Subject: Social Studies - Eastern Hemisphere and World History

Teachers: Wilinski
Grade Level: 7th Grade
Length of Unit : 5-6-2014 to 6-13-14

Unit Title: Classical Traditions and Major Empires

Unit #: 7

Targeted CCSS/GLCEs:
7 H1.2.6: Identify the role of the individual in history and the
significance of one persons ideas. See also 6 H1.2.5.
7 W3.1.1: Describe the characteristics that classical civilizations
share (institutions, cultural styles, systems of thought that
influenced neighboring peoples and have endured for several
centuries).
7 W3.1.2: Using historic and modern maps, locate three major empires of
this era, describe their geographic characteristics including
physical features and climates, and propose a generalization
about the relationship between geographic characteristics and
the development of early empires.
7 W3.1.3: Compare and contrast the defining characteristics of a city-
state, civilization, and empire.
7 W3.1.4: Assess the importance of Greek ideas about democracy
and citizenship in the development of Western political
thought and institutions.
7 W3.1.5: Describe major achievements from Indian, Chinese,
Mediterranean, African, and Southwest and Central Asian
civilizations in the areas of art, architecture and culture;
science, technology and mathematics; political life and ideas;
philosophy and ethical beliefs; and military strategy.
7 W3.1.6: Use historic and modern maps to locate and describe
trade networks among empires in the classical era.
7 W3.1.7: Use a case study to describe how trade integrated cultures and
influenced the economy within empires (e.g., Assyrian and
Persian trade networks or networks of Egypt and Nubia/Kush;
or Phoenician and Greek networks).
7 W3.1.8: Describe the role of state authority, military power,
taxation systems, and institutions of coerced labor, including
slavery, in building and maintaining empires (e.g., Han Empire,
Mauryan Empire, Egypt, Greek city-states and the Roman
Empire).
7 W3.1.9: Describe the significance of legal codes, belief systems,
written languages and communications in the development of
large regional empires.
7 W3.1.10: Create a time line that illustrates the rise and fall of
classical empires during the classical period. See also 6
W3.1.5.
7 C1.1.1: Explain how the purposes served by government affect
relationships between the individual, government, and society
as a whole and the differences that occur in monarchies,
theocracies, dictatorships, and representative governments.

Unit Summary: This unit explores the development of classical civilizations

and the emergence of empires during the era from 1000 B.C.E. to 300 C.E.
A focus is placed on the concept of empire and factors influencing the rise
and fall of empires. The unit begins with connections back to the previous
era and a review of the growth of civilization in Mesopotamia. Using this
region as an example, students grapple with the characteristics of an
empire by exploring the land takeovers. Students expand their
understanding in a series of lessons on major empires including Persia,
India, China, Greece, Rome, Egypt, Kush, Axum, and Bantu. As students
proceed through the lessons a timeline is constructed and relevant
information is summarized on a series of graphic organizers. Students
explore the differences between the empires in Afroeurasia. A global
viewpoint is established once again as students explore trade networks
and the diffusion of technology, ideas and goods. Students investigate the
connections of how civics and geography influenced the growth of
empires. In a culminating lesson, students use their timelines, graphic
organizers, notes and other resources to compare and contrast the
empires and classical civilizations they have studied.

Unit Question:
1 How did several factors lead to the rise and fall of empires during
this era?
2 How did classical civilizations and empires during this era interact
with each other and the environment?
3 How did classical civilizations and empires during this era impact
future eras up to the present time?

Learning/Objective Outcomes:

Lesson 1: What is an Empire?

Lesson 2: The Persian Empire
Lesson 3: The Han Dynasty
Lesson 4: Athens/Sparta
Lesson 5: Classical Philosophers
Lesson 6: Eastern Philosophers
Lesson 7: Alexander the Great
Lesson 8: Ancient Greek Olympics
Lesson 9: Roman Republic
Lesson 10: Roman Empire

Vocabulary:

Lesson 1: classical civilization, empire, militarism

Lesson 2: bureaucracy, cultural diffusion, empire, innovation
Lesson 3: bureaucracy, dynasty, empire
Lesson 4: cultural diffusion, democracy, empire, city-state
Lesson 5: philosophy, classical civilization
Lesson 6: Confucianism, Daoism, Legalism, philosophy
Lesson 7: Empire, Conquer
Lesson 8: Olympics, city-state
Lesson 9: Republic, plebeian, patrician, senate, consul
Lesson 10: Empire, Caesar, Conquer

Background Knowledge Activity/Activating Strategies:

Lesson 1: Students have studied civilizations and pastoral nomads. They

will now learn about the term empire and analyze how and why
civilizations developed into empires.
Lesson 2: Students have learned about what the word Empire means
and will apply it to understanding advancements of the Persian Empire.
Lesson 3: Students have learned about the pattern of Rise and Fall in
Empires and will investigate whether the Han Dynasty follows that
pattern.
Lesson 4: Students will use map skills, and the pre-taught vocabulary to
learn about Athens and Sparta.
Lesson 5: Students have learned about ancient Greek City-States, now
they will expand their knowledge of some of ancient Greeces
accomplishments in philosophy.
Lesson 6: Students just learned about what philosophy is, and they will
apply that knowledge to the eastern philosophies. They should compare
Western and Eastern Philosophies and how they are different.
Lesson 7: Students have studied the rise and fall of empires, so they will
examine how Alexander the Greats empire followed the pattern of
empire. They will speculate about why it lasted for a shorter time than
other empires.
Lesson 8: Students will use what they have learned about city-states to
participate in the Social Studies Olympics. They will also use skills they
learned in 6th grade Phys. Ed. to compete with their classmates.
Lesson 9: Students have already studied types of government as well the
Rise and fall of empires. They will use this knowledge to simulate the
progression of the Roman Republic.
Lesson 10: Students have studied the rise and fall of empires and Ancient
Rome. They will now study the effect that Julius Caesar had on the history
of Ancient Rome.

Essential Questions:

Lesson 1: What components make an Empire?

Lesson 2: Did the Persian Empire leave a legacy for world history?
Lesson 3: How did the Han Empire follow the pattern of the rise and fall of
empires?
Lesson 4: Was Athens or Sparta a better society to live in?
Lesson 5: What types of things did Greek philosophers contribute to
modern times?
Lesson 6: In what ways did eastern philosophies differ from western
philosophy?
Lesson 7: Why did Alexander the Greats Empire end?
Lesson 8: How did Greek city-states interact with each other?
Lesson 9: What were some of the key problems that caused the Roman
Republic to change to Empire?
Lesson 10: What influence did Julius Caesar have on Ancient Rome?

Content Objective: Language Objective:

Lesson 1: Students will learn about Lesson 1: By creating a map of empires

what makes an empire and when
classical empires existed.
Lesson 2: Students will learn about
the rise and fall of Empires.
Lesson 3: Students will conclude
whether the Han Dynasty follows
the pattern of Rise and Fall of
Empires.
Lesson 4: Students will compare
Athens and Sparta to investigate
which society they would have
preferred to live in.
Lesson 5: Students will compare the
accomplishments of Socrates, Plato,
and defining vocabulary for the
upcoming unit.
Lesson 2: By doing a case study of the
Persian empire and completing a graphic
organizer.
Lesson 3: By researching the history of
the Han Dynasty and defending whether
it follows the pattern or not.
Lesson 4: By working cooperatively in
groups and completing a Venn Diagram
and a debate.
Lesson 5: By creating a facebook
page for one of the three philosophers
and posting on other philosophers
and Aristotle.
Lesson 6: Students will research the
three Chinese philosophies and
compare them to Western
philosophies.
Lesson 7: Students will compare
Alexander the Greats Empire to
other empires we have studied.
Lesson 8: Students will learn about
interconnectedness in ancient
Greece.
Lesson 9: Students will learn about
the struggle between plebeians and
patricians in the Roman Republic.
Lesson 10: Students will learn about
the effect that Julius Caesar had on
the Roman Republic and how he
changed history.
pages.
Lesson 6: By writing a RAFT assignment
that tries to convince a westerner to
convert to an Eastern philosophy.
Lesson 7: By creating a timeline and
analyzing how his empire follows the
pattern of other empires with a graphic
organizer.
Lesson 8: By competing in Olympic
games between the two seventh grade
social studies classes.
Lesson 9: By participating in the Roman
Republic simulation.
Lesson 10: By acting out the
assassination of Julius Caesar and
analyzing its effect on Rome.

Lesson Delivery Procedures:

Lesson 1: The lesson begins with a review of the concepts of city-state

and civilization. . Using a series of maps that show different time periods
from this era have students make inferences about what defines an
empire. Divide students into three groups to research Mesopotamian
empires. Using their text and other resources, each group gathers
information about the rise and fall of Sumer, Babylon or Assyria
(specifically the conquests and expansion of each). Using a jigsaw method,
have students share their information with each other. Then, as a class,
create a list of characteristics that define empire and complete a timeline
of significant events in each empire. Students should then locate and
date the Roman Empire, Greek Empire, Mesopotamian Empire, Egyptian
Empire, Indian Empire, and Chinese Empire on a map. Students should
write a constructed response about the impact of empires on world
history.

Lesson 2: To begin, have students recall the characteristics of an empire

as discussed in the previous lesson. Show students a map of modern
Iran/Southwest Asia and point out that this area was once the Persian
Empire, using a map of the empire for comparison. Have students create a
chart or outline titled The Persian Empire and including the following
categories:
Factors Leading to the Rise of this Empire;
Ways the Empire was Maintained;
 Factors leading to the Decline;
Art, Architecture and Culture;
Science, Technology and Mathematics.
Through a teacher led presentation of information and note taking skills,
students complete the chart. Emphasis is placed on methods the Persians
invented to manage their empire such as the creation of a bureaucracy
and the division of the empire into provinces. Next, students explore the
impact of individuals in history by reading about Cyrus the Great
(http://www.iranchamber.com/history/cyrus/cyrus.php) and adding his
accomplishments and ideas to the chart as appropriate. As a culminating
activity, students select a feature of the Persian Empire that had lasting
impact on world history, writing a short defense of their selection and add
it to the timeline from the previous lesson.

Lesson 3: Students begin by reviewing the patterns of rise and decline of

empires studied in the first two lessons. The teacher then asks students to
compare this pattern to the common pattern of rise and decline in Chinese
Dynasties (establish power, period of stability, government instability,
invasion, new dynasty). Using a set of resources including short
informational articles and primary sources students begin to explore the
question: How does the Han Empire fit this pattern? Divide students into
pairs/groups to collect evidence and share with the class. Lead a
discussion with students regarding the strength of the evidence
presented. Finally, instruct students to write a brief essay explaining the
rise, maintenance and fall of the Han Empire.

Lesson 4: It begins with a map-based activity in which students explore

geographic factors that influenced Greece such as its mountainous terrain
and location on the Mediterranean Sea. Students are then divided into two
large groups, one representing Athens and one representing Sparta.
Students independently read about their assigned city-state and then the
teacher guides a debate focused on the question: Which city-state, Athens
or Sparta, was most successful? Students are then assigned to one of nine
research groups based on the following topics: Art, Architecture, Drama,
Technology, Political Life, Daily Life, Philosophy, Religion, Trade. Using a
wide variety of resources, groups work to research their topic and design
a class presentation summarizing what they have learned.

Lesson 5: Students will begin by reviewing types of government, then

they will begin learning about where some of the types of government
came from. Students will read briefly from the textbook about the three
classical philosophers from ancient Greece (Socrates, Plato, and Aristotle)
and how they contribute to Greek Civilization. Students will then break
into groups of 3 to complete a research project and facebook page for
their assigned philosopher. After they have completed their philosophers
page, they will trade with two other groups to write on that philosophers
page to explain how the philosophers interacted and how their
philosophies differed and were similar. Students will participate in a class
discussion to analyze their findings.

Lesson 6: Students will review what a philosophy is. They will then read
about the three Chinese philosophies and complete a graphic organizer
that compares the three philosophies. After they have read, they will
begin a RAFT assignment where they select one of the Chinese
philosophies to defend and they will write a letter to a westerner about
how a Chinese philosophy could change the way they live their life. After
the RAFT assignment, students will discuss with a partner and eventually
with the whole group how western and eastern philosophies differ.

Lesson 7: Students will study the empire of Alexander the Great. They will
research his life, inquire about the size of his empire, and speculate about
how the empire fell. They will use the Rise and Fall of Empires graphic
organizer to analyze Alexander the Great. Students will then begin
creating a timeline that has the four empires we have studied. They
should illustrate how empires changed over time.

Lesson 8: Students will be assigned a city state based on which class they
are in (Ms. Wilinskis or Ms. Lenzs) and will choose 1-2 events to
participate in based on research about what events existed in the original
Olympic games. Students will compete with the other class and their
classmates to win each event. The events will be timed.

Lesson 9: Students will learn about how the Roman Senate functioned and
how laws were passed. They will first read about the Roman Republic in
the text and analyze the roles of the Tribunes, Consuls and Senate. They
will assess the power allotted to plebeians and patricians. Roman Senate
Simulation Students will be assigned roles as they walk into the room.
They will brainstorm how to address each situation in the role as either a
Plebeian or a Patrician. At the end of the Simulation they will answer two
questions about the real Roman Republic and compare it to their
simulation in an exit card.

Lesson 10: Students will discuss the importance of a strong leader at the
head of a Republic or an Empire. They will then read a play about the
death of Julius Caesar. They will take careful note about why people
wanted Caesar to be killed and who wanted him alive. They will then
speculate about how the people of Rome reacted after his assassination.
In a teacher led discussion, students will take notes about the steps Rome
took to become an Empire.
Assessments Formative:
Lesson 1: Graphic organizer for
notes on Mesopotamian Empires,
Empires Map, and Vocabulary
Foldable.
Lesson 2: Persian Empire Chart
Lesson 3: Research Notes
Lesson 4: Athens/Sparta Venn
Diagram
Lesson 5: Philosopher Facebook
Page
Lesson 6: Chinese Philosophies
Graphic Organizer
Lesson 7: Rise and Fall of Empires
Graphic Organizer
Lesson 8: Greek City State Graphic
Organizer
Lesson 9: Roman Senate
Proportions worksheet
Lesson 10: Class Discussion and
Role Playing
Accommodations/Special Needs:
Peer buddies/cooperative learning
Strategic seating placements
Define areas concretely
Reduce paper and pencil tasks
Provide notes
Highlight critical information
Preteach/make/use vocabulary
Provide examples
Behavior management
Vary activity and pacing
Check often for understanding
Use calendars/planners daily
Visual aids/cues
Oral responses
Study sheets to organize material
(interactive notebooks)
Assessments Summative:
Lesson 1: Constructed Writing
Lesson 2: Defense of Persias Legacy
Essay
Lesson 3: Rise and Fall of Empires
Poster
Lesson 4: Athens/Sparta Debate
Lesson 5: Facebook Page Comments
Lesson 6: RAFT Assignment
Lesson 7: Rise and Fall of Empires
Timeline
Lesson 8: Olympic Events
Lesson 9: Roman Republic Simulation
Lesson 10: Exit Card and Unit 7 Test
ESL Modifications:
Translated materials
Reduced Work
Pre-teach Vocabulary
Peer Buddies
Group Work
Graphic Organizers
Visual Cues
Written, Spoken and Displayed
Instructions
Provide Examples
Test Adaptations
Extended time
Read tests/quizzes to students

ELPS
L.1 Follow simple and complex directions
L.2 Understand spoken English to participate in social contexts
L.3 Identify main ideas and supporting details from spoken English
L.4 Identify the meaning of vocabulary in the content areas
L.5 Identify speaker attitude and point of view
L.6 Make inferences and predictions
S.1 Use spoken language for daily activities within and beyond the school
setting
S.2 Engage in conversations for personal expression and enjoyment
S.3 Use spoken English and nonverbal communication in socially and
culturally appropriate ways
S.4 Use English to interact in the classroom
S.5 Provide and obtain information; express and exchange opinions
S.6 Demonstrate comprehensible pronunciation and intonation for clarity
in oral communication
S.7 Present information, concepts, and ideas to an audience of listeners
on a variety of topics
S.8 Use strategies to extend communicative competence
R.1 Recognize concepts of print literacy
R.2 Demonstrate phonological awareness and the relationship of
listening/speaking to decoding
R.3 Build vocabulary to develop concepts
R.4 Understand and use grammatical rules of English to improve
comprehension
R.5 Read and demonstrate comprehension of main ideas and supporting
details
R.6 Apply reading skills in social and academic contexts
R.7 Read for research purposes
R.8 Make inferences, predictions, and conclusions from reading
R.9 Analyze style and form of various genre
R.10 Identify authors voice, attitude, and point of view
W.1 Use conventions and formats of written English
W.2 Use grammatical conventions of English
W.3 Write using appropriate vocabulary choice and variation
W.4 Construct sentences and develop paragraphs to organize writing
supporting a central idea
W.5 Use the writing process to produce written products
W.6 Use various types of writing for specific purposes
W.7 Use multiple sources to extend writing
W.8 Use tone and voice to engage specific audiences

Materials to be used:
Textbook, Graphic Organizers, iPads, World History Atlases, Laminated
Maps, Interactive Student Notebooks, Art Supplies

Technology used:
Document Camera
Internet - Website
Promethean Board
iPads

Strategies Implemented:
Graphic Organizers
Think-Pair-Share
Foldables
Progressive Maps
Charades
T-Chart
Role Playing
Flow Charts
Response Cards
3-2-1 Summary
Annotated Illustration
Human Graph
Group Discussion
Interactive Student Notebooks
Personal Dictionaries

Are Students ready to move to next unit?

Data Results:

Next Unit: