ANCIENT GREECE & ROME
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- Elfrieda Anthony
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1 ANCIENT GREECE & ROME 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. -The ancient Greeks and Romans were two groups of people who made significant contributions to society in terms of architecture, government, and sports. -CONTRIBUTION: The act of giving or doing something -Example: The Olympic games of today are modeled after the games of ancient Greece. -The ancient Greeks and Romans have influenced the lives of people today. The architects of ancient Greece and Rome used columns and arches in the construction of their buildings. Ancient examples still exist today. GREECE Columns ROME Arches ARCHITECTURE GOVERNMENT Example: Parthenon Example: Colosseum Ancient Greeks and Romans displayed artwork suck as mosaics, sculpture, and paintings on buildings. The government of the United States is based on ideas developed in ancient Greece and Rome. Direct Democracy GREECE (Government by the people) Birthplace of democracy ROME Representative Democracy Republican (representative) form of government
2 ANCIENT GREECE & ROME 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. CHARACTERISTIC: Different traits CHARACTERISTICS PHYSICAL CHARACTERISTIC (describes the land): GREECE ROME -Located on a peninsula with many -Located next to a river islands, mountains, and hills -Built on many hills -Surrounded by the Mediterranean Sea -Limited rich soil -Limited rich soil HUMAN CHARACTERISTIC (describes the people): GREECE ROME Farmers, Shipbuilders, Traders Farmers, Road builders, Traders Ancient Greece and Rome were located: -In Europe -Near the Mediterranean Sea ADAPTATION GEOGRAPHY People adapt to their environment in different ways. GREECE -They farmed on hillsides -Trading took place on the Mediterranean Sea -Small, independent communities developed because of the many mountains ROME -They farmed on hillsides -Trading took place on the Mediterranean Sea
3 ANCIENT MALI 3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. ORAL TRADITION Most of what we know about Mali s history comes from oral accounts that were handed down by Mali storytellers from one generation to the next. GRIOT: A storyteller that passed down information about Mali s history. CITY ADAPTATION GEOGRAPHY TRAITS GOVERNMENT The kings of Mali were rich and powerful men who controlled trade in West Africa. Sundiata and Mansa Musa were two famous kings. Africa was the home to several great empires. Mali became one of the largest and wealthiest empires in the region and was an important trade center. Early Mali was a wealthy trading empire before Columbus sailed to America. CHARACTERISTIC: Different traits PHYSICAL CHARACTERISTIC (describes the land): Located in West Africa near rivers and in a grassland region; had gold mines HUMAN CHARACTERISTIC (describes the people): Farmers, Miners, Traders -In Western Africa -Near Rivers -In Grassland Region -Had Gold Mines -Located across trade routes -Near Sahara Desert & Salt Mines People adapt to their environment in different ways. People in Mali adapted to their environment by: 1. Using salt for health and preserving food 2. Trading gold from the mines for salt Timbuktu was an important city in Mali. It had a famous university with a large library containing Greek and Roman books.
4 EXPLORERS 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians. CHRISTOPHER COLUMBUS JUAN PONCE DE LEON JACQUES CARTIER CHRISTOPHER NEWPORT SPONSOR REASON FOR EXPLORING ACCOMPLISHMENTS COLUM- BUS Spain To find a western sea route to America -First European to discover sea route to America -Discovered Western Hemisphere PONCE DE LEON CARTIER Spain France -To discover riches -To discover land to conquer -Find Fountain of Youth To colonize the New World -First European to land on main body of U.S. (Florida) -Gave Spain a claim to Florida -Explored St. Lawrence River Valley near Quebec, Canada -Gave France a claim to North America NEWPORT England -To discover riches -Find a western sea route to Asia -Arrived at present town Jamestown -Made 4 voyages brining people to Jamestown -To colonize Virginia -One of the first men to reach the Fall Line of the James River -Due to European explorations, American Indians experienced changes to their cultures and environment. The impact of European exploration on American Indians included: Introducing deadly diseases Settling on the American Indian s land Forcing the American Indian s to relocate away from their homeland
5 EXPLORER GEOGRAPHY 3.5 The student will develop map skills by c) Locating the countries of Spain, England, and France; d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Québec, Canada), and Christopher Newport (Jamestown, Virginia); All of the explorers sailed from Europe to North America. EXPLORER SAILED FROM (SPONSOR) SAILED TO (EXPLORED) EXPLORERS Christopher Columbus Juan Ponce de Leon Spain (Continent: Europe) Spain (Continent: Europe) Bahamas (Location: Islands of America) St. Augustine (Country: U.S. State: Florida) Jacques Cartier France (Continent: Europe) Quebec & St. Lawrence River Valley (Country: Canada) Christopher Newport England (Continent: Europe) Jamestown (Country: U.S. State: Virginia) MAP
6 GEOGRAPHY 3.5 The student will develop map skills by a) Positioning and labeling the seven continents and five oceans to create a world map CONTINENT: large body of land There are 7 continents. The United States is located on the continent of North America. South America Australia Europe Africa Asia CONTINENTS North America Antarctica OCEAN: large body of water OCEANS There are 5 oceans.
7 3.5 The student will develop map skills by GEOGRAPHY b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; e) Locating specific places, using a simple letter-number grid system. -The globe (and the Earth) is in the shape of a sphere (ball). -A hemisphere is half of a sphere; it is created by the Prime Meridian or Equator -The Prime Meridian is an imaginary line that divides the Earth into the Eastern and Western Hemisphere. GLOBE FEATURESS -The Equator is an imaginary line around the middle of the Earth that divides it into the Northern and Southern Hemispheres. GRID MAP CHANGES The letter and number coordinates of a grid system identify the approximate location of a place.
8 VISUAL AIDS 3.6 The student will read and construct maps, tables, graphs, and/or charts. Maps, tables, graphs, charts, and pictures can be read and constructed to gather and display information. VISUAL AIDS -Regions are places that have common characteristics (traits). MAP FEATURES -MAP KEY or MAP LEGEND: gives an explanation of symbols used on a map -COMPASS: a tool used to find a direction -CARDINAL DIRECTIONS: North, South, East, West -INTERMEDIATE DIRECTIONS: Northeast, Northwest, Southeast, Southwest
9 ECONOMICS 3.7 The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services. 3.8 The student will recognize that because people and regions cannot produce everything they want, they specialize in producing some things and trade for the rest. 3.9 The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). PRODUCERS: People who use resources to make goods and provide services. GOODS: Things that people make or use to satisfy needs and wants. SERVICES: Activities that satisfy people s needs and wants. NATURAL RESOURCES HUMAN RESOURCES CAPITAL RESOURCES RESOURCES materials that come directly from nature people working to produce goods and services goods made by people and used to produce other goods and services examples: water, soil, wood, coal examples: farmer, construction worker examples: machines, tools, buildings PRINCIPLES DECISIONS SPECIALIZATION: People and regions specialize because they cannot produce everything they want. Specialization is when people focus on providing only certain goods and services. INTERDEPENDENCE: People trade for things they need and want, but do not have. People must depend on others for things they can t produce themselves. People must make choices because they cannot have everything they want. ECONOMIC CHOICE: The economic choice is the decision someone makes out of all of the options. OPPORTUNITY COST: The opportunity cost is the next best choice, the choice that was given up to pick something else. EXAMPLE ECONOMIC CHOICE OPPORUNITY COST I can either buy new shoes or a new book bag for school. I chose to buy new shoes. I gave up the new book bag.
10 ECONOMICS IN ANCIENTS 3.7 The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services. -Resources are used to produce goods and services. -Producers of goods and services are influenced by natural, human, and capital resources. NATURAL RESOURCES HUMAN RESOURCES CAPITAL RESOURCES MALI -gold -salt -miners -farmers -traders -mining tools GREECE -Mediterranean Sea -limited rich soil -ship-builders -traders -farmers -potters -ship building tools -ships ROME -Mediterranean Sea -limited rich soil -trees -river -ship builders -road builders -traders -farmers -potters -ship building tools -ships -road building tools
11 CIVICS 3.10 The student will recognize the importance of government in the community, Virginia, and the United States of America by a) explaining the purpose of rules and laws; b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; c) explaining that government protects the rights and property of individuals The student will explain the importance of the basic principles that form the foundation of a republican form of government by a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; RULES/LAWS COMMUNITY: a place where people live, work, and play RULES: what people must or must not do LAWS: important rules written and carried out by government We have rules and laws to keep people safe and maintain order. GOVERNMENT BASIC PRINCIPLES GOVERNMENT: A group of people who: 1. Make laws 2. Carry out laws 3. Decide if laws have been broken The government is important because it protects the rights and property of people. Government exists locally (community), in the state (Virginia), and nationally (United States). BASIC PRINCIPLES: Basic principles are privileges that people are born with and cannot be taken away. The 3 privileges are: 1. Life 2. Liberty 3. Pursuit of Happiness Equality under the law means people are treated fairly. Many people worked to defend the basic principles that formed the foundation for our republican form of government.
12 FAMOUS AMERICANS: PRESIDENTS 3.11 b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez; WASHINGTON George Washington -1 st President of the new nation (United States) -He is called the Father of our Country -Worked under new republican form of government (where people could elect leaders) -He helped put the basic principles into practice for the new nation (life, liberty, pursuit of happiness) JEFFERSON Thomas Jefferson -Born in Virginia -3 rd President -Wrote Declaration of Independence (which says that all people have certain rights) -Leader who helped develop country LINCOLN Abraham Lincoln -16 th President -President when country was divided over the issue of equality (slavery) -Helped free African-American slaves
13 FAMOUS AMERICANS: CIVIL RIGHTS LEADERS 3.11 b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez; PARKS Rosa Parks -Refused to give up her seat on a bus -Helped bring about changes in laws -Worked so that all people would have equal rights MARSHALL Thurgood Marshall -Lawyer who defended people when not all had equal rights -First African American Supreme Court Justice (judge) of the U.S. Supreme Court KING Martin Luther King, Jr. -African-American minister -Worked to get equal rights for all people -Helped bring about changes in laws peacefully CHAVEZ Cesar Chavez -Mexican-American -Worked to improve conditions for farm workers
14 HOLIDAYS & CITIZENSHIP 3.11 c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country s freedoms; d) describing how people can serve the community, state, and nation. Veterans Day is the recognition of and respect for Americans who serve or served in the military. Veteran s day is celebrated on November 11 th. VETERANS DAY Memorial Day is the recognition of Americans who died in wars while they were serving their country. Memorial Day is celebrated on the last Monday in May. MEMORIAL DAY There are many ways people can serve their community, state, and nation. SERVICE Examples include: -Volunteering -Getting involved in community projects -Serving as a government official -Joining the military -Voting
15 DIVERSITY 3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. AMERICANS The American people come from diverse ethnic and national backgrounds and they are united as Americans by basic American principles. AMERICANS: share the basic principles of the republican form of government RUBPUBLICAN FORM OF GOVERNMENT: representative democracy BASIC PRINCIPLES: life, liberty, pursuit of happiness There are many benefits to the diversity that people from different cultures bring to America, including: 1. Food BENEFITS 2. Music 3. Clothing
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