Development of Democracy Lesson: Goals: o The city-states of Greece were not all, nor were they founded, as democratic.

. o Conflict can result in unity and/or division. o Key Terms & Concepts: Monarchy Oligarchy Tyranny Democracy Etymology Objectives: o Identify and understand the geographic layout of the Greek Polis o Distinguish among four forms of government: monarchy, oligarchy, tyranny, and democracy o Understand Etymology and apply this to the four forms of government. o Describe how democracy developed in Greece during the late 500s BCE Greco-Persian Wars Lesson Goals: o Even though greatly outnumbered, the Greeks united and were able to use territory and military tactics to their advantage to prove victorious over the Persians. o Key Terms, Battles, & Concepts: Hoplite Phalanx Ionian Revolt Battle of Marathon Battle of Thermopylae Battle of Salamis Battle of Plataea Territorial Advantage o In addition to power, civilizations fought for resources, territory, ideals, and pride. Objectives: o Create a visual representation (one-pager) of one of the major battles of the Greco-Persian Wars by analyzing a secondary source. o Summarize the conflict between the Greeks and Persians by completing a note-catcher, given information by fellow students.

Alexander the Great: Hero or Villain? Lesson Goals: o Alexander of Macedons empire expanded across a vast area surrounding the Mediterranean, and contained a diverse array of civilizations. o Alexanders tolerance for the cultures of those he conquered, allowed for the diffusion of Greek culture, commonly known as Hellenism. o His greatness can also be seen as timeliness. Objectives: o Understand Alexander of Macedons accomplishments and contributions to world civilization through use of multiple sources. o Evaluate the reign of Alexander of Macedon by constructing a response paragraph using sufficient evidence to prove their argument.

Roman Republic Lesson: Goals: o Romes republic formed after overthrowing a monarchy, similar to the formation of Americas democratic republic. o Our political structure is influenced by Greeces democracy and Romes republic. o The language of Latin was one of the main roots of the Spanish and English languages. o Key concepts and terms: Roman Republic Patricians Plebeians Legion Roman Senate Consuls Praetors Objectives: o Describe the formation of Roman Republic by using information provided from the lecture and text to complete a note-catcher. o Analyze secondary sources to know and describe the influences of Romes law, legions, and language by answering questions and writing a thesis statement.

Punic Wars Lesson:

Goals: o Conflict is often driven by the pursuit of resources. o Culture, ideas, and values of past civilizations have been lost and/or taken on by those who caused their downfall. o The Punic Wars was not only a matter of military tactics, but geographic strategy as well. Objectives: o Summarize and present an event from the Punic Wars, given a secondary source to analyze for information. o Identify key people, battles, and resulting consequences of the Punic Wars by listening to peers present information to complete a notecatcher.

Roman Senate Simulation Lesson: Goals: o Political alliances provided for senators to gain more power and influence. o For smaller groups and individuals to prosper, they often used deceitful tactics. Objective: o Identify how Rome transitioned from a republic-to triumvirates-to empire by partaking in a simulation.

Downfall of Rome Lesson: Goals: o Internal and external threats leading to Romes schism and eventual downfall. Germanic tribes: Visigoths, Vandals, Huns Economic: inflation, currency, and welfare Political: lack of Roman pride among those who werent truly Roman, corruption, and infamous emperors. Social: slavery, stasis of progress and development, bread and circuses. o Geographic expansion and physical features of the empire. Objectives: o Identify the various causes for the decline of Rome by creating a timeline of key events using information from secondary sources and lecture. o Draw and label Romes physical features by using geographic tools, e.g. atlases, Google Maps, textbook, etc.

Relevant Colorado State Standards:

History: 1.1 Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence. o a. Evaluate a historical source for point of view and historical context (DOK 2-3) o b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses (DOK 1-3) o c. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses (DOK 1-3) o d. Differentiate between facts and historical interpretations, recognizing that a historian's narrative reflects his or her judgment about the significance of particular facts (DOK 2-3) 1.2 The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time. o b. Evaluate continuity and change over the course of world history (DOK 1-3) o c. Investigate causes and effects of significant events in world history (DOK 1-2) o d. Analyze the complexity of events in world history (DOK 2-3) o e. Examine and evaluate issues of unity and diversity in world history (DOK 1-3) 1.3 The significance of ideas as powerful forces throughout history. o d. Evaluate the historical development and impact of political thought, theory and actions (DOK 1-3) o e. Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity.

Geography: 2.1 Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. o a. Gather data, make inferences and draw conclusions from maps and other visual representations (DOK 1-3) o b. Create and interpret various graphs, tables, charts, and thematic maps (DOK 1-3) o c. Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps (DOK 1-3)

o d. Locate physical and human features and evaluate their implications for society (DOK 1-3) 2.3 The interconnected nature of the world, its people and places. o a. Explain how the uneven distribution of resources in the world can lead to conflict, competition, or cooperation among nations, regions, and cultural groups (DOK 1-2) o b. Explain that the world's population is increasingly connected to and dependent upon other people for both human and natural resources (DOK 1-2) o c. Explain how migration of people and movement of goods and ideas can enrich cultures, but also create tensions (DOK 1-2) o d. Analyze how cooperation and conflict influence the division and control of Earth (DOK 1-2) o e. Analyze patterns of distribution and arrangements of settlements and the processes of the diffusion of human activities (DOK 1-3)