KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM

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1 Roman Empire Lesson: Social Studies, Grade(s) 07 Geography of Rome Culture and Society Duration: 2 Weeks Lesson Lesson Plan Mon Geography of Rome Introductory Clip from Professor Arizona/ KWL Chart for prior knowledge Tuesday Geography of Rome Preview Activity from TCI online Wed Geography Challenge Map Skills TCI Online Assignment Thursday Interactive Student Notebook TCI Assignment / Romulus and Remus Friday Debrief and Summative Quiz on Geography of Anicent Rome Essential/Guiding Questions I can describe how the geography of Rome promoted and limited human activities. ESSENTIAL QUESTION: How are civilizations affected by their geography and the cultures that came before them? Formative & Summative Assessment Assessment: On going teacher created formative assessments Teacher created summative assessment Student-Centered Learning Experiences Overview This activity introduces the geographic information essential to understanding content related to ancient Rome. Students read and interpret maps to learn key physical features of ancient Rome, as well as to understand the expansion of the Roman Empire. Students annotate an outline map of the Roman Empire, answer questions in their Interactive Student Notebooks, and then discuss critical thinking questions. Students comprehension of content and proficiency in map reading and higher order thinking skills will help you gauge their readiness for the content.essential Geographic Understandings 1. Location of ancient Rome 2. Key physical features: Mediterranean Sea, Adriatic Sea, Ionian Sea, Tyrrhenian Sea, Alps, Apennines, Rome, Po and Tiber rivers 3. Gradual expansion of the Roman Empire 4. Impact of location on Roman expansion Page 1 of 6

2 4. Impact of location on Roman expansion Procedures 1 Introduce the content. Tell students they will learn about the history of ancient Rome, from its beginnings as a village, then as a city, and later as an empire that expanded into much of Europe. 2 Create a KWL chart. Ask students to identify what they already know about the geography of ancient Rome and what they want to learn. Use their responses to gauge how much additional background information they will need as you progress through the unit. Students will return to the KWL chart at the end of the unit and add the key information they have learned. 3 Have students read Setting the Stage in the Student Text. 4 Have students complete the Geography Challenge. Monitor students as they work. Use the Guide to Geography Challenge to check answers. You may wish to project the map from the Interactive Student Notebook and have students annotate it as the class works through the map reading questions. Make sure students have grasped Essential Geographic Understandings 1 and 2. 5 Discuss the Critical Th inking questions. Help students understand the geographic relationships described in Essential Geographic Understandings 3 and 4. Preview Activity 1 Have students complete the Preview activity for this lesson in their Interactive Student Notebooks. In the presentation, project Artistic Renditions of Ancient Greece and Rome (Visual 32A in print materials), and tell students that these images are paintings of life in ancient Greece and Rome. Have students use the projected images to complete the tasks. 2 Have students share their answers in pairs or as a class. Students might identify such common features as columns, statues, arched windows, decorated buildings, or people in togas. 3 Explain the connection between the Preview activity and this lesson. Tell students that the reason why they were able to point out similarities between the two images is because the ancient Romans were heavily influenced by the ancient Greeks. In this lesson, students will learn about the founding of Rome, and discover the influence of neighboring cultures (such as the Greeks) on its development. Vocabulary Development 1 Introduce the Key Content Terms. Have students locate the Key Content Terms for the lesson in their Interactive Student Notebooks. These are important terms that will help them understand the main ideas of the lesson. Ask volunteers to identify any familiar terms and how they might be used in a sentence. 2 Have students complete a Vocabulary Development handout. Give each student a copy of the Vocabulary Development handout of your choice from the Reading Toolkit in the Program Resources. These handouts provide extra Key Content Term practice and support, depending on your students needs. Review the completed handout by asking volunteers to share one answer for each term. Reading Notes 1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question on the first page of the lesson: How did the Etruscans and Greeks influence the development of Rome? 1 Then have students read Section 1. Afterward, have students respond to these questions: Where is Rome? Describe its location. Who were Romulus and Remus? What was unique about their lives? According to myth, how was Rome founded? 2 Have students complete the Reading Notes for this lesson. Assign Sections 2 8 during the activity, as indicated in the procedures for the Response Group. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes. Page 2 of 6

3 Response Groups 1 Place students in groups of three. Make sure that all students can see the screen. You may want to prepare a seating chart that shows students with whom they will work and where they will sit. 2 Have students read Section 2 and complete the corresponding Reading Notes. Remind students that they now are familiar with the myth of how Rome was founded; next they will learn how historians describe the founding of Rome. After students have completed their Reading Notes, ask, What might be some of the ways that neighboring cultures influenced Rome? 3 Introduce the activity. Tell students that in this activity they will read about Etruscan and Greek influences on Rome, create a set of cards to represent the influences, and examine images of life in Rome. For each image, groups will identify and discuss the cultural influences that can be seen or inferred. If necessary, clarify that to infer means to use context clues to draw conclusions about something that is not clearly stated nor shown directly. 4 Have students read Sections 3 8 and complete the corresponding Reading Notes. Explain that these sections describe the Etruscan and Greek influences on Rome, which students must understand before beginning the activity. Use the Guide to Reading Notes to review the answers with the class. 5 Have groups create Cultural Influence cards. Distribute a copy of Student Handout: Etruscan and Greek Influence Cards to each group. Tell students to create Cultural Influence cards by following these procedures: Cut apart the cards from the handout. Use the corresponding images in this lesson to complete an illustration on each card. Use their Reading Notes to add two or three phrases that summarize the influence of that cultural aspect on Rome. For example, on the Etruscan Engineering card, students might write built stone arches and used cuniculus to bring water to the city. Review the cards as a group, making sure that every student can explain the six influences. 6 Model the activity procedures. In the presentation, project the top of Artistic Renditions of Ancient Greece and Rome again, or have students look at the lesson opener image in their book. Follow these steps: Tell groups they will first set aside Cultural Influence cards for all the Etruscan and Greek influences they can directly see in the image of the Baths of Carcalla. Explain that they might set aside the Etruscan Engineering card because they see arches and the Greek Art card because they see sculptures. Then challenge groups to use their observation skills to identify cultural influences that are implied by the image. Explain that, for example, students could set aside the Greek Writing card because Romans might have kept a written record showing when people paid to use the baths. At your signal, have groups hold up a card for an Etruscan or Greek influence they identify (by sight or by inference) in the image. Choose a group at random and have them explain the Etruscan or Greek influence for the card they are holding up. Have other groups set down their cards during the explanation. Then have each group hold up an influence card for a different influence they identified. Choose another group to share. Continue this process until all identified influences have been shared. Ask, What questions do you have about the activity procedures? 7 In the presentation, project Roman Street Scene (Visual 32B in print materials) and have students identify Etruscan and Greek influences. Tell students this is an artist s version of a street scene in ancient Rome. Have groups neatly line up their Cultural Influence cards in the center of their workspace. Allow students adequate time about 3 to 5 minutes to identify cultural influences in the image (both seen and inferred) and to set aside the corresponding cards. 8 Have groups justify their answers. Follow the procedures in Step 6 to have groups hold up cards and explain the Etruscan and Greek influences they see in and infer from the image. Some suggested answers follow, but accept any influences that students can justify: Influences that might be seen: Etruscan engineering (arches), Etruscan sporting events (chariot), Greek architecture (monumental public buildings), Greek art (sculptures on fountain), and Greek writing (on wall) Influences that might be inferred: Etruscan engineering (water from cuniculi being drawn from a fountain) Page 3 of 6

4 9 Repeat Steps 7 8 for The Circus Maximus (Visual 32C in print materials). Tell students this is an artist s rendition of the Circus Maximus. Some possible answers: Influences that might be seen: Etruscan engineering (arches), Etruscan sporting events (chariot race), Greek architecture (stadium), Greek art (sculptures and monuments), Greek religion (statues of gods and goddesses) Influences that might be inferred: Etruscan engineering (water for the horses and spectators), Greek writing (accounts of payment and posted scores of the races) 10 Repeat Steps 7 8 for The Roman Forum (Visual 32D in print materials). Tell students this is an artist s rendition of the Roman Forum. Some possible answers: Influences that might be seen: Etruscan engineering (arches), Greek architecture (monumental public buildings and columns), Greek art (sculptures and monuments), Greek religion (statues of gods and goddesses) Influences that might be inferred: Greek writing (laws posted in public, court orders, senators votes, record of trade) 11 Wrap up the activity with a class discussion. Ask, Which Etruscan and Greek influences did you find the most interesting? Which aspects of Etruscan and Greek culture do you think had the most important influence on Rome? Processing Activity Have students complete the Processing activity. Explain that the Romans, as Americans do, often celebrated the achievements of their leaders on coins. Tell students that they will honor Etruscan and Greek influences on Roman culture by creating their own coins. Cross-Curricular Connections Page 4 of 6

5 Basal Texts Holt, World History, pp Glencoe, JAT, pp TCI TCI Online: Ancient World, Lesson 32, Geography and the Early Development of Rome TCI Ancient World, Chapter 32, Geography and the Early Development of Rome, pp TCI Online: Ancient World, Lesson 33 The Rise of the Roman Republic TCI Ancient World, Chapter 33, The Rise of the Roman Republic, pp Other Resources Various segments of the Civilizations: Rise to Power video, Discovery Education Etruscans, Discovery Education Romulus and Remus, Discovery Education Standards Covered 2.SS-7-CS: Cultures and Societies SS-07-2: Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. SS : Elements of Culture SS : Social Institutions SS : Interactions Among Individuals and Groups SS-07-4: Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. SS : The Use of Geographic Tools SS : Regions SS : Patterns SS : Human-Environment Interaction Page 5 of 6

6 Organizers Characteristics of Highly Effective Teaching & Learning - LEARNING CLIMATE 1. Teacher Characteristics: A. 2. Student Characteristics: B. creates learning environments actively participates and is where students are active authentically engaged participants as individuals and as members of collaborative groups Characteristics of Highly Effective Teaching & Learning - CLASSROOM ASSESSMENT & REFLECTION 1. Student characteristics: B. Monitors progress toward reaching learning targets Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RIGOR & STUDENT ENGAGEMENT 1. Teacher characteristics: F - Teacher integrates a variety of learning resources with classroom instruction to increase learning options. Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RELEVANCE 1. Teacher characteristics: F- Teacher works with other teachers to make connections between and among disciplines. Characteristics of Highly Effective Teaching & Learning - KNOWLEDGE OF CONTENT 1. Teacher characteristics: D- Teacher uses and promotes the understanding of appropriate content vocabulary. Additional Properties Author: Rowland, Pam Publisher: Kentucky Continuous Instructional Improvement Technology System Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: Rowland, Pam (3/23/ :21:00 AM) Last modified by: Rowland, Pam (3/23/ :41:00 AM) Other revisions of this resource: Page 6 of 6

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