This Web Quest focuses on the history of Ancient Greece and Ancient Rome. It give sixth grade students the chance to learn about the geography, religion, achievements, politics, economy, and society (G.R.A.P.E.S) of the Grecian and Roman peoples starting with Ancient Grecian history, rulers, beliefs, and daily life. The web quest will end with a focus on Ancient Roman history, rulers, beliefs, and daily life as it connects to the world.

Major Curriculum Area: Social Studies
Interrelated Curriculum Areas: Reading, Writing, Technology

The Ancient Greece & Rome Web Quest focuses on the following California social studies content standards:

6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
  1. Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
  2. Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).
  3. State the key differences between Athenian, or direct, democracy and representative democracy.
  4. Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.
  5. Outline the founding, expansion, and political organization of the Persian Empire.
  6. Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.
  7. Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.
  8. Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
  1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
  2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).
  3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
  4. Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.
  5. Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.
  6. Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).
  7. Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.
  8. Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

The Ancient Greece & Rome Web Quest also focuses on the following California reading/language arts and writing content standards:

2.0 Reading Comprehension (Focus on Informational Materials)

Structural Features of Informational Materials
2.1          Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
2.2          Analyze text that uses the compare-and-contrast organizational pattern.

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus
1.1          Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
1.2          Create multiple-paragraph expository compositions:

a.                Engage the interest of the reader and state a clear purpose.

b.                Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.

c.                Conclude with a detailed summary linked to the purpose of the composition.

1.3          Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

Research and Technology
1.4          Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
1.5          Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

2.2          Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

a.                State the thesis or purpose.

b.                Explain the situation.

c.                Follow an organizational pattern appropriate to the type of composition.

d.                Offer persuasive evidence to validate arguments and conclusions as needed.

2.3          Write research reports:

a.                Pose relevant questions with a scope narrow enough to be thoroughly covered.

b.                Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

c.                Include a bibliography.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

2.2          Deliver informative presentations:

a.                Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

b.                Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).