Validated Practices Project Alignment Table

Objectives

1.) Students will

analyze the
physical
geography of
ancient
Greece in
order to
evaluate the
role that
geography
played in the
transition of
Greece into a
civilization.
2.) Students will
examine
ancient
Greece in
order to
evaluate
whether or not
ancient
Greece meets
the criterion of
a highly
functioning
civilization.
1.) Students will

District and/or
State
Standards
7.3.B.1: Analyze
interrelationship
s among
physical and
human
characteristics
that shape the
identity of
places and
regions around
the world.
6.3.B.1:
Examine how
physical and
human
characteristics
shape the
identity of
places and
regions and
influence the
development of
civilizations in
world history.
6.5.B.2: Analyze

Assessment Items from

Pre-and Postassessments

Instruction /Lesson Plans

1.) The physical

geography of Greece
can be described as a
____________________, a
body of land
surrounded by 3
bodies of water.
2.) ______________ is the
mountain range that
runs through Greece.
3.) How did Greeces
location contribute to
its ability to grow into
a civilization and
eventually a world
power?
4.) List 2 criteria that
qualifies Greece as a
highly functioning
civilization. Include
evidence of each
criteria.

Day 1:
Drill: Pre-assessment
Activity 1: Handout: Geography and the rise of
Greece
Informal Assessment:
Class discussion question: How did Greeces
location contribute to its ability to grow into a
civilization and eventually a world power?
Extension: Handout: The Greek Poli
Day 2:
Drill: In your own words describe the physical
geography of Ancient Greece.
Activity 2: Handout: Greek Civilization, Were they
highly functioning????
Formal Assessment: A highly functioning society
is one that can stand on its own, fulfill the needs of
the population, and withstand change from the
inside and outside of its structure. A highly
functioning society is also called a civilization.
Based on your findings, was Ancient Greece a highly
functioning society? Explain why you believe Ancient
Greece qualifies to be a civilization with support
from your research.
Extension: Handout: The Greek Poli

10.)

Day 1:

List 2 Greek

investigate the
achievements
of ancient
Greece in
order to
explain the
degree of
impact these
achievement
have had on
the modern
world.

the emergence
and enduring
influence of
Aegean
civilizations.
6.5.B.2.a:
Describe the
major cultural
achievements of
the Greek
civilization, such
as: Art,
Architecture,
Writing,
Philosophy,
Mathematics,
and Engineering
across time.

achievements and
describe the impact
they have had on the
modern world. (In
other words, how
have these 2
achievements
affected the world
you live in)
9.) _____________________
is the study of the
nature of knowledge,
reality, and existence.

Drill (5 minutes total): List 3 criteria of a

civilization
Activity 1 (30 minutes): After a quick review of
the drill, students will use the book to complete a
chart on Ancient Greek achievements. The GT class
will be given a worksheet with a range of pages by
which they will be able to research the answers.
Standard classes will receive a modified worksheet
that highlights which page they can research each
achievement. Lastly, the standard classs chart will
include how many examples/descriptions they
should include for each achievement. The GT class
will be expected to follow directions and write down
how many examples/descriptions they need to
include.
Informal Assessment (10 minutes): Class
Discussion Question: Based on your research, what
achievements do you think had the greatest impact
on the modern world?
Day 2:
Drill (5 minutes total): Describe 2 Ancient Greek
Achievements
Activity 1 (30-35 minutes): The class will watch a
video on Ancient Greece. As they watch the video,
they will be expected to complete a worksheet. This
activity was designed to give the GT class a broader
view of Ancient Greece while the rest of the classes
caught up. In addition, the video served as brief
review before the exam.
Exit Ticket Assessment (10 minutes): Ancient
Greeks Question: What achievement of the Ancient
Greeks do you feel is most important? Use details
and examples to justify your answer.

1.) Students will

be able to
compare/contr
ast the values
of ancient
Athens and
Sparta, in
order to
evaluate
which city best
suites the
views of
famous Greek
philosophers.
(Students will
be expected to
use evidence
from the
reading to
support their
answer)

6.1.C.1: Analyze
the individual
rights and
responsibilities
in an ancient
world
civilization.
6.1.C.2:
Evaluate how
ancient
governments
around the
world protected
or failed to
protect the
rights of
individuals and
groups.
6.1.A.1.a:
Identify and
compare forms
of government
and various
distributions of
power, such as
those found in
ancient
civilizations.

5.) Women had more

rights and freedoms
in Sparta than in

True or
False
Athens.

6.) _____________________
was Spartas main
military rival in
Greece.
7.) _____________________
had the strongest
navy and
______________________
had the strongest
land army. (Answer
should be either
Athens or Sparta)
8.) Why was Athens
known as the
birthplace of
democracy?

Drill (5 Minutes total) Anticipation activity

about Athens and Sparta. After students have
completed the drill, they will receive a stamp. A full
double sided page of stamps awards the student
with 5 points of extra credit. After 2 or 2 minutes,
we will quickly review the drill.
Activity 1 (20-25 minutes): Athens and Sparta
reading.
In this reading, students will read about the
government, military, education, role of women, and
social classes of both Athens and Sparta. The first
paragraph under each section is about Sparta, and
the second is about Athens. This makes it easy for
the students to compare/contrast the information
from each city-state. As the students read, they will
fill out the graphic organizer comparing Athens to
Sparta. In addition to the Graphic organizer,
students were encouraged to underline/highlight the
reading. The last section of the graphic organizer
synthesizes the reading with comprehension. In this
section, students are required to make an inference
on the values of each city-state. After 20-25 minutes,
we will quickly review the handout, go over
vocabulary, and focus on the values of each citystate.
Assessment: DBQ Handout: Athens and Sparta,
Views of Education
*Refer to Lesson 3 Assessment for Philosopher
backgrounds and quotes*
Question: How do Platos and Lycurguss viewpoints
reflect the ideals of Athens and Sparta? Use
information from the text and chart in order to justify

your answer.