bell ringer: september 8(9), 2016 -...
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Bell Ringer: September 8(9), 2016
1. A government that elects representatives to make choices for its people is a (democracy/republic).
2. In the early Roman empire, they believed in many gods, which is (polytheism/monotheism).
3. In the later Roman empire, the official religion was (Christianity/Judaism).
4. Roman architecture includes the (arch/dome/column).
Announcements:
1: Turn in your Chapter 6, Section 1 homework
2: Do you have your lanyard on?
3: Test retakes- WED, SEPT 14/THURS 15
You need:
1: Spiral and one blank sheet of paper
2: Copy of the “Watch and Write” sheet
3: Copy of the packet (CLASS SET, DON’T WRITE)
First Period Seating ChartTeacherDesk
Board Board Board Board Board Board Board Board
LissaGalvan
Andrea Tellez
TamarayGlover
Bryan Suastes
Aisle Marco Reza Jose Perez Mercedes Shaw
Miriam Resendez
EvelynEspericueta
Angie Barrios
Janet Orta Abigail Vasquez
Aisle JeimySanchez
Daisy Torres
Joseph Arkwright
Fernanda Rios
Ariel Torres Jazmin Torres Paz
DarianaDonoso
FredyVences
Aisle Guadalupe Rojas
Luis Ramos Jennifer Luria
Cassandra Rodriguez
Aisle Emma Rodriguez
Esmeralda Rodriguez
Second Period Seating ChartTeacherDesk
Board Board Board Board Board Board Board Board
Jordy Castro
Miriam Orozoco
Marla Perez RicardoLongoria
Aisle MayreMendez
Noel Garcia Paloma Garcia
CourtasiaWilliams
Karla Gonzalez
KendrickMurphy
Edson Quintero
EstebanGaona
Aisle Ashley Romero
AnnetteRios
Sergio Nieto
CinthiaVences
Melody Rivera
Alondra Reyna
IlariaMijares
Oscar Pena Aisle Luis Gamez Jared Paez Adan Soto Ricardo Mercardo
Aisle Ricardo Rodriguez
ZaineFranco
Macey Nealy
Fourth Period Seating ChartTeacherDesk
Board Board Board Board Board Board Board Board
Brenda Andrade
Jesus Gaytan
Rafael Vega PaolaGonzalez
Aisle ErikaBarrientos
Maria Hernandez
Carolina Romero
CrystalRocha
Jose Ramirez
DeniseLazaro
Diana Mora Elizabeth Rodriguez
Aisle CintiaRoque
Juan Nava Cristian Salazar
Lorena Torres
Christian Powell
MirnaDominguez-Deleon
Jesse Segura
Valeria Torres
Aisle YeseniaTorres
Rocio Vasquez
Aisle
Fifth Period Seating ChartTeacherDesk
Board Board Board Board Board Board Board Board
JanethPerez Lara
Jesus Gonzalez
Jesus Nava Fabian Cisneros
Aisle Anna Catalan
Miguel Garcia
JoseHernandez Rivas
D’VontaeRhone
LeslieVasquez-Cortes
Julio Osorio Cristian Lares
Rosa Davila Aisle Melissa Manriquez
Mauricio Valenzuela
Milton Garcia Gonzalez
Joe Avina
StepaniaGuerrero
Karla Rios Martinez
Leslie Santos
AaronRamos
Aisle Rachelle Alvarado
Ashley Lopez
Carlos Garcia
VanniaGamez
Aisle EzekielClark
JoseBarretoPonce
Michelle Barberena
Sixth Period Seating ChartTeacherDesk
Board Board Board Board Board Board Board Board
Gustavo Gonzalez
Leticia Garcia
Eunice Arevalo
Jennifer Gutierrez
Aisle Daniel Moreno
Cheyenne Jimenez
Kiara Matthews
Oscar Avila
Juan Romano
YanetTorres Hernandez
Ivan Luna YoanaJaimes-Sanchez
Aisle SebastianSalayandia
Leslie Salazar
David Corpus
Laura Gonzalez
Ruby Davis Kassandra Gutierrez
MiriamIsabel Estevane
Jonathan Gonzalez
Aisle BrianaFlores
Richard Gurrola
Victor Aguilar
Adela Moreno
Aisle Anna Guerreo
Diana Arriaga
LeunamDimas
Brigham C De Vaca
Aisle Marvin Fuentes
Eighth Period Seating Chart TeacherDesk
Board Board Board Board Board Board Board Board
Juan PradoBarraza
Oliver Real Rolando Tobias Macias
Cesar Alaniz
Aisle Jesus Uribe Juan Torres Puebla
Jesus Venegas Jimenez
Eric Ramirez
Ashley Reyes
BriannaRenfro
Alexis Rusk Robert Nooks
Aisle Josie Rodriguez
ImaniRedrick
Alvaro Alvarado Dominguez
Jaqueline Zuniga
Jennifer Garcia
ShirleySalinas-Galindo
Jesus Quinonez
Maria Carachure
Aisle Ashley Palacios
Christopher PugaAguirre
Bruno Lopez
JatziryChairez
Aisle EmmanuelContreras
Francisco Trevino
Sofia Rangel
Partners! <3
• The person sitting next to you is your new partner.
• Join pinkies with them and swear your love forever.
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antiguaRoma).
1. What are we learning?
• Rewrite the LO in your own words in the form of a question. • What are the…?
• How would you describe the…?
• Turn and talk with your partner and discuss what you wrote.
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antiguaRoma).
2. Why is it important?
• In what areas do you think the United States are influenced by the Romans? Government? Art? Language? Architecture? Philosophy?
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antiguaRoma).
4. How does it connect to
my life?
Ancient Rome was a
republic. Can you find a
connection between a
republic and your life?
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential question: how is the economic activity of Rome similar to that of Greece?
• cuestión esencial : ¿cómo es la actividad económica de Roma similar a la de Grecia?
Roman Geography
• Italian Peninsula (penínsulaitaliana) (present-day Italy)
• The Alps and the Mediterranean Sea (Alpes y el Mar Mediterráneo) protected (protegido) Rome from invasion
• Rome prospered due to trade (prosperado debido al comercio) on the Mediterranean Sea
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential question: how is the economic activity of Rome similar to that of Greece?
• cuestión esencial : ¿cómo es la actividad económica de Roma similar a la de Grecia?
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential question: What is the political structure of Rome and how does it differ from Greece?
• cuestión esencial : ¿Cuál es la estructura política de Roma y en qué se diferencia de Grecia ?
Roman Republic
• Republic (república) : ruleby the people (el gobiernodel pueblo)
• Representative democracy (democraciarepresentative): legislators (representatives) are elected by the citizens to represent their interests (legisladores elegidos por los ciudadanos para representarlos)
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential question: What is the political structure of Rome and how does it differ from Greece?
• cuestión esencial : ¿Cuál es la estructura política de Roma y en qué se diferencia de Grecia ?
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential question: what are the defining features of Roman architecture?
• cuestión esencial : ¿cuáles son las características que definen la arquitectura romana ?
Architecture
• Defining features of Roman architecture are arches and domes (arcos y bóvedas)
• Like the Greeks, Roman architecture was copied (arquitectura romanafue copiado)
Architecture Video
• https://www.youtube.com/watch?v=Hs45O_sO3r4
• Get out your “Watch and Write” sheet
• As we watch the video, complete the worksheet.
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential question: what are the defining features of Roman architecture?
• cuestión esencial : ¿cuáles son las características que definen la arquitectura romana ?
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential Question: describe the religions of Rome.
• cuestión esencial: describir las religiones de Roma.
Roman Religion
• In the beginning (comenzando) of the empire, Romans were polytheistic (politeísta) and believed in many gods
• Christianity (cristianismo) began to gain popularity, although Christians in the Roman Empire were initially persecuted-Christians could not worship emperors. (Los cristianos fueron perseguidos inicialmente)
• Christianity became the officialreligion of Rome before the empire fell (El cristianismo se convirtió en la religión oficial)
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential Question: describe the religions of Rome.
• cuestión esencial: describir las religiones de Roma.
Lesson Objective:
• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).
• Essential Question: How did Rome influence the United States?
• cuestión esencial: ¿Cómo influyó Roma los Estados Unidos ?
DBQ Activity:
• Find a partner.
• For each document:• Answer the question
• Use the document to answer the question.
• Example: Document 1 • We do not say that a man who takes no interest in politics is a man who
minds his own business; we say that he has no business here at all.
1. What did Pericles think about citizens who did not participate in politics?
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SHEET
DBQ Activity:
• Find a partner.
• For each document:• Answer the question
• Use the document to answer the question.
• Example: Document 1 • We do not say that a man who takes no interest in politics is a man who
minds his own business; we say that he has no business here at all.
1. What did Pericles think about citizens who did not participate in politics?
Pericles thought that people who didn’t participate in business did not belong in Athens.
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SHEET
DBQ Activity:
• Find a partner.
• For each document:• Answer the question
• Use the document to answer the question.
• Example: Document 1 • We do not say that a man who takes no interest in politics is a man who
minds his own business; we say that he has no business here at all.
1. What did Pericles think about citizens who did not participate in politics?
Pericles thought that people who didn’t participate in business did not belong in Athens.
2. Use the document to answer the question: “Describe Greek and Roman contributions to today’s world.”
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SHEET
DBQ Activity:
• Find a partner.
• For each document:• Answer the question• Use the document to answer the question. • Example: Document 1
• We do not say that a man who takes no interest in politics is a man who minds his own business; we say that he has no business here at all.
1. What did Pericles think about citizens who did not participate in politics?Pericles thought that people who didn’t participate in business did not belong in Athens.
2. Use the document to answer the question: “Describe Greek and Roman contributions to today’s world.” In today’s world, every citizen has the right to vote. Pericles thought that “a man who takes no interest in politics…has no business here at all.” The Greeks wanted people to participate in government. In the United States, participating in your government is a right and is expected. People serve on juries, vote in elections, and pay taxes to their government.
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