Page 1 of 11

Greece and Rome Unit Plan

By: Sean Shallow, Christine Barbieri, Joey Brush, Erik Faucon, Marie-Eve Lauzon, and Greg White

Essential Question: Ancient Greece and Rome: The Pinnacle of Society?

Grade Level: 11

Course: World History to the 16th Century (CHW3M)

Strand:
The unit covers multiple strands of the curriculum including citizenship and heritage, social,
economic, and political structures, and methods of historical inquiry and communication.

Rationale
This unit aims to offer a platform for students to compare and contrast Ancient Greece and
Ancient Rome, leading students to critically consider whether or not they should be credited as
the pinnacles of society. Through the exploration of religion, art and architecture, innovations,
politics, and warfare, students will be able to determine the triumphs and downfalls of each
civilization by engaging with historical methods of inquiry. In an attempt to uncover the truth
about these past civilizations, students will evaluate primary and secondary sources, historical
texts, and historical evidence to formulate supported arguments about life in antiquity. The unit
will incorporate the Big Six (historical significance, change and continuity, evidence, cause and
consequence, historical perspectives and ethical dimensions) to ensure a deeper understanding
of the historians craft.

Unit Culminating Assessment Task: Curating an Exhibit
For the culminating task of the Greece and Rome unit, students will join in groups of 3-4 to
curate an exhibit of displays that convey both the strengths and detriments of these societies.
Students can compose their displays through a variety of creative outlets (pictures, physical
artifacts, documents, art pieces, dramatic presentations etc.) to address the central question of
Ancient Greece and Rome, The Pinnacle of Society? Each exhibit will need to feature a
minimum of 10 displays drawing across the entirety of the unit. As the unit was broken down
into 5 central themes of culture, religion, innovation, war, and politics, students will feature an
artifact from both Greece and Rome that is representative of each major theme. Students will
also provide a rationale with each display detailing the significance of the artifact to the society
it is representative of and whether or not it represents a strength or downfall of that society.

Page 2 of 11

Connection to Curriculum

Overall Expectation(s):
Methods of Historical Inquiry and Communication:
1. Interpret and analyse information gathered through research

2. Communicate the results of historical inquiries, using appropriate terms and concepts and a
variety of forms of communication

Citizenship and Heritage:
3. Demonstrate an understanding of the ways in which various individuals, groups, and events
influenced changes in major legal, political, and military traditions before the sixteenth
century

4. Analyse the contributions of various individuals and groups to the development of arts,
knowledge, religion, and technology prior to the sixteenth century

Specific Expectations:
Describe the contributions of various individuals and groups to the development of legal,
political, and military traditions in societies prior to the sixteenth century
Describe the significant legal, political, and military events that influenced traditions in societies
prior to the sixteenth century
Interpret and analyse information gathered through research
Communicate the results of historical inquiries, using appropriate terms and concepts and a
variety of forms of communication
Rationale:
Students will be assessed on their ability to provide a levelled overview of each society;
acknowledging both its strengths and weaknesses. This reflects the overarching question for the
course of Is civilization necessary for human beings to thrive? as students assess the values
and detriments of these civilizations to fully investigate the role civilization plays in the quality of
life of the citizens therein. Students must use historical and critical thinking to interpret artifacts
and communicate their significance. The loose structure of the exhibit allows for creativity in the
way students display their findings through use of pictures, drama, art, and other mediums.
Students must communicate the meaning of these displays through different forms of
communication.

Page 3 of 11

Unit Curriculum and Assessment Plan

Unit: Greece and Rome

Focus on Learning: Mythology, Art,

Big Ideas:
Greece and Rome: The Pinnacle of Society?

Title of Culminating Task:

Curating an Exhibit

Description:
Students will curate an exhibit using artifacts
that represent multiple facets of Greek and
Roman culture, conveying the successes and
downfalls of each society in an attempt to
answer the big question of the unit.

Advancements/Innovations, Warfare, and

Politics

Essential Skills:
Historical thinking, critical thinking, oral
communication, analysis of evidence (primary
and secondary documents), collaborative
learning

Enabling and/or Other Assessment Tasks

Learning Skills:
oral
communicatio
n,
collaborative
learning

Achievement
Categories:
Knowledge and
UnderstandingC
ommunication

Title: Religion Discussion/Debrief

(Lesson 1)


For/As/Of: As
Write/Do/Say: Write

Discussion will
demonstrate
students ability to
make inferences
and
interconnected
links

Learning Skills:
application of
knowledge,
metacognition

Achievement
Categories:
Knowledge and
Understanding

Title: Olympian Gods Handout

(Lesson 1)


For/As/Of: For/As
Write/Do/Say: Write

Hand-Out will help

students assess
their own learning,
and allow the
teacher to assess
students
understanding of
the material thus
far

Page 4 of 11
Learning
Skills:
Critical
thinking, oral
communicatio
n,
collaborative
learning

Achievement
Categories:
Thinking,
Communicatio
n

Title: Most Valuable Person

Presentation (Lesson 7)


For/As/Of: As
Write/Do/Say: Write/Do/Say

Students will assess

different figures
contribution to Greek
innovation, create a
poster detailing their
achievements, and
present to the class

Learning
Skills:
Metacognitio
n, reflection

Achievement
Categories:
Thinking,
communication

Title: Exit Cards (Lesson 1, 4, 10)

For/As/Of: For/As
Write/Do/Say: Write

Students will reflect

by providing a
response to a
question pertaining
to the days
material. Students
can assess the
material themselves
and their level
understanding can
help develop future
lessons for the
teacher.

Achievement
Categories:
Thinking,
communication

Title: War Art Analysis (Lesson 10)

For/As/Of: As
Write/Do/Say: Write/Say

Students will analyze

works of Greek art and
the influence war had
over their production
and critically analyze
the message they
convey. Students will
present findings to
their classmates

Learning
Skills:
Critical
thinking, oral
communicatio
n,
collaborative
learning,
assessment of
primary
sources

Page 5 of 11
Learning
Skills:
Collaborative
learning, oral
communcatio
n, research,
assessment of
primary and
secondary
sources

Achievement
Categories:
Knowledge and
understanding,
communication

Title: City State Research Project

(Lesson 11)


For/As/Of: As, Of
Write/Do/Say: Do/Say

In groups, students
will research a
specific city state
within Ancient
Greece. Students
will present their
findings to the class
in creative ways
including speeches,
posters, and
dramatic
presentations.
Fellow students will
assess their peers
presentation and the
teacher will assess
based on depth of
content and
proficiency of
delivery.

Learning
Skills:
Collaborative
learning, oral
communicatio
n, debate and
argumentatio
n, historical
thinking,
critical
thinking

Achievement
Categories:
Knowledge and
understanding,
application,
communication

Title: City State Summit Meeting

(Lesson 12)



For/As/Of: Of
Write/Do/Say: Write/Do/Say

Groups of students
will represent
different city states
(their knowledge of
which scaffolded
from research
activity) and debate
with each other as
to what action to
take in threat of
Persian takeover

Learning
Skills:
Historical
thinking,
metacognition

Achievement
Categories:
Thinking,
application,
communication

Title: Political Structures Journal

Entries (Class 14 and 18)



For/As/Of: As/Of
Write/Do/Say: Write

Students use journals

to reflect on political
structures role
playing game.
Students connect
events in game to
historical events in
Greece and Rome

Page 6 of 11

Learning Skills:
historical
thinking, critical
thinking, oral
communication
, research skills

Achievement
Categories:
Knowledge and
understanding,
thinking,
application,
communication

Title: Curating an Exhibit Culminating

Activity (Final week of unit)


For/As/Of: Of
Write/Do/Say: Write/Do/Say

Students will curate an

exhibit using artifacts
that represent multiple
facets of Greek and
Roman
culture,
conveying the successes
and downfalls of each
society in an attempt to
answer the big question
of the unit.

Unit Culminating Assessment Task Plan

Unit: Greece and Rome

Assessment Task Title: Curating an Exhibit

Description of Task:

Students will curate an exhibit using artifacts that represent multiple facets of Greek and Roman culture, co
and downfalls of each society in an attempt to answer the big question of the unit.

Page 7 of 11

Big Ideas:

Greece and Rome: The Pinnacle of Society?

Essential Skills:
Historical thinking, critical thinking, oral communication,
analysis of primary and secondary documents

Overall/Specific Expectations:

Overall Expectations:

Methods of Historical Inquiry and Commun
1. Interpret and analyse information gath
2. Communicate the results of historical
appropriate terms and concepts and a
communication

Citizenship and Heritage:

3. Demonstrate an understanding of the
individuals, groups, and events influen
legal, political, and military traditions
century
4. Analyse the contributions of various in
the development of arts, knowledge, r
technology prior to the sixteenth cent
Specific Expectations:

Describe the contributions of various indiv

the development of legal, political, and m
societies prior to the sixteenth century

Describe the significant legal, political, an

influenced traditions in societies prior to

Interpret and analyse information gathere

Communicate the results of historical inqu

appropriate terms and concepts and a var
communication

Page 8 of 11

Unit Culminating Assessment Task Plan (Continued)

Assessment Strategy and Tool:
(Do)
Students will obtain artifacts and
pictures both physically and
online to curate their exhibit.

Student Product and Processes

Assessment Strategy and Tool:
(Write)
Students will write brief
rationales for each artifact to
explain their significance.

Assessment Strategy and Tool:

(Say)
Students will present their
exhibit orally to their classmates,
explaining the significance
articulated through the rationale

Resources/Technology Integration:
Students are free to incorporate technology in their exhibits through videos, QR codes, audio
recordings and other creative outlets.

Unit Instruction Plan/Lesson Sequence

Lesson 1 (Mythology):
During this lesson, students will explore the origins of Greek and Roman religion and mythology. Throughout the lesson,
the role of religion in both Ancient Greece and Ancient Rome.

Page 9 of 11

Lesson 2 (Mythology):
The next lesson would begin with a review of the Olympian Gods. A quick youtube video can be watched as a
(https://www.youtube.com/watch?v=eJCm8W5RZes). Once this activity is complete, introduce the Roman v
This lesson will focus on temples and worship, with a particular look at the Parthenon, Delphi, and the Panth
this lesson, students should be able to identify the major temples in both Ancient Greece and Ancient Rome
worship practices. Students should also explore how Greek and Roman religion differ or resemble each other

Lesson 3 (Mythology):
This last lesson on religion will explore how religion translated to Greek and Roman society. Students will ex
religion in education, war, democracy, agriculture etc. By the end of the lesson, students should know the m
similarity between Ancient Greece and Ancient Roman religion. This class should raise the question: Is religi
determine civilization? Did religion help progress society or did it hinder it? These questions can be answered
debates or discussion, or students can write a short opinion piece on the matter.

Lesson 4 (Art):
Students examine the architecture of Ancient Greece and Ancient Rome. Students will look at the defining characteristic
both civilizations and discuss the similarities and differences. Moreover, students will examine their influences on one an
relationship between the two civilizations.

Lesson 5 (Art)
Students will analyze epic poetry (Homeric poems: The Iliad, The Odyssey), and its influence over Greek and Roman cult
mythology.

Lesson 6 (Art):
Students will examine works of Greek and Roman sculpture to determine the differences in values and culture of each so
decipher how the Greeks valued heroism in the artwork whereas the Romans created works that reflected their life and

Lesson 7 (Advancements/Innovations):
Students will do an activity designed to teach them about the significant advancements made in both Greek and Roman
will develop their historical thinking skills by interpreting how these advancement brought continuity and change into hi

Lesson 8 (Advancements/Innovations):
Students will be guided to explore specific examples of Greek and Roman achievements by researching exam
Mathematics, Philosophy and Architecture. Students will be presented a few examples (Pythagorean Theorem
and Arches) and discussion will take place about how these advancements brought about change in the histo
own.

Page 10 of 11

Lesson 9 (Advancements/Innovations):
Students will be guided to explore specific example of Greek and Roman achievements by researching exam
Science and the Arts. Students will consider how these changes/advancements shaped civilization and will d
these contributions.

Lesson 10 (Warfare):
This lesson will be an introduction to the wars of Greece and Rome, which will serve as the major theme of this week of
introduced to the role that war played in shaping the relationships of the Greek city states and the lives of the people th
analyze Greek artwork depicting Greek warfare and use these primary sources to analyze the overarching influence of va
life.

Lesson 11 (Warfare):
This lesson will delve further into specific city states, with groups of students performing research on a particular state a
findings to the class. This is inquiry based as students choose their own city state and present their findings in creative w
(poster, dramatic presentation, speech etc.)

Lesson 12 (Warfare):
Students will refine their historical perspective in a city state summit meeting in which members of the class will repre
(based on prior research) and meet to discuss what should be done about the growing threat of the Persian Empire. In a
students understanding of historical perspective, the activity will force students to think critically about the role each cit
collective defence against the Persians.

Lesson 13 (Politics):
This lesson will allow students to explore the landscape of Ancient Greece politics while working through an
activity. The lesson will span from the mythical history of the Trojan War in about 1200 BC to the takeover o
Students will become familiar with various politic organizations (tyranny, democracy, oligarchy, monarchy, a
through the different historical events and attempt to gain more political advantage. Through the discovery
students will also become familiar with the nature of control in regards to politics and what part resources a
in Ancient Greek society.
Lesson 14 (Politics):
Continuation from lesson 13 (role playing activity)
Lesson 15 (Politics):
The lesson will revolve around group discussion related to their journal entries of Greek politics.

Lesson 16 (Politics):
This lesson will allow students to explore the landscape of ancient Roman politics while role-playing differen

Page 11 of 11

Lesson 17 (Politics):
Continuation from lesson 16 (role playing activity)

Lesson 18 (Politics):
The lesson will revolve around group discussion related to their journal entries of Roman politics with particular emphas
between their political structures and those of the Greeks.