AIM: What was the Hellenistic Age and why was it important to the Western World?

Do Now: Review Quiz #1 The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9 & 10

Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.RH.9-10.5

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-Literacy.RH.9-10.6

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RH.9-10.8

Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.RH.9-10.9

Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.9-10.10

By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Grades 11 & 12

Key Ideas and Details

CCSS.ELA-Literacy.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

CCSS.ELA-Literacy.RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RH.11-12.6

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CSS.ELA-Literacy.RH.11-12.8

Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.11-12.10

By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity

Alexander, the Military Genius

Alexander the Great. The name alone inspires images of a man with a massive army at his back, his face laden with both the burden and the right to sweep the world and bring it under his rule. During his time, and for centuries afterward, Alexander the Great, son of the infamous Phillip II of Macedon, was hailed as one of the great, if not the greatest military commanders of all time. One particular side effect that Alexander's sweeping conquests inspired admiration in the military leaders that followed after him, though he may have also made them feel a bit of status anxiety.

Alexander, Bridging & Spreading Culture

In his travels from Macedonia to India, Alexander founded many cities, several named Alexandria. Most cities were placed on trade routes, so as to increase the flow of goods between East and West. The greatest of these cities, in Egypt, housed a great library for centuries. All of these cities were Greek-styled cities in non-Greek territory, cities in territories that had no real cities. Persian goods traveled to Athens, just as Greek goods traveled to Babylon. Goods and customs mingled, as did soldiers and traders. A common currency and common language (Greek) united the many peoples of the empire. All religions were tolerated. People who had been enemies for centuries were brought together under a giant umbrella of what historians call Hellenization, the spreading of Greek ideals, thought, and culture to the Middle East and Asia. We now call this the Hellenistic Age. Alexander also brought the East back to Greece. A student of Aristotle, Alexander had with him botanists, scientists, and philosophers, all of whom studied and cataloged the plants, science, and philosophy of the people they conquered. These observations found their way back to Aristotle, and Greek knowledge of the East increased.

This, then, was the legacy of Alexander the Great: to bring the West and the East together in a brotherhood of mankind, peoples of many descents making up one people, speaking a common language, trading a multitude of goods with a common currency as a means of exchange, sharing knowledge of math, science, and medicine--enjoying the world view of a young man from Macedon who didn't live to see his dream come true.

Classwork & Homework

Lesson Activity: Alexander: Hero or Villain?

Additional Resources:

Homework: Assignments