Grade 10
History/Social Science
Standard 10.1

Students relate the moral and ethical principles in ancient
Greek and Roman philosophy, in Judaism and in Christianity
to the development of Western political thought.


 
Resources
Lesson Plans
Assessments
Textbook:

McDougal Littell, Modern 
World History.
Prologue:   Pages 5-9, 
12-15, 540, 574

Primary Sources/Literature:
Ten Commandments
Plato's Republic
Aritstotle's Politics
U.S. Constitution

Film Resources

885987 Ancient Greece: 
The Birth of Thinking 
(1997 - 48 minutes)Art of the Western World: 
Greece and Rome

885999 Greece:  A Moment 
of Excellence 
(1997 - 48 minutes)

882286 Greece and Rome: 
1200 BC - AD 200 
(1988 - 26 minutes)

882869 History of Roman
Civilization 
(1989 - 35 minutes)

884043 Legacies 
(1990 - 30 minutes)

886026 Western Europe: 
Our Legacy 
(1996 - 18 minutes)

882287 World Religions: 
600 BC - AD 500 
(1988 - 26 minutes)

Internet

Ancient History Sourcebook: www.fordham.edu/halsall/
ancient/asbook.html

Aristotle: 
www.utm.edu/research/
iep/a/aristotl.htm

Classics Archive: 
www.classics.mit.edu/

Great Britain Primary 
Documents: http://library.byu.edu/~rdh/
eurodocs/uk.html

Encyclopedia of Philosophy:  www.utm.edu/research/iep

History Guide: 
www.pagesz.net/~stevek/

Internet guide to Plato:  www.2xtreme.net/dstorm/plato/

Roman History, Coins, Technology: www.myron.sjsu.edu/

Transparencies

AT 12
CT 5, 6


 
Activity 1:
Cooperative Learning Assignment researching Greece, Rome, Judaism, and Christianity.

Students will be assigned to work in cooperative groups to research one of the following:  Greece, Rome, Judaism, Christianity (each group will be assigned a different area).  Groups will define contributions of their assigned area to modern democracy,  i.e.: ethics, law, political thought, government, rights and privileges of citizens, and cultural traditions.  Researchers may use the Internet, textbooks, library texts, literature, and other resources which will provide accurate information.   After compiling the information, each student group will construct a chart which outlines the contributions found in their research.  Group findings will be presented to the class.   Class members will "fill in" the information on their individual charts presented by other groups.

Activity 2:
Discussion and lecture lesson which uses findings on Christianity and Judaism from the cooperative learning assignment above and which draws on information which students learned in earlier grades.

Drawing from class discussions and the cooperative learning assignment above, students will discuss Christianity and Judaism, their commonalities and differences.  Other major religions:  Islam, Hindu, Buddhism will be identified and their historical significance discussed.  Films on religions of the world will be shown.

Previously Published Data

1.) All students will actively participate as members of the cast or jury. The cast will include Socrates, 3 Judges, Plato, Xenophon, Crito, Xanthippe, Cleon, Diodorus and 2 guards. Cast members will be provided with a script and jurors will be provided with a black and white token. Prior to the conclusion of the play, the jury will consider the facts of the case and render a verdict. After the students' verdict is announced, the final scene of the play will show the historical conclusion to the trial of Socrates.

2.) At the conclusion of the drama, response groups will discuss the following questions:
 

  • What evidence suggests that Athenian democracy would/would not meet the test of modern democracy?

    •  
  • How did the role of men and women support Athenian democracy?

    •  
  • Would Socrates have had more impact if he had chosen to live in exile? 

    •  
  • Is suicide ever an acceptable option?


    • During a difficult test you notice many students are cheating - you too are struggling. Should you also cheat?

    Assessment 1:
    Charts must demonstrate student understanding of contributions to modern democracy and show evidence of research.  Presentations must convey ideas clearly and concisely to class.  After all presentations are given, students will write an essay, using class presentation notes and charts, which illustrates the contributions of Greece, Rome, Judaism, and Christianity to modern democracy.
    Assessment 2:
    Assessment on the major religions will be ongoing as students will consider the importance of religious differences as causes for war, emigration, and revolution as their study of history continues.  Essay questions will be included in exams.
    Previously Published Data

    1. Students will support their verdict with at least 3 details of historical evidence. 

    2. Students will cite factors which might have changed the outcome of the trial.

    3. Students will list questions Socrates might have asked to resolve a contemporary moral dilemma.