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World History
Day 34.1
Goal 2.01,,2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
Rome
Republic
Patrician
Plebeians
Etruscans
Veto
Forum
Constitution
Senate
Consuls
Dictator
Carthage
Starting the Lesson
Students will read and explain fact or fiction, the story of Romulus and Remus.
Presentation
The class will discuss the key terms and essential questions relating to the foundations of Rome. They will
use teacher-presented notes on the overhead as a guide for discussion and questioning. (teacher notes,
textual information on p.160-169)
Guided Practice/ Independent Practice/ Evaluation
Students will trace 2 maps of Rome on to a large sheet of poster sized paper while it is taped to the wall. (I
will project using the projector and overhead.) The first map will be of Italy only, they will label what is
asked of them on the hand out I will give out. The second map will be of the entire Roman empire. The will
use pg. 175 of their text book to color code the growth of Rome from city-state to empire.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 35.1
Goal 2.01,,2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
Rome
Republic
Patrician
Plebeians
Etruscans
Veto
Forum
Constitution
Senate
Consuls
Dictator
Carthage
Starting the Lesson (20 minutes)
Students will use a blank map and outline the growth of Rome from early city state to Empire.
Presentation
The class will discuss the key terms and essential questions relating to the Roman Empire. They will use
teacher-presented notes on the overhead as a guide for discussion and questioning. (teacher notes, textual
information on p.171-176)
Show power point also.
Guided Practice
Students will create a bubble map poster of the Punic wars (highlights).
Independent Practice/ Evaluation
Students will read an excerpt from pg. 183 on Safe Sex in the Roman World. We will talk about and the
reading (both the “wow factor” of how old condoms are and how “if” you choose to be “adventurous” in
your own life how you should use them as well).
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 36.1
Goal 2.01, 2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
Gracchi
Gaius Marius
Lucius Cornelius Sulla
Julius Caesar
Triumvirate
Augustus
Pax Romana
Starting the Lesson
Students will watch short clips on the Roman “art” of crucifixion. We will discuss why they did this and
use it to introduce Jesus Christ and prepare them for the BC/AD turn in how we tell time.
Link 1
Link 2
Link 3
Link 4
Get Mrs. Richard to patch me into www.youtube.com
Presentation
Students will use teacher guided notes about Roman culture and society as a guide for discussion and
questioning. Textual Information : Chapter 6, Section 2 of Human Legacy.
Guided Practice
Students will read a short section on Roman slavery & Gladiators, followed by a section of the real life
Spartacus. They will then answer some comprehension questions on the subject.
Independent Practice/ Evaluation
Students will use the paper, glue, magazines, and scissors made available to them and make a collage of
pictures to represent one of the following:
a) symbol(s) of Gladiator combat
b) picture of two figures doing epic battle
c) the image or symbolism involved in a revolt
- a rubric is included
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 37.0
Goal 2.01, 2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
Gracchi
Gaius Marius
Lucius Cornelius Sulla
Julius Caesar
Triumvirate
Augustus
Pax Romana
Starting the Lesson
Students will watch a short video on Cleopatra and her death by snake bit (this will tie into the second civil
war between Mark Antony & Augustus).
Link 1
Students will watch a short video on deconstructing the Colosseum (Coliseum).
Link 2
Students will also view a short video on Pompeii and the eruption of Mt. Vesuvius that killed some 2,000
Romans.
Link 3
Students will also view a short video on the death of Julius Caesar.
Link 4
Presentation
Students will use teacher guided notes about the rise of Emperors as a guide for discussion and questioning.
Textual Information : chap. 6 sec. 2
Guided Practice
The students will view clips from the movie “Gladiator” and we will discuss the scenes as they complete a
KWL on this most bloody “sport.”
Independent Practice/ Evaluation
Students will read a short selection on Spartacus (and slave life general) on pg. 166-167 from Davies
“Europe.” We will discuss slave life, crucifixion, and other themes that interested the students from the
reading. The will complete a bubble of their ideas to turn in before they leave.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 38.0
Goal 2.01, 2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
Gracchi
Gaius Marcus
Lucius Cornelius Sulla
Julius Caesar
Triumvirate
Augustus
Pax Romana
Social War
Civil War
Julio-Claudians
Flavians
PROJECT
Rome enters the “Age of Emperors” after many years civil wars and strife. Students will complete a profile
for one of the Roman emperors during this period. They will emphasize their chosen Emperor’s character
and highlight his reign in a biographical poster . Students should include a timeline of that emperor’s rule,
an illustration, a character bubble map defining that emperor’s ruling and leadership characteristics, and a
fact sheet of biographical information concerning that emperor’s achievements. A rubric and additional
biographical information will be given.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 39.0
Goal 2.01, 2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
Gracchi
Gaius Marcus
Lucius Cornelius Sulla
Julius Caesar
Triumvirate
Augustus
Pax Romana
Social War
Civil War
Julio-Claudians
Flavians
PROJECT
Continuation of Roman emperor Project from Friday.
Independent Practice
Students will start/ complete their Rome & Christianity readings and answer questions for comprehension
when they finish.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 40.0
Goal 2.01, 2.03
Essential Questions
Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What aspects of civilizations are common across time and location?
Terms/People
Rome
Republic
Patrician
Plebeians
Etruscans
Veto
Forum
Constitution
Senate
Consuls
Dictator
Carthage
Starting the Lesson
Students will complete their readings on Early Christianity in the Roman Empire. They will be sure to
answer the comprehension questions and we will go over the basic concepts from each 3 documents.
Students will also copy down the missing “blanks” on a graphic organizer explaining the checks and
balances of the early Roman Republic. We will use this to explain the later decline of Rome and in our
daily activity/ project.
Presentation
The class will discuss the key terms and essential questions relating to the foundations of Roman
government and how deviation from that foundation during the Imperial period lead to the decay of the
Roman Empire. They will use teacher-presented notes on the overhead as a guide for discussion and
questioning. (teacher notes, textual information on p.160-169)
Guided Practice
Students will also copy down the missing “blanks” on a graphic organizer explaining the checks and
balances of the early Roman Republic. We will use this to explain the later decline of Rome and in our
daily activity/ project.
Independent Practice/ Evaluation
Students will get into groups of 3. They will trace the outline of a group member on to “body sized” paper.
From that original outline they will label each part of the body according to a key I have provided. The
branches of Roman government will be symbolized according to it position on the body. A center dividing
line will allow the students to compare/contrast Roman government with the US government. A description
of each branch and a rubric will be included.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 41.0
Goal 2.01, 2.03
Essential Questions
Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What aspects of civilizations are common across time and location?
Terms/People
Christianity
Messiah
Jesus of Nazareth
Disciples
Apostles
Martyrs
Paul
Eucharist
Bishop
Popes
Starting the Lesson
Students will complete a KWL on Christianity.
Presentation
Students will use teacher guided notes about the rise of Christianity as a guide for discussion and
questioning. Textual Information: Chapter 6, Section 4 of Human Legacy.
Students will also view a power point on the beginnings of Christianity.
Guided Practice
Students will view selected scenes from the movie “The Passion of the Christ.” We will discuss the birth of
Christianity and the major events in the life of Jesus Christ, as well as discuss the Roman practice of
crucifixion.
Independent Practice/ Evaluation
Students will create a Venn diagram comparing Christianity & Judaism.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 42.0
Goal 2.01, 2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
(The Fall of Rome)
Inflation
Diocletian
Attila
Economic Troubles
Weak Leaders
Reform
Constantine
The Huns
Byzantine Empire
Starting the Lesson
Students will complete a KWL on the history of horses and humans. We will watch a short video of The
Huns and their use of the horse to invade and terrify the Romans.
Presentation
Students will use teacher guided notes about the fall of Rome as a guide for discussion and questioning.
Textual Information : Chapter 6, Section 5 of Human Legacy.
Students will also view a summary of Rome power point.
Guided Practice
Students will read “A century of crisis” and bubble map factors that led to the decline of the Roman
Empire.
Independent Practice/Evaluation
Students will create a map of the Europe & Western Asia showing the division & collapse of the Roman
World. It will showcase invaders and where they came from as well as what would later be known as the
Byzantine Empire.
Students will trace a map of Rome on to a large sheet of poster sized paper while it is taped to the wall. (I
will project using the projector and overhead.) (Need Directions & Rubric)
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 43.0
Goal 2.01, 2.03
Essential Questions
Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What aspects of civilizations are common across time and location?
Terms/People
(The Byzantine Empire)
Byzantine Empire
Justinian 1
Theodora
Belisarius
Mosaics
Icons
Clergy
Orthodox Church
Starting the Lesson
Students will view short clips on the Byzantine Empire & answer selected questions while viewing.
Presentation
Students will use teacher guided notes about the Byzantine Empire as a guide for discussion and
questioning. Textual Information : Chapter 6, Section 5 of Human Legacy.
Students will view a power point on the achievements of Rome.
Guided Practice
Students will list the Emperors, where they gathered cultural influences from, & reason for the decline of
the Byzantine Empire using a graphic organizer.
Independent Practice/Evaluation
Students will create a timeline of the Byzantine Empire. A rubric is provided.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”
World History
Day 44.0 -TEST on Rome
Goal 2.01, 2.03
Essential Questions
• Why did early civilizations develop?
• How did global civilizations organize and grow?
• How and why do civilizations change overtime?
• What aspects of civilizations are common across time and location?
Terms/People
All
Starting the Lesson
Students will be given time to complete any activities/ projects that have not yet been completed. We will
have an oral review of the material covered & watch some of the past units short clips as review if needed
also.
Independent Practice
Students will complete a cut and paste foldable diamond for pre-test practice and recall.
Evaluation
Students will complete their test on Ancient Rome.
Closure
Students will complete their classroom “Exit Cards” answering the following questions: “What did I Learn?” “What did I not
understand?” “What do I need to review?”