Roman Rulers - The Good, the Bad and the Weird

Transcription

1 Roman Rulers - The Good, the Bad and the Weird Research Project

2 Roman Rulers The Good, the Bad and the Weird Research Project Ciao, students! My name is Giuseppe Rossi, president of Italian International Exchange (IIE). Have you ever dreamed of visiting Italy? Would you enjoy an all-expenses paid trip to see the Roman Colosseum, to eat world-famous pizza Margherita in Naples, or to cruise around the watery city of Venice on a gondola? If you would like to enjoy Italy, I have a once-in-a-lifetime offer for you. I am offering a free trip to Italy to a team of students who can create the best research project about our great country s history. This year s theme is Roman Rulers: the Good, the Bad and the Weird. I ask you to research one of the Roman emperors from my accompanying list and present your findings in a concise PowerPoint report. The deadline is in two weeks. This deadline, of course, is short notice, but remember my excellent offer. You never know, if you do a wonderful job, you may be sampling our delicious Italian chocolate in beautiful Turin sooner than you think! First, you must assemble a team of fellow researchers. This project is much too extensive to handle on your own. Choose no more than two helpful individuals. Together, the three of you must conduct indepth research about one of the following Roman emperors: Julius Caesar, Octavian (Augustus), Claudius, Nero, Vespasian, Titus, Hadrian, Marcus Aurelius, Caligula, or Commodus. You will learn that some of these emperors were, in fact, wonderful leaders. Others were quite cruel and unusual. My team here in Milan will expect a well-researched PowerPoint presentation (or Keynote presentation if you have a Mac) explaining the following: The perceived strengths or weaknesses of the emperor you have chosen; Their contributions to Roman life, culture, and the sustainability of the empire; Also, be able to answer the following questions: Was this emperor good for the citizens of the Roman Empire? Why or why not? Oh, and before I forget: I need you to me a two-page summary, briefly explaining your research findings, by the end of next week. Once received, I will review your findings and pass along your letter to the convention organizers, so they may place your topic on the convention s agenda. Enclosed, please find more instructions to help you get this project off the ground. I look forward to seeing your work, students! Grazie, Giuseppe Rossi, President Italian International Exchange (IIE)

3 Digging into the Project: A Step-by-Step Set of Instructions. 1.) Assemble a team of three participants. 2.) Decide which of these ten Roman emperors you would like to research based on the brief introduction I presented to you in class: Julius Caesar, Octavian (Augustus), Claudius, Nero, Vespasian, Titus, Hadrian, Marcus Aurelius, Caligula, or Commodus. 3.) Beginning your research: Remember that your task has three main components: perceived strengths perceived weaknesses contributions to Roman life, culture, and the sustainability (or preservation) of the empire. If needed, this last component may be split into three individual components. The research you conduct will be thorough and well-documented and will contain a mix of resources. You may use nonfiction books or encyclopedias from our library along with professional Internet sites. You will have a total of 5-7 sources documented in your project. 4.) Organize your findings on the research logs I have provided you. You will need to analyze your research to determine into which of the three components it will fit. In other words, keep basic information like when they ruled, when they were born, etc., to a minimum in your project. You will focus instead on why these individuals are important to Roman history and to world history. 5.) Do not forget! Document, document, document your findings! 6.) Writing your report: A two-page essay on your findings is due at the end of this week. Your report will contain an introduction paragraph, body paragraphs about the three main components of our research project, and a conclusion paragraph. You may write an essay longer than two pages if you wish.

4 Digging into the Project: A Step-by-Step Set of Instructions (continued). 7.) Next week, your team will create a PowerPoint presentation detailing your findings. Remember, we re role-playing. As you build your PowerPoint, imagine you really ARE racing to win this competition. Try to impress Mr. Rossi. Imagine this truly is a once-in-a-lifetime opportunity! 8.) About the PowerPoint: Begin with a title slide that contains free-use clip art or images. Next, present your findings with a minimum of ten error-free slides. That means grammar and spelling must be correct! Proofread your slides carefully. Also, remember the basic rules about PowerPoint. Do not overuse images and text, as it can overwhelm your audience. A good PowerPoint presentation should have an excellent balance of both images and text. 9.) To wrap up the project, your team will then present this PowerPoint to our class. You may designate one team member to do all of the speaking, or the three of you may take turns presenting. The Appian Way

5 YOUR NAMES Research Log, Page 1 Which emperor did your team choose? What strengths did you discover about this emperor s leadership?

6 Research Log, Page 2 What weaknesses did you discover about this emperor s leadership?

7 Research Log, Page 3 Explain how this emperor affected Roman life and culture. Did this emperor try to maintain or support the Roman Empire? Why or why not?

8 Your Works Cited Page Document here the 5-7 sources you used for your research findings. Please use MLA style to document each source.

9 TEAM MEMBERS: _ Rubric for the Roman Rulers: The Good, the Bad and the Weird Project Essay Category: Quality of Information Organization Paragraph Construction Grammar and Spelling Information clearly relates to the main topic. It includes several supporting details and/or examples. Information is very organized with wellconstructed paragraphs and subheadings. All paragraphs include introductory sentence, explanations or details, and concluding sentence. Less than two spelling, grammatical, or punctuation errors. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information is organized with wellconstructed paragraphs. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Less than five spelling, grammatical, or punctuation errors. Information clearly relates to the main topic. No details and/or examples are given. Information is organized, but paragraphs are not well-constructed. Paragraphs included related information but were typically not constructed well. Five to ten spelling, grammatical, or punctuation errors. Information has little or nothing to do with the main topic. The information is very disorganized. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. More than ten spelling, grammatical, or punctuation errors. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. Total Points: Grade:

10 TEAM MEMBERS: _ Rubric for the Roman Rulers: The Good, the Bad and the Weird Project PowerPoint Presentation Category: Content Accuracy Sequencing of Information Use of Graphics Grammar and Spelling All content throughout the presentation is accurate. There are no factual errors. Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. All graphics are attractive (size and colors) and support the theme/content of the presentation. Images are not overused. Less than two spelling, grammatical, or punctuation errors. Most of the content is accurate but there is one piece of information that might be inaccurate. Most information is organized in a clear, logical way. One slide or item of information seems out of place. A few graphics are not attractive but all support the theme/content of the presentation. Images are not overused. Less than five spelling, grammatical, or punctuation errors. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Some information is logically sequenced. An occasional slide or item of information seems out of place. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Images may be used too often. Five to ten spelling, grammatical, or punctuation errors. Content is typically confusing or contains more than one factual error. There is no clear plan for the organization of information. Several graphics are unattractive and detract from the content of the presentation. Images may be used too often. More than ten spelling, grammatical, or punctuation errors. Overall Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective presentation. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate presentation. Project is missing more than two key elements. It would make an incomplete presentation. Project is lacking several key elements and has inaccuracies that make it a poor presentation. Total Points: Grade:

11 THE TEACHER S GUIDE Dear Teachers, Rome wasn t built in a day neither was this project. :-) It takes my classes at least two weeks to complete it. Depending on your goals, objectives, and available time, consider modifying it. Here s a brief look at how you might approach a schedule: Resources required (will vary depending on what is available): 1. A computer lab or school media center equipped with Internet-ready computers and/or non-fiction resources. 2. These handouts. 3. Electronic whiteboard to display the PowerPoint (Keynote) presentations. 4. A laptop or desktop computer for students PowerPoint (or Keynote) presentations. 5. OPTIONAL: Video camera to record student presentations. 6. OPTIONAL: Parental permission slips check with your school to allow students to be videotaped. Pacing guide (recommended but certainly not required): 1. Day One: First, I recommend this project as a culminating assignment for a larger-scale learning unit about ancient Rome. Spend the first day explaining the assignment, answering any questions they may have. In my experiences, students need to understand exactly what is expected of them before you begin this process. Begin by explaining the summative assessments: the brief report and the PowerPoint presentation. These are the aspects of the assignments that they are most concerned about usually. 2. Day One: Stress the importance of maintaining well-documented research logs. From my experiences, students can and will lose records of where they found important details. Stress to them the importance of keeping their materials organized. 3. Day One and Day Two: Explain the rubrics. Students want to perform well, so remind them of what is expected of them. 4. Days Two, Three, and Four: Students should conduct their research. At the end of this pacing guide, find some examples of good websites they might consider visiting for this project. 5. Days Five and Six: Explain again the three main points they must address about the ruler they have chosen. Give students time to collaborate and write the short essay. Make sure they understand that they must also have a solid introduction, body, and conclusion statements, as well as properly cited (as well as they can) sources. 6. Day Seven: Students should have completed their essays. Ask them to begin collecting images and templates for their PowerPoint (or Keynote) presentation. It s best to have these materials collected first, so they do not spend 20 minutes changing the PowerPoint (or Keynote) template colors. :-) Then, allow students to begin organizing information they wish to include in their presentations. They should consider organizing it around the three main points the perceived strengths or weaknesses of the emperor you have chosen; their contributions to Roman life, culture, and the sustainability of the empire; and Also, be able to answer the following questions: Was this emperor good for the citizens of the Roman Empire? Why or why not?

12 7. Day Eight: Return the students essays with corrections and suggestions for what information they might wish to emphasize in their presentations. Students should 8. Days Nine and Ten: Students present their findings. Sometimes, I encourage crazy dress-up days for this aspect of the project, depending on how willing students are to do so. I have had students wear togas over their clothes for the presentations. Consider filming them if you have permission. It is also good public speaking practice. This list contains online websites for research (links checked February 24, 2012): Emperors of the Roman Empire An Online Encyclopedia of Roman Rulers and their Families Famous Romans Illustrated History of the Roman Empire (a bit difficult to navigate, but it does contain some good information) 5 Good Roman Emperors (if you trust About.com - personally, I think these entries are acceptable) 5 Worst Roman Emperors Kidipede - Ancient Rome BBC's Romans: City of Rome Roman Emperors The Rulers of Rome