Unit Title

Ancient Greece: A Culture Lost?

Course(s) Orchestra, World History, English II,
Geometry
Designed by Davison, Decker, Sheffield, Staskiel Time Frame Beginning of the school year, duration 5
weeks

Stage 1- Desired Results

Establish Goals

TEKS 110.32. ELAR English II
B. Knowledge and Skills
2) Reading Comprehension of Literary Text/Theme and Genre
B
analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and
classical literature
C
relate the figurative language of a literary work to its historical and cultural setting
5) Reading Comprehension of Literary Text/Fiction
B
analyze differences in the characters' moral dilemmas in works of fiction across different
countries or cultures
9) Reading Comprehension of Informational Text/Expository Text
B
distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to
support conclusions and arguments in texts
C
make and defend subtle inferences and complex conclusions about the ideas in text and
their organizational patterns
10) Reading Comprehension of Information Text/Persuasive Text
A
explain shifts in perspective in arguments about the same topic and evaluate the
accuracy of the evidence used to support the different viewpoints within those
arguments; and
13) Writing/Writing Process
B
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking,
graphic organizers, lists) and develop drafts in timed and open-ended situations that
include transitions and rhetorical devices used to convey meaning
20) Research/Research Plan
B
formulate a plan for engaging in research on a complex, multi-faceted topic.
22) Research/Synthesizing Information
B
evaluate the relevance of information to the topic and determine the reliability, validity,
and accuracy of sources (including Internet sources) by examining their authority and
objectivity
26)Listening and Speaking/Teamwork.
Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate productively in
teams, building on the ideas of others, contributing relevant information, developing a
plan for consensus-building, and setting ground rules for decision-making.

2. HISTORY:
113.42. World History Studies
(b) Introduction.
2) The following periodization should serve as the framework for the organization of this
course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600
(Classical Era); 600-1450 (Post-classical Era); 1450-1750 (Connecting Hemispheres);
1750-1914 (Age of Revolutions); and 1914-present (20th Century to the Present).
Specific events and processes may transcend these chronological boundaries.
(c) Knowledge and skills.
(1) History. The student understands traditional historical points of reference in world
history. The student is expected to:
(B) identify major causes and describe the major effects of the following events from
500 BC to AD 600: the development of the classical civilizations of Greece, Rome,
Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of
major world religions;

(3) History. The student understands the contributions and influence of classical
civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected
to:
(A) describe the major political, religious/philosophical, and cultural influences of
Persia, India, China, Israel, Greece, and Rome, including the development of
monotheism, Judaism, and Christianity;

(15) Geography. The student uses geographic skills and tools to collect, analyze, and
interpret data. The student is expected to:
(A) create and interpret thematic maps, graphs, and charts to demonstrate the
relationship between geography and the historical development of a region or nation;
and
(B) analyze and compare geographic distributions and patterns in world history shown
on maps, graphs, charts, and models.

(16) Geography. The student understands the impact of geographic factors on major
historic events and processes. The student is expected to:
(A) locate places and regions of historical significance directly related to major eras and
turning points in world history;
(B) analyze the influence of human and physical geographic factors on major events in
world history, including the development of river valley civilizations, trade in the Indian
Ocean, and the opening of the Panama and Suez canals; and
(C) interpret maps, charts, and graphs to explain how geography has influenced people
and events in the past.

(19) Government. The student understands the characteristics of major political
systems throughout history. The student is expected to:
(A) identify the characteristics of monarchies and theocracies as forms of
government in early civilizations; and
(B) identify the characteristics of the following political systems: theocracy,
absolute monarchy, democracy, republic, oligarchy, limited monarchy, and
totalitarianism.

(20) Government. The student understands how contemporary political systems have
developed from earlier systems of government. The student is expected to:
(A) explain the development of democratic-republican government from its
beginnings in the Judeo-Christian legal tradition and classical Greece and Rome
through the English Civil War and the Enlightenment;

(21) Citizenship. The student understands the significance of political choices and
decisions made by individuals, groups, and nations throughout history. The student is
expected to:
(A) describe how people have participated in supporting or changing their
governments;
(B) describe the rights and responsibilities of citizens and noncitizens in civic
participation throughout history;

(22) Citizenship. The student understands the historical development of significant legal
and political concepts related to the rights and responsibilities of citizenship. The student
is expected to:
(A) summarize the development of the rule of law from ancient to modern times;
(B) identify the influence of ideas regarding the right to a "trial by a jury of your
peers" and the concepts of "innocent until proven guilty" and "equality before the
law" that originated from the Judeo-Christian legal tradition and in Greece and
Rome;

(25) Culture. The student understands how the development of ideas has influenced
institutions and societies. The student is expected to:
(B) summarize the fundamental ideas and institutions of Western civilizations
that originated in Greece and Rome;

(27) Science, technology, and society. The student understands how major scientific
and mathematical discoveries and technological innovations affected societies prior to
1750. The student is expected to:
(A) identify the origin and diffusion of major ideas in mathematics, science, and
technology that occurred in river valley civilizations, classical Greece and Rome,
classical India, and the Islamic caliphates between 700 and 1200 and in China from the
Tang to Ming dynasties;
(E) identify the contributions of significant scientists such as Archimedes, Copernicus,
Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.

(29) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
(A) identify methods used by archaeologists, anthropologists, historians, and
geographers to analyze evidence;
(B) explain how historians, when examining sources, analyze frame of reference,
historical context, and point of view to interpret historical events;
(C) explain the differences between primary and secondary sources and examine those
sources to analyze frame of reference, historical context, and point of view;
(D) evaluate the validity of a source based on language, corroboration with other
sources, and information about the author;
(E) identify bias in written, oral, and visual material;
(F) analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, drawing inferences and conclusions, and developing
connections between historical events over time;
(G) construct a thesis on a social studies issue or event supported by evidence; and
(H) use appropriate reading and mathematical skills to interpret social studies
information such as maps and graphs.

(30) Social studies skills. The student communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) interpret and create written, oral, and visual presentations of social studies
information; and
(D) transfer information from one medium to another.

(31) Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected
to:
(A) use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a
decision.


3. GEOMETRY: TEKS 111.41
(1) Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical
ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.

(4) Logical argument and constructions. The student uses the process skills with
deductive reasoning to understand geometric relationships. The student is expected to:
(A) distinguish between undefined terms, definitions, postulates, conjectures, and
theorems;
(B) identify and determine the validity of the converse, inverse, and contrapositive of a
conditional statement and recognize the connection between a biconditional statement
and a true conditional statement with a true converse;
(C) verify that a conjecture is false using a counterexample; and
(D) compare geometric relationships between Euclidean and spherical geometries,
including parallel lines and the sum of the angles in a triangle.

(5) Logical argument and constructions. The student uses constructions to validate
conjectures about geometric figures. The student is expected to:
(A) investigate patterns to make conjectures about geometric relationships, including
angles formed by parallel lines cut by a transversal, criteria required for triangle
congruence, special segments of triangles, diagonals of quadrilaterals, interior and
exterior angles of polygons, and special segments and angles of circles choosing from a
variety of tools;
(B) construct congruent segments, congruent angles, a segment bisector, an angle
bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line
parallel to a given line through a point not on a line using a compass and a straightedge;
(C) use the constructions of congruent segments, congruent angles, angle bisectors,
and perpendicular bisectors to make conjectures about geometric relationships; and
(D) verify the Triangle Inequality theorem using constructions and apply the theorem to
solve problems.

(6) Proof and congruence. The student uses the process skills with deductive reasoning
to prove and apply theorems by using a variety of methods such as coordinate,
transformational, and axiomatic and formats such as two-column, paragraph, and flow
chart. The student is expected to:
(D) verify theorems about the relationships in triangles, including proof of the
Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles,
midsegments, and medians, and apply these relationships to solve problems.


4. MUSIC:
(1) Perception. The student describes and analyzes musical sound and
demonstrates musical artistry. The student is expected to:
(A) define melody, harmony, rhythm, and texture of music listened to or performed,
using standard terminology;

(2) Creative expression/performance. The student sings or plays an instrument,
individually and in groups, performing a varied repertoire of music. The student is
expected to:
(A) exhibit accurate intonation and rhythm, fundamental skills, and basic
performance techniques while performing moderately difficult literature,
independently and in ensembles;

(3) Creative expression/performance. The student reads and writes music notation.
The student is expected to:
(B) read and write music that incorporates rhythmic patterns in simple,
compound, and asymmetric meters; and
(C) interpret music symbols and terms referring to dynamics, tempo, and
articulation during solo and/or ensemble performances.

(5) Historical/cultural heritage. The student relates music to history, to society, and
to culture. The student is expected to:
(A) classify aurally-presented music by genre, style, and historical period;
(B) define uses of music in society and culture;
(D) define the relationships between the content, the concepts, and the
processes of the other fine arts, other subjects, and those of music.



Transfer
Students will be able to independently use their learning to....

Students Will Be Able To:
1. Understand how cultures build upon each other to discover the origins of
cultures.
2. Apply critical understanding of past cultures to predict the future development of
our culture.
3. Apply knowledge and skills from multiple disciplines to understand the structures
and beliefs of different civilizations.





Meaning
UNDERSTANDINGS
Students will understand that...

Students Will Be Able To:
1. Connect scales and etudes to past
and future repertoire and recognize
their significance.
2. Recognize the way previous
cultures chose to live and function
matters and impacts us today.
3. Understand that past literature
continually influences the
development of global cultures.
4. Understand how math enables us
to make logical arguments
throughout all content areas.
5. Understand how various sources
contribute or detract to research
products.
6. Understand that there are multiple
ways to argue the same point or
prove the same idea.


Essential Questions
Students will keep considering

Why do cultures rise and fall?
What is culture?
What does it mean for a culture to be
alive?
What makes an idea, process, or structure
last throughout time?
Why do current cultures include elements
of past cultures?
How have the epics of today been
influenced by the epics of the past?
How is our culture influenced by those who
came before us?
How have scales influenced (and continue
to influence) all types of music?
How does music evolve while still pulling
ideas from the past?
How has mathematics been influenced by
the past and how does it influence different
areas of life?
What makes a conclusion valid?
How do you convince someone that your
conclusions (or arguments) are valid?
What makes a source valid?



Acquisition

Students will know...

English:
- The objectives and purposes of epic text
- The cultural context of literary products
- The components of a logical argument


Students will be skilled at...

English:
- Identifying what makes a text epics
- Identifying the similarities of literary
products throughout cultures and time
- How to analyze/compare/contrast literary
products across time.

History:
- Major Grecian thinkers, including Plato,
Socrates, Pythagoras, Herodotus, and
more. They will also be able to identify
major contributions of these thinkers, and
their influence on western civilization.
- The concept of a city-state, and how early
city-state governments influenced future
western civilizations.
- The Greek religious pantheon, and how
that religious belief was incorporated into
other cultures (namely the Romans).

Geometry:
There are multiple ways to prove a point.
Differences between definitions,
postulates, conjectures, and theorems.
The validity of converse, inverse,
contrapositive of a conditional statement.
Relationships between Euclidean and
spherical geometries.
The Triangle Inequality and how to apply it
to problems.
The Pythagorean Theorem and how to
prove it.
The differences between deductive and
inductive reasoning.



Music:
Standard musical terminology
specifically concerning scales and
etudes
Read music in simple, compound,
and asymmetrical meters
specifically concerning scales and
etudes
How music fits into certain cultural
- Constructing written logical arguments

History:
- Tracking the development of cultural
structures over time.
- Recognizing the acquisition of one
cultures structures/artifacts into a new
culture.
- Creating a hypothesis with regards to
how societies develop and function, and
why they do so.
- Evaluating the ways in which ancient life
differs from our own, and why.
- Presenting their conclusions or research
to small and large group audiences.

Geometry:
Applying mathematics to problems that
arise in everyday life.
Supporting an argument with justification.
Writing a geometric proof.
Determining and justifying solutions.
Determining the reasonableness of a
solution.
Using precise mathematical language to
communicate ideas.
Using a counterexample to determine if a
conjecture is false.
Making conjectures about geometric
relationships.
Constructing congruent segments,
congruent angles, segment bisectors,
angle bisectors, perpendicular lines,
perpendicular bisectors, and parallel lines
through a given point.
Verifying theorems, including the
Pythagorean Theorem, the sum of interior
angles, base angles of isoceles triangles,
midsegments, and medians.

aspects including their own music
in their own culture
The interrelationship between
music and the other disciplines
studied
Music:
Describing and analyzing musical
sound, specifically modal scales on
their own and within etudes and
later music
Performing scales and etudes on
their instrument both individually
and in groups
Interpreting standard terminology
specifically concerning scales and
etudes during performances
Perform in simple, compound, and
asymmetrical meters specifically
concerning scales and etudes
Classifying aurally presented
Ancient Greek songs/clips and
modern modal scales including
Aeolian, Dorian, Phrygian, Lydian,
Ionian, Mixolydian, and Locrian












Stage 2- Evidence

Code
Evaluation
Criteria

Transfer (T)
Meaning
(M)
Acquisition
(A)

T,M


























1) A, M





2) A, T

Accuracy Of
Information
Accepts And
Offers
Constructive
Feedback
Content Is
Presented In
Meaningful
And Clear
Ways
Student
Connects To
Multiple
Disciplines
Students
Products Show
Critical
Interpretation
PERFORMANCE TASK(S):
Students will show that they understand by evidence of
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

Interdisciplinary:
Time Capsule (end of unit)
Students will each choose the one item or idea that they think is essential to understanding culture and
our civilization. Students will choose something that they think is important and that should be
remembered one thousand years from now. Students may choose anything as long as they can justify
its importance. Some examples: a mobile phone, a geometry concept, a song, a book, the structure of
the government.
Components of time capsule:
1) Formative Check-ins in each subject area: In each subject area, students will choose an idea,
person, concept, pattern, or other aspect from Grecian times that they would want people to know about
1000 years in the future. They should justify their choice within that subject to people within that field.
The justification could take many different forms: short presentation, interview with the teacher, short
essay, piece of artwork, journal entry.
2) Aesthetic Representation to put in the capsule: In an aesthetic form chosen by the student. The goal
is to represent the item or idea in a way that people 1000 years in the future would understand.
3) Written Justification: Justify the item or idea and why it matters to future civilization. Also tie the item
or idea into an issue that was lost or preserved from ancient Greece. (For example if a student chose to
justify why a mobile phone is important they might explain that the phone revolutionized how people
lived and communicated)
4) Presentation of Aesthetic and Representation: Grade level of students are broken into four groups to
present their aesthetic and justification and place their aesthetic in the time capsule.
5) Culminating class discussion: What do you think of our time capsule? Is this a good holistic
representation of our civilization? Are there any gaps in the classs representation of our culture?

Social Studies:
1) Ancient Governments And Modern Equivalents Project: Students will analyze the major facets of the
different governmental forms of Grecian city-states, creating a list of major facets or characteristics of
said governments. Students will then find a modern nation which they believe is a modern analog for the
ancient governments. If they believe no government of that type currently exists they must justify their
reasoning. Students may present this assignment through a variety of self-selected mediums.
2) English Interdisciplinary Project: Students will select (from a teacher provided list) a major character
from Grecian culture to research. They will understand their major political leanings and views on
important issues of the day. Students will be required to turn in a report detailing their findings, along
















Stage 3- Learning Plan

Code Learning Events Progress Monitoring






English

Week 1 Day 1
A, M, T




Week 1 Day 2
A, M


Student success at transfer, meaning, and acquisition depends upon
Pre-Assessment: What is your culture? Socially, musically, mathematically, as a
historian, a writer, a learner

Lesson Outlines

English
Week 1: Mythical Literature
- Day 1- What is Your Culture (Interpersonal)
o In this lesson students will examine their culture with an interpersonal strategy. If this
unit takes place at the very beginning of the year, Decision Making will probably be the
most useful as it offers interpersonal learning without putting students into a potentially
uncomfortable situation. However, if the unit takes place later in the year, Community
Circle would probably be the most useful strategy as long as classroom trust is high.
- Day 2- Introduction to Epic Literature
o In this lesson, students will be introduced to the concept of epic literature. This should
be done in a way that expands the concept of epic literature beyond ancient Greece,
utilizing some modern examples (like super-hero movies) to get students interested.

Progress Monitoring for AMT
Thumbometer, Hands
up/down
Exit Cards/Entry Cards
Formative Writing
Feedback
Journaling
Warm-up Activities
Color Cards.
Potential Problem Areas:
Essay Writing
Reading Comprehension
Research Skills
Content Retention
Speech Writing
Understanding Proof



Week 1 Day 3
A, M, T






Week 1 Day 4
A, M




Week 1 Day 5
M, T









Week 2 Day 1
T


Week 2 Day 2
A, T





Week 2 Day 3
M, T
Perhaps a Concept Attainment lesson (because of the yes and no examples) would be
useful, or a Mystery lesson (if great clues can be found).
- Day 3- Introduction to Homers OdysseyEarly Fable Exploration
o In this lesson, students will be introduced to the epic poem Odyssey. In a hook,
students should have Odyssey tied into the modern day by exposing them to examples
of epics in popular culture (Lord of the Rings, Kendrick Lamars M.A.A.D. City, Game of
Thrones, etc). Students will then look at an early chapter of the Odyssey with the
objective of learning how all epics must begin (mystical invocation, separation/isolation of
hero). Be useful to show how whatever popular culture items are discussed in hook
begin similarly.
- Day 4- Homers Odyssey- Late Fable Exploration
o In this lesson, students will explore Odysseuss return. In a hook, students should
discover the importance of return/revenge in epics and make predictions/hypotheses
about why some epics have return without revenge or vice versa. The most apt chapter
to use in the Odyssey is the bloodbath chapter, both for its entertainment value and a
discussion on revenge in epic.
- Day 5- Creation of Epic
o In this lesson, students will create their own epics. In a hook, show students how
quickly epics can be created when the barebones structure of myth is understood
(invocation, separation/isolation, journey, return/revenge, death/wedding) by actually
creating an original epic. Encourage students to follow the structure while not feeling tied
down to it (for example, an epic can end happily without a marriage) and provide
differentiation by offering students who are struggling a possible beginning or ending to
their interests OR offering students to write/present about a modern epic that has not
already been examined in a hook. Make sure students understand this is a formative
task (and thus not designed to be perfect) rather than summative.
Week 2: Plato and Logic
- Day 1- Presentation of Epics
o In this lesson, students will present their own epics. Offer feedback in a form that is
clearly formative, so students understand that this is a working product. Encourage
students to revise their epics and turn in again if necessary.
- Day 2- Introduction of the Concept of Greek Philosophical Persuasion (Math and
Social Studies Co-Taught)
o This lesson will be co-taught with math and social studies. Math will be brought into
the lesson so students can understand how the logical arguments philosophers made in
Greece are connected to the logical arguments they make in math class. Social studies
will be brought in so students can connect the author of the work to the words he left
behind.
- Day 3- Platos The Cave
o In this lesson, students will actually participate in a simulation of the Cave. For an



Week 2 Day 4
M, T



Week 2 Day 5
M, T






Week 3 Day 1
T


Week 3 Day 2
M, T




Week 3 Day 3
M, T





Week 3, Day 4
M, T





example, check out this video: The Cave Animated. The simulation should also be
debriefed as a whole class for discussion on the content of the argument itself and the
process of performing The Cave.
- Day 4- Platos Symposium (Co-Taught with Math)
o This lesson will be co-taught with math. In this lesson, students will see arguments
from names they may recognize from social studies class debating philosophical topics.
Math will be brought into the class so students can see the connection between logical
arguments in English and logical arguments in Geometry.
- Day 5- Creation of Logical Argument
o In this lesson, students will be given the task of creating a brief (one-two pages) logical
argument on a current issue. It may be wise to use that 20/20 book to introduce current
global issues. Students will have the weekend to finish their arguments and teacher
should circulate the classroom to address any issues. Again, like the last writing
assignment it should be clear to students that this is a formative assessment, and it is
less important for the argument to be correct or groundbreaking than for it to be logical.
Week 3: Religion and Politics in Grecian Literature
- Day 1- Presentation of Logical Argument
o In this lesson, students will present their logical arguments to the class. Like the last
writing assignment, students should feel comfortable to revise and turn in their logical
arguments again at any time during the unit.
- Day 2- Lesson on Hesiods Theogony
o In this lesson, students will explore a section of Hesiods Theogony (likely the
introduction). The objective should be for students to gain a further understanding of the
intricacies of Greek mythology and the gods multiple interactions in the day-to-day lives
of Greek citizens. There could be a hook that ties into the Social Studies lesson on Day 6
to recall information on Grecian religion.
- Day 3- Lesson on Homers Odyssey
o In this lesson, students will revisit Homers Odyssey but with a different purpose.
Students will explore further the day-to-day interactions Greek gods have with regular
people. A chapter that comes to mind is when Athena poses as Odysseus, or the chapter
when Poseidon sends terrible storms in Odysseuss way after Odysseus defeats
Poseidons son, the Cyclopes. Homer should feel very familiar to students now, as he
has been examined thoroughly in both English and Social Studies.
- Day 4- Lesson on Herodotus Histories
o In this lesson, students will be exposed to Herodotuss Histories. Students will discuss
the validity of a person writing a history centuries after the events occurred. Students
should also recall what was discussed about Herodotus the day before in Social Studies.
Further, as students are beginning to explore the city-state, the teacher should select a
section from the Histories that deals intimately with Athens or Sparta or both in a political
and social way (luckily, there are many sections that discuss this).
Week 3, Day 5
M, T






Week 4 Day 1
A, M, T




Week 4 Day 2
M, T





Week 4 Day 3
A, M, T




Week 4 Day 4
A, T







Week 4 Day 5
T


- Day 5- Lesson on Thucydides History of the Peloponnesian War
o In this lesson, students will explore Thucydides History of the Peloponnesian War. As
students were exposed to Athens and Sparta in the previous lesson, students should
discuss why the two nations were pushed into conflict. Further, students should examine
the differences between Herodotus and Thucydides in a critically evaluative context. A
Compare/Contrast Lesson might work best, both for Athens/Sparta and
Thucydides/Herodotus
Week 4: Philosophical Persuasion Regarding Politics +Research Methods
- Day 1- Lesson on Platos Apology
o In this lesson, students will explore Platos Apology, which details his mentor-
Socrates-trial and response to persecution by Athens. Since students are discussing
Athens in social studies, they should be encouraged to explore the validity of Athenian
politics/justice in the case of Socrates. There are a few strategies that could work well
here, but a possible very strong strategy would be Reading for Meaning.
- Day 2- Community Circle Lesson to Consolidate Thoughts on Athens and Sparta
o In this lesson, students will participate in a community circle strategy in an effort to
consolidate their thoughts on Athens and Sparta from both Social Studies and English.
Further, this allows students to experience Community Circle (which is a very productive
strategy for future use) with a topic that is not too personal but should still evoke strong
feelings.
- Day 3-Lesson on Herodotuss Histories
o In this lesson, students will revisit Herodotuss Histories to explore Herodotuss
musings on the Persian king Cyrus the Great. Students should develop
hypotheses/predictions on what type of culture/literature monarchy could create.
Students should seek to connect their learning in this class to their learning in social
studies on monarchy.
- Day 4- Research Methods and Introduction of Symposium (Co-Taught with Social
Studies)
o In this lesson, co-taught with social studies, students will explore how research is done
in academic papers. Students will learn the difference between secondary sources
(which they likely have not been exposed to in English class yet) and primary sources
(which they have used all week in English). Further, students will learn the strengths and
weaknesses of both in academic papers. Students will be encouraged to use both in their
social studies paper, and future English papers. Further, the symposium project will be
introduced.
- Day 5- Fun Friday/Flex Friday
o In this lesson, co-taught with music, students will explore Greek life in a casual way,
with music, food and drink provided. This is a necessary break from the heavy workdays
across all classes over the last few weeks and a calm before the storm of the final
interdisciplinary project. Additionally, if any lessons have spilled over, this day will serve



Week 5 Day 1
M, T






Week 5 Day 2
A, M, T

Week 5 Day 3
T

Week 5 Day 4
T

Week 5 Day 5
M, T







Social Studies




Week 1 Day 1
M




as a flex day to shore any gaps in learning.
Week 5: Time Capsule Project
- Day 1- Symposium
o In a formative assessment, co-taught with social studies, students will participate in a
symposium where they take the character of a famous Greek individual and have a
dialogue amongst each other on a variety of issues that have been discussed throughout
social studies and English classes in the context of these famous Greek individuals. In
English, students will be formatively evaluated on their understanding of their chosen
Greek individual through their participation in the Symposium and a written document
that showcases their Greek individuals stance on the issue(s) at hand.
- Day 2- Time Capsule Introduction and Idea Groups
o In this lesson, the objectives of the Time Capsule project will be introduced for English
classes and students will be placed into differentiated idea groups.
- Day 3- Aesthetic Work Day
o In this lesson, students will work on their Time Capsule project individually and in their
idea groups with teacher guidance.
- Day 4- Aesthetic Work Day
o In this lesson, students will work on their Time Capsule project individually and in their
idea groups with teacher guidance.
- Day 5- Aesthetic Presentations
Today, throughout all classes, students will present their Time Capsule projects

Social Studies

Week 1: Greece, Greek Culture

Day 1: What Is Your Culture (Understanding Strategy)
Students will analyze what makes up their culture, particularly in terms of social
and governmental culture. Students will be asked to name and analyze things they
believe to be significant parts of their cultural identity, and important parts of the
cities/states/nations cultural identity (if there is any variation). As the other classes are
doing this topic as well it will be best to use an understanding strategy. I recommend a
modified version of concept attainment where students are given the concept (their
culture) and asked to list examples and non-examples, then discuss.

Day 2: Who Were The Greeks?: Major overview. Language, dress, etc. Establish that we
know much, and are missing lots.
An overview of the unit in general. Covering students preconceptions of the
Greeks, the basics of Greek life, and other general ideas. Also introduce the topic of



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missing knowledge, and knowledge that may be fragmented.
Day 3: Geographical Greece: Climate + Location, Crops, Native Plants+Animals
An overview of Greece without the human element. Covering the climate, what
plants can grow there, what animals are native to the area, how do rivers interact with
the land, etc.

Day 4: Geographical Greece: Major Cultural Landmarks (Incl. Cities and Shrines)
An overview of the major locations in Greek culture and myth. Includes city-state
locations, mountain locations, shrine locations, river locations, etc. Would be very good
to incorporate a map based-lesson here.

Day 5: The Man, The Myth, The Legend: Pythagoras (Fact set on Pythag +Establish
importance of individuals to societal development)
Students will analyze the major works of the thinker, both identifying the work and
its nature. Students will then analyze the importance of the thinker in Greek culture and
history. Following this students will analyze the major contributions their work and life has
had on western civilization (both modern and historical). Having done all this students will
be presented with any missing knowledge or facts about the thinker, and given the
opportunity to explore the work, or explore questions they may have. -- This lesson will
also cover the introduction of the idea of the significant individual to society: Can an
individual matter on a societal level? If so, how/why?

Week 2: Foundational Greek Thinkers

Day 1: Grecian Religion: Who, What, Why?
A lesson focused on two topics: First, the importance of religion in everyday
Greek life. Attempts to draw parallels to students knowledge of modern religious
influence would be helpful. Secondly the raw facts of what made up Greek religion
(including Gods), and how that religion endured through the ages (contributed to Roman
pantheon).

Day 2: Greek Thinkers: Plato
Students will analyze the major works of the thinker, both identifying the work and
its nature. Students will then analyze the importance of the thinker in Greek culture and
history. Following this students will analyze the major contributions their work and life has





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had on western civilization (both modern and historical). Having done all this students will
be presented with any missing knowledge or facts about the thinker, and given the
opportunity to explore the work, or explore questions they may have. *
Day 3: Greek Thinkers: Euclid
*

Day 4: Greek Thinkers: Archimedes (can tie in with Science) + Eureka story
* - Also a good idea to tie this work in with the number of major engineering
innovations Archimedes made. Hook can be the story of Archimedes Eureka (pose the
problem to students and then tell them how he solved it).

Day 5: Greek Thinkers: Aristotle
*

Week 3: Finish Greek Thinkers, Begin Greek City States

Day 1: Greek Thinkers: Eratosthenes
*

Day 2: Greek Thinkers: Homer (Does he even exist?)
*

Day 3: Greek Thinkers: Herodotus
*

Day 4: Greek Thinkers: Wrap Up
Discuss the importance of thinkers to civilizations in a broad sense. Ask students
to analyze what all the thinkers we discussed had in common. Why did they have an
impact, if they even had one? Is it important to learn about them as individuals, or should
we only consider the importance of their work? Reflect on who they believe will be the
names remembered from our era.

Day 5: Intro Greek City States: Foundational Examples
Discuss the ways in which governments are founded. This would be a good time
to introduce the idea of why governments are important, and how they evolve. Why do
governments form, how do they form, and how do they evolve over time?

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Week 4: Greek City States, Thinker+State Synthesis Project

Day 1: Greek City States: Athens (Democracy)
Focus is on 1) the system of government in the city-state 2), how the system
worked (and any specifics that survive) regarding the operations of the system and 3)
how the city-states government has influenced future governments, or is representative
of their type of government.

Day 2: Greek City States: Sparta (Meritocracy - or is it?)
Focus is on 1) the system of government in the city-state 2), how the system
worked (and any specifics that survive) regarding the operations of the system and 3)
how the city-states government has influenced future governments, or is representative
of their type of government.

Day 3: Greek City States: Corinth+Argos (Monarchy)
Focus is on 1) the system of government in the city-state 2), how the system
worked (and any specifics that survive) regarding the operations of the system and 3)
how the city-states government has influenced future governments, or is representative
of their type of government.

Day 4: Introduce Symposium Paper+Project
Introduce the symposium project, including the paper which will be due to support
it. Hand out rubric, field questions, provide examples of previous papers. Allow students
time to select their person to research (or do research to select their person), and any
time left over is theirs to work/research in.
Day 5: Work time for Symposium Paper+Project
Class period entirely devoted to research and paper writing. Probably best to
have a computer lab this day, or at least a laptop cart.

Week 5:

Day 1: Symposium Interdisciplinary Project Day.
See English
Day 2: Time capsule aesthetic representation project introduction+brainstorming.






Geometry:

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See Geometry
Day 3: Time capsule project work day.
See Geometry
Day 4: Time capsule project work day.
See Geometry
Day 5: Time capsule project presentations and debrief.
See Geometry

Geometry:
Week 1: Visual Proofs and Pythagoras
Day 1: Pre-Assessment: What is your culture? New American Lecture
Inductive Hook: Each table students will be given an envelope containing words.
The words will include items, ideas, people, concepts (ie, cell phone, computer,
democracy, breakfast tacos, ). Student will make descriptive labels for their categories.
After discussion of categories, students will regroup the terms according to the level of
importance to our culture and society.
Lecture: Lecture on the meaning and components of culture. The graphic
organizer will include a definition of culture, a list of aspects of a culture and civilization,
and ideas of how those aspects are present in our culture. Students will offer additional
ideas for how these aspects are present in our culture.
Synthesis Task: Students journal for 10 minutes, addressing the questions: What
does culture mean to you? How does the past influence the way we live today? How
does math influence our daily lives? Differentiation: There will be three sets of questions
varying in difficulty/depth and students may choose a set of questions to put in their
journal entry.
Day 2: Greek Patterns and Ratios.
In this lesson students will investigate where Greek Art and Math meet. Students
will learn about patterns in art and nature that can be described mathematically, including
the Golden Ratio and the Fibonacci sequence. This lesson will address Visual-Spatial,
Mathematical-Logical, and Naturalist multiple intelligences.
Day 3: History of Proof: Pythagoras and his Predecessors.
Students will learn about Pythagoras, who is known as one of the first
mathematicians to formalize proof and mathematical arguments that follow a logical
progression. Students will learn about early versions of the Pythagorean Theorem
(Egypt, Mesopotamia, China), in which the concept was uncovered but not formally



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described.
Day 4: Visual Proofs of Pythagoras: Jigsaw.
The Pythagorean Theorem has hundreds of proofs. Some of the proofs of the
theorem are visual and easy to understand. Using the Jigsaw strategy, students will
break into four expert groups in which each expert group learns a different visual proof of
the theorem. The experts will teach their proof to their Jigsaw group.
Day 5: Pythagoras and Applications: Harmonics (taught with music)
In this lesson, students will make connections between Pythagoras and music.
Pythagoras discovered harmonic ratios. The orchestra teacher will demonstrate
harmonics on the viola and violin and students will use the ratios to find harmonics on a
fingerboard. Students will understand: At the very least, it is undeniably true that
musical theories grew out of mathematical ratios, and that these ratios proved to contain
important truths related to our relationship to the cosmos as it was understood through
the great part of human history.
http://legacy.earlham.edu/~tobeyfo/musictheory/Book3/FFH3_CH1/1_MusicalRatios.html
Week 2: Proof Language and Intro to Proof
Day 1: What does it mean to prove your point? Proof language.
Students will learn that a proof is a sequence from a hypothesis to a conclusion.
Students will learn the differences between definitions, undefined terms, postulates,
conjectures, and theorems through Jigsaw groupings. The Jigsaw graphic organizer and
teaching plan for each expert group will include a definition, purpose, and example.
Day 2: Proof Language and Conditional Statements
Through a Direct Instruction lesson, students will find the inverses, converses, and
contrapositives of conditional statements. They will discover when a true statements
inverse and converse are false.
Day 3: Introduction to Logical Argument. Introduce Debate Activity.
Students will learn the components of a logical argument. They will learn about
creating Truth Tables through Direct Instruction. The Fairy Tale Debate performance
assessment will be introduced. In small groups of 6 students, each group will be
assigned a fairy tale. Each group will be split into two subgroups, one subgroup forming
the protagonist side one subgroup forming the antagonist side. Each set of
protagonists/antagonists will make a case justifying the actions of their characters. The
debates will include aspects of logic and reasoning. *Idea from Claire B. Baxter, Trinity
University Digital Commons.
Day 4: Prepare debate speeches.



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Students will review the components of a logical argument. Students will work in
their protagonist and antagonist groups to make their case. They will prepare and
practice the speeches within their small group. Each person will have a part in the
speech. Students should consider the arguments that will be presented in the other side.
The English II teacher will co-teach this class, assisting the students with creating debate
arguments and speeches.
Day 5: Interdisciplinary Project Introduction.
Part of this lesson will be spent reviewing proof language, conditional statements,
and the history of proof. The interdisciplinary end of unit project will be introduced in
geometry. The idea of the time capsule will be introduced. As part of the time capsule
preparation, students will find some aspect of each subject that they want to write about
informally in that subject. In geometry, students will complete this aspect today,
journaling about something that they have learned about from Greek math that is still
important today.
Week 3: Intro to Geometric Proof
Day 1: Debate Speeches and debrief.
The debates between protagonists and antagonists will take place one at a time
so that the other groups can give feedback to the debating groups. After all of the
groups receive their feedback there will be a debrief session. The English II teacher will
also be present at the debates and give feedback to the students. At the end of the
lesson, students will journal about how their debates were improved with a logical
approach.
Day 2: History of Proof: Euclid and Euclids Axioms.
Students will learn new material through a New American Lecture Strategy.
Hook: Axiomatic system example. A1: There are exactly three students. A2: For
every pair of students there is exactly one class containing them. A3: Not all
students are in the same class. A4: Two distinct classes share at least one
student. Can we prove the following? Th1: Two separate classes share one and
only one student. Th2: There are exactly three classes.
Lecture: Students fill out a graphic organizer for the lecture, which includes who
Euclid was and his main ideas, including Euclids Axioms.
Synthesis: Students create a visual description/definition of each of the axioms.
Days 3 and 4: Geometric Proof.
Students will use the axioms to explain several geometric theorems including the
construction of perpendiculars theorem. Students will learn through direct instruction

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how to create a perpendicular line between a line and point not on the line without using
a ruler. They will use only a compass and pencil. Student will then use Euclids Axioms
to prove this theorem: Given a line and a point not on the line, we can construct a
perpendicular between the point and the line. Students will review proof language at the
end of Day 4 for the Day 5 quiz.
Day 5: Quiz on Proof Language and Geometric Proof.
Week 4: Are You Correct?
Day 1: Is this statement correct?
During this lesson students will distinguish between correct and incorrect
statements. The opening of the lesson could be concept attainment with correct and
incorrect or sometimes correct statements (ie a rectangle is a square, if you add two
integers together then you get an integer). Students should start to reason out why the
nonexamples are false.
Day 2: Finding the glitches: Counterexamples.
Students will start by comparing true and false conditional statements from the
day before, then counterexamples will be formally introduced. In this lesson, students
will start with conditional statements that are not related to math and will Students will
write about the process of finding a counterexample using the metaphorical expression
strategy, comparing this process to an everyday occurrence.
Day 3: Proof Applications: Why do you need to prove your point?
Students will write proofs in which they make a case to convince another person
in a scenario. For example, if the scenario is that the students are going into a job
interview, students could write a proof that reaches the conclusion that they should be
hired. Each small group will present their proof to the class for feedback.
Day 4: Overflow Day.
Day 5: Team Games Tournament review for test.
Students will review proof language, geometric proofs, and counterexamples
using the Team Games Tournament format in teams of 5-6 students.
Week 5: Assessment and Interdisciplinary Project
Day 1: Test on History of Proof, Proof Language, Geometric Proof, and
Counterexample.
Day 2: Time Capsule Work Day
Students will receive the formal expectations of the project and a rubric for the project.
Students will review the time capsule items that they informally described in their various
disciplines. Students will brainstorm ideas for their item and aesthetic representation in

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small groups.
Day 3: Time Capsule Work Day
Students will begin creation of their aesthetic representation and begin writing their
justification. Students will receive feedback on their justification in small groups.
Day 4: Time Capsule Work Day
Students will finish their aesthetic representation and justification and practice their
presentations in groups of 5-6 students. Students will set up for the gallery walk the next
day, setting up both their aesthetic representation and justification for others to see.
Day 5: Time Capsule Gallery walk. Students, teachers, and guests will see student
aesthetic representations through the gallery walk. Students will be placed in
presentation groups of 30. Students will give a 5 minute oral presentation to the
presentation group. In groups of 5-6 within presentation groups, students will decide
whether the presentation groups representation of our civilization is sufficient and
choose a representative to explain their reasoning on whether or not the time capsule is
a sufficient representation of our civilization.

Music Learning Events, Numbered by Day

1. What is your Musical Culture?
a. As an introduction to the Unit, this class will begin with a Metaphorical
strategy in which each individual will be asked to write down one song or
piece of music that defines their culture. Displaying all examples students
will be put into groups of four in order to group and label the music
presented. The goal of this intro is to get students to begin wondering
what music means to them and what aspect of culture it pertains to. After
analyzing the answers there will be a short discussion on the labels
brought up. The end of the lesson will be a challenge to understand
throughout this unit how the music we encounter interacts with our culture.
2. Introduction to Scales in Ancient Greece; handout C Major, Etudes
a. In this class students will listen to the most popular surviving piece of
music from Ancient Greece. Using the Minds Eye strategy students will
express what the music made them think of before we discuss its
purpose, translation, and notes as a class. We will then begin to talk
about how Ancient Greek music was structured and how throughout the
years it has evolved into the scales we study today. I will then assign











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them the Scales Challenge: Individually students will learn one scale and
one variation, perform it for me, and I will then assign them a new more
advanced scale. This challenge will go for the duration of five weeks
where, at the end, each student will play every scale they have learned
individually for the class in order to begin building up individual
performance stamina.
3. Introduction to Mode project: Assign groups
a. In this introduction we will review the Ancient Greek music theory and how
it has evolved into our theory. Specifically we will focus on modes-turned
scales. I will then assign the Mode Projectstudents will be randomly
assigned into groups that will focus on one of the following modern
modes: Aeolian, Ionian, Dorian, Mixolydian, Lydian, Locrian, Phrygian.
Each group will spend the rest of this week and next week researching in-
class how their mode has developed from Ancient Greece to now. They
will then as a group explore how their mode is represented in modern
music and how it may be represented (or if it will still exist) in the future.
The final aspect of this project is performing an already existing melody
line (or create a melody line) based on their mode.
4. Project Research; Individual/group rehearsal
a. To counteract the introductive days that have passed students will be able
to work on the scales and etudes given to them either individually, as a
section, or in varying groups. Students will also have the opportunity to
work on their Mode Project with their groups in class. I will have various
databases available in classworksheets of the modes, Ancient Greek
music classified into modal groups, and listed websites on where to study
or research their assigned mode. A, M
5. Individual Hearings; Project Research; Individual/group rehearsal; Tentative C
Major Group play
a. As the C Major scale is the easiest to comprehend and implement, I would
begin class by warming up with the scale as an orchestra. Fridays are
set aside for checking up individually with each student while the rest
continue to rehearse individually, in sections, or in diverse groups. The
project database will also be available for group research.

6. Viola Sectional; C Major sightread; Project Research; Individual/group rehearsal
a. Violas will have a morning sectional regarding their etudes. During class
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we will begin with an orchestral sightreading of variations on the C Major
scale. There will again be time for rehearsal as an individual, sectional, or
diverse group and for research into the Mode Project.
7. Violin Sectional; C Major sightread; Project Research; Individual/group
rehearsal
a. Violins will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the C Major
scale. There will again be time for rehearsal as an individual, sectional, or
diverse group and for research into the Mode Project.
8. Bass Sectional; C Major sightread; Project Research; Individual/group rehearsal
a. Double Basses will have a morning sectional regarding their etudes.
During class we will begin with an orchestral sightreading of variations on
the C Major scale. There will again be time for rehearsal as an individual,
sectional, or diverse group and for research into the Mode Project.
9. Cello Sectional; C Major sightread; Mode Project Check-in; Individual/group
rehearsal; Project research
a. Cellos will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the C Major
scale. I will then pull out Mode Project groups so they may show me what
information they have gathered so far from their research. I will make
suggestions in further research outside of the classroom and to help my
students begin thinking about the use of their mode in modern music.
Meanwhile the rest of the class will either be rehearsing individually, as a
section, or in diverse groups OR they will be researching their project.
This will be the last day research material will be available during
class.
10. Individual Hearings; Individual/group rehearsal; Tentative G, D group play
a. According to students progress on scales, we will tentatively warm up
with both G and D major scales as an orchestra. Fridays are set aside for
checking up individually with each student while the rest continue to
rehearse individually, in sections, or in diverse groups.

11. Viola Sectional; G Major sightread; individual/group rehearsal
a. Violas will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the G Major
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diverse group. I will be available for one-on-one help
12. Violin Sectional; G Major sightread; individual/group rehearsal
a. Violins will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the G Major
scale. There will again be time for rehearsal as an individual, sectional, or
diverse group. I will be available for one-on-one help
13. Bass Sectional; D Major sightread; Mode Project Check-in; individual/group
rehearsal
a. Double Basses will have a morning sectional regarding their etudes.
During class we will begin with an orchestral sightreading of variations on
the D Major scale. Project groups will check in with me on their progress
of applying modes to present-day use. I will give feedback and help them
with deciding to choose a piece/create a melody that is a result of their
mode. There will again be time for rehearsal as an individual, sectional, or
diverse group.
14. Cello Sectional; D Major sightread; Etude group checkpoint
a. Cellos will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the D Major
scale. Depending on readiness sections of the orchestra will play
excerpts of their etudes that we have been working on in sectionals for the
class. Positive feedback from me and students will be accepted as well as
creating section goals for weeks 4 and 5.
15. Individual Hearings; Individual/group rehearsal; Tentative F, Bgroup play
a. According to students progress on scales, we will tentatively warm up
with both F and Bmajor scales as an orchestra. Fridays are set aside
for checking up individually with each student while the rest continue to
rehearse individually, in sections, or in diverse groups.

16. Viola Sectional; F Major sightread; individual/group rehearsal
a. Violas will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the F Major
scale. There will again be time for rehearsal as an individual, sectional, or
diverse group. I will be available for one-on-one help and questions or
problems regarding the Mode Project.
17. Violin Sectional; BMajor sightread; individual/group rehearsal



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a. Violins will have a morning sectional regarding their etudes. During class
we will begin with an orchestral sightreading of variations on the BMajor
scale. There will again be time for rehearsal as an individual, sectional, or
diverse group. I will be available for one-on-one help and questions or
problems regarding the Mode Project.
18. Bass Sectional; Mode Project Presentation Pt 1
a. Double Basses will have a morning sectional regarding their etudes.
Class will be dedicated to half of the class presenting their Mode Projects.
19. Cello Sectional; Mode Project Presentation Pt 2
a. Cellos will have a morning sectional regarding their etudes. Class will be
dedicated to the other half of the class presenting their Mode Projects.
20. Tentative A, E Group read; Individual Hearings; Interdiscipline lesson with
English
a. According to students progress on scales, we will tentatively warm up
with both A and E major scales as an orchestra. While I pull students for
individual check ins, Alex Staskiel will present a casual exploration of
Greek life including music, food, and drink.

21. Viola Sectional; Cello Etude Performance; Scales Performance: C, G, D, F,
B
a. Violas will have a sectional in the morning regarding their etudes. During
class the cello section will perform one etude for the class; feedback will
occur. Goals for future cello etude performances will be formed. Then
students who have completed the scales C, G, D, F, and Bwill present
their scales to the class individually (ideally all students should perform).
22. Violin Sectional; Viola Etude Performance; Scales Performance: A, E, E
a. Violins will have a sectional in the morning regarding their etudes. During
class the viola section will perform one etude for the class; feedback will
occur. Goals for future viola etude performances will be formed. Then
students who have completed the scales A, E, and Ewill present their
scales to the class individually (ideally most students should perform).
23. Bass Sectional; Violin Etude Performance; Scales Performance: A, D, B
a. Double Basses will have a sectional regarding their etudes in the morning.
During class the violin sections will perform one etude for the class;
feedback will occur. Goals for future violin etude performances will be
formed. Then students who have completed the scales A, D, and B
will present their scales to the class individually.
24. Cello Sectional; Bass Etude Performance; Scales Sightread (C-E)
a. Cellos will have a sectional regarding their etudes in the morning. During
class the double bass section will perform one etude for the class;
feedback will occur. Goals for future double bass etude performances will
be formed. Then as an orchestra we will sightread variations of Major
scales C, G, F, D, B, A, E, and E.
25. Gallery Walk







Resources / Materials:
English:
Internet Access
Texts (Online or Physical Copies)
Homers Odyssey
Platos The Cave (from The Republic)
Platos Symposium
Hesiods Theogony
Herodotuss Histories
Thucydides History of the Peloponnesian War
Platos Apology
Aristotles Critique of Sparta (from Politics)
Graphic Organizers/Handouts
Social Studies
Internet Access
Library Access
Computer Lab Access
Graphic Organizers and Handouts
Large-scale map of Greece/the Mediterranean
Geometry
Internet Access
Graphic Organizers
Pythagorean theorem proofs for Jigsaw
Pattern worksheets for math and art
Music
Internet Access (sites such as http://public.wsu.edu/~delahoyd/mythology/greek.music.html, http://www.wmich.edu/mus-
gened/mus170/AncientGreekMusic.html, http://www.papyrology.ox.ac.uk/, http://classics.uc.edu/music/,
http://www.thejazzresource.com/music_scales.html)
Scales worksheets (Violin: Carl Fleschs Scale System (C Major copy attached); Viola unknown; Cello: Klengels Technical Studies
for Cello Volume one (C Major copy attached); Double Bass unknown)
Etudes (All-Region/ All-State etude excerpts, found at http://www.tmea.org/divisions-regions/orchestra/audition-material/etudes;
certain copies attached for 2014)
A copy of Atrium Musicae de Madrids Musique de la Grce Antique and a sound system
Copies of the attached page Modes Made Easy
Basic Orchestra Material: Stands, Chairs, Podium, peg grease, instrument polish, extra bows/cellos/basses, etc.


Mission Bay High School UbD Unit Planner is from Wiggins, Grant and McTighe, Jay. Understanding by Design Guide to Creating High-Quality
Units. Alexandria, VA: Association for Supervision and Curriculum Development. 2011.