Rome What made Ancient Rome great? |
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Lesson 1: What does a civilization need in order to be great? |
Lesson 7: What made Ancient Rome Great? |
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During this lesson, students will be introduced to the concepts that surround our unit essential question. They will be asked to brainstorm what would be necessary to create a great professional sports team in Connecticut. From uniforms to ticket prices, we will talk about how these things could form an analogy for a civilization. In order to gain insight and a general understanding of Ancient Rome, students will be expected to engage in a survey of Roman history by using their textbook to describe and define a series of key terms. This assignment will be due at the time of our next homework quiz. |
During this lesson, students will take a homework quiz to assess their completion and understanding of our most recent homework assignments. After they have completed the quiz, they will work corroboratively to complete a graphic organizer that will eventually prepare them for our unit exam. Homework Quiz |
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Lesson 2: How did Rome's location contribute to its greatness? |
Lesson 8: How did the Roman infrastructure contribute to the greatness of Rome? |
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Students will critically read a primary source that describes the location of Rome. They will then be expected to answer a series of multiple choice questions, which will assess their ability to "read for information." "Reading For Information" is a skill that is assessed on the CAPT exam. For homework, students will read and take notes on a secondary source entitled, "The Evolution of Roman Government." Rome's Perfect Location by Cicero "Reading for Information" Quiz The Evolution of Roman Government
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Students will read critically and take notes on a combination of primary and secondary sources. Their goal will be to participate in an accountable talk conversation that aims at answering the daily focus question and completing another section of our graphic organizer. For homework, students will critically read primary and secondary sources relating to the system of "bread and circuses." Film Clip |
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Lesson 3: How did Rome's system of government contribute to its greatness? |
Lesson 9: Did the system of "Bread and Circuses" contribute to Rome's greatness? |
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After they have completed the note taking assignment,students will read a primary source about Roman Government. They will then use all of the information that they have gained to complete a graphic organizer that depicts the structure of the Roman government. This graphic organizer will be difficult to complete and therefore students should note that they will receive two copies of the organizer so that they can make corrections based upon the teacher's model that will be shown during Lesson 4. "Rome at the End of the Punic Wars" |
Through an accountable talk discussion, students will review the system of "bread and circuses" and clarify any misunderstanding that they may have had with the primary source. They will have an opportunity to review a film clip that aims at presenting both "bread and circuses." For homework, they should complete their graphic organizer and prepare for a graded accountable talk discussion of our unit's essential question, "What made Rome great?" Film Clip
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| Lesson 4: How can we use background information and quotes to support a position? |
Lesson 10: Accountable Talk Review for the Exam |
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Students will begin class by reviewing the previous lesson's study Roman government. Students will complete a writing activity that requires them to incorporate a variety or reading, notetaking and writing skills to outline and construct a body paragraph. Students will be expected to develop this body paragraph based upon evidence gathered from a primary source and a variety of secondary sources. In response to the results of our last common writing assessment, the emphasis will be on gathering background information to support one's argument. For homework, students should critically read the 12 Tables of Roman Law. |
Students will engage in an Accountable Talk discussion of our Unit Theme: What made Rome great?. This conversation will serve as both a formative assessment of their content knowledge and discussion skills, as well as a review for their unit exam.
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| Lesson 5: How did the Twelve Tables of Law contribute to Rome's greatness? |
Lesson 11: Writing Review for the Unit Exam |
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After having had the opportunity to critically read the Twelve Tables of Law, students will engage in an Accountable Talk discussion of the laws. The goal of the discussion will be to ensure that all students understand the laws and their significance. For homework, students will be assigned a particular table from which they will choose a law to depict in a visual form.
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We will spend time in class reviewing the organization of a persuasive essay and the organization of each body paragraph. Students will also be given tips for time management and strategies for best using their time for the written unit exam. The rubric and other expectations for the exam will also be discussed. |
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| Lesson 6: How did the Roman Army contribute to the greatness of Rome? |
Lesson 12:What Made Rome Great? UNIT EXAM |
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Students will begin class by completing a reading for information activity that tests their comprehension of the primary source, "The Roman Army" by Josephus. Students should have completed the reading last night for homework. We will then engage in an accountable talk discussion about the roman military and special emphasis will be placed upon the organization of the army camps. Students will have the opportunity to sketch what they believe the roman camps to have looked like based upon their critical reading of the source. Students should also prepare for a homework quiz that will take place during our next lesson. The quiz will include the key terms, notes on the "evolution of Roman Government," government graphic organizer, and the "12 tables of law." Reading For Information Quiz Film Clip
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Students will answer our unit theme question in the form or a persuasive essay. They will be expected to complete their essay within the confines of a single class period and their work will be graded using the School Wide Writing Rubric as it has been adapted by the Social Studies Department. Students must use quotes from primary sources and reference background knowledge gained from secondary sources. For homework, students should read Chapter 6 Section 5 of their textbooks and answer questions 3-7.
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| Lesson 9: How to take notes from an audiovisual | NOT UPDATED |
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Students will watch a film clip entitled, "What the Romans Knew." This film will focus upon innovations that were created by the Romans. Special emphasis will be placed upon innovations related to the military and infrastructure of this great civilization. Students will be expected to take notes to the best of their ability. In an upcoming class they will receive a copy of Mrs. Rebhun's notes and engage in a slef-reflection exercise to determine the strengths and weaknesses of their notes in comparison to the master copy provided. A review of note taking strategies will occur. |
Students will answer the document based question for the unit. They will use a variety of documents to answer the question using a graphic organizer that provides the framework for a persuasive essay.
Students will begin class by reviewing the previous unit's study on Greek laws. Students will be asked to develop a list of pros and cons for Greek legal codes. This list will be later used to develop a response to the daily theme question. A whole group discussion of the 12 Tables of Law will serve as review and clarification for the laws and provide an opportunity for students to share their translations of the laws. Time permitting, students will be asked to develop legal scenarios to which the 12 Tables would be relevant and share them with their classmates for analysis and discussion. For homework, students will read, take notes, and answer questions on a packet entitled, "Ancient Military and Warfare Tactics." |
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