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Topic / Content Learning Outcome The Geography Students should be able to: of Ancient Rome Understand the three kinds of maps, elements of a map, and making maps. use an atlas index. This is applied to making a map of Rome and its specific physical features. Use this map to infer how Rome’s location influenced cultural development. Activities / Assessment Starter Activities The teacher will elicit from students the meaning of atlas and the three kinds of maps – political, physical and thematic using and atlas as examples. Will then review the basic cartographic conventions with the teacher (atlas, index, compass rose, scale, labels, legend, latitude/ longitude; landform; body of water, border). Students will take the following note Atlases and Maps An atlas is a book with maps. There are many kinds of maps. Political maps show borders that divide places (countries, prefectures, etc); physical maps show landforms (mountains, deserts, etc) and bodies of water (rivers, oceans, lakes); and thematic maps show special information (climate, language, religion, etc). Atlases and maps have many parts. They have a table of contents, an explanation of how to use the atlas, and an index. Map Activity (Rome Physical Map) Students will create a physical map of Italy and make inferences on how the geography of Italy influenced life 3,000 years ago. Reading Activity After reading the section “The Italian Peninsula” list the advantages and disadvantages of Italian Geography Resources Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154 Atlases Rome Physical Map (word) Horrible Histories: Rotten Romans http://www.youtube.com/results?search_q uery=rotten+romans+horrible+histories& oq=rotten+romans+horrible+histories&g s_l=youtube.3...0.0.0.1492.0.0.0.0.0.0.0.0..0. 0...0.0...1ac. Living Graph of Roman Development Students should be able to: Understand the processes that led Rome to becoming a Republic Recap from previous lesson: Why do you think the ancient Greeks wanted to colonize Italy? Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154 Intro to Rome Activity Intro to Rome (word) Timeline Activity The Roman Report http://www.youtube.com/watch?v=2kRwJ JwxGZE How did Rome become a Republic? Timeline Maker http://www.preceden.com/ The Roman Republic Students should be able to: Starter Activity Matching exercise comparing the Roman Understand and explain aspects of the government system with Japan 2012 Roman Republic Discuss the different Social Groups in Rome: Compare the Roman Republic to the Patrician, plebeian, consul, dictator and check the modern tripartite system in the USA meaning. Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154 Starter Activity Rome (word) Intro to Roman Republic (word) Reading Activity In pairs students complete the comparison table at the bottom of the worksheet. Who Governed the Roman Republic Students should be able to: Understand and explain the workings of the Republic. Teacher led class discussion on what students consider to be good government. - To protect its citizens - To promote citizens - Etc The setup of the Roman Republic (Roman Republic) Republic strengths and weaknesses (word) Roman Republic (pdf) Athens vs Rome Gov Starter (ppt) Good Government (ppt) Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154 Analysing the strengths and weaknesses of the Republic. Pair work challenge The Twelve Tables Students should be able to: Starter Introduction to the twelve tables (word) Infer values and aspects of Roman life As students walk into the classroom, many of Farah and Karls (2001) World History - the that were important during the them will be given detention for doing things that Human Experience McGraw Hill pp.154 Republic based on the Twelve Tables are considered wrong. For example, one student will get detention for wearing a green shirt or another for using a mechanical pencil. As the students complain that it’s not fair, they will be reminded that these are the “rules.” Of course, the rules aren’t written down and were not shared with them, but that doesn’t matter. How would they like to live in that society? Read through the “The Twelve Tabls” as a n introduction The Republic Expands Students should be able to: Draw a triangular diagram to illustrate the social groups in the Roman Republic. What conflicts might emerge between the 2 main groups? Starter Activity Students will categorize motives for imperialism Understand and explain the differences into political, religious, economic, ethnocentrism between ‘direct’ and ‘indirect’ and exploratory. imperialism. Reading Task: The Republic Expands Explain Roman motives for favouring BBC documentary ‘Caesar’ http://www.youtube.com/watch?v=BTBg xV7B6yc Farah and Karls (2001) World History the Human Experience McGraw Hill pp.160 ‘indirect rule’. Wars 1st Punic war 2ns Punic war Results Agreed to pay Rome an indemnity payment. Carthaginians gave up their lands in Spain, handed over most of their warships and agreed to hand over an indemnity payment. rd 3 Sold surviving population in to Punic slavery war Legend sais they sowed salt into the Soil so no crops would grow. Victory gave the Romans complete Control of the Mediterranean. Read the Republic Expands. – Students complete the map activity and accompanying tasks. Direct rule vs. Indirect rule Discuss with students the differences between ‘direct rule’ and ‘indirect rule’. Why did the Romans favor independent rule? Roman imperialism starter (word) The Republic Expands (word) Punic Wars map (pdf) Roman indirect rule vs. direct rule (word) The Republic in Crisis Students should be able to: During a teacher led discussion, students read the Farah and Karls (2001) World History “Effects of Conquest”. In pairs students must the Human Experience McGraw Hill Examine the political, social and categorize the causes of the collapse of the p.161-7 economic causes of the collapse of the Republic. Republic Key questions to consider: The Effects of Conquest (word) How did military leaders benefit from the social The Fall of the Republic: Flow Chart and economic problems? (word) It became easier to recruit soldiers. End of Rep and rise of Caesar (word) Soldiers were loyal to their military commanders rather than the republic. Farmers forced from their land had found the How Caesar killed the republic (word) BBC documentary ‘Caesar’ army as a means to survive. http://www.youtube.com/watch?v=BTBg xV7B6yc Sequencing Activity Part II Based on class discussion and their reading students will complete the sequencing activity “Fall http://www.youtube.com/watch?NR=1& v=sempRp1P3Qc&feature=fvwp of the Republic: Flow Chart” Part III http://www.youtube.com/watch?v=1Kf5b How Caesar killed the Republic o_dO54 “End of Rep and rise of Caesar” Worksheet The Pax Romana Students should be able to: Starter Activity: ‘what if ?’ In groups students discuss what life would be like Worksheet Things to think about Rome if we didn’t have things we take for granted. (word) Understand and explain the positive effects of the pax romana on different on government, literature, language, Activity Pax Romana (word) engineering and religion. Using the worksheet students write some notes on some of the greatest achievements of the Pax Romana. Rome DBQ Students should be able to: Use SOAPstone to organize Students will be introduced to an AP World History style DBQ at the beginning of the class. Practice Rome DBQ (word) SOAPStone document analysis (word) documents from a DBQ Over the next three periods we will practice how to summarize, group, analyze and comment on POV. 1. SOAPStone 2. Grouping 3. Summarizing and Analyzing 4. POV 5. Thesis statements Mini DBQ Activity: Students will write a mini DBQ. Relating authorial point of view to author’s place in society: He would most likely hold this view as a peasant / member of the elite / politician / emperor / family relation / because ____________ Evaluating the reliability of the source: “Kazu may be / may not be a completely reliable source, however, since ____________ Recognizing that different kinds of documents serve different purposes: “It is important to note that Kazu is commenting in a secret report probably not meant for publication; therefore __________ Analyzing the tone of the documents: “The passionate tone of Muntzer’s open letter was clearly designed to incite __________________ The Rise of Christianity Students should be able to: Review/ Introduction Understand and explain the effect of the rise of Christianity had on the Roman Empire How was religion used by emperors/the state to control the majority of the population? Farah and Karls (2001) World History the Human Experience McGraw Hill p.168-170 Christianity in the roman empire (word) Why were the people of that time so easily influenced by religion? Roman Gods Direct http://www.youtube.com/watch?v=iHYfi zhDPlI What is the difference between monotheism (one god) and polytheism (many gods)? The ancient Romans practiced cult worship in that they accurately observed and followed religious rituals to please the gods rather than having good moral conduct. How is this different from the beliefs of many modern day religions? The legacy of the Students will be able to: Roman Empire Discuss Roman achievements in the arts and learning. Analyse the legacy of the Romans and how their achievements affect our modern world. Using the internet the students must follow the instructions on the word document provided to come up with the 5 most important innovations of the Romans Analyse the legacy of the Romans and how their achievements affect our modern world. Fall of Rome Students will be able to: Categorize causes for the fall of the Roman Empire as social, political, military, religious and economic. Starter: Show “what have the Romans done for us” life of Brian. Students cut out the pictures and place the correct Farah and Karls (2001) World History statements next to them which describe the picture the Human Experience McGraw Hill and title the pictures p.175-178 1. RELIGIOUS..........to do with ideas about God. 2. MILITARY.............to do with wars and Map the movement of Barbarian tribes armies. into the Roman Empire . 3. ECONOMIC...........to do with money. 4. POLITICAL............to do with how countries are ruled. 5. SOCIAL..................to do with how people live. THE FALL OF THE ROMAN (word) Statements about (word) Roman collapse cartoon 1 and 2. (pdf) Fall of Rome DBQ (word) Map exercise: students color the various territories that were lost to barbarian tribes that eventually led the empire to shrink. Students answer questions 1, 2 , 3 and 4 on p. 178 Fall of Rome DBQ Students use the skills they have practiced to answer the DBQ