TITLE: The Legacy of the Roman EmpireLENGTH: 60 MinutesGRADES 4-5, 6-8SUBJECTS: SOCIAL SCIENCE, GEOGRAPHY

DESCRIPTION:Teaching strategy: Summary

This program synthesis suggests relevant discussion issues from the documentary. The emphasis is on key concepts, principles and terms in addition to the central themes.

The Roman Empire stretched far and wide thanks to military conquest. The discovery of buried letters written by Roman soldiers offers insights into their lives away from home.

A. The Rise of Ancient Rome – The Roman Empire stretched far and wide thanks to military conquest.

B. Letters from the Front – The discovery of a buried letters offers insights into Roman soldiers’ lives away from home.

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C. The Fall of Ancient Rome – The great Roman Empire faces its inevitable dissolution. D. Inside Byzantium – The Byzantine Empire kept alive the ancient Romans’ ingenuity and

culture. CREDITS: Mónica Fuhrken

OBJECTIVE: Teaching strategy: Objective

Establish the conditions, types of activities and system for evaluating student learning and meeting expectations for the lesson’s outcome.

This program explores the Legacy of the Roman Empire to understand how the nascent Roman republic became a vast empire, tracing the rise of ancient Rome and its subsequent fall. We get a glimpse into the life of a Roman soldier in Letters from the Front and see what life was like for Romans after the fall of the empire in Byzantium.

I. PREVIOUS KNOWLEDGE Teaching strategy: Activation of previous knowledge

Introductory and contextual information that allows the instructor to gauge students’ knowledge of the subject in question and encourage the learning process. This exercise serves as a cognitive bridge between old and new information.*

ANSWER THE FOLLOWING QUESTIONS:1. What do you know about the Roman Empire?2. What sorts of things did a gladiator do?3. Can you name any Roman emperors?

II. WATCH MINUTES 1 THROUGH 4 OF THE VIDEO AND ANSWER THE FOLLOWING QUESTIONS:

Teaching strategy: questions accompanying the video* This exercise leads students in a direction defined by the

curriculum guidelines, enabling them to demonstrate different types of learning.

1. How did Rome begin?

2. Why was Ancient Rome so successful?

3. What unified the empire’s peoples?

4. Who did the Romans succeed in subjugating in the empire’s outlying areas?

5. What happened to the lands Rome occupied?

6. Which officials were appointed in all of the lands Rome occupied?

7. What types of systems did Rome use to grow?

8. Where was Rome located?

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9. Which region did Rome include as it expanded?

10. What form of government did the Romans establish after ousting the Etruscan kings in 509 AD?.

11. What was the most powerful arm of the republic or government of the people?.

12. What was the function of the Senate?.

13. Who made up the Senate?

14. Why did the Senate have so many people?

15. What was the effect of Rome’s expansion?

16. What happened when some Romans acquired enormous wealth?

17. What were the bases of the Roman republic?

18. What replaced these fundamental values?

III. WATCH MINUTES 4 THROUGH 5 OF THE VIDEO AND COMPLETE THE DIAGRAM LISTING THE CAUSES OF THE CIVIL WAR IN THE ROMAN REPUBLIC. Teaching strategy: Diagram

• This diagram will help students learn to present a main idea or concept with supporting details. Answers will vary according to the students’ ability to organize, select and integrate information coherently.

DIAGRAMChoose a segment from the video. Give it a title, make a list of relevant events and infer or identify their effects. Watch minutes 4 through 5 of the Legacy of the Roman Empire video.

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TITLE / THEME: Causes of the civil war

Detail/Idea:

High unemploy-ment

Detail/Idea:

Small farmers at a disadvan-tage

Detail/Idea:

Professsional soldiers, loyal to their commanders

Detail/Idea:

Big landed estates called latifundia

IV. READ THE FOLLOWING SENTENCES AND DECIDE IF THEY ARE TRUE (T) OR FALSE (F).

Teaching strategy: Analogies Have students distinguish between true and false statements to improve their

concentration. Use the answers to provoke discussion of the accuracy of the statements,

encourage interpretation of the information, analysis, etc.

( ) 1. Large landed estates were known as latifundia.( ) 2. Slaves did not harvest crops.( ) 3. The voluntary citizens’ army was replaced.( ) 4. Professional soldiers were not very loyal to the republic.( ) 5. Julius Caesar was an ambitious Roman commander.( ) 6. Julius Caesar’s arrival in Rome brought peace.( ) 7. The people did not support Julius Caesar’s victory in the civil war.( ) 8. Julius Caesar helped the poor.

V. WATCH MINUTES 5 THROUGH 7 OF THE VIDEO AND COMPLETE THE DIAGRAM PRESENTING A MAIN IDEA - THE STRENGTHENING OF THE ROMAN EMPIRE -

AND DETAILS SUPPORTING THIS ARGUMENT.• Teaching strategy: Diagram • This diagram will help students use details to support a main idea or concept.

Answers will vary according to the students’ ability to organize, select and integrate information coherently.

DIAGRAM: MAIN IDEA AND SUPPORTING INFORMATION.Choose a segment of the video, title it, identify the main idea and list six details that support it. Watch minutes 5 through 7 of the Legacy of the Roman Empire video.

JULIUS CAESAR STRENGTHENS THE EMPIREIMPERIAL REFORMS

DETAIL: Distributes grain to the hungryDETAIL: Gives work to the unemployedDETAIL: Gives land to poor farmersDETAIL: Designs road system in ItalyDETAIL: Modifies system of provincial governmentDETAIL: Extends Roman citizenship to conquered peoples

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VI. WATCH MINUTES 6 THROUGH 10 OF THE VIDEO. USE THE TABLE BELOW TO FIND THE COORDINATES OF THE MISSING LETTERS. WRITE THE COORDINATES IN PARENTHESES UNDERNEATH EACH LETTER. FOLLOW THE EXAMPLE:

Teaching strategy: Semantic network The use of this type of diagram to fill in information is ideal for integrating

mathematics with language. Plotting the coordinates will help students not only build the words they need

for their answers but also familiarize them with basic graphing concepts.

A feline: C A T (2,3) (1,5) (3,4)

5 A L G V D 4 K N T P H 3 Q C B W S 2 F U J Y Z 1 I O R E M

1 2 3 4 5

1. Julius Caesar became both more popular and more hated among many …..

____ ____ ____ ____ ____ ____ ____ ____ (5,3) (2,4) (3,1)

2. Critics were afraid Julius Caesar wanted to become ….

____ ____ ____ ____(1,4) (2,4)

3. In 44 B.C., Julius Caesar asked the people to name him ….. for life.

____ ____ ____ ____ ____ ____ ____ ____(5,5) (2,3) (3,4) (3,1)

4. Julius Ceasar was …… to death.

____ ____ ____ ____ ____ ____ ____ (5,3) (1,5) (3,3)

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5. After Julius Ceasar’s death, ….. war broke out again in Rome.

____ ____ ____ ____ ____(2,3) (4,5) (2,5)

6. In 31 B.C., Octavian was named head of state for …..

____ ____ ____ ____ (2,5) (1,2)

7.Octavian was given the name Caesar ……

____ ____ ____ ____ ____ ____ ____ ____(1,5) (3,5) (5,3) (2,2)

8.Caesar Augustus was named first …… of Rome.

____ ____ ____ ____ ____ ____ ____ (4,1) (4,4) (2,1) (3,1)

9.The Romans built …… to ensure a steady supply of drinking water.

____ ____ ____ ____ ____ ____ ____ ____ ____ (1,5) (1,3) (4,1) (2,2) (3,4)

10. They built a network of roads to expand …..

____ ____ ____ ____ ____ (3,t) (1,5) (4,1)

11. People who lived in provinces outside of Italy were granted more …...

____ ____ ____ ____ ____ ____ (3,1) (5,4) (5,3)

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12. The emperors gave the masses ….. and …..

____ ____ ____ ___ ____ AND ____ ____ ____ ____ ___ ____(3,3) (1,5) (5,5) (2,3) (2,3) (2,2) 13. The Emperor ….. demanded to be treated like a God.

____ ____ ____ ____ ____ ____ ____ ____(2,3) (2,5) (3,5) (2,2) (1,5)

14.Caligula ….. and executed his enemies.

____ ____ ____ ____ ____ ____ ____ ____ (3.4) (3,1) (2,2) (3,1)

15.Caligula is said to have built his horse a stable made out of …..

____ ____ ____ ____ ____ (1,1) (4,5) (4,2)

VII. WATCH MINUTES 9 THROUGH 12 OF THE VIDEO AND CARRY OUT THE OPERATIONS INDICATED TO FORM THE RIGHT WORDS.• Teaching strategy : Key words that trigger analytical reasoning • This exercise encourages the detection and codification of main information.

This exercise helps students master the rich vocabulary used in the video.

1. empire – ire + or = ____________2. dictator - or + e = ____________3. Christianity - ity + s = ____________4. civilization - ization + an = ____________5. prosperous – ous + ity = ____________6. construction – ion + ed = ____________7. Julius – ius + y = ____________8. persecution – tion + ed = ____________

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VIII. WATCH MINUTES 9 THROUGH 11 OF THE VIDEO. MATCH THE STATEMENTS IN THE TWO COLUMNS, WRITING THE LETTER OF THE CORRECT PHRASE NEXT TO EACH NUMBER.

• Teaching strategy : Key words that trigger analytical reasoning • This exercise promotes the detection and codification of main information.

This exercise helps students master the rich vocabulary used in the video.

( ) 1.The excesses of Nero… those of Caligula. A) Christians( ) 2.Nero …burned Rome in order to rebuild it. B) days that year( ) 3.Nero persecuted … C) Egyptians( ) 4.Despite Nero’s abuses, Rome… D) dwarved( ) 5. The first emperor was… E) Gregorian ( ) 6. Julius Caesar introduced a new … F) Caesar ( ) 7. Julius Caesar added 90 …to the calendar. G) burned ( ) 8. Today we use the …. calendar. H) Augustus( ) 9. The month of July was named in honor of… I) calendar( )10. To make the calendar, the Romans drew from J) prospered

the…. IX. WORD SEARCH. Find the following words:

Teaching strategy: Key words that trigger analytical reasoning This exercise promotes the detection and codification of main information by

emphasizing relevant elements of the curriculum content. Learning strategy: Focuses on a single concept to help students concentrate and stay on

track.

army soldier government commandercivilization war empire civilmonarchy dictator Roman provincerepublic calendar Senate emperortrade Christians farmer tribes

C I V I L I Z A T I O N P O L R A D O N A M O RO A B C D E F G R I J K S L D E G F G H I J K EM W S V M U Z E Z M A P E M P E R O R M E R L PM H G S O L D I E R Y A Q N N Z I Y R T U S M UA L F K N F Y E A I H B I M C A L E N D A R N BN I C T A D A R Y M K Q P O G H U E F D S P O LD Z W A R I F R B P R T R I B E S E S Q M N P IE M A E C D C I M E S E T D S O D F E C J G Q CR I X E H I E T K E T J C K O D I C N E Q U R NE L I B Y D G O V E R N M E N T C G A O C E E QL V Y F A H B A Z O U D C B A H T I T D F R R OI K A C M D E W F G V C O M T R A D E A K R I LV I T A L I C I O A H Z Q F M L T N H G S A P NI N O P Q R S T U V I Y E S P Z O Z V U T S M YC H R I S T I A N S F R T X O P R O V I N C E A

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X. WATCH MINUTES 11 THROUGH 13 OF THE VIDEO AND FILL IN THE MISSING WORDS IN THE PARAGRAPH BELOW:

• Teaching strategy: Key words that trigger analytical reasoning • This exercise encourages the detection and codification of main information.

The Romans built an extensive system of 1.______ that enabled them to move their 2.

_______ quickly. The roads also transported 3. ________. We have learned a lot about

the everyday lives of 4. __________ thanks to the letters they left behind. If in the future

someone found your letters or 5. ________, what could they learn about you? In my case,

they would probably see a 6. __________r wrapped up in her own life. They’d notice I like

to make 7. _______ and that I am strong willed and compassionate. My letters will show

that I am a 8. ____ person who likes to make other people laugh. The readers will

probably think I’m not a very good writer, but that I am a 9. ______. They’ll read my

opinions about the government and whether I am for or against its policies. They’ll

discover I like 10. __________. All in all, they probably won’t find out very much!

XI. ACROSTIC: WORDSMAKE AN ACROSTIC WITH THE FOLLOWING WORD:

Teaching strategy: Key words that trigger analytical reasoning This exercise encourages the detection and codification of main information by

emphasizing relevant elements in the curriculum content.

Learning strategy: This exercise helps improve spelling and vocabulary by having students find

words with letters that spell out the key word.

EMPERORChoose words from the video that contain one of the letters of the word ¨EMPEROR.¨ Follow the example below to form an acrostic using these words.Line up the words vertically to spell the word ¨EMPEROR¨ from top to bottom.empire, Roman, Rome, provinces, Senate, dictator, Caesar

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E M P E R O R

XI. ACROSTIC: SENTENCES Teaching strategy: Key words that trigger analytical reasoning This exercise encourages the detection and codification of main information by

emphasizing relevant elements in the curriculum content.

Learning strategy: This exercise helps improve spelling and vocabulary by having students

concentrate on finding words whose letters spell out another key word.

Write 9 sentences about the information you have seen in the video. Each sentence should contain one letter of the word EMPEROR. Write the sentences in order so that the highlighted letters spell out the word EMPEROR when read from the top down.

XII. WATCH MINUTES 12 THROUGH 14 OF THE VIDEO. FILL IN THE MISSING WORDS AND THEN USE THE FIRST LETTER OF EACH WORD TO MAKE A NEW ONE. Teaching strategy : Key words that trigger analytical reasoning

• This exercise encourages the detection and codification of main information

The imperial Roman army invaded the British Isles. 1. _________ who resisted faced total

destruction. The Romans 2. _________ everything that moved, even dogs, until their

commander ordered them to stop. In the Scottish Highlands, General Julius Agricola 3.

________ a coalition of tribal warriors. He couldn’t wait to fight the 4.________. Often

along the march, when the Romans’ strength ran low from crossing the mountains and 5.

_______, his bravest men would ask, “When will we face the enemy?” They got their

answer sooner than they thought: The Scottish natives, known as Caledonians, faced off

with the invaders who sought to enslave them in the Battle of Mons Graupius. They 6.

__________ the 7. _________ three to one, but that was no problem for the Empire’s

soldiers.

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XIII. WATCH MINUTES 13 THROUGH 28 OF THE VIDEO. COMPLETE THE SENTENCES BY USING THE CHART BELOW TO DECODE THE MISSING WORDS.

• Teaching strategy : Key words that trigger analytical reasoning • This exercises encourages the detection and codification of main information

A = # J = ; S = }B = % K = < T = ~C = & L = > U = ¡D = ( M = ? V = ¢E = ) N = @ W = £F = * O = \ X = ¨G = - P = ] Y = «H = / Q = ^ Z = »I = : R = {

1. * : - / ~ : @ - __________ is his job, and today is a good day for it.

2. From Scotland to North Africa, { \ ? # @ _________ generals like Agricola followed the same military strategy: They showed no ? ) { & « ________ to the enemy.

3. # { & / ) \ > \ - : } ~ } _____________are looking for the truth about an area known as ¢ : @ ( \ > # @ ( # ______________.

4. The are studying rocks and % \ - } _______ in northern England to gain a better understanding of the { \ ? # @ _________ conquests.

5. During the ( ) & # ( ) } _________ of occupation, the Romans built several * \ { ~ } ________ in the area, one on top of the other.

6. A surprising variety of # { ~ : * # & ~ } ________ are scattered in the layers of ) # { ~ / _______.

7. The ; ) £ ) > } _________ shine like new.

8. And the & \ : ) @ } ________ are in perfect condition.

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9. The name Vindolanda means { ) } ] > # @ ( ) @ ~ __________ land, a deceptive name for a desolate area at the edge of the known £ \ { > ( __________.

10. In the first century AD, the powerful Roman ) ? ] : { ) _________ extended from the Middle East to the % { : ~ : } / _____________.

11. The Romans found a natural £ # > > ________in the harsh } & \ ~ ~ : } / __________ peaks of Mons Graupius.

12. The > ) # ( ) { _________ of the Caledonian warriors was Calgacus and he had no illusions about the Romans’ intentions.

13. The Romans used a defense known as the ~ \ { ~ \ : } ) _________ formation. The Caledonians were not familiar with this animal and so could not imitate it. They faced a highly disciplined # { ? « ________ that hunted down its enemy.

14. The Caledonians feared and despised Agricola’s > ) - : \ @ # { : ) } ___________ more than death itself. The Scottish £ # { { : \ { } ___________burned down their own homes as they retreated.

15. The Romans may have been good * : - \ ~ ( { } ___________, but they were not immune to the vicissitudes of £ # { _________.

16. One of the artifacts at Vindolanda is a jar handle that proves the troops had # > & \ / \ > ___________, a substance that had many uses.

17. For ? ) } # & ¡ } _________, a swig of alcohol was a way to cope with the hardships on the % # ~ ~ > ) * { \ @ ~ ___________.

18. Other soldiers used alcohol to ease the pain of their £ \ ¡ @ ( } _________.

19. : @ * # @ ~ { « _________ soldiers were the basis of the Roman army.

20. The Romans were master { \ # ( _______ builders.

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21. Letters found at the site reveal that the soldiers had serious ? \ @ ) « __________ problems.

22 .The soldiers were paid in coins made out of a & \ ] ] ) { __________ alloy.

XIV. CURRICULAR CONNECTIONS

Social Science:In teams of 3 to 4 students, design examples of Roman coins. Present the designs, discussing such points as: - Reasons for the design - Materials used - The coin shape and engraving - Value Geography: a) On a map, find Mons Graupius in Scotland and the British Isles.b) Discuss the routes the Romans took to reach the British Isles. c) Calculate the distance the Romans traveled to reach Mons Graupius. XV. GLOSSARY

Archeologist: A specialist in archeology, the study of prehistoric peoples and their cultures through their artifacts, inscriptions, monuments, etc.

Army: A country’s combined land, air and sea forces. In ancient times, military troops and their provisions under a commander’s leadership.

Christians: Followers of the Christian religion.

Civil: Referring to a city or its citizens.

Civilization: An advanced state of human society in which a high level of culture, science, industry and government has been reached.

Commander: A military rank between captain and lieutenant coronel.

Dictator: Among the Ancient Romans, a supreme magistrate with extraordinary powers, named by one of the consuls at the order of the Senate in times of danger for the republic.

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Emperor: An honorary title given to the supreme leader of the Roman Empire, originally granted at the behest of the army or a Senate decree.

Empire:A collection of states or lands under the same emperor.

Enemy: A group of people or countries hostile to another in times of war.

Enslave: To make someone a slave or keep them in slavery.

Farmer: A person who works or cultivates the land.

Government: The action and effect of governing. The concentration of unlimited power in a sole person or body, especially a monarch.

LatifundiumThe Latin term for a large landed estate.

Leader: A person followed by the members of a group who is recognized as their chief or guide.

Monarchy: A system of government in which supreme power is held for life by a member of a royal family, usually hereditary.

Province: An administrative division within a state or territory, usually with a degree of autonomous authority.

Republic: A system of government in which the leader is chosen by its citizens or a Parliament to serve a specific term.

Roman: Belonging or related to the city of Rome, capital of Italy, or the ancient and modern states that were part of the Roman Empire.

Senate: A legislative body comprised of people elected or named by virtue of their qualifications, positions, title, etc.

Soldier: A member of the military without a specific rank.

Trade:

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Negotiations for the purchase and sale of goods or merchandise.

Tribal: Belonging or related to a tribe.

Wall: A defensive structure surrounding a stronghold or territory.

War: The breakdown of peace between two or more powers. Armed battle between two or more nations or sides within the same country.

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