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Lesson PlansOverview and Background

Lesson Designer(s) & Date

Richard Beard Lesson Plan #1December 3, 2012

Grade Level 6th GradeTitle of Lesson

Ancient Rome Geography Day 1 Teaching

Concept Addressed

What did the early settlers look for when deciding where to build their civilizations? What criteria were used when selecting the site for Rome?

Goal Statement

To understand where Ancient Rome was located and why. The study of people in the past (NCSS #3) allows us to examine their physical world. To understand their settlements and migration on the human population. This lesson plan section examines the part of world geography that dealt with the Ancient Romans and why they settled where they did.

Print Materials & ResourcesNeeded

Blank maps of the Italian Peninsula for the students to map the geography locations of: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica. http://smithslatin.weebly.com/uploads/5/3/8/2/5382199/geography_of_ancient_rome0001.pdf

Internet Links

GoogleEarth.com, http://smithslatin.weebly.com/uploads/5/3/8/2/5382199/geography_of_ancient_rome0001.pdf

Stage 1Standards, Benchmarks & Indicators

The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.

EssentialUnderstandings

Students will understand why Ancient Rome was built where it was after recognizing the surrounding geography on the map. Students will build on this information for the Big Idea by understanding the criteria used in setting up the Ancient Romans civilization. Fresh water that was essential for all life-people, animals, and crops. Sea access to harbor their ships used for trade and military expansion into other lands. Good land for a city to flourish, it must be out of flood range and have land good for farming, grazing, and hunting. Protection was a necessity for a major city to protect it from invaders, land or sea.

Essential Questions

What are criteria that would be needed to set up a civilization? How does geographical location affect where civilizations were set up?

Knowledge Students will know the criteria the early settlers looked for when deciding where to build their cities and the criteria used how by the Ancient Romans when choosing these sites.

Lesson PlansSkills Students will recognize how Rome’s geography played a factor in Rome’s

defenses and expansion. Also, they will be able to list the following places found in Ancient Roman Geography on the map: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica on a map.

Stage 2: Performance Task

Student Directions

On Day1 of the lesson plan, students will be using Google Earth on the Whiteboard, where I will be showing the students where Ancient Rome was originally located. Building on this, the students will see that the early settlers used criteria that the early Ancient Roman settlers would have used to determine where to establish the Roman civilization. Students will take turns to locating the following key geography locations on the Google Earth Maps on the White Board: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica. (5-7 minutes) As a class, the students will take turns reading the information on the Ancient Roman Geography and why it was so important of the criteria used when selecting an area for a civilization. (10-13 minutes)

Assessment Summary

Students will be allowed to work with a partner to fill out their maps (above) listing the keys places found in Ancient Roman Geography: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica. Also, students will be working with their partner to answer the 4 questions based on our class reading.

After the class reads aloud about Ancient Rome’s geography, the students will be asked “to give some examples of how Rome’s geography played a factor in Rome’s defenses and expansion?” Other students will be called upon to expand on their fellow student’s answers. Finally, the students will be asked “thumbs up or thumbs down” on if they understand what their fellow students just explained and if the understand how geography influenced Rome?

Other EvidenceTests, Quizzes, Observations, Journals, etc.

Finally, the students will be asked “thumbs up or thumbs down” on if they understand what their fellow students just explained and if the understand how geography influenced Rome?

Lesson PlansStage 3 Learning Activities

Lesson Outline:Day One Lesson Plan Ancient Rome Geography Outline:

I. 1st Open up first with Google Earth on Whiteboard to find Ancient RomeA. Unique geography of Italian Peninsula 1. Mountains 2. Rivers 3. Seas 4. Surrounding Coastline

II. 2nd Have Students locate and name key Ancient Rome’s key Geography itemsA.. Peninsula of ItalyB. SicilyC. Tyrrhenian SeaD. Adriatic SeaE. Mediterranean SeaF. AlpsG. Apennines MountainsH. Po ValleyI. Africa,J. SardiniaK. Corsica

III. 3rd Students will take turns reading aloud Geography of Ancient Rome handoutA. We will discuss the 4 criteria that Early Roman Settlers used to build their

settlements.B. Students will be asks “thumbs up or thumbs down” if you understand what the

early Ancient Roman Settler were using the Geography to decide if this was the right place to build a settlement or not?” If the students had not understood, we would have went over the information more and asked more questions to find out where they were having their trouble at?

C. Students will be given a blank map handout, asking the students to list on the map the actual locations of the Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica. The Google Earth Map is still up and they are encouraged to use their atlases in the front of their textbooks to build on their map skills. Also, students will answer 4 questions on the reading regarding Ancient Rome’s geography. They will be doing this with a partner to turn in at the end of the period.

I will be walking around to make sure the students stay on task and if they have any questions or need any help.

Modifications for IEP Students: Students with IEP will be expected to only fill in 7 of the 11 locations on the Ancient Rome Geography Map.

Extensions:

Lesson PlansStudents will choose a partner to fill out a map of the key areas of Peninsula of Italy: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica and answer 4 questions after reading Ancient Rome Geography informational sheets as a class. Students will put their name at the top of their sheet and will turn it in to the Social Studies container.

Reflection:I liked this intro map project a lot. It was a great bait for the hook to get the kids to the “Big Idea” The Handout was a good Big Idea for the geography, as it gave the kids the reasons they needed to build upon the bait on the map. The handout is a nice piece that reads easy for the students and is a great second step that leads to the map assessment and questions that came with the handout.

Stage 1:

The study of people in the past (NCSS #3) allows us to examine their physical world. To

understand their settlements and migration on the human population. This lesson plan

section examines the part of world geography that dealt with the Ancient Romans and

why they settled where they did.

The understandings for this lesson require that the student recognize first where Ancient

Rome was located at in the world. We use Google Earth for the student to be able to use

the whiteboard and the internet at the same time with the same activity. The big idea

with this part of the lesson is that the students will start to realize how the geography of

Ancient Rome is used in deciding where to build their civilizations at.

.

Stage 2 :

At the heart of the Big Idea, the criteria used by the Ancient Romans to select the area

for their civilization that they are going to.

With Google Earth, we will locate Ancient Rome together. I will then ask students to

locate other key Ancient Roman Geography.

Lesson Plans Students will take turns coming up to the white board pointing out each of the following

key geographical locations in Ancient Rome: Peninsula of Italy, Sicily, Tyrrhenian Sea,

Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa,

Sardinia, and Corsica. (7-10 minutes)

Students will then receive an Ancient Roman Geography handout that we will read

together as a class. As a class, the students will take turns reading the information on

the Ancient Roman Geography and why it was so important to the Romans at that time,

hooking them into the “big idea” of the criteria used when selecting an area for a

civilization. (10-13 minutes)

Stage 3: (Formative Assessment)

Students will be asks “thumbs up or thumbs down” if you understand what the early

Ancient Roman Settler were using the Geography to decide if this was the right place to

build a settlement or not?” If the students had not understood, we would have went over

the information more and asked more questions to find out where they were having their

trouble at?

Students will be given a blank map handout, asking the students to list on the map the

actual locations of the Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea,

Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and

Corsica. The Google Earth Map is still up and they are encouraged to use their atlases in

the front of their textbooks to build on their map skills. Also, students will answer 4

questions on the reading regarding Ancient Rome’s geography. They will be doing this

with a partner to turn in at the end of the period. Finally, the students will be asked

“thumbs up or thumbs down” on if they understand what their fellow students just

Lesson Plansexplained and if the understand how geography influenced Rome?

I like to use Google Earth, as it is a great tool! Most of the students have used it many

times before and are familiar with it, making it simple to use with most of the students. I want to

try and introduce the students to a “small bite” of what is to come, without providing too much at

once and overwhelming them. We have to present and build a case for the students. With this,

we are going to be using geography to introduce our “Big Idea” to the students. The kids see

where we are going and start to get excited! The students start to know something else is

coming, but what? Next, we show them where we are going in the world and we start building

up to what the idea is, Ancient Rome. The criteria that they read about will lead them to

understand and why they chose there and the “Big Idea.” The students are able to start locating

all the geography around them, rivers, mountains, and seas. Then, their minds start to think,

“Why is that mountain behind them?” “Why is that Sea I front of them?”, that they just located

on the map. All of the sudden the story starts to appear before them, a piece of the puzzle, and

the hook is set! They read the handout and the metacognition kicks in for them! I follow this up

with and formative assessment of “thumbs up or down?” with their understanding on the reading.

If they have any troubles, we will immediately follow it up with more information. The students

are allowed to use their atlases in their textbook for their maps because I am trying to reinforce

their understanding of the geography of Ancient Rome. For them to recall later, they must be

able to see it a lot now. They are just learning it for the first time.

Lesson Plans

Ancient Roman Geography:Using Google Earth on the white board, the teacher will show were Ancient Rome was located. Building on this, students will learn more of the actual geography of Ancient Rome. As a class, the students will take turns locating some of the key geography features Italy offered and that they will be studying in this chapter. These items include: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica. (5-7 minutes)

Lesson PlansNext, as a class, the students will take turns reading about important criteria that the Ancient Romans used when assessing their geography to set up their civilization. (10-13 minutes)

Italy is a rocky, mountainous peninsula 600 miles long and 150 miles wide. The Apennine Mountains form its "backbone" and stretch from north to south, with the Tiber River cutting through them in central Italy. Along the northern border, the Alps serve as a natural boundary. The three major bodies of water surrounding Italy are the Adriatic Sea, the Ionian Sea, and the Mediterranean Sea. Romans developed many trade routes to other regions in the Mediterranean region. Greece is only 50 miles away, across the Adriatic Sea, and Africa is only 100 miles from the west coast of Sicily. Along the western coast of Italy, at the base of the Apennine mountain range, lie three plains areas. Here is where most early people settled. The Tuscan Plains in the north, drained by the Po River, were a fertile farming region. The Latium Plains became the home of Alba Longa and Rome, bustling cities near the Tiber River and the seacoast, hub of the Roman Empire's trade business. The southern plains area, the Campania, boasted Italy's best harbor. The Italian peninsula was perfect for a consolidation of power within Italy and an expansion of power from Italy to other parts of the area. It was in the Latium Plains that an Indo-European tribe called Latin’s first settled. These people were the early ancestors of the Romans. Their first city, Alba Longa, was established around 1000 B.C. Their most important city, Rome, was founded in 753B.C. by Romulus.

What did the early settlers look for when deciding where to build their cities, and how did the site chosen for Rome fit these criteria?

Fresh Water-Fresh water is essential for all life-people, animals, and crops. Rivers also provide a means for trade and transportation.Sea Access-Ports are necessary to safely harbor the ships used for trade and military expansion into other lands.Good Land-For a city to flourish, it must be out of flood range and have land good for farming, grazing, and hunting.Protection-The site chosen for a major city must offer protection from invaders by land or by sea. It must also provide room for growth and expansion.

Rome was built 15 miles inland on the crest of seven hills covered with forests of oak and chestnut. Small streams ran through the valleys, and flanking the seven hills was the large Tiber River, whose steep banks served as additional natural protection. The Mediterranean climate of hot, dry summers and wet, mild winters proved ideal for people, plants, and animals. The rich volcanic soil was perfect for raising crops. From Rome's vantage point the Roman Empire began and grew. Many large cities were established, but most of the people lived in farming communities and worked the land. These communities consisted of small villages, farmsteads,

Lesson Plansand hamlets. Farm workers produced the food, materials, and fuel that the large cities needed. It was a difficult life of endless work for men, women, and children. The very rich in Ancient Rome owned vast estates of fertile farmland. Here they built magnificent villas to which they would flee to escape the heat and congestion of the cities where they conducted their business. The estates were cared for by slaves, whose lives were grindingly hard and far removed from the peaceful and luxurious country life their owners enjoyed. On farmland near the warm shores of the Mediterranean Sea farmers grew many grains, such as emmer wheat, which was made into bread and used in other foods. It was highly nutritious, with almost twice as much protein as modem wheat today. But as the Roman Empire grew, it could not feed its entire people alone, so wheat and other grains were imported from Egypt and other areas in northern Africa.

The most prized crops were grapes and olives, both of which grew well in the rocky soil and warm climate. Grapes were fermented and made into wine. There were few other beverages available, so wine was widely consumed throughout the Mediterranean region and was therefore a valuable trade commodity. Olives were grown to be eaten and also to be processed for their oil. Olive oil became a basic essential for Mediterranean cooking. It was also used as fuel in lamps and for cleaning the body. Large ranches with pigs, cattle, goats, and sheep were able to thrive in regions unsuitable for planting. Large cattle ranches provided meat, leather goods, and dairy products. Goats and sheep produced milk, cheese, meat, and the wool used for clothing. Hunting wild animals such as boar and deer was a favorite, though dangerous, sport for many Romans. In addition to offering good hunting, the forests were valuable for their wood for building and for fuel. Fish and waterfowl were plentiful. In short, because of Italy's natural resources-and its hard-working people-the Ancient Romans were able to establish and maintain a far-reaching civilization that lasted nearly 2,000 years.

Students will be asked “to give some examples of how Rome’s geography played a factor in Rome’s defenses and expansion?” Other students will be called upon to expand on their fellow student’s answers. Finally, the students will be asked “thumbs up or thumbs down” on if they understand what their fellow students just explained and if the understand how geography influenced Rome?

Lesson PlansAncient Rome Geography Map Lesson

Students will be allowed to work with a partner to fill out their maps, listing the following places found in Ancient Roman Geography: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica. Students will turn in their map & their questions for a grade. (20 minutes for map & questions)

Lesson PlansAncient Rome Geography Map Lesson

Also, you will work with your partner to answer the following questions based on our class reading:

1. What is the 2 mountain ranges of Italy, and what benefits did they provide the Ancient Romans?

2. What main advantage did the Italian peninsula offer for establishing an empire?

3. Why was the location of Rome so ideal?

4. How was life different for those who owned large farming estates and those who actually worked the land?

Lesson PlansAncient Roman Government

Overview and BackgroundLesson Designer(s) & Date

Richard Beard Lesson Plan #2December 3, 2012 Day 2 Lesson

Grade Level 6th GradeTitle of Lesson Ancient Roman GovernmentConcept Addressed

What are the essential roles of government? What role does government play in your life?

Goal Statement Introduce the students to the different levels and types of Roman Government


Guided Notes Ancient Roman, Government Powerpoint

Internet LinksStage 1

Standards, Benchmarks & Indicators

The civilizations that developed in Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.


Day 2 Lesson Plan Now that students understand the geography of Ancient Rome, I will introduce the students into some of the governances that were run by the Roman Government so that they understand that the legacy of how Ancient Roman Governance is embedded in Western culture. The ideas on governance and law were impacted by the concepts of citizenship and democracy that originated in Ancient Rome.

Essential Questions

What are the essential roles of government? What role does government play in your life?

Knowledge Students will know that the Ancient Romans took Government very seriously. Students will know that the Romans divided the Government’s power into 3 Branches: Judicial, Executive, and Legislative.

Skills Students will be able to recognize how each of Rome’s 3 Branches of Government: Judicial, Executive, and Legislative functioned. Also, students will understand each branches authority and powers.


Student Directions

Day 2 Lesson Plan Now that I have them interested, I will have them count off by 4’s and divides them into 4 groups. I will give each member of the group a set of the Ancient Roman Government

Lesson PlansPPT slides and a Guided Notes Handout with Fill in the Blank questions that each student will take turns reading in the group and everyone in the group will answer the questions together as a group. The questions are in the same numerical order as the slides, thus the slides/questions are in the same order. After (25 min) of group work, As a class, we will come back together and go over each of the questions in order together. Students will receive a Roman Government Crossword Puzzle on the key vocabulary words covered in the PPT presentation and questions. Students will do the crossword as homework and turn it in the next day at the beginning of class in the social studies box.

Assessment Summary

Students will count off by 4’s and will be broken into 4 groups. Students in each of the groups will be given the slides to the Ancient Roman Government PPT and a handout of guided notes with fill in the blank questions that require them to go through the slides. The questions are in the same numerical order as the slides, thus the slides/questions are in the same order. (25 min) As a class, we will come back together and go over each of the questions in order together.


Students will be asked “thumbs up or thumbs down” if they understand how Ancient Roman Government worked? Students will take an Ancient Roman Government Crossword Puzzle as to finish as homework and turn in at the beginning of the next day’s class. The crossword puzzle is on the Roman Governments key vocabulary terms from the guided notes that they did in small groups.

Stage 3 Learning ActivitiesLesson Outline: Ancient Rome Government Outline:

I. The Students will count divided into 4 groups A. Students will be given the Ancient Roman Government PPT Slides Printed outB. Students will be given the Guided Notes Handout with fill in the blank questions C. Students will work together as a group to fill in the answers to each of the questions of the by reviewing the slides together. The slide-questions are together numerically to make it easier. (25 minutes) ***I will be walking around to help students answer their questions and find questions.

II. Come back together as a classA. We will come back together as a class and go over our answers and sides

together.

Lesson PlansB. Answer questions as we go on each slide that the students may have had.

Explain it in more detail for them. But allowing them to get a base knowledge themselves first and teach each other. (20 miutes)

III. Assessment A. Students will be asks “thumbs up or thumbs down” if you understood how the early Ancient Roman Government worked?” If the students had not understood, we would have went over the information more and asked more questions to find out where they were having their trouble at?

B. Students will receive a Roman Government Crossword Puzzle on the key vocabulary words covered in the PPT presentation and questions. Students will do the crossword as homework and turn it in the next day at the beginning of class in the social studies box.

During the group work, I will be walking around to make sure the students stay on task and if they have any questions or need any help.

Modifications for IEP StudentsIEP Students will have an extra day to turn in their crossword puzzle.

Extensions:The crossword puzzle is on the Roman Governments key vocabulary terms from the guided notes that they did in small groups.Reflection:I really liked the government guided notes and group work. This builds on the NCSS #4 Individual Development and Identity. Students working in groups develop their own identity by sharing their experiences, like at the beginning of class when I ask what the words mean to the students. I am able to gain valuable insight into their world with the vocabulary words and with their group work for future groups. Maybe I don’t pair them with certain students based on how they worked together.

The teacher will start the day by build on the student’s previous knowledge of some of this section’s key vocabulary words by having them prepared on the whiteboard overhead for the students to define: republic, dictator, senate, consul, veto, and tribune. I will ask the students “what do you think of when you hear the word…” This will give me an idea of what they may or may not already know with regards to a word and I can build upon on this knowledge. Then we would look up the correct definition in the textbook and write down in their Social Studies notes. (5 minutes)

Next, the teacher will pass out guided notes to each of the students who will fill in the missing information that will be covered for the students in the Ancient Roman Government PPT slide presentation.. (25 minutes)

Students will do an Ancient Roman Government crossword puzzle on the key government vocabulary terms to turn in at the end of class. (20 minutes)

Lesson Plans

I build upon the Ancient Roman Geography Lesson by teaching them about setting up of

the Ancient Roman Government. Again, we must start out with a hook. I like to use the

student’s own background knowledge. I have a list of 6 key Roman Government Vocabulary

words that I ask them “what do you think of when you hear the word…” As the students tell me

their definition of each of the words, I have them look up the work in their textbook to get the

books definition. Then, I write it beside the word on the whiteboard and have them cop it down

in their notes. Now, that I have their interest peaked their interest, I will have them count off by

4’s and divide them into 4 groups. I give each member of the group a set of the Ancient Roman

Government PPT slides and a Guided Notes Handout with Fill in the Blank questions that each

student will take turns reading in the group and everyone in the group will answer the questions

together as a group. The questions are in the same numerical order as the slides, thus the

slides/questions are in the same order. As a class, we will come back together and go over each

of the questions in order together. (25 min)

We will then come back together as a class and go over the fill in the blank guided notes

to make sure that Come back together as a class. We will answer any questions as we go on each

of the slides that the students may have had. We will explain each of the slide in more detail for

them as we go through the ppt. This allows them to build a base knowledge on their own first

and teach themselves the key skills to find the key word and how to work with other members of

the group at the same time. (20 minutes)

Students will be asks “thumbs up or thumbs down” if you understood how the early

Ancient Roman Government worked?” If the students had not understood, we would have went

over the information more and asked more questions to find out where they were having their

trouble at? We will build on their individual knowledge by having them do a Roman

Lesson PlansDay 2 Lesson Plan Starts with Vocabulary Ancient Roman Government

What do you think of when you hear the word?

Republic

Dictator

Senate

Consul

Veto

Tribune

republic: wealthy Roman elected leaders to make all the government’s decisions. dictator: a ruler with complete authority. senate: only a Patricians, who were the descendants of Rome’s earliest settlers could become senators. consul: would be the leaders of the armies, judges, and act for the citizens of Rome. veto: refuse to agree to any laws that they did not like.tribune: these were elected leaders of the farmers, merchants, soldiers, craft workers, who attended senate meetings and could veto laws of the senate they did not like.

Lesson PlansThen Guided Notes

Ancient Roman Government1. The Roman Republic was organized much like our modern political system. Since the

Romans did not want one man to make all of the laws, they decided to balance the power of the government between ____ (3) branches:

2. The constitution was largely _________ (unwritten) and constantly evolving. Rather than creating a government that was primarily a democracy, an aristocracy, or a monarchy, the Roman constitution mixed these three elements, thus creating three separate branches of government. The _________(democratic) element took the form of the legislative assemblies, the ________(aristocratic) element took the form of the Senate, and the monarchical element took the form of the many term-limited consuls.

Executive Branch3. The two leaders of the executive branch, the consuls, were elected for just one year

by the ______ (patrician) class.

4. They supervised the Senate and ordered the Roman _______ (army) during wars.

5. Each year, _______ (two) consuls were elected together, to serve for a one-year term. Each consul was given ______ (veto) power over his colleague and the officials would alternate each month.

6. Consuls had extensive capacities in peacetime (administrative, legislative and judicial), and in wartime often held the highest military command.

7. Other members of the executive branch were the tax collectors, mayors, city police, and other people in positions of power in cities.

8. Legislative Branch 9. _______________ (Assembly of the Curia) – (comitia curiata) was the principal

assembly during the first two decades of the Roman Republic. The Curiate Assembly was organized as an Assembly and not as a Council even though only patricians were members.

10. ______________ (Assembly of the Centuries) – (comitia centuriata or "Army Assembly") of the Roman Republic was the democratic assembly of the Roman soldiers. The Century Assembly was organized as an Assembly, as every Roman citizen with the required wealth could vote, regardless of class.

Lesson Plans11. ______________ (Assembly of the Tribes) – (comitia tributa) of the Roman

Republic was the democratic assembly of Roman citizens. The Tribal Assembly was organized as an Assembly, and not as a Council.

12. ______________ (Plebeian Council) – (concilium plebis) was the principal popular gathering of the Roman Republic. As the name suggests, the Plebeian Council was organized as a Council, and not as an Assembly. It functioned as a gathering through which the Plebeians (commoners) could pass laws, elect magistrates, and try judicial cases.

The most Powerful Part of the Legislative Branch was the Senate 13. The Senate of the Roman Republic was a political institution in the ancient Roman

Republic; however, it was not an _________ ________(elected body), but one whose members were appointed by the consuls, and later by the censors.

14. After a magistrate served his term in office, it usually was followed with automatic appointment to the __________ (Senate).

15. Any motion that had the support of the Senate but was vetoed was recorded in the annals as a __________ _________ (senatus auctoritas, while any motion that was passed and not vetoed was recorded as a ___________ __________ (senatus consultum).

16. The Plebeian Tribune could ________ (veto) any proposal passed by the Senate. However, the Plebeian Tribune had to be present to enact his veto.

17. The Senate passed _________ (money) bills and controlled what money would be spent on.

18. Judicial Branch19. The judicial branch had ____ (six) judges who were elected every two years.

20. They were in charge of deciding _____________ (punishments) that criminals would receive.

21. Executive magistrates: __________ (Consuls), praetors, censors, aediles, questers, tribunes, and dictators. All these positions had influence over law.

22. _____________ ____________ (Plebeian Council) acted as a judicial arm of the Roman Republic. They passed laws and presided over judicial cases.

Lesson PlansThe Greek historian Polybius (c.205-c.123 B.C.) admired the Roman system and in his Histories remarked that:

23. . . . the elements by which the Roman constitution was controlled were _____ (three) in number, . . . and all the aspects of the administration were, taken separately, so fairly and so suitably ordered and regulated through the agency of these three elements that it was___________ (impossible) even for the Romans themselves to declare with certainty whether the whole system was an aristocracy, a democracy or a monarchy. In fact it was quite natural that this should be so, for if we were to fix our eyes only upon the power of the consuls, the constitution might give the impression of being completely monarchical and royal; if we confined our attention to the Senate it would seem to be aristocratic; and if we looked at the power of the people it would appear to be a clear example of a democracy.

24. Important time for the plebeians: the struggle of the orders25. 494 BC - the _________ (Plebeians) threatened to leave Rome and set up their own

independent state (concilium plebis).

26. 450 BC - the Plebeians had won another important concession - the ______ __ ___ _________ ____________ (LAWS OF THE TWELVE TABLES), codes specifying civic matters, crimes and the relations among citizens and family members.

27. 445 BC, the Plebeians also won the right to _____-_____ (inter-marry) with the Patricians (the Lex Canuleia).

28. 367 B.C., the tribunes Gaius Licinius and Lucius Sextus passed the Licinian-Sextian laws which specified (1) that one Consul every year must be a ________ (Plebeian), (2) that the office of praetor should serve as assistant Consul and (3) and that there should be a law restricting the amount of land held by any citizen.

29. 287 B.C., a law was passed that made the decisions of the Assembly of Tribes _________ (binding) on the whole state without action by any other body (the Lex Hortensia).

Finally, Questions? After all of the have been questions have been answered, Ending with the students completing a crossword puzzle on the key words and their definitions from this power point and the vocabulary words to be turned in by the end of the period.

Lesson Plans


Richard Beard Lesson Plan #3December 3, 2012 Day 3 Lesson #3

Grade Level 6th GradeTitle of Lesson Roman EmpireConcept Addressed

Was the Roman Empire to big? Was the Roman Empire important?

Goal Statement Students have to take a stand on important questions after watching the film on the Roman Empire. They must take a stand if Rome was important?


http://www.youtube.com/watch?v=EZPTvvmk1jY&feature=related

Internet Links http://www.youtube.com/watch?v=EZPTvvmk1jY&feature=relatedStage 1




Students will understand some of the great inventions of Roman Empire like the Aqueducts and the Coliseum.

Essential Questions

What do you consider a competition? What public works is government responsible for?

Knowledge By watching the video students will know what the Ancient Romans did for competition, games, and entertainment. Students will know the public works projects that were important to the government in Ancient Rome.

Skills Students will be able to understand what the Ancient Romans engineering capabilities were like with the building of the Aqueducts and the Coliseum in Ancient Rome.


Student Directions

Day 3 Lesson Plan Now that students understand the geography of Ancient Rome, and have been introduced to some of the governances that were run by the Roman Government so that they understand that the legacy of how Ancient Roman Governance is embedded in Western culture. Now that they know the ideas on which governance and law were impacted by the concepts of

Lesson Planscitizenship and democracy that originated in Ancient Rome, they will see that on Day 3 Students that the Romans lean to build an Empire out of the government of Rome by extending out, the Roman Empire. To get the students on the hook they will be asked “What do you think of when you hear the word Roman Empire” to gain understanding of what they currently know about the Roman Empire? I would make a list on the whiteboard, listing the student’s answers. Next, students will watch the film, The Roman Empire.

Assessment Summary

Day 3 Exit Slip : Students will be asked a simple question that they must write 2-3 sentences about and turn in. “What was your favorite part of the movie?” Why? You must write 2-3 total complete sentences and turn into the Social Studies container by the end of the period.


Next, the students would have to stand up and the room will be divided in half, one in agreement with the Romans, the other against. Students will be asked about how they felt about the building of the Roman Coliseum and the Gladiators that fought their? What about the people and animals sacrificed for the people watching? Students will be asked if they would have taken public baths in the Rome. Students will explain each of their answers.

Lesson Plans Stage 3 Learning ActivitiesLesson Outline:

Ancient Roman Empire Outline:

I. At the Beginning of Day 3 Lesson 3 To get the students on the hook they I would ask all my students “What do you think of when you hear the word Roman Empire” to gain understanding of what they currently know about the Roman Empire? (5 minutes)

II. Next, The Students will watch a film on the Roman Empire: (30 minutes) http://www.youtube.com/watch?v=EZPTvvmk1jY&feature=related

III. Students then stand up and come to the center on the room, where a pre-taped line in on the ground. After watching the film students will take a stand on a question.

C. Students will take Day a stand on a question by stand on side of the line, agreeing with the question or not agreeing with the question or statement.

D. Students will be called upon to defend their stance of where they are standing. They are in a “safe zone” so their answers are kept safe and stay in the room. There is no right or wrong answers with this.

IV. Assessment A. Take a stand on a list of 5 questions (15 minutes) B. Exit Slip: Students will be asked a simple question that they must write 2- 3 sentences about and turn in. “What was your favorite part of the movie?” Why? You must write 2-3 total complete sentences and turn into the Social Studies container by the end of the period. (10 minutes)

Modifications for IEP StudentsIEP students don’t have to give a detailed explanation for their choice unless they want to. Students who act out don’t have to participate.Extensions:Take a stand: List of 5 questions: (15 minutes)Exit Slip: Students will be asked a simple question that they must write 2- 3 sentences about and turn in. “What was your favorite part of the movie?” Why? You must write 2-3 total complete sentences and turn into the Social Studies container by the end of the period. (10 minutes)

Reflection:I like the flow of the lesson plan. I am trying to use the electronic sources as much as possible to with my Mentor, but we are supposed to use the book at least 50%, which I have done. I still would like to use more resources to get to the “other” sides of teaching

Lesson Plansmore than I have seen in person. The Roman Empire Movie Clip used in this section is a good source, as it has the roads, the Coliseum, the aqueducts, and the soldiers of Rome. There are more in the series which makes it an invaluable tool for this lesson to have for short clips on other.

This is the next step in the lesson of Ancient Rome, as we have done the geography, how

they set up their government, and this shows how big the Roman Empire had become in a very

short time. The students were able to see that the lifestyle of the Romans had started to become

corrupt and blood thirsty, having built a Coliseum to host games to kill humans and animals on a

daily basis. What starts out as an expansion project, turns into full scale collapse from within.

The students were able to see that the Romans had brought many good ideas to the world with

the Basilica and the Aqueducts, along with the roads to move their vast armies on.

Lesson Plans

What do you think of when you hear the word Roman Empire”

Students will watch The History of Rome - Engineering the Roman Empirehttp://www.youtube.com/watch?v=EZPTvvmk1jY&feature=related

After the film:Students have to stand up and the room will be divided in half, one-half in agreement with the Romans, the other half against.

Do you think the Gladiators were just doing their job, or they actually liked killing people?

Did the Roman people, the in the stands at the Coliseum, like to see people and animals sacrificed?

Or was it the Emperor’s that made the Roman people in the stands at the Coliseum watch the people and animals sacrificed?

Do you think that the Roman Aqueduct system was an engineering feat or just lucky?

Would you have taken public baths in the Rome?

Students will explain each of their answers.

Lesson PlansAncient Roman Empire:

Exit Slip: Students will be asked a simple question that they must write 2-3 sentences about and turn in. “What was your favorite part of the movie?” Why? You must write 2-3 total complete sentences and turn into the Social Studies container by the end of the period.

Lesson Plans


Richard Beard Lesson Plan #4December 3, 2012 Day 4 Lesson 4

Grade Level 6th GradeTitle of Lesson Roman Foot SoldierConcept Addressed

This builds on the Roman Empire by expanding to the life of a soldier.

Goal Statement Students will show that they understood what it was like to be a Roman Soldier by completing the Roman Foot Soldier Worksheet.


Textbook Harcourt Horizons, Pages, 350-353 Roman Foot Soldier Worksheet





Students will understand why serving in the Roman Army was better than working as a common laborer.

Essential Questions

What is a soldier’s life like? Is being a soldier a good thing?

Knowledge Students will know what it was like in the daily life of the Roman Foot Soldier.

Skills Students will be able to understand what the good point and bad points to being a Roman Foot Soldier is.


Student Directions

To get the students on the hook they will be asked “Why do they think a normal Roman citizen living at that time would want to serve as a Foot Soldier in the Roman Army?

Assessment Summary

Students will be asked “Why do they think a normal Roman citizen living at that time would want to serve as a Foot Soldier in the Roman Army?”

Other EvidenceTests, Quizzes,

Next, students will answer questions about the daily life in the Roman Army Roman Foot Soldier? Also, they will explain why

Lesson PlansObservations, Journals, etc.

they think a soldier would join the Roman Army? Finally, they will list 3 good things and 3 bad things that mentioned about being in the Roman Army?I will be walking around to help students answer their questions and find questions.

Stage 3 Learning ActivitiesLesson Outline:Students have learned why the romans chose the geography of the Italian Peninsula for their Ancient Settlement and their subsequent Government building and empire expansions since then. Today, Lesson #4 teaches builds on the other lessons learned by helping the students understand what it was like to be a Roman soldier in the army defending the home land. I. Why do they think a normal Roman citizen living at that time would want to serve as a Foot Soldier in the Roman Army?

II. Students will take turns reading aloud The Roman Foot Soldier Textbook Harcourt Horizons, Pages, 350-353.

III. Students will fill out a Roman Foot Soldier Work Sheet answering questions about the daily life in the Roman Army Roman Foot Soldier. A. Students will explain why they think a soldier would join the Roman Army?B. Students will list 3 good things about being in the Roman Army C. Students will list 3 bad things about being in the Roman Army

Modifications for IEP StudentsStudents with IEP receive an extra day to turn in their homework.

Extensions:Next, students will answer questions about the daily life in the Roman Army Roman Foot Soldier? Also, they will explain why they think a soldier would join the Roman Army? Finally, they will list 3 good things and 3 bad things that mentioned about being in the Roman Army?

Reflection:I like this lesson because my students can relate to it with family members in the service. The lesson teaches the students that life for the soldiers was hard and most did not live to receive the pensions promised to them. Families today have soldiers fighting and can relate to them being gone and the fact of worry that the danger that they are in at all times. This lesson builds on the government and Empire that was built and had to be defended by someone. That someone was the Roman Foot Soldier who this story is about and gives the student a clear understanding of their life.

Lesson Plans We set the hook for the student’s to get their knowledge of what their idea of a foot

soldier is? Then, we connect it back at the end to the big idea of the worksheet that ties in the

story. So the hook is set by getting their mind interested in something they can relate to or

maybe somebody in their family is in the service right now serving? This will get the student to

open up on a subject that he may know a lot about. The students are always cognitive of their

siblings or parents that are in the service and how they are treated, which is what this article is

about.

We have covered the criteria used to set up a civilization for the Roman Government but

we had not talked about defending the land or government from any conflict yet. This is the

NCSS #6 Governance, Power, Authority is all connected to this lesson for the students. The

students are able to see why it was important to become a soldier or a farmer and whether you

would be better off living as a poor farmer or a soldier who rarely lives to receive his pension

promised to him. This lesson is out of the book, but it gave me a chance to use short answers

with the students and it connects them to real life things for the students, such as their own

family that may be serving.

Lesson Plans

Roman Foot Soldier “Why do they think a normal Roman citizen living at that time would want to serve as a Foot Soldier in the Roman Army?

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Lesson Plans10.

Roman Foot Soldier Worksheet

1. What was daily life in the Roman army like for Sextus?

2. Why do you think Sextus joined the Roman Army?

3. List 3 good things and 3 bad things that Sextus mentioned about being in the Roman Army?

Good Things: Bad Things:

1. 1.

2. 2.

3. 3.

Lesson Plans


Richard Beard Lesson Plan #5December 3, 2012 Day 5 Lesson 5

Grade Level 6th GradeTitle of Lesson The Rome’s DeclineConcept Addressed

Why Rome started to decline and fail as a civilization. What were the reasons?

Goal Statement The Empire of Rome is too big and starts to decline from within and outside.


Rome’s Decline Worksheet

Internet Links http://www.youtube.com/watch?v=xH4Sleu_OdYStage 1




Students will understand that the reason for Rome’s decline was due to the size of her commitments to her people, army, and her country. Students will understand that Rome could no longer meet the needs of its citizens and was being crushed by its meer daily commitments that it was responsible for meeting.

Essential Questions

What is the basic function of government in people’s lives? What is the government responsible to provide to a person?

Knowledge Students have learned why the romans chose the geography of the Italian Peninsula for their Ancient Settlement and their subsequent Government building, empire expansions, and the Roman soldier and the army being to overstretched to defend the home land any longer and Lesson 5 Rome begins to decline. Students

Lesson Planswill know that Rome had a decline in values and morality and became corrupt. They will know that they became too large and dependent upon others wealth, by becoming greedy. The military had become weak and made itself a target of the barbarians.

Skills Recognize that the political corruption led to many turnovers at the Emperor’s throne. Students will be able to recognize the weakness in the military’s ability to defend much of the Empire without enlisting outside help from the barbarians.


Student Directions

Students will answer “What do you think would be causes for a country to decline?”Students will watch a Rome’s Decline: (35 minutes) “http://www.youtube.com/watch?v=xH4Sleu_OdY ” As a class, we will compare our two “lists” and see how close we were to what happened?

Exit slip: Homework: Write 3-4 sentences about Now that you watched the movie, what would be the things you would do differently as Emperor, to keep the decline from happening?

Assessment Summary

Students will list 10 causes that are portrayed in the video that lead to the decline of Rome from the world’s largest Empire. We will compare these to the causes that students listed at the beginning of class, making sure that the students understand with a formative “thumbs up or down” to their original list.


To get the students on the hook they will be asked “What do you think would be causes for a country to decline? Exit slip: Homework: Write 3-4 sentences about Now that you watched the movie, what would be the things you would do differently as Emperor, to keep the decline from happening?


Lesson Outline:I. To get the students on the hook they will be asked “What do you think

would be causes for a country to decline? (10 minutes)II. Students will watch a Rome’s Decline: (35 minutes)

“http://www.youtube.com/watch?v=xH4Sleu_OdY ” III. The class will do a “new” list “What do you think would be the causes for

Rome to decline? (15 minutes)IV. We will compare our two “lists” and see how close we were to what

happened?V. Exit slip: Write 3-4 sentences about what you would do differently if you

were the Emperor to keep Rome from declining?Modifications for IEP StudentsThey will have an extra day to turn in their exit slip.

Extensions:To get the students on the hook they will be asked “What do you think would be causes for a country to decline? Exit slip:Homework: Write 3-4 sentences about what you would do differently if you were the Emperor to keep Rome from declining?

Reflection:I think that this starts to build on the decline of Rome, but it starts to get very, very big. My mentor had me cut the lesson off here because of the size of the lesson at 5 days of lessons. The decline has lots of reasons and just starts to unravel Rome. I didn’t want to get too far into this subject, as my mentor said that this will be a whole another lesson. I Liked how this flows with the NCSS #6 Powers and Governance, the role of government is important but when it fails can be big, like this one. I hooked with the question at the beginning and tied it back up by comparing the two lists. The two lists are comparable, but have differences. The neat thing is the light that goes on as they connect the two lists together.

This is naturally the next part of the series Rome. We had the foot soldier guarding

everything, but as the students found out, they are over extended and cannot cover the land. So

you have NCSS #7 Production, Distribution, Consumption happening with this lesson, as Rome

is unable to feed itself or provide the basic necessities that they used to provide. The movie

shows the students that Rome is corrupt and over taxed now to the point that they can’t buy a

loaf of bread anymore. Things do change for a while, but that is another lesson. This is where the

Mentor had me stop.

Lesson Plans

Roman Decline: “What do you think would be causes for a country to decline?

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Lesson PlansAfter the Movie:

“What do you think would be the causes for Rome to decline?

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Lesson Plans

Movie’s Reasons for Rome’s Decline1. Decline in Roman Morals and Values2 Excessive Military Spending to Defend the Empire3 Inflation and Unemployment (Economic Factors)4 Political Corruption5 Barbarian Invasion (Too Many Enemies)6 Crime and violence had started to overtake Roman order in the cities.7 The Roman people (especially the Upper Class) had become decadent and consumed by

greed.8 Blood lust and a lack of human compassion were best seen in the horrors of the

Coliseum. 9 Excessive Military Spending to Defend the Empire10 The size of the Roman Empire required an enormous army to defend its borders.11 The cost of the army was the single most expensive part of the Roman budget.12 As the Empire grew weaker, Romans had less of a desire to defend it.13 This caused the Romans to have to hire soldiers who were more expensive and less

reliable.14 Inflation and Unemployment

a. The Roman economy suffered from inflation (an increase in prices)15 There was less gold in the Roman treasury, meaning that there coins had less gold

(decreasing their value)16 To make up for the loss, merchants had to charge more for each item.17 Due to large farms and slave labor, many Romans were forced into the cities where there

were few jobs available. 18 Political Corruption was rampant.19 The Romans had never established a clear cut way to choose new emperors.20 Each time it was time for a new emperor, fighting would break out and chaos would

ensue.21 After time passed the Praetorian Guard began selling the role of emperor to the highest

bidder.a. This lead to poor leadership and corruption.

22 Barbarian Invasion23 The Germanic tribes had always been a threat to Rome; however they had managed to

keep them in check for centuries.a. As Rome’s army became thinner and weaker the Germanic tribes were able to

conquer Roman land. b. Eventually Rome itself was conquered and the Germanic tribes became the rulers of

the Western Empire.

Lesson Plans

Exit slip: Homework: Write 3-4 sentences about what you would do differently if you were the Emperor to keep Rome from declining?




Grade Level 6th GradeTitle of Lesson Ancient Rome Test ReviewConcept Addressed

On Day 6 Lesson #6 Students will count off by 4’s. The class will be divided into 4 groups to fill out a section of the review sheet. Group1 questions 1-10, group 2 questions 11-20, and group 3 questions 21-30, group 4-fill in map. (25 minutes) I will be walking around to help students answer their questions and find questions. Then, we will come back together as a class and each group will give their answers to the other groups and answer their questions for the review. (20 minutes) Extra Questions for Test & Review (15 minutes)

Goal Statement Test Review for StudentsPrint Materials & ResourcesNeeded

Test Review From Ed Helper

Internet Links Edhelper.comStage 1




Students will understand the differences in the criteria that the Ancient Romans used when assessing their geography to set up their civilization. Students will understand that the reason for Rome’s decline was due to the size of her commitments to her people, army, and her country. Students will understand that Rome could no longer meet the needs of its citizens and was being crushed by its daily commitments that it was responsible for meeting.

Essential Questions

What is criteria would you choose to set up a civilization today? What is the basic function of government in people’s lives? What is the government responsible to provide to a person?

Knowledge That Rome had a decline in values and morality and became corrupt. They will know that they became too large and dependent upon others wealth, by becoming greedy. The military had become weak and made itself a target of the barbarians.

Skills Recognize that the political corruption led to many turnovers at the Emperor’s throne. Students will be able to recognize the weakness in the military’s ability to defend much of the Empire without enlisting outside help from the barbarians.

Lesson PlansStage 2: Performance Task

Student Directions

Class will be allowed to work with a partner to fill in their review sheet. (25 minutes)

Assessment SummaryOther EvidenceTests, Quizzes, Observations, Journals, etc.

Students will be asked “thumbs up or thumbs down” on if they understand what the Ancient Rome Test will cover and to study for the Review tomorrow?

Stage 3 Learning ActivitiesLesson Outline: I will be walking around to help students answer their questions and find questions.

I. Day 6 Lesson #6 Students count off by 4’s. The class will be divided into 4 groups to fill out a section of the review sheet. A. Group1 questions 1-10B. Group 2 questions 11-20C. Group 3 questions 21-30D. Group 4-fill in map. (25 minutes)

II. Then, we will come back together as a class and each group will give their answers to the other groups and answer their questions for the review. (20 minutes)

III. Extra Questions for Test & Review (15 minutes)Modifications for IEP StudentsStudents with IEP will work with aids in the class to get the review done.

Extensions:Class will work in groups to fill in their review sheet. (25 minutes)Then we will come back together as a class and go over the review sheets answer and answer any additional questions about the review sheet (20 minutes) I will be walking around to help students answer their questions and find questions.Reflection:I like doing the reviews and test with Edhelper.com and my mentor reviewing making sure that I have everything that we covered in the topics in the chapter. This group review is part of the NCSS #5 Individuals, Groups, and Institutions. Doing Group review work allows us a chance to see the students interact together, work together, help one another. This is scaffolding with the Ancient Rome section and is based on the content that we reviewed this week. I put this entire review together myself from scratch, along with the test for the students. My mentor oversaw helping me and made sure that I put everything in. I made sure that we have a Geography Map and all the key terms for the review so that they know them for the test.

Lesson PlansName _____________________________ Date ___________________

Word List

BarbarianColiseumaqueductbasilicaCarthage

censusconsensusconsulgladiatorlegion

martyrpatricianpersecuteplebeianrepublic

senatetribuneveto

Matching

Match each definition with a word.

1. A huge marble government building in ancient Rome.

_________________

2. The theater of ancient Rome where gladiators fought the wild animals.

_________________3. A person belonging to a people or tribe that

is not civilized.

_________________

4. a. A person who represents a group of people to anotherb. Two of these were elected yearly by the Senate. They were the chief executives of the Roman Republic.

_________________5. 5000 heavily armed foot soldiers in the

Roman army.

_________________

6. a. Patricians that served as members of the council of elders’b. The most powerful branch of government in Ancient Rome's republic.

_________________7. A structure like a bridge for carrying an

aqueduct across low ground or a river.

_________________

8. To treat people cruelly and unfairly

_________________

9. An elected official in ancient Rome who represented the interests of the plebeians, or

10. A member of a class of wealthy families who held all power in early roman Republic

Lesson Planscommon people

__________________________________

11. An official count of all the people living in a country or region.

_________________

12. a. Vote against; refuse to endorse; refuse to assent. b. To reject a bill and try to stop it from becoming law.

_________________13. Professional fighter or prisoner who

entertained the public by fighting other gladiators or wild animals in mortal combat

_________________

14. Of the common people of ancient Rome.

_________________

15. A type of government in which citizens choose representatives to run the country.

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16. A person who is killed or tortured for his beliefs

_________________

17. City that Rome fought in the Punic Wars

_________________

19. List 3 reasons for the decline or the Roman Empire? 1. 2. 3.

21. What are the 4 criteria that the Romans used for choosing to build their settlements?1.2.3.4.

18. An opinion shared by most; general agreement

_________________

20. Romans joined the Army for different reasons according to Sextus, but some them are: 1. 2.

Lesson Plans

Answer Key 10624811 basilica2 Coliseum3 Barbarian4 consul5 legion6 senate7 aqueduct8 persecute9 tribune10 patrician11 census12 veto13 gladiator14 plebeian15 republic16 martyr17 carthage18 consensus19. greed, political corruption, overstretched army, taxes20. Lump sum pension, glory, pride, yearly salary21. Protection, fresh water, sea access, good land

Students will list the following locations on the map: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica below:

Lesson Plans

Plebeians Consuls Plebeian Council Patrician Senate army veto Laws of Twelve Tables

Lesson Plans22. 450 BC - the Plebeians had won another important concession - the ______ __ ___

23. 494 BC - the _________ threatened to leave Rome and set up their own independent state (concilium plebis).

24. _________ ____________ , codes specifying civic matters, crimes and the relations among citizens and family members.

25. After a magistrate served his term in office, it usually was followed with automatic appointment to the __________.26. _____________ ____________ acted as a judicial arm of the Roman Republic. They passed laws and presided over judicial cases.

27. _____________ ____________ acted as a judicial arm of the Roman Republic. They passed laws and presided over judicial cases.

28. Executive magistrates: __________, praetors, censors, aediles, questers, tribunes, and dictators. All these positions had influence over law.

29. The Plebeian Tribune could ________ any proposal passed by the Senate. However, the Plebeian Tribune had to be present to enact his veto.

30. They supervised the Senate and ordered the Roman _______ during wars.




Grade Level 6th GradeTitle of Lesson Ancient Rome Test ReviewConcept Addressed

Day 7 Lesson #7 Students will match the correct vocabulary word from the word bank to the correct definition. Also, students will explain the 4 criteria Ancient Romans used when looking for at the geography for building their settlements. Students will be able to list 2 reasons Romans joined the Army? Students will be able to list 3 reasons why Rome began to decline?I provided guided notes based on the information from the movie on the different causes of the decline of Roman Empire to be used for the test review notes and review of the video. They will do all of this by participating in a test review game called “Truth or Dare Test Review”

Goal Statement “Truth or Dare” Test Review for StudentsPrint Materials & ResourcesNeeded

Test Review From Ed Helper

Internet Links Edhelper.comStage 1




Students will understand the differences in the criteria that the Ancient Romans used when assessing their geography to set up their civilization. Students will understand that the reason for Rome’s decline was due to the size of her commitments to her people, army, and her country. Students will understand that Rome could no longer meet the needs of its citizens and was being crushed trying to meet its daily commitments that it was responsible for meeting.

Essential Questions

What is criteria would you choose to set up a civilization today? What is the basic function of government in people’s lives? What is the government responsible to provide to a person?

Knowledge That Rome had a decline in values and morality and became corrupt. They will know that they became too large and dependent upon others wealth, by becoming greedy. The military had become weak and made itself a target of the barbarians.

Skills Recognize that the political corruption led to many turnovers at the Emperor’s throne. Students will be able to recognize the weakness

Lesson Plansin the military’s ability to defend much of the Empire without enlisting outside help from the barbarians.


Student Directions

Day 7 Lesson #7 Lesson Starts HereTeams are counted off by 3. After dividing the teams up, I will have already have pre- cut the review questions in small sections and folded them and put them in the small container that we use for the game. This provides randomness of the questions.

Students from each team are counted off in a clockwise fashion so that each student will get a turn in the review. There are no notes. Each question is worth 2 points, but if you miss or dare it is doubled to 4 points. Each question has a number on the back of it to identify it.

The person that starts selects a question from the box and reads it to themselves quietly. They can choose to answer it for 2 pts., or they can dare someone of their choosing from the opposing 2 teams. If the dared person fails in their attempt to answer the question, the dared person will lose 4 points and their team that dared the player will get 4 points for making the daring player opposing team miss. But, if the opposing team correctly answers, they get 4 points. If the dared player passes without taking a chance, the next person in order on the opposing team can answer, but they may not read the question ahead of time. They must choose blindly or it goes back in the box.

A question can only be passed once, because this is a test review.

An opposing player can only be dared once in a game so that everyone gets a chance to play.

The next player in order will go. Each section will go one at a time, 1-2-3, and then clockwise around the section as it come around each time, so each player has an opportunity to answer a question. If a player was chosen in a dare, they will be skipped in the rotation to make sure to get everyone a chance to answer a question. (60 minutes)

Score will be kept, with the winning team receiving a piece of candy!!

Assessment Summary

Students choose the correct answer to their question or know the correct answer of another team’s question.

Other EvidenceTests, Quizzes, Observations,

Students will match the correct vocabulary word from the word bank to the correct definition. Also, students will explain the 4 criteria Ancient Romans used when looking for at the geography

Lesson PlansJournals, etc. for building their settlements. Students will be able to list 2 reasons

Romans joined the Army? Students will be able to list 3 reasons why Rome began to decline?I provided guided notes based on the information from the movie on the different causes of the decline of Roman Empire to be used for the test review notes and review of the video. They will do all of this by participating in a test review game called “Truth or Dare Test Review”


Lesson Outline:I. Teams are counted off by 3. After dividing the teams up, I will have already

have pre- cut the review questions in small sections and folded them and put them in the small container that we use for the game. This provides randomness of the questions.

II. Students from each team are counted off in a clockwise fashion so that each student will get a turn in the review. There are no notes. Each question is worth 2 points, but if you miss or dare it is doubled to 4 points. Each question has a number on the back of it to identify it.

III. The person that starts selects a question from the box and reads it to themselves quietly. They can choose to answer it for 2 pts., or they can dare someone of their choosing from the opposing 2 teams. If the dared person fails in their attempt to answer the question, the dared person will lose 4 points and their team that dared the player will get 4 points for making the daring player opposing team miss. But, if the opposing team correctly answers, they get 4 points. If the dared player passes without taking a chance, the next person in order on the opposing team can answer, but they may not read the question ahead of time. They must choose blindly or it goes back in the box.

IV. A question can only be passed once, because this is a test review.

V. An opposing player can only be dared once in a game so that everyone gets a chance to play.

VI. The next player in order will go. Each section will go one at a time, 1-2-3, and then clockwise around the section as it come around each time, so each player has an opportunity to answer a question. If a player was chosen in a dare, they will be skipped in the rotation to make sure to get everyone a chance to answer a question. (55 minutes)

VII. Score will be kept, with the winning team receiving a piece of candy!!VIII. The student who could tell the story from the beginning of the chapter aloud

for the review would get 2 pause tickets! We do this each week. So if they can tell it verbally aloud (they get 2 calls for help, long chapter) they get two pause tickets good for a prize at the end of the school year and during the school week.

Modifications for IEP StudentsCan get help from their aid and may use their review sheets. Day 7 Lesson #7 Lesson Ends Here

Extensions:

Lesson PlansStudents will match the correct vocabulary word from the word bank to the correct definition. Also, students will explain the 4 criteria Ancient Romans used when looking for at the geography for building their settlements. Students will be able to list 2 reasons Romans joined the Army? Students will be able to list 3 reasons why Rome began to decline?I provided guided notes based on the information from the movie on the different causes of the decline of Roman Empire to be used for the test review notes and review of the video. They will do all of this by participating in a test review game called “Truth or Dare Test Review”Reflection:This is a second day of scaffolding for the Ancient Rome Test Review Test. Students did the Truth or Dare Test Review which allows students to challenge another team and student, making it fun for the students. They know to study or we will stop and not do the review. Also, we use they talk aloud history review to give the students a chance to review aloud for a reward. But they have to have shown during the review they had studied.

This is a second day of scaffolding for the Ancient Rome Test Review Test. Students did the Truth or Dare Test Review which allows students to challenge another team and student, making it fun for the students. They know to study or we will stop and not do the review. Also, we use they talk aloud history review to give the students a chance to review aloud for a reward. But they have to have shown during the review they had studied. This group review is part of the NCSS #5 Individuals, Groups, and Institutions. Doing Group review work allows us a chance to work as groups twice for a test review, reinforcing learned information.

Lesson Plans

Name _____________________________ Date ___________________

Word List

BarbarianColiseumaqueductbasilicaCarthage

censusconsensusconsulgladiatorlegion

martyrpatricianpersecuteplebeianrepublic

senatetribuneveto

Matching

Match each definition with a word.

1. A huge marble government building in ancient Rome.

_________________

2. The theater of ancient Rome where gladiators fought the wild animals.

_________________3. A person belonging to a people or tribe that

is not civilized.

_________________

4. a. A person who represents a group of people to anotherb. Two of these were elected yearly by the Senate. They were the chief executives of the Roman Republic.

_________________5. 5000 heavily armed foot soldiers in the

Roman army.

_________________

6. a. Patricians that served as members of the council of eldersb. The most powerful branch of government in Ancient Rome's republic.

_________________7. A structure like a bridge for carrying an

aqueduct across low ground or a river.

_________________

8. To treat people cruelly and unfairly

_________________

9. An elected official in ancient Rome who 10. A member of a class of wealthy families

Lesson Plansrepresented the interests of the plebeians, or common people

_________________

who held all power in early roman Republic

_________________

11. An official count of all the people living in a country or region.

_________________

12. a. Vote against; refuse to endorse; refuse to assent. b. To reject a bill and try to stop it from becoming law.

_________________13. Professional fighter or prisoner who

entertained the public by fighting other gladiators or wild animals in mortal combat

_________________

14. Of the common people of ancient Rome.

_________________

15. A type of government in which citizens choose representatives to run the country.

_________________

16. A person who is killed or tortured for his beliefs

_________________17. City that Rome fought in the Punic Wars

_________________

19. List 3 reasons for the decline or the Roman Empire? 1. 2. 3.

21. What are the 4 criteria that the Romans used for choosing to build their settlements?1.2.3.4.

18. An opinion shared by most; general agreement

_________________

20. Romans joined the Army for different reasons according to Sextus, but some them are: 1. 2.

Lesson Plans

Answer Key 10624811 basilica2 Coliseum3 Barbarian4 consul5 legion6 senate7 aqueduct8 persecute9 tribune10 patrician11 census12 veto13 gladiator14 plebeian15 republic16 martyr17 Carthage18 consensus19. greed, political corruption, overstretched army, taxes20. Lump sum pension, glory, pride, yearly salary21. Protection, fresh water, sea access, good land

Students will list the following locations on the map: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica below:

Lesson Plans

Plebeians Consuls Plebeian Council Patrician Senate army veto Laws of Twelve Tables

Lesson Plans22. 450 BC - the Plebeians had won another important concession - the ______ __ ___


24. _________ ____________ , codes specifying civic matters, crimes and the relations among citizens and family members.

25. After a magistrate served his term in office, it usually was followed with automatic appointment to the __________.26. _____________ ____________ acted as a judicial arm of the Roman Republic. They passed laws and presided over judicial cases.







Richard Beard Lesson Plan #8December 3, 2012 Day 8 Lesson #8 Lesson Starts Here

Grade Level 6th GradeTitle of Lesson Ancient Rome TestConcept Addressed

Ancient Rome Test

Goal Statement Ancient Rome TestPrint Materials & ResourcesNeeded

Ed helper Test



The civilizations that developed in Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity


Students will understand how to the geography was used to set up the government, that built the Roman Empire, that the Roman Foot Soldier defended, until the decline of Rome took place. This will be demonstrated by answering 18 multiple choice, 4 short answer, 6 matching questions and placing 11 geographic locations on a of the Italian Peninsula.

Essential Questions

What are criteria that would be needed to set up a civilization? How does geographical location affect where civilizations were set up? What are the essential roles of government? What role does government play in your life? What do you consider a competition? What public works is government responsible for? What is a soldier’s life like? Is being a soldier a good thing? What is the basic function of government in people’s lives? What is the government responsible to provide to a person?

Knowledge Students will know where Ancient Rome was. Students will know how their government operated and functioned. Students will know what the life of a Roman soldier was like. Students will know what contributed to the decline of Roman society and the Government.

Skills Students will be able to recognize the key Roman geographical locations on a map of the Italian Peninsula. Also, students will be able to explain the cause of the decline of Roman Government an Society and explain how the government worked by recognizing key government vocabulary words.


Lesson PlansStudent Directions

I. Clear their desk .II. Put their name on the test.III. Take the test.

Assessment Summary

11 Geographic Map Listing, 18 Multiple Choice, 8 Fill-In The Blank- Matching, 4 Short Answer Essay Ancient Rome Test


11 Geographic Map Listing, 18 Multiple Choice, 8 Fill-In The Blank- Matching, 4 Short Answer Essay Ancient Rome Test

Stage 3 Learning ActivitiesLesson Outline: I. Clear their desk . II. Put their name on the test.

III. Take the test.Modifications for IEP StudentsIEP Students have as long as necessary for the test and will have the use of the aid.

Extensions: I will be walking around during the test to help, if needed.11 Geographic Map Listing, 18 Multiple Choice, 8 Fill-In The Blank- Matching, 4 Short Answer Essay Ancient Rome TestReflection:The term summative assessment means “that it is given periodically to determine at a particular point in time what students know and do not know.” Because summative assessments happen too far down the learning path to provide information to us at the classroom level, it’s important that we continue to do our formative assessments at the end every section, day, whenever we finish a section or segment. Intervention at the earliest time is the only way to help our students. This type of test is too late to catch a student that needs help, that is what all the other formative assessments I do at the end of my section are.

Day 7 Lesson #7 Lesson Starts Here, students have learned to scaffold the topics of Ancient Roman Geography, Government, Roman Empire, Roman Foot Soldier, and the Decline of the Rome Empire. Students have shown that they can work in small groups, with short answers, worksheets, and vocabulary words for the Ancient Roman chapter to this point. Students will take a Summative Assessment of 11 Geographic Map Listing, 18 Multiple Choice on Government & Empire, 8 Fill-In The Blank- Matching on the Roman Decline, and 4 Short Answer Essay on the Foot Soldier. Because of the topic of Ancient Rome, some of the questions overlap, so I didn’t list them twice. The term summative assessment means “that it is given periodically to determine at a particular point in time what students know and do not know.” Because summative assessments happen too far down the learning path to provide information to us at the classroom level, it’s important that we continue to do our formative assessments at the end every section, day, whenever we finish a section or segment. Intervention at the earliest time is the only way to help our students. This type of test is too late to catch a student that needs help, that is what all the other formative assessments I do at the end of my section are.

Lesson PlansStudents will list the following locations on the map: Peninsula of Italy, Sicily, Tyrrhenian Sea, Adriatic Sea, Mediterranean Sea, Apennines Mountains, Alps, Po Valley, Africa, Sardinia, and Corsica below:

Lesson PlansName _____________________________

Date ___________________

(Answer ID # 0188919)

Select the definition that most nearly defines the given word. 1. patrician

A type of government in which citizens choose representatives to run the country.A person belonging to a people or tribe that is not civilized.A member of a class of wealthy families who held all power in early roman RepublicThe theater of ancient Rome where gladiators fought the wild animals.

2. plebeianA person belonging to a people or tribe that is not civilized.Professional fighter or prisoner who entertained the public by fighting other gladiators or wild animals in mortal combatElected officials of the Roman Republic who commanded the army and were supreme judges.Of the common people of ancient Rome.

3. consensusElected officials of the Roman Republic who commanded the army and were supreme judges.an opinion shared by most; general agreementA structure like a bridge for carrying an aqueduct across low ground or a river.to treat people cruelly and unfairly

4. martyra person who is killed or tortured for his beliefsOf the common people of ancient Rome.Professional fighter or prisoner who entertained the public by fighting other gladiators or wild animals in mortal combatcity that Rome fought in the Punic Wars

5. legionTwo fo these were elected yearly by the Senate. They were the chief executives of the Roman Republic.To reject a bill and try to stop it from becoming law.patricians that served as members of the council of elders5000 heavily armed foot soldiers in the Roman army.

6. basilicaa person who represents a group of people to anotherVote against; refuse to endorse; refuse to assent.A huge marble government building in ancient Rome.An elected official in ancient Rome who represented the interests of the plebeians, or common people

Lesson Plans7. aqueduct

A structure like a bridge for carrying an aqueduct across low ground or a river.to treat people cruelly and unfairlya person who is killed or tortured for his beliefsA member of a class of wealthy families who held all power in early roman Republic

8. BarbarianTo reject a bill and try to stop it from becoming law.A structure like a bridge for carrying an aqueduct across low ground or a river.A person belonging to a people or tribe that is not civilized.An official count of all the people living in a country or region.

9. CarthageTo reject a bill and try to stop it from becoming law.Two of these were elected yearly by the Senate. They were the chief executives of the Roman Republic.5000 heavily armed foot soldiers in the Roman army.city that Rome fought in the Punic Wars

10. vetoa person who is killed or tortured for his beliefsVote against; refuse to endorse; refuse to assent.Two of these were elected yearly by the Senate. They were the chief executives of the Roman Republic.to treat people cruelly and unfairly

11. persecuteto treat people cruelly and unfairlyThe most powerful branch of government in Ancient Rome's republic.Two of these were elected yearly by the Senate. They were the chief executives of the Roman Republic.An elected official in ancient Rome who represented the interests of the plebeians, or common people

12. Coliseum5000 heavily armed foot soldiers in the Roman army.A member of a class of wealthy families who held all power in early roman RepublicThe theater of ancient Rome where gladiators fought the wild animals.Vote against; refuse to endorse; refuse to assent.

13. tribuneAn elected official in ancient Rome who represented the interests of the plebeians, or common peopleA huge marble government building in ancient Rome.patricians that served as members of the council of elders5000 heavily armed foot soldiers in the Roman army.

14. republicThe most powerful branch of government in Ancient Rome's republic.a person who represents a group of people to anotherAn elected official in ancient Rome who represented the interests of the plebeians, or common peopleA type of government in which citizens choose representatives to run the country.

15. consul 16. gladiator

Lesson PlansProfessional fighter or prisoner who entertained the public by fighting other gladiators or wild animals in mortal combatA type of government in which citizens choose representatives to run the country.Elected officials of the Roman Republic who commanded the army and were supreme judges.An elected official in ancient Rome who represented the interests of the plebeians, or common people

a person who represents a group of people to anotherProfessional fighter or prisoner who entertained the public by fighting other gladiators or wild animals in mortal combatA type of government in which citizens choose representatives to run the country.A structure like a bridge for carrying an aqueduct across low ground or a river.

17. senatecity that Rome fought in the Punic Warsan opinion shared by most; general agreementThe most powerful branch of government in Ancient Rome's republic.Of the common people of ancient Rome.

18. censusAn official count of all the people living in a country or region.To reject a bill and try to stop it from becoming law.Of the common people of ancient Rome.an opinion shared by most; general agreement

Explain the following short answer questions with 2-3 sentence complete answers.

19. In the textbook story, Roman Foot Soldier, Sextus stated that he thought he would never reach his second year, why is that? Explain. ______________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. The decline of the Roman Empire was caused by many things, as we saw in the film and discussed in class. Please discuss at least 2 of them. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson Plans

Explain the following short answer questions with 2-3 sentence complete answers.

21. Explain why the geography of the Italian Peninsula was so important to the early Roman settlers when choosing to build their settlements there? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

22. You have the ability to go back in the time. Now, you are Emperor of Rome! You have seen all the mistakes that the previous rulers have made so far. What will you do differently? How will you keep Rome from declining? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MatchingMatch the following to the correct patrician army Consuls Laws of Twelve TablesSenate veto Plebeian Council Plebeians

24. The two leaders of the executive branch, the consuls, were elected for just one year by the ______________ class.


26. After a magistrate served his term in office, it usually was followed with automatic appointment to the __________.




Lesson Plans30. 450 BC - the Plebeians had won another important concession - the ______ __ ___ _________ ____________ , codes specifying civic matters, crimes and the relations among citizens and family members.


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