle.

c. Explore how the pharaoh preserved the concept of "Maat," through religion.

d. Explain how and why the Hyksos were able to dominate Egypt between the Old and Middle Kingdoms.

e. Identify the contributions of the Middle Kingdom.

f. Explain how Egyptian religion changed during the Middle Kingdom.

g. Summarize the accomplishment of strong New Kingdom pharaohs that accounted for Egyptian Empire.

h. Analyze the legacy of the ancient Egyptian civilization.

i. Describe significant developments in archaeology, art, science, mathematics, and education in ancient Egypt.




6.

Identify the major civilizations of the Fertile Crescent and summarize the contributions of each.

Properties


Domain: Cognitive

Level: Analysis

Difficulty: High

Importance: Important

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.8 Identify the world's major ecosystems and analyze how different economic, social, political, religious, and cultural systems have adapted to them

WI.SS.A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood

WI.SS.A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture

Performance Standards

o learner takes notes on the achievements of the empires of the Sumerians, the Amorites, the Chaldeans, the Assyrians, and the Persians.

o learner take notes on the achievements of the kingdoms of the Phoenicians and the Hebrews.

o learner writes an essay describing the differences between an empire and a kingdom.

o learner in groups of fours; will use the Decisions software simulation to determine how they will react to an outside invasion as leader of their Fertile Crescent country.

o learner writes a culminating essay describing what factual information they learned while participating in the simulation. (May be included in E-portfolio)



Learning objectives

a. Determine the role of geography in the development of civilization of the Fertile Crescent.

b. Compare the lack of geographic isolation in the Fertile Crescent that led to a "March of Empires" as opposed to Egyptian civilization.

c. Outline the contributions of the Sumerians to early Mesopotamian civilization.

d. Explain the importance of the Code of Hammurabi as the first ancient law system.

e. List the achievements of the Amorites ("First Babylonians") to the Fertile Crescent.

f. Identify the contributions of Nebuchadnezzar and the Hanging Gardens of Babylon.

g. Describe the cruelty of the Assyrians and probable reasons for this type of empire building.

h. Summarize the contributions of the vast Persian empire and the organization of it.

i. Justify the importance of the two non-empires of the Phoenicians and Hebrews to the Fertile Crescent.




7.

Identify the unique geographical features that led to the development of the city-state structure and Hellenism.

Properties


Domain: Cognitive

Level: Application

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings



Performance Standards

o learner views and takes notes on film, "Travel to the Isle of Greece."

o learner writes a description from the film regarding the topography of the Greek peninsula.

o learner makes a map of the Greek city-states on the Peloponnesus.

o learner lists the shared characteristics of each city-state.

o learner write an analysis of why the ancient Greeks valued individualism.



Learning objectives

a. Describe how the geographical characteristics of the Balkan Peninsula influenced the development of ancient Greece.

b. Trace the development and achievements of the Minoans.

c. Trace the development and achievements of the Mycenaenans.

d. Describe where the Dorians came from and why they produced the "Dark Age of Greece."

e. List the two primary characteristics of a city-state.

f. Explain the concept of limited "citizenship" in the city-states.


8.

Describe how the results of the Greek and Persian Wars preserved city-state life and lead to the development of the Golden Age

Properties


Domain: Affective

Level: Valuing

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion

WI.SS.B.12.3 Recall, select, and analyze significant historical periods and the relationships among them

WI.SS.B.12.4 Assess the validity of different interpretations of significant historical events

WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a reasoned conclusion in the light of other possible conclusions, and develop a coherent argument in the light of other possible arguments

WIB.12.8 Recall, select, explain the significance of important people, their work, and their ideas in the ares of political and intellectual leadership, inventions, discoveries, and the arts, within each era of Wisconsin, United States, and world history

Performance Standards

o learner makes a list of the events that caused the Greek/Persian Wars.

o learner makes a lists of the causes that were responsible for the Greek/Persian Wars.

o learner makes a map with the major battles of the Greek/Persian Wars.

o learner lists the effects of the Greek/Persian Wars on poster board, with a written paragraph at the bottom explaining how the Greek victory preserved elements of Western Civilization.

Learning objectives

a. Explain how the revolt of Milletus on the Ionic Coast began the Persian - Greek Wars.

b. Describe the major battles between the Persians and the Greeks.

c. Summarize how a Greek victory preserved special, unique Greek contributions to civilization.

d. Compare Spartan and Athenian education, society, culture, economics, traditions and government.

e. Summarize the evolution of Athenian democracy during the rule of Draco, Solon, Pisistratus and Cleisthenes.

f. Explain how the Pericles turned the Delian League into an Athenian empire.

g. List the four main areas of limited democracy in Athens under Pericles.

h. Describe the contributions in drama, architecture, science and poetry of the Athenians during the Golden Age.

i. Discuss the various type of philosophy developed during the Golden Age and the major Greek philosophers.




9.

Summarize the Peloponnesian War and the role it played in setting the city-states ripe for invasion

Properties


Domain: Affective

Level: Responding

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood

WI.SS.B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions

WI.SS.B.12.14 Explain the origins, central ideas, and global influence of religions, such as Buddhism, Islam, Hinduism, Judaism, and Christianity

WI.SS.B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world

Performance Standards

o learner takes notes on the causes leading up to the Peloponnesian War.

o learner makes a graphic organizer of advantages and disadvantages of both Sparta and Athens at the beginning of the war.

o learner views and takes notes on a film about the plague in Athens.

o learner writes an essay describing the death of Socrates and the changes that had taken place in Athens after the war that made this death, inevitable.

o learner makes a map of Macedonia, Thesaly and Thrace.

o learner compares and contrasts the leadership style of Philip and Alexander.

o learner writes an essay describing the relationship between Alexander the Great and Aristotle. (May be added to E-Portfolio)

o learner makes a map of the Hellenistic centers of learning that were set-up by Alexander during his 18 years of conquering.

o learner makes a map of the three areas Alexander's empire was divided into after his death, with the names of the generals as the criteria.

o learner uses a mind map to show the contributions of Egypt, Persia and Greece to Hellenistic culture. (May be added to e-portfolio)

Learning objectives

a. Explain how Corinthian jealousy in the Aegean led to a war which would pit city-states against one another.

b. Describe how unsanitary, overcrowded conditions in Athens led to the plague and the death of Pericles.

c. Explain how civic minded Athenians lost their dedication to city-state.

d. Discover how weakened city-states were left vulnerable to Philip of Macedon.

e. Explain how the son of Philip, Alexander took over the command of the Greek city-states while being taught by Aristotle.

f. Discuss the principle differences between the Greek Hellenic and Hellenistic civilizations.

g. Explain the principle contributions to Western civilization of Greek, Egyptian and Persian Hellenistic civilizations.




10.

Describe the events and various cultures that led to the formation of Roman culture.

Properties


Domain: Cognitive

Level: Synthesis

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development

WI.SS.B.12.10 Select instances of scientific, intellectual, and religious change in various regions of the world at different times in history and discuss the impact those changes had on beliefs and values

WI.SS.B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war

WI.SS.B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions



Performance Standards

o learner summarizes the characteristics of the Indo-Europeans, Latins, Etruscans and Greeks that populated the ancient Italian peninsula.

o learner develops a chart showing Etruscan agriculture, arch, city=planning, gladiators, procession, politics, religion, and warfare.

o learner learner write an imaginary essay that would please ancient Roman vanity about the origins of the Roman republic. (May be used for e-portfolio)

o learner presents orally their version of the founding of Rome to the class.

Learning objectives

a. Explain the legendary founding of Rome with Romulus and Remus.

b. Interpret how the combination of Greek, Etruscan and Latin cultures established a strong foundation for the city of Rome.

c. Describe why the Etruscan conquering of the Latins is considered mysterious and important.




11.

Evaluate the form of government in the Roman REPUBLIC.

Properties


Domain: Affective

Level: Valuing

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.C.12.4 Explain the multiple purposes of democratic government, analyze historical and contemporary examples of the tensions between those purposes, and illustrate how governmental powers can be acquired, used, abused, or legitimized

WI.SS.C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion

WI.SS.C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position

WI.SS.C.12.9 Identify and evaluate the means through which advocates influence public policy

WI.SS.C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy

WI.SS.C.12.13 Develop/evaluate ideas of how society should be organized and political power should be exercised; compare these ideas to those of representative democracy; and assess how such ideas have worked in practice



Performance Standards

o learner makes a chart to compare the following forms of government;dictatorship, tyranny, aristocracy, oligarchy, timocracy, and democracy.

o learner makes a chronological chart showing the development of Roman government from dictatorship to Republic.

o learner makes a list of the duties of a Roman citizen.

o learner takes the Roman citizenship list and further divide it into the responsibilities of Patricians v.s. Plebians.

o learner makes a final graphic organizer showing the responsibilities of all citizens with an emphasis on Roman senators.



Learning objectives

a. Discuss the duties of a Roman citizen.

b. Trace the development of Roman law.

c. Explain the function of the Roman Senate.

d. Identify the roles played by the Patricians and the Plebians in Roman government.

e. Explain the importance of the Plebian veto to the concept of a true Roman Republic.

f. Review the work of the Gracchi brothers and others to reform the Republic at its end.


12.

List the events, causes and effects of the Punic Wars.

Properties


Domain: Cognitive

Level: Evaluation

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development

WI.SS.B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches

WI.SS.B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions

WI.SS.B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved

WI.SS.B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world

WI.SS.B.12.17 Identify historical and current instances when national interests and global interests have seemed to be opposed and analyze the issues involved

WI.SS.C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion

WI.SS.C.12.10 Identify ways people may participate effectively in community affairs and the political process

WI.SS.C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy

WI.SS.C.12.15 Describe and analyze the origins and consequences of slavery, genocide, and other forms of persecution, including the Holocaust

WI.SS.E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings



Performance Standards

o learner makes a map of the Mediterannean at the height of Roman power.

o learner uses a transparency to make an overlay map showing Roman and Carthagian trading routes throughout the Mediterannean at the height of Roman power.

o learner mind maps the outcomes of the First, Second and Third Punic Wars.

o learner takes notes on a film showing the genius of the Carthagian General Hannibal and compare his to a 20th century United States general.

o learner writes an essay discussing the morality of the tactics Rome used to defeat Carthage. (May be used for e-portfolio)



Learning objectives

a. Explore the history of the Phoenician colony of Carthage.

b. Explain Roman desire for domination of the Mediterranean and the Carthagian challenge.

c. Trace the First Punic War and the importance of Roman engineering.

d. Describe the Second Punic War and the "Great Fear"/Hannibal.

e. Outline the results of the wars.




13.

Explain the political, economic, and social problems caused by the expansion of the Roman Empire.

Properties


Domain: Cognitive

Level: Synthesis

Difficulty: Medium

Importance: Important

Linked External Standards


WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions

WI.SS.E.12.5 Describe the ways cultural and social groups are defined and how they have changed over time

WI.SS.E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings

WI.SS.E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs and practices

Performance Standards

o learner lists in groups of three the impact of Roman expansion on Rome's political, social and economic life.

o learner lists the benefits of Roman citizenship to persons of the ancient world.

o learner makes a map of the various Roman provinces and lists the governors of each.

o learner identifies in their groups the events that led to the conversion of the Roman Republic to the Roman Empire.

Learning objectives

a. Explain the importance of the conquest of Gaul, Britaina, and Spain.

b. Describe the value of Roman citizenship especially in the Eastern provinces.

c. Discuss the unsavory attempts of conquest by Marius and Sulla.

d. Trace the conditions under which Julius Caesar was part of the first triumvirate and later dictator.

e. Explain the clash between Octavian and Marc Antony.




14.

Critique the accomplishment of the Roman civilization during "Pax Roma".

Properties


Domain: Affective

Level: Valuing

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development

WI.SS.A.12.13 Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries

WI.SS.B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches

WI.SS.B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion

WI.SS.B.12.3 Recall, select, and analyze significant historical periods and the relationships among them

WI.SS.B.12.4 Assess the validity of different interpretations of significant historical events



Performance Standards

o learner takes notes on the film "Augustus and the "Pax Roma."

o learner lists the contributions made by Augustus to the time of peace in the Roman Empire.

o learner researches everyday life in Rome during the "Pax Roma."

o learners form a debate teams of six, three pro, three con, to make a presentation in front of the class regarding the value of Roman domination over political autonomy.

Learning objectives

a. Identify the accomplishments of significant rulers of the Roman Empire.

b. Explain significant social structural gains that were made during the "Pax Roma."

c. Identify how the rights of women improved in the Western world under Roman rule.

d. Explain the value of Roman citizenship to conquered provinces.

e. Identify the architectural accomplishments of the Roman empire during this time.




15.

Distinguish between the internal causes and the major external cause of the downfall of the Roman Empire.

Properties


Domain: Affective

Level: Valuing

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture

WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a reasoned conclusion in the light of other possible conclusions, and develop a coherent argument in the light of other possible arguments

WI.SS.C.12.2 Describe how different political systems define and protect individual human rights

WI.SS.C.12.4 Explain the multiple purposes of democratic government, analyze historical and contemporary examples of the tensions between those purposes, and illustrate how governmental powers can be acquired, used, abused, or legitimized

WI.SS.C.12.7 Describe how past and present American political parties and interest groups have gained or lost influence on political decision-making and voting behavior

WI.SS.C.12.9 Identify and evaluate the means through which advocates influence public policy



Performance Standards

o learners divide into groups of six to list the internal causes that brought the Roman empire to an end.

o learner researches in the Computer Lab, theories regarding the fall of Rome.

o learner take notes on the film "The Roman Soldier and The German Barbarians."

o learner writes an essay judging one over all reason for the fall of the Roman Empire.

Learning objectives

a. Appraise the quality of the Roman soldier and Roman army as a whole during the last years of the empire.

b. Describe the results of dividing the Roman empire into the Western and the Eastern empires.

c. Evaluate Roman morality during the last years of the empire.

d. Investigate the conditions of the Roman economy at the end of the empire.

e. Figure out how inappropriately the Roman government was dealing with the "problem" of Christianity.

f. Judge the character of the emperors who followed Marcus Aurelius.

g. Conclude if there were other outside factors that may have contributed to the fall of Rome.

h. Identify the Germanic tribes at the Roman borders which eventually laid the physical conditions for the fall of Rome.


16.

Identify the results of the fall of the Western Roman Empire as opposed to conditions in the Eastern Roman Empire

Properties


Domain: Cognitive

Level: Analysis

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.A.12.1 Use various types of atlases and appropriate vocabulary to describe the physical attributes of a place or region and to describe the human attributes

WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns

WI.SS.A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world

WI.SS.A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development

WI.SS.C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion

WI.SS.C.12.13 Develop/evaluate ideas of how society should be organized and political power should be exercised; compare these ideas to those of representative democracy; and assess how such ideas have worked in practice

Performance Standards

o learner listens to the stories of the last of the "bad" Roman emperors.

o learner defines the characteristics of Civil War in their notebooks.

o learner lists the causes of the Dark Ages of Greece from their notebook.

o learner compares the dark ages of Greece and that of Rome in terms of loss of writing and the preservation of educational systems.

Learning objectives

a. Describe which part of the divided Roman Empire was the most successful and what contributed to its success.

b. Describe the iconoclastic controversy and the results of the controversy.

c. Outline the effects on the common man of the collapse of centralized government.

d. Investigate the customs of the invading Germanic tribes in conquering areas formerly under the control of Rome.

e. Explain the long term effects of the fall of Rome on Western Europe.




17.

Recognize the contributions of Roman civilization to the development of the world.

Properties


Domain: Affective

Level: Valuing

Difficulty: High

Importance: Essential

Linked External Standards


WI.SS.A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment

WI.SS.A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture

WI.SS.B.12.5 Gather various types of historical evidence to analyze issues, form a reasoned conclusion in the light of other possible conclusions, and develop a coherent argument in the light of other possible arguments

WI.SS.B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war

WI.SS.B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world

WI.SS.C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain rights and responsibilities of citizens

WI.SS.C.12.2 Describe how different political systems define and protect individual human rights

Performance Standards

o learner researches, in the computer lab, the architectural contributions of Roman civilization.

o learner develops a list, in a group, of 10 of the most important overall Roman contributions to civilization.

o learner, with a group, debates with another group in class presentation, the major accomplishment of Rome and must reach consensus.

o learner writes a two to three page typed-doubled/spaced essay describing the legacy of ancient Rome.

Learning objectives

a. Evaluate the importance of lasting contributions of Roman civilization to the Western civilization.

b. Conclude why Roman society was so successful at leaving a lasting impression on the world.

c. Analyze the legacy of ancient Rome.








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