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Ancient Rome Word Bank Latins Etruscans Gladiator Republic Christianity Roman Senate Dictator: Patrician Plebeian Twelve Tables Roman Expansion Provinces Punic Wars Hannibal Julius Caesar Octavian/Augustus Caesar Pax Romana Forum Colosseum Villa Diocletian Constantine Ancient Rome Glossary Latins: The tribe of people who built the city that became Rome Etruscans: A tribe of people who lived near the Latins and influenced the Romans. Gladiator: A person, usually a slave, trained to fight another person to the death for entertainment. Republic: A form of government with elected leaders. The United States is a republic. Christianity: The monotheistic religion which began during Roman times that is based on the life and teachings of Jesus Christ. Roman Senate: A group of men elected to govern Rome. Very powerful during the days of the republic. Dictator: A ruler who has absolute power but did not inherit his or her power. Patrician: A person from an upper-class, land-owning, family. (The minority in Rome). Plebeian: A person from a lower-class family. (95% of Roman citizens were Plebeians). Twelve Tables: Set of laws written down in 451 BCE to ensure fairer treatment of the Plebeians. Roman Expansion: The gradual growth in Roman Territory from 509 BCE to 14 CE. Provinces: Territories of Rome (about 40) beyond the Italian peninsula. Punic Wars: Romeʼs three wars with Carthage were fought between 264 and 146 BCE. Hannibal: A famous Carthoginian general. Julius Caesar: Roman general and dictator whose assassination in 44 BCE led to the end of the Roman Republic. Octavian/Augustus Caesar: Grand-nephew and adopted son of Julius Caesar who became the first Emperor of Rome. Pax Romana: The 200 year period of time after Augustusʼ reign where Rome and the area surrounding it were mostly peaceful and prosperous. Forum: The center of a Roman city where buildings related to religion, government, and businesses where located. Colosseum: Giant arena still standing in Rome where gladiator games were held. Villa: Large country homes and farms owned by wealthy Romans. Diocletian: Emperor who in 293 C.E. split the Roman empire into two parts. Constantine: First Roman emperor to become Christian in 330 C.E. Ancient Rome Flashcards Latins The tribe of people who built the city that became Rome Etruscans A tribe of people who lived near the Latins and influenced the Romans Gladiator A person, usually a slave, trained to fight another person to the death for entertainment Republic A form of government with elected leaders. The United States is a republic Christianity The monotheistic religion which began during Roman times that is based on the life and teachings of Jesus Christ. Roman Senate A group of men elected to govern Rome. Very powerful during the days of the republic. Dictator A ruler who has absolute power but did not inherit his or her power. Patrician A person from an upper-class, landowning, family. (The minority in Rome). Plebeian A person from a lower-class family. (95% of Roman citizens were Plebeians). Twelve Tables Set of laws written down in 451 BCE to ensure fairer treatment of the Plebeians. Roman Expansion The gradual growth in Roman Territory from 509 BCE to 14 CE. Provinces Territories of Rome (about 40) beyond the Italian peninsula Punic Wars Romeʼs three wars with Carthage were fought between 264 and 146 BCE Hannibal A famous Carthoginian general Julius Caesar Roman general and dictator whose assassination in 44 BCE led to the end of the Roman Republic Octavian/Augustus Caesar Grand-nephew and adopted son of Julius Caesar who became the first Emperor of Rome Pax Romana The 200 year period of time after Augustusʼ reign where Rome and the area surrounding it were mostly peaceful and prosperous Forum The center of a Roman city where buildings related to religion, government, and businesses where located Colosseum Giant arena still standing in Rome where gladiator games were held Villa Large country homes and farms owned by wealthy Romans Diocletian Emperor who in 293 C.E. split the Roman empire into two parts Constantine First Roman emperor to become Christian in 330 C.E. Ancient Rome Visualizing Glossary Latins The tribe of people who built the city that became Rome Etruscans A tribe of people who lived near the Latins and influenced the Romans Gladiator A person, usually a slave, trained to fight another person to the death for entertainment Republic A form of government with elected leaders. The United States is a republic Christianity The monotheistic religion which began during Roman times that is based on the life and teachings of Jesus Christ. Roman Senate A group of men elected to govern Rome. Very powerful during the days of the republic. Dictator A ruler who has absolute power but did not inherit his or her power. Patrician A person from an upperclass, land-owning, family. (The minority in Rome). Plebeian A person from a lowerclass family. (95% of Roman citizens were Plebeians). Twelve Tables Set of laws written down in 451 BCE to ensure fairer treatment of the Plebeians. Roman Expansion The gradual growth in Roman Territory from 509 BCE to 14 CE. Provinces Territories of Rome (about 40) beyond the Italian peninsula Punic Wars Romeʼs three wars with Carthage were fought between 264 and 146 BCE Hannibal A famous Carthoginian general Julius Caesar Roman general and dictator whose assassination in 44 BCE led to the end of the Roman Republic Octavian/Augustus Caesar Grand-nephew and adopted son of Julius Caesar who became the first Emperor of Rome Pax Romana The 200 year period of time after Augustusʼ reign where Rome and the area surrounding it were mostly peaceful and prosperous Forum The center of a Roman city where buildings related to religion, government, and businesses where located Colosseum Giant arena still standing in Rome where gladiator games were held Villa Large country homes and farms owned by wealthy Romans Diocletian Emperor who in 293 C.E. split the Roman empire into two parts Constantine First Roman emperor to become Christian in 330 C.E. Unit Topic: Ancient Rome Introductory Lessons Essential Questions: What are the enduring legacies of Ancient Rome? What words and strategies are essential to use in order to ask questions, answer questions, and make comments pertaining to Ancient Rome? Learning Objectives: Students will be able to define key words and concepts related to Ancient Rome. Students will be able to ask and answer questions, and make comments during discussions in small group language lessons and classroom activities on the topic of Ancient Rome. IEP Benchmark Objectives: Students will be able to use active listening strategies (listening for and highlighting key words) while viewing Ancient Rome videos. Within the context of curriculum-related assignments, students will be able to use strategies (visualizing, illustrating, graphic organizers, visual aids) to understand, retrieve and express Ancient Rome vocabulary. Background or Lesson Set up: Use these preview lessons to introduce and practice using key words related to the Ancient Rome before students start learning about the topic in class. Key Strategies/Skills: Listening for and highlighting key words, visualizing, illustrating, using visual aids and graphic organizers Materials: Ancient Rome word bank, glossary, visualizing glossary, and flashcards, videos in wiki Procedures: 1. Introduce Ancient Rome unit by pretesting to determine what vocabulary students already know pertaining to the topic. Using Ancient Rome flashcards cut up words and definitions and instruct students to match definitions to target words and/or ask them to generate definitions for target words. 2. Brainstorm possible words to include in an Ancient Rome word bank. 3. Provide students with word banks. Activate schema by viewing Ancient Rome videos in wiki; students listen for key words and highlight words on word bank as they hear them. 4. Using visual aids (videos in wiki, pictures and diagrams in text) discuss the meaning of each word in the glossary. 5. Create a set of flashcards (each student makes their own set) using the template in the wiki. Fold two column chart in half so that the word is on one side and the definition is on the other side. In pairs, students take turns stating words and associated definitions. 6. Students use the strategies of visualizing and illustrating to draw their own pictures on the Ancient Rome visualizing glossary table (word, definition, picture). 7. Create a wordle word bank (wordle.net). Students take turns selecting a word and asking another student to provide the definition. If needed, have definitions available so students can match definitions to target words. Students use selected words in sentences to demonstrate that they know what the word means. 8. Encourage students to use their word banks and picture glossaries during small group language lessons and classroom activities to facilitate accurate and efficient retrieval of target words. Assessment: Matching definitions to words. Definitions generated by students. Highlighted word banks. Completion of visualizing glossaries. Oral responses during discussions. Use of word banks and glossaries during discussions and classroom activities. Performance on quizzes and unit tests. Unit Topic: Ancient Rome Lesson: Making Connections and “Greats” Sorting Task Essential Question: What are the enduring legacies of Ancient Rome? Learning Objective: Students will be able to accurately sort ancient Rome vocabulary into the appropriate “Greats” category and will be able to formulate #4 sentences illustrating connections between words in each category. IEP Benchmark Objectives: Within the context of curriculum-related assignments, students will use strategies to understand, retrieve and express grade level vocabulary. Students will be able to generate construct # 4 sentences using curricular vocabulary. Background or Lesson Set up: Sorting the vocabulary into the “greats” could be used at any point in a unit. The second sorting and #4 sentences works best as a review. Materials: “Greats” sorting mat, preferably on 12X18 or larger paper Flashcards for Rome glossary words Individual glossaries, as needed Resource page for teacher use with possible responses for the sorting task and # 4 sentences Procedures: 1. If the lesson is used as a preview, the group should discuss glossary words to ensure accurate comprehension before commencing the sorting task. 2. Place the sorting mat where all participants can see it and lay the flashcards, word side up, where all can see them. Take turns having participants select a word and place it in the correct “greats” category. In some cases, an argument can be made for more than one location. Allow discussion of these points. Students may use their individual glossaries for clarification of word meanings. If some words are difficult to sort, the teacher may flip the flashcard and conduct a group review. Note: This part of the lesson is challenging. The extension possibilities listed below are less challenging. 3. As another challenging activity after the words are sorted, ask students to look at the words in the Government section. Remind them of the structure of a construct #4 sentence, the “spoiler” followed by a complete sentence, separated by a comma. (Because it was raining, we couldn’t have the picnic today.) Challenge students to use the words in each category to create # 4 sentences to state connections between the words. 4. Extension: Making connections between Ancient Rome and Ancient Greece. Produce a copy of the Greece glossary. Encourage students to complete a sentence following this pattern, “(Roman word) is like (Greek word) because…”. For example, “Republic is like democracy because they are both forms of government which involve voting.” or The Punic wars are like the Persian wars, because they were both costly and drawn out wars.” You could also state the relationship using the phrase, “is different from” in between the two words. Assessment: Student accuracy while completing the GREATS sorting task Oral responses during discussion Quality and accuracy of construct #4 sentences. Possible Responses for the “Greats” Sorting Task Government: Republic, Roman Senate, dictator, Twelve Tables, Roman expansion, Julius Caesar, Diocletian, Octavian/Augustus Caesar, Constantine, Hannibal, Pax Romana, provinces. Religion: Constantine, Christianity. Economy: Forum, Roman expansion, Villa, Pax Romana Art and Architecture: Villa, Colosseum, Forum, Technology: Colosseum, Gladiators, Etruscans, (Students may remember technological advances such as the arch.) Society/Social Structure: Latins, Etruscan, Patrician, Plebeian, Gladiator. Construct # 4 sentence examples: Because of Roman expansion, the Roman Empire had many provinces. In order to improve rights for the plebeians, the Senate was forced to make the Twelve Tables. Because Julius Caesar became a dictator, the roman Republic was lost. In order to win the Punic Wars, Hannibal marched elephants over the Alps. Because Constantine became a Christian, persecution of the Christians stopped. During the Pax Romana, life in the villas was very peaceful. Because of Roman expansion, many goods were available at the forum. Since the Etruscans taught the Romans how to use the arch, they were able to construct the Colosseum. In order to make the games in the Colosseum exciting, the Gladiators used many different types of weapons. Because the Plebeians fought for their rights, they were able to marry patricians.