Lesson Two: The Republic and Beyond

Transcription

1 Hear Ye! Hear Ye! Here Come the Romans! Grade Level: Third Grade Presented by: Joie Burke, Judy Sisson, Sandra White, William Jefferson Clinton Primary School, Hope, AR Length of Unit: Seven Lessons/Two Weeks I. ASTRACT This unit is about people influential to Rome. The content contains information regarding the historical development of the Roman Empire and the importance and life of Julius Caesar, Augustus Caesar, Mark Antony, Brutus, and Cleopatra. II. OVERVIEW A. The students will understand the following concepts: 1. Develop an awareness of place 2. Develop a sense of historical empathy 3. Understand time and chronology B. The specific content areas from the Core Knowledge Sequence to be covered in this unit are: 1. Language Arts: Reading and Writing 2. World History: Geography of Mediterranean Region, Important people of the Roman Empire, and the Expansion of Rome III. BACKGROUND KNOWLEDGE A. These three resources are necessary for Background Knowledge in this unit: 1. Henson, T. (1997) Rome: Ancient Civilizations Series 2. Hirsh, Jr. E.D. (1992). What Your Third Grader Needs To Know 3. Breyer, Michelle. (1998) Ancient Rome IV. RESOURCES A. Breyer, Michelle. (1998). Interdisciplinary Unit Ancient Rome B. Burrell, R. (1997). The Romans C. Chrisp, P. (1996). The Roman Empire D. Chrisp, P. (1994). The Romans E. Corbishley, M. (1994). Ancient Rome F. Green, R. (1996). Cleopatra G. Green, R. (1996). Julius Caesar H. Guittard, C. (1992). The Romans I. Henson, T. (1997). Rome: Ancient Civilization Series J. Macdonald, F. (1997). Romans Wore Togas K. Rockwell, A. (1997). Romulus and Remus L. Stein, C. (1997). Rome V. LESSONS Lesson One: Legend and Location A. Daily Objective 1. Lesson Content: Geography of Ancient Rome 2. Concept Objective: a. Develop an awareness of place

2 b. Understand significance of the relative location of a place 3. Skill Objective: Review with the students the location of Italy and the description of the area around Rome 1. Classroom size world map 2. Individual student map of Italy (Appendix A) 3. Transparency map of Italy (Appendix A) 4. Individual two pocket folder with brads for each student 5. Map on page 21 of Ancient Rome by Michelle Breyer C. Key Vocabulary 1. peninsula-a portion of land nearly surrounded by water and connected to a larger body of land 2. ford-a shallow part of a river 3. legend-a story retold from the past D. Procedures/Activities 1. Students will use pocket folders to set up a Roman folder to be used daily for storing maps, writing, and worksheets. Each folder will be decorated later. 2. Review from previous Roman Units location of Rome. Develop understanding that Rome is a city in the country of Italy on continent of Europe. Teacher should show location of all on world map. Using transparency map of Italy (Appendix A) show location of Rome. Discuss boot shape. 3. Review term peninsula. Ask students to state the meaning and locate other peninsulas around the world. Remind them that the U.S. has a state that is a peninsula. (Florida) 4. Students should be able to review from previous units other neighboring countries around Italy and locate on map. 5. Show locations of important bodies of water around Italy. 6. Name the two mountain ranges located in Italy. 7. Review and lead a discussion with the students of the importance of the geographical location of Rome being ideal for natural protection. 8. Define the word legend. Teacher will read the version in Appendix B of the legend of Romulus and Remus and how Rome began. Add copy of the legend to Roman notebook. 9. Review with students the time period of the rise and fall of the Roman Empire. Review the meaning of A.D. and B.C. E. Evaluation/Assessment 1. Students will complete a map of Italy (p. 21 of Ancient Rome) showing locations of important seas, mountains, rivers, neighboring countries, and cities of Rome. Add to Roman notebook. Lesson Two: The Republic and Beyond A. Daily Objectives 1. Lesson Content: Expansion of Rome 2. Concept Objective a. Develop a sense of historical empathy b. Understand time and chronology 3. Skill Objective a. Review with students the expansion of the Roman Empire

3 1. Chalkboard 2. World map 3. Individual student map of Roman Empire 4. Two pieces of cash register tape approximately 12 long for each student C. Key Vocabulary 1. senate-the ruling body in the Roman government made up of wealthy land owners. D. Procedures/Activities 1. The teacher will review information from previous lessons regarding location of Rome and legend of beginning. 2. Using chalkboard draw timeline to show founding of Rome in 753 B.C. Relate to legend read the previous day. 3. Discuss with students beginning rulers of Rome were a series of kings advised by a Senate made up of Rome s leading families. Add 509 B.C. to timeline on chalkboard to show new form of government called Republic. 4. Add 270 B.C. to timeline on chalkboard. Discuss with students that the Romans had conquered the entire peninsula and wanted more. 5. Add 264 B.C. to the timeline on the chalkboard which was the beginning of the First Punic War. It ended with Rome gaining the island of Sicily. Point out island on world map and individual map in Roman notebook.. 6. Add 218 B.C. to the timeline on the chalkboard which was the beginning of the second Punic War. It ended with Rome gaining the control of Spain. 7. Discuss the third Punic War beginning in 149 B.C. when Rome declared war on Carthage. They gained control of Carthage. Add 149 B.C. to the timeline on the chalkboard.. 8. Add A.D. 117 to the timeline on the chalkboard.. Discuss the size of the Empire at this time was at its greatest size. 9. Discuss that were many different people that were important in Roman History form 753 B.C. to A.D Tell students that the remaining lessons will show how these people affected Roman history. 10. Students will copy the timeline from the chalkboard to their piece of register tape to add to their Roman notebook. 11. After discussion of Punic Wars students will complete a map to assess understanding of land that Rome gained in the Wars. (Appendix C). E. Evaluation/Assessment 1. Students will create another time line on register tape using B.C. and A.D. dates given by the teacher to show understanding of a time line. Lesson Three: Julius Caesar: From General to Dictator A. Daily Objective 1. Lesson Content: Ruling of Julius Caesar 2. Concept Objective: Develop a sense of historical empathy 3. Skill Objective: a. Develop understanding of role of Julius Caesar in Roman history b. Students will write a topic sentence with some supporting details in a paragraph. c. Students will use various diagrams to display information found in expository text. 1. What Your Third Grader Needs to Know p Chalkboard

4 3. Julius Caesar p C. Key Vocabulary 1. dictator-a ruler exercising absolute power without hereditary rights or free consent of people 2. assassinated-to kill suddenly, murdered D. Procedures/Activities 1. The teacher will review information from previous lesson regarding expansion of Rome. 2. Remind students of study in upcoming lessons of people important to Roman history. Ask what language Roman people spoke. Ask students who said these important Italian words: Veni, vedi, vici. Explain meaning of words. 3. Show pictures of Julius Caesar. 4. Read A New Leader pages from What Your Third Grader Needs to Know 5. Use webbing to show important parts of Caesar s life and personality. 6. Read about Julius Caesar s family and life from Julius Caesar pages E. Evaluation 1. Using the web write a paragraph summarizing Julius Caesar s life. 2. Add to Roman notebook. F. Standardized Test Connections: 1. Arkansas Frameworks Writing: (W1.2,W1.6) Lesson Four: Friends, Romans, Enemies! What Have I Done Wrong? A. Daily Objective 1. Lesson Content: Good and bad qualities of Julius Caesar 2. Concept Objective: Develop a sense of historical empathy 3. Skill Objective: Write a letter in response to reading or discussion 1. Chalkboard C. Key Vocabulary 1. Plebians-the common people 2. Senate-an assembly or council having the highest functions in government 3. popularity-regarded with approval or affection by people in general D. Procedures/Activities 1. The teacher will review information from previous lesson regarding Caesar s famous quote and important parts of his life. 2. Review with students the difference in Julius Caesar and Octavian Caesar and list on chalkboard. Mention popularity with Plebians. Plebians respected Caesar for his generosity and ability to create jobs. Soldiers felt he was a god because of his military leadership. 3. Discuss why people disliked Caesar. The Senators felt that Caesar was becoming too greedy and powerful. They wanted him to disband his army. They felt as if he could not be trusted. They also felt like he was acting like a King instead of the head of the Republic. They felt his popularity with the people might cause him to become King and begin a dynasty. They wanted the republic saved! 4. Answer together the question Why was Caesar assassinated? Give facts surrounding the assassination regarding Brutus. 5. Go over Caesar s quote to Brutus. As Caesar was being stabbed legend tells that Caesar stopped resisting when seeing Brutus was involved and said Et tu, Brute? This means You too, Brutus?

5 E. Evaluation/Assessment 1. Write a letter as if you were a member of the Senate telling Caesar how you feel about his reign. Add to Roman notebook. F. Standardized Test Connections: 1. Arkansas Frameworks Writing: (W.1.11) Lesson Five: Dramatic Change--A must! A. Daily Objectives 1. Lesson Content: Changes in Rome following Caesar s assassination 2. Concept Objective: Develop a sense of historical empathy 3. Skill Objectives a. Use specific strategies such as making comparisons to comprehend material and discussion from diverse cultures and time periods b. Student will record their knowledge of a topic using a chart. 1. Venn Diagram 2. Ancient Rome p C. Key Vocabulary 1. emperor-the male sovereign or supreme ruler of an empire 2. nickname-a name added or substituted for the proper name of a person or place D. Procedures 1. Review from previous lesson personality of Julius Caesar and reasons for his assassination. 2. Discuss with students how his assassination hurt the Republic and divided Rome. 3. Discuss Caesar s adopted son Octavian s return to Rome after his father s murder to assume control. 4. Discuss with class that Octavian Caesar had many names. Make a chart on the chalkboard that shows his 5 different names, when he had them, and the reason for his name change. 5. Octavian became first emperor of Roman Empire. This was the end of the Roman Republic. 6. Discuss facts that Octavian became Mark Antony s friend and worked to defeat Brutus and Cassius, the leaders of Caesar s assassination. 7. Research (using resource above) the differences in Julius Caesar and Octavian Caesar. Divide class in groups of four. Two groups will research Julius Caesar and two groups will research Octavian Caesar. After researching, come back together and report information found. E. Evaluation/Assessment 1. Each student should compare and contrast the two men on a Venn diagram worksheet. 2. Extension Activity a. Each student should create a chart for themselves (Appendix D) and list the different names that they might be called at home or at school such as nicknames, family names, etc. Complete chart and add to Roman notebook. F. Standardized Test Connections: 1. Arkansas Frameworks Reading: (R1.12) Lesson Six: Cleopatra--Rome s Most Famous Woman! Roman or Egyptian? A. Daily Objectives

6 1. Lesson Content: Cleopatra s involvement with Roman history 2. Content Objective: Develop a sense of historical empathy 3. Skill Objectives a. Students will listen selectively and attentively to someone read a story. b. Students will participate in discussion and share thoughts and ideas of a book read aloud by teacher. 1. Ten Queens, pages Cleopatra, by Robert Green C. Key Vocabulary 1. Asp-any of several venomous Eurasian snake D. Procedures 1. Review from previous lesson the dramatic changes from republic to empire, from having a dictator to an emperor. 2. Show pictures of Rome s most famous woman, Cleopatra. Explain she was neither Roman or Egyptian. She was Greek! 3. When Caesar began his quest for new lands, he met Cleopatra. She became influential in Roman history. 4. Read aloud Cleopatra. Encourage students to share ideas or ask questions. 5. Divide students into groups of four. Give each group a slip of paper with an event from Cleopatra s life. Role play certain important parts of her life such as when she was rolled in the carpet to meet Caesar. 6. Show certain appropriate parts of movie Cleopatra to class. Lead a discussion of the time periods clothing, architecture and surroundings. E. Evaluation/Assessment 1. Following the movie Cleopatra divide the class into groups of four and assign each group an important person from Roman history, such as Julius Caesar, Augustus Caesar, Cleopatra of Mark Antony. Students will illustrate their perception of that character and write a descriptions of each character s clothing and surroundings. Add to Roman notebook. F. Standardized Test Connections: 1. Arkansas Frameworks: Listening: (LSV 1.2, LSV1.8) Lesson Seven: Mark Antony--Friend or Foe? A. Daily Objective 1. Lesson Content: Importance of Mark Antony in Roman History 2. Concept Objective: Develop a sense of historical empathy 3. Skill Objectives a. Students will listen selectively and attentively to someone read a story. b. Students will participate in discussion and share thoughts and ideas of a book read aloud by teacher. c. Use clear, concise language when speaking. 1. Cleopatra by Robert Green 2. Ancient Rome by Michelle Breyer, page 60

7 C. Key Vocabulary 1. oration-a formal speech 2. forum-the marketplace or public square of an ancient Roman city, the center of judicial and business affairs and place of assembly. D. Procedures 1. Review from previous lesson Cleopatra s involvement with the Romans Caesar and Antony. 2. Lead a discussion of how Cleopatra met Mark Antony after reading Cleopatra pages Discuss with students how Mark Antony was a strong supporter of Julius Caesar and how his assassination affected him. Discuss Antony s family relationship to Caesar. 4. Read aloud Mark Antony s famous oration in the play Julius Caesar by William Shakespeare. (Ancient Rome, p.60) Discuss the meaning of the speech and all underlined words of phrases. 5. Involve students in Reader s Theater by orchestrating the speech. Break into groups of four and assign lines of five to each group to read aloud with feeling and expression. E. Evaluation/Assessment 1. Retell what has been learned about Mark Antony from the reading or discussion in the form of a cartoon or limerick poem. Teacher will evaluate for understanding. F. Standardized Test Connections: 1. Arkansas Frameworks: Listening (LSV 1.29, LSV 1.8) VI. CULMINATING ACTIVITY To complete this unit on important people to Rome, the students should engage in an activity that will culminate the knowledge. Students should use knowledge gained from unit to write short biographical speeches about the important people to Rome. Speeches should be written in first person, as if they are the characters describing themselves. Students will dress in costume and present their speeches as if they are museum statues. As a spotlight comes on each individual character, the character will come to life and speak. Students will be assigned to shine flashlights on the statues. Characters who are not spotlighted will stand as still as statues. To involve more children, other students may dress as attendants and stand around statue without speaking parts. VII. HANDOUTS/WORKSHEETS See Appendices. VIII. BIBLIOGRAPHY Breyer, M. Interdisciplinary Thematic Unit: Ancient Rome. California: Teacher Created Materials, ISBN# Burrell, R. The Romans. New York: Oxford University Press, ISBN # Chrisp, P. The Roman Empire. Illinois: World Book, Inc ISBN# Chrisp, P. The Romans. New York: Chelsea Juniors, ISBN# Cleopatra, MGM, Corbishley, M. Growing Up in Ancient Rome. United States: Troll Associates, ISBN# Green, R. Cleopatra. New York: Franklin Watts, ISBN# Green, R. Julius Caesar. New York: Franklin Watts, ISBN# Guittard, C. The Romans: Life in the Empire. Connecticut: The Millbrook Press, ISBN# X.

8 Henson, T. Rome: Ancient Civilizations Series. California: Frank Schaffer Publications, ISBN# Macdonald, F. I Wonder Why Romans Wore Togas. New York: Kingfisher, ISBN# Rockwell, A. Romulus and Remus. New York: Aladdin Paperbacks, ISBN# Stein, C. Rome. New York: Children s Press ISBN #

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