L6+Rea,+Brittany


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Miss Rea
 * Lesson # :** 6
 * Facet:** Self-Knowledge
 * Product:** Glogster poster
 * Grade Level:** 10th
 * Topic:** Revolts and Revolutions in Ancient Rome

__**Objectives**__

 * Student will understand that** issues of continuity and change from Ancient Rome have an effect in the United States and the world.
 * Student will know** revolt against the kings, mutiny of the Army, and the 7 kings of Rome.
 * Student will be able to** recognize the effect issues of continuity and change from Ancient Rome have in the United States and the world.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History E2: Individual, Cultural, International, and Global Connections in History Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC - 600 AD" //**Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.**//
 * Rationale:** Now that students have seen many of the different aspects of Roman culture, they will see how the Roman people changed that culture when they saw it needed to be changed.

__**Assessment**__
Before completing their poster on Glogster, the students will fill out a planning chart so that they can have some idea of what they will be doing before they begin work on their final project. The chart will be checked for completion but will not be graded.
 * Formative (Assessment for Learning)**

Glogster: Students will create a poster showing things that have stayed the same since the Roman Empire. Be careful, some ideas have stayed the same but may be applied in a different way. Use both pictures and phrases to complete your poster. This project will be graded using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The students will be using Glogster to create a poster showing something that has stayed the same since the time of the Roman Empire.

English: Students will be filling out a planning chart.

Art: The students will be making a poster about a particular item that has carried over from Ancient Rome into the modern world.

__Groupings__
The students will work using the Team-Pair-Solo strategy. To create the teams of four, the students will work with the person sitting next to them and the pair located with directly in front or behind them. When it comes time for them to work in pairs, they will simply go back to working with the person sitting next to them. Finally, the students will pull their desks apart so that they are sitting alone for the final piece of this strategy.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal/Linguistic:** Students will have to look over their notes and then organize them to complete the project.
 * Logical/Mathematical:** Figuring out how best to fit all the images and word blurbs in the limited amount of space they have.
 * Visual/Spatial:** Figuring out how best to fit all the images and word blurbs in the limited amount of space they have.
 * Interpersonal:** The first stage of their planning will be done in a group, and the second stage will be done in pairs.
 * Intrapersonal:** The final stage of planning and the actual project will be done as individuals.
 * Naturalist:** Students looking for a challenge can attempt to make their Glogster using materials that represent things that can be found in nature.


 * Modifications/Accommodations**
 * //I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accomodations.//**

Students who are absent will still be required to complete all work that has been done in class only they will not have the advantage of working in teams or in pairs. The deadline for the project will be adjusted as determined when the student comes and receives the work from the teacher.
 * Absence**

Every student will make and post a project to Glogster.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Laptop charger
 * Projector
 * Wire to connect projector to laptop
 * Notebook paper
 * Pencils
 * Copies of the Planning Chart
 * Copies of Rubric for the Glogster

__Source for Lesson Plan and Research__
Glogster: www.glogster.com Planning Chart: http://www.eduplace.com/graphicorganizer/ Team-Pair-Solo: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Sources for content: http://www.roman-empire.net/,

__**Maine Standards for Initial Teacher Certification and Rationale**__
Microscope learners will be intrigued by the fact that they will be looking at information that they have already gone over but they will be looking at it from a different angle. Clipboard learners will like that again they have a definite plan to follow while they are working. Beach balls will enjoy that while they are doing something new, they are also using material that they have seen before. Puppy learners will like the same piece that the beach ball learners do but they will also like being able to work in the increasingly smaller groups.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Maine Learning Results: Social Studies - E. History E2: Individual, Cultural, International, and Global Connections in History Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, India, and China, 1000 BC - 600 AD" //**Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.**// For this lesson, the students will be using the knowledge that they have been accumulating throughout all six of these lessons. To complete their posters, the students may have to look back in their notes to previous lessons to find the event or concept or item that has carried over to the modern world and then use that information to compare and contrast the past and the present.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Rationale:** Now that students have seen many of the different aspects of Roman culture, they will see how the Roman people changed that culture when they saw it needed to be changed.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal/Linguistic:** Students will have to look over their notes and then organize them to complete the project.
 * Logical/Mathematical:** Figuring out how best to fit all the images and word blurbs in the limited amount of space they have.
 * Visual/Spatial:** Figuring out how best to fit all the images and word blurbs in the limited amount of space they have.
 * Interpersonal:** The first stage of their planning will be done in a group, and the second stage will be done in pairs.
 * Intrapersonal:** The final stage of planning and the actual project will be done as individuals.
 * Naturalist:** Students looking for a challenge can attempt to make their Glogster using materials that represent things that can be found in nature.

Technology: The students will be using Glogster to create a poster showing something that has stayed the same since the time of the Roman Empire.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Before completing their poster on Glogster, the students will fill out a planning chart so that they can have some idea of what they will be doing before they begin work on their final project. The chart will be checked for completion but will not be graded.
 * Formative (Assessment for Learning)**

Glogster: Students will create a poster showing things that have stayed the same since the Roman Empire. Be careful, some ideas have stayed the same but may be applied in a different way. Use both pictures and phrases to complete your poster. This project will be graded using a rubric.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The room will be arranged with the desks put into pairs and then arranged in rows. Agenda: 2 day lesson
 * Day 1:**
 * Attendance, any announcements that need to be made, and collect rubrics for their podcast/song assignment (15 minutes)
 * Review the list of revolts and revolutions from the last lesson (20 minutes)
 * Review the terms from the last lesson (see content notes) (30 minutes)
 * Give out rubric for the Glogster poster and explain what is to be done (10 minutes)
 * Have students pack up and get ready to go to their next class or home (5 minutes)


 * Day 2:**
 * Attendance and any announcements that need to be made (10 minutes)
 * Run through the hook from lesson 1 again (10 minutes)
 * Hand out planning charts, put students in teams, and have them discuss ideas for their poster (15 minutes)
 * Have the teams break into pairs and have the pairs continue the discussion (10 minutes)
 * Students will finish filling out their planning charts and present them to the teacher before using the rest of class to work on their Glogster poster (30 minutes)
 * Have students pack up and get ready to go to their next class or home (5 minutes)

Students will understand that issues of continuity and change from Ancient Rome have an effect in the United States and the world. Seeing the effect the past has on the present might make them think about how what they are doing will affect future generations. **//Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//** Take the list from Lesson 5 and review.
 * Day 1:**
 * Where, Why, What, Hook, Tailor:** Verbal/Linguistic, Interpersonal, and Intrapersonal

Students will be using information that they have gathered throughout the other five lessons of this unit to complete their assignment (See content notes for lessons 1-5). The first day of this lesson will primarily be spent in reviewing the information form the last lesson as that information is the newest to the students. However, if the need arises, information from any of the previous lessons can be reviewed at that time. Students will be actively participating in the review session by answering questions posed by the teacher as well as asking questions for their own.
 * Day 1:**
 * Equip, Explore, Rethink, Tailors:** Verbal/Linguistic and Interpersonal

The students will work using the Team-Pair-Solo strategy. To create the teams of four, the students will work with the person sitting next to them and the pair located with directly in front or behind them. When it comes time for them to work in pairs, they will simply go back to working with the person sitting next to them. Finally, the students will pull their desks apart so that they are sitting alone for the final piece of this strategy. During the time spent working in a group of four as well as with a partner, the students will be filling out their planning charts. Once they start working on their own, they will bring their planning charts to the teacher for comments and will either receive approval to start working on their final product or will be given proper feedback and will then have to go back to their desks, revise their plan, and bring their chart back to the teacher until they receive permission to start work on their product. For their product students will create a poster showing things that have stayed the same since the Roman Empire. Be careful, some ideas have stayed the same but may be applied in a different way. Use both pictures and phrases to complete your poster. This project will be graded using a rubric.
 * Day 2:**
 * Explore, Experience, Rethink, Revise, Refine, Tailors:** Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal, Intrapersonal, and Naturalist

Students will be checking their ideas against each other and refining their strategy as they talk with each other. Each student will also have to check their work before they present it to the teacher so that they may receive approval to begin work on their final product. During the work day, the students will have to bring their planning chart to the teacher for it to be evaluated before they can continue on to the next part of the assignment. While the teacher is looking over the charts, he/she will be conversing with the student who's chart they have and discussing how the plan could get better or what parts are really strong. This product will be the last assignment the students will complete before they are to work on their major assignment that will use all of the information that the students have learned during this entire unit. The importance of this assignment is that it shows the students how what they have been learning relates to their every day lives. They are essentially looking at the past and trying to find it in the present.
 * Day 2:**
 * Evaluate, Tailors:** Verbal/Linguistic, Logical/Mathematical, Interpersonal, and Intrapersonal

Revolt against the kings: King Tarquinius' was the last of the kings of Rome. With his reign already unpopular, the Roman people rebelled against the king after the prince, Sextus, raped a noble woman. This was too much for the people to take, and they rebelled. They were led by Lucius Iunius Brutus, a man who had been humiliated by King Tarquinius and was seeking revenge. Brutus' family had been stripped of its wealth and his brother had been murdered. To top off the humiliation, Brutus was made second in command of Rome, usually a position of honor but in this case a position of humiliation.
 * Content Notes**

Mutiny of the Army: In 342 BC Roman soldiers were for the first time being asked to defend land that was not close to Rome. Not having any connection to the territory, the soldiers were not willing to fight for it. On top of that, leaders in the Army were abusing their power to appoint people to positions they had not earned and the cavalry units were being paid three times more than the regular soldiers. Rather than continue with the way things had always been, the Army decided to mutiny. What started with a section of the Army stationed far from Rome soon spread until the rebels came within eight miles of Rome itself. Seeing the state of emergency, the senate selected a dictator to deal with the problem. Rather than force the rebels to cease their activities, the dictator decided to negotiate with them and eventually reached a settlement that was agreeable to both parties.

The seven kings of Rome:
 * Romulus: The mythical founder and first king of Rome. He is attributed with founding the Senate. Romulus is also known for his aggressive expansion of Rome and for granting sanctuary to criminals and runaways. Much of his life is surrounded in myth and legend, even his death. It is said that a storm came up while Romulus was making a sacrifice to the gods. The people who were there ran for cover leaving Romulus and the senators alone. According to myth, Romulus was taken by his father Mars but the more likely story is that the Roman senators murdered their first king.
 * Numa Pompilius: Numa came to power as a compromise between the Romans and the Sabines. The Sabines did not want a Roman to rule them any longer and the Romans agreed to appoint one of them as long as the Romans were the ones choosing who would be king. The Romans chose Numa Pompilius, a cultural/religious figure rather than a warrior. Where Romulus founded Rome as a place, Numa is credited with taking the rough, barbarians and making them into the Romans of history.
 * Tullus Hostilius: Unlike his predecessor, Tullus was a warlike king who settled his arguments with a sword rather than words. Over the course of his kingship, Tullus led Rome to victory against her neighbors, bringing them into the kingdom. With this rise in population the senate grew too large to fit in its meeting place. To solve this problem, Tullus built a new senate chamber. This chamber would continue to be used throughout the rest of Roman history. Towards the end of his reign, a plague swept through Rome and Tullus sought to appease the gods by becoming more religious. While the king's new religious devotion may have looked good, it did not appease the gods. Tullus was struck by lightening and died.
 * Ancus Marcius: Grandson of Numa Pompilius. This man was brought to power as Rome longed for the peace they had enjoyed under his grandfather. When Rome's neighbors discovered the peaceful nature of the new king, they attacked the city. To their dismay, Ancus proved to be a warrior as well as a man of peace. During his reign, more people were brought into Rome and a bridge was built across the Tiber River. This bridge gave Rome an advantage by allowing them to control both banks of the river. Ancus died a most beloved and respected king.
 * Tarquinius Priscus (Tarquin the Elder): Tarquin arrived in Rome as just an ordinary citizen but soon worked his way up the social ladder up to the point where he was responsible for taking care of Ancus Marcius' two sons. When Ancus died, Tarquin maneuvered himself into favor with the Roman people and gained the throne. At the beginning of his reign, he vanquished any foe who came up to him gaining many trophies to symbolize his power. One of the major accomplishments of his reign was to drain out the land in between the hills of Rome making the land usable. Feeling wronged, Ancus' sons hired two assassins to kill Tarquin. While one assassin distracted the king the other one came up from behind and gave him an ax blow to the head. The king died instantly.
 * Servius Tullius: Where this man came from is unknown, but somehow he captured the attention of the Queen and was put under her care. With the Queen's help, Servius took the throne after the death of Traquin the Elder and soon showed himself an able military leader by defeating a group of Etruscans (he would never have to lead his men into battle again). During his reign Rome also began to first use coins for trade rather than a bartering service. Other accomplishments attributed to Servius is adding defenses to Rome, moving a major festival to the city, and completing the construction of the temple to Jupiter. Servius met his end when his son-in-law decided to declare himself to be king. When Servius went to the senate to see what was going on, he was thrown out of the chamber and stabbed to death by assassins in the street.
 * Lucius Tarquinius Superbus (Tarquin the Proud): Lucius had on legitimate claim to the throne so the only way he could stay in power was to use the same method he had used to gain that power, terror and violence. Lucius became a tyrant. Even with his use of terror, Rome gain prestige abroad and many public works were completed, all through forced labor of course. Lucius' downfall came at the hands of his people. He was forced into exile and even though he would try and regain his throne he would never again have the city he once ruled.

Planning Chart Rubric for the Glogster poster
 * Handouts**