Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Week 7/ September 18 to September 22

September 18 2017 

Essential Question: 

All for Standards 1 and 2 Apply, Test Review Day

Standards: 

All for Standards 1 and 2 Apply, Test Review Day

Activator: 

Students will be asked to submit on Socrative 1 topic they would like to discuss.

Teaching Strategies: 

The first half of the class will be devoted to individual work time a study guide.

The second half of the class will be devoted to a class wide review.

Summarizer: 

Final questions before test tomorrow?

Differentiation: 

None, Test Review Day

 

 

September 19 2017 

Essential Question: 

All for Standards 1 and 2 Apply, Test Day

Standards: 

All for Standards 1 and 2 Apply, Test Day

Activator: 

Final Questions?

Teaching Strategies: 

Students will take test on Standards 1 and 2. 

Summarizer: 

None, Test Day

Differentiation:

None, Test Day

 

September 20 2017

Essential Question:

What made Ancient Greece unique?  How was its government and organization determined by geography?

Standard:

SSWH3 Examine the political, philosophical, and cultural interaction of Classical

Mediterranean societies from 700 BCE/BC to 400 CE/AD.

a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman

Empire.

Activator:

Students will take pretest covering content on Greece and Rome that we will cover over the next 3 days.  Students will take this as a posttest on the third day for a grade. 

Teaching Strategies:

Classnotes-

Greek geography was dominated by mountains and the sea.  Greece had a long, uneven coastline and the sea played an important role in Greece.  Mountains  kept villages apart, meaning they could not unite.

Rivers were short and unnavigable.  Geography kept a large empire from forming, instead city-states develop.  Polis is the Greek word for city-state.  A polis developed around a fort (acropolis).  The Polis was made up of the fort, city, and farming villages.  Each polis was independent and self-sufficient.  The polis represented Greek identity and each was small with a small population.  Each had its own government, laws, calendar, money, and weights and measurements.  Greek warfare was based around the hoplite.  Hoplites came from small landowning families, merchants, and artisans.  Overtime these hoplites helped overthrew kings in many city states.  These hoplites helped tyrants rise to power, who promised change and reform.  Tyrants often went too far and were then themselves overthrown by the people.  Each polis that developed as a result of these events was different.  For example, Athens focused on arts and culture, had a system somewhat like a democracy, and women had little power whereas Sparta was very warlike, had no democracy, and relied on a large population of slaves known as helots, and women had more authority.   All Greeks spoke the same language and shared many religious and cultural characteristics.  The area that could be farmed around each city-state was limited, so Greeks formed colonies when population’s grew.

 

Students will then complete an activity that asks them to compare Athens and Sparta.  Depending on time left in class, more or less or the assignment may be provided to students.

Athens vs. Sparta CLICK HERE

Summarizer:

Teacher check of work, Update on progress.

Differentiation:

Students will take a pretest to determine what activities they will complete.  Students will also complete different number of activities based on what activities they complete.

 

 

September 21 2017

Essential Question:

What are the roots of the Roman Republic?

Standard:

SSWH3 Examine the political, philosophical, and cultural interaction of Classical

Mediterranean societies from 700 BCE/BC to 400 CE/AD.

a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman

Empire.

 

Activator:

Students will be asked to write one sentence explaining each of these 4 terms.

Polis-

Athens-

Sparta-

Hoplites-

Teaching Strategies:

Classnotes-

Rome developed on the Italian peninsula, which was very mountainous.  Rome is surrounded by rich agricultural plains.  Rome, from very early on had a close relationship with the Mediterranean Sea, which was used for trade.  Rome began as a small city but very quickly conquered its neighbors, and controlled and unified the entire Italian peninsula.  At first Rome was ruled by kings, but eventually Rome became a republic and power lay in the Senate (which was made up of rich landowners).  A republic is a government run by elected representatives chosen by the citizens.  Over time the Senate grew in power and the administrative government  became very complex.  The Roman Republic was ruled by the Senate whereas the Roman Empire was ruled by one man.  Voting was a fundamental right granted to all  Roman citizens.  In Roman society a major division was between Patricians and Plebeians.  Patricians were a wealthy landowning class that held most of the power.  Plebeians were artisans, merchants and farmers who could vote, but not rule.  The Tribunes in turn were elected representatives who protected Plebeians’ rights.   Over time Plebeians gained power, but their power was never equal to that of the patricians.  After Rome defeated Carthage in the Punic Wars it was the undisputed master of the Mediterranean. Major building project included The Coliseum (a venue for entertainment)  and the Aqueducts (structures used to carry water).

Students will complete an assignment that asks them to research if Rome was a democracy.  They will read the 3 documents and then write a response.

Students will be required to include the following in their essay.

An introduction that answers the question.

At least one quote from each document.

Enough information to fully answer the question.  At least 3 district points.

A conclusion.

 

Is Rome. Republic Activity CLICK HERE

Summarizer:

Students will be allowed to take socrative as a post test.  This is not graded.

Differentiation:

Students will take a pretest to determine what activities they will complete.  Students will also complete different number of activities based on what activities they complete.

 

BELOW MOVED DUE TO HOMECOMING

 

September 22 2017

Essential Question:

What occurred in Rome as it transitioned from Republic to Empire?

Standard:

SSWH3 Examine the political, philosophical, and cultural interaction of Classical

Mediterranean societies from 700 BCE/BC to 400 CE/AD.

a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman

Empire.

 

Activator:

Students will be asked to write one sentence explaining each of these 4 terms.

Italian geography-

Roman Empire-

Roman Senate-

Patricians vs. Plebians-

Teaching Strategies:

Classnotes-

Over time the army grew in power, and eventually Julius Caesar was named dictator for life, signaling the beginning of the end of the Roman Republic.  Caesar promised to make reforms that would help the growing number of landless poor in Rome.  Larger landowners bought up many smaller farms and slaves from conquest took away jobs from solders returning from war.  However, in 44 BCE Caesar is killed.  This leads to Civil War.  Eventually Caesar’s adopted son Octavian wins the Civil War, and rules Rome as Augustus.  The Roman Empire was lead by an emperor, and was created after Augustus came to power.  Even though the Senate still existed, Augustus ruled Rome, and was the first emperor of the Roman Empire.  Augustus helped establish uniform imperial policies and stabilized the frontiers of the Empire.  Augustus was followed by five good emperors and a time period known as pax Romana (or peace of Rome) occurs.  Roman roads are used to link the empire together and imperialism is used defensively.  A common culture linked Romans together.  Similar architecture, literature, and customs are found throughout the Roman Empire.  Roman success relied on vast numbers of slaves and keeping the masses happy (bread and circuses).

-

Create a Venn Diagram comparing and contrasting Greece and Rome.  The Venn Diagram must have at least 6 things/points in each of the 3 sections.   Assignment will go in notebooks.  Students will not have long to work on this because they have quiz to take.

 

Summarizer:

Students will take the same socrative that they took on the first day of content covering Greece and Rome.  Assignment will be for a grade this day.

Differentiation:

Pretest and post-test, with differing activities throughout three days of content

Contact Us
Polk School District 612 South College St.
Cedartown, GA 30125
View Map & Directions
Phone: 770-748-3821
Fax: 770-748-5131
Translator     
Google-Translate-Chinese (Simplified) BETA Google-Translate-English to French Google-Translate-English to German Google-Translate-English to Italian Google-Translate-English to Japanese BETA Google-Translate-English to Korean BETA Google-Translate-English to Russian BETA Google-Translate-English to Spanish Google-Translate-English to Tagalog Google-Translate-English to Portuguese Google-Translate-English to Vietnamese