1. Topic-
|
| Ancient- Classical Civilizations |
| |
|
2. Content-
|
An overview of Greece, Rome, India, and China
Monarchy, aristocracy, democracy, tragedy, Pericles, Socrates, Plato,
Alexander the Great, Hellenistic civilization; republic, patrician
plebeian, Julius Caesar, Augustus; Greco-Roman civilization, Christianity;
Confucianism, Taoism, legalism, Hinduism, Buddhism, Brahma, nirvana. |
| |
|
3. Goals: Aims/Outcomes-
|
1.To examine and analyze the origin man
2. To analyze the development of early civilizations
|
| |
|
|
4. Objectives-
|
1. Student will be able to determine the origin of man by analyzing
the creation story and other historical writings.
2. Student will be able to investigate the lifestyle of ancient Africans
by analyzing African 3-5 pieces of artwork and producing an art analysis
anthology.
3. Student will be able to write a 350-word comparative essay dealing
with modern-contemporary verses classical issues such democracy, monarchy,
voting rights, slavery, women, immigration, Socratic method, and bipartisan
method.
4. Student will be able to develop a timeline (509 BC -395 AD) of
Roman expansion and Greco-Roman contributions.
5. In a 15-slide PowerPoint presentation, student will be able to
explain ancient philosophies and religions. |
| |
|
5. Materials and Aids-
|
1. "The Creation" by James Weldon Johnson as performed by Wintley
Phipps (Youtube)
2. The Bible
3. World History for a Global Age (Abramowitz) handouts
2. World History (Beers) handouts
3. Internet Resources
4. Teacher handouts |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. A viewing of "The Creation"
2. Readings of Genesis 1:26 and Genesis 2:10-15a
2. A discussion of the location of the rivers mentioned in Genesis
2:10-14
3. A study of ancient Africa along with exercises |
| |
|
|
B. Development-
1. Teacher will distribute and discuss the requirements for an art
analysis anthology.
2. Teacher will show student examples of approaches to analyzing artwork
3. Teacher will select and analyze a piece of artwork
4. Teacher will discuss the layout of a comparative essay and demonstrate
how to begin.
5. Teacher will show student an example of a timeline and demonstrate
how to develop one. |
| |
|
|
C. Practice-
1. Teacher and student will analyze African artwork featured on
the Internet
2. Student will work on first body paragraph with guidance from teacher.
3. Teacher and student will draw a timeline, search for items to place
on it, and add two items to the timeline. |
| |
|
|
D. Independent Practice-
1. World History for a Global Age, Bk. 1, pp. 65-67, Ex. B-C and
E
2. An art analysis anthology
(Student has a week-long break to complete it.)
3. A comparative essay
4. A timeline
5. A PowerPoint presentation |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Student has the option of 3-5 pieces of artwork.
2. Student may use artwork from the Internet or City Hall.
3. Student will be able to write a 250-word essay instead of 350 words.
4. Student will be able to design a pictorial timeline.
5. Student will be able to divide PowerPoint Presentation into 2 segments
or days.
Gifted students may present all their written work orally to the class. |
| |
|
|
F. Checking for understanding-
|
|
G. Closure-
| Class Display of Ancient/Classical Civilization Pieces |
| |
|
7. Evaluation-
|
| Student will be graded upon work as Tour Guide for classwork display. |
| |
|