L1+Rea,+Brittany

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

**LESSON PLAN FORMAT**

**Lesson #:** 1 **Facet:** Interpret **Grade Level:** 10th **Topic:** The People of Ancient Rome
 * Teacher’s Name: ** Miss Rea

Student will understand that historical aspects of unity and diversity from the Roman Empire have current consequences. Student will know invasion by the Gauls, Treaty with Carthage, Greeks, Latins, Etruscans, Samnites, Mamertines, ager romanus. Student will be able to judge the aspects of unity and diversity in both the Roman Empire and the United States and say how they are the same or different.
 * __ Objectives __**

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:** In order to understand the historical aspects of unity and diversity in the United States and the world, we have to understand all the different people groups that made up the unit known as the Roman Empire.
 * __ Maine Learning Results Alignment __**

Students will be given a Pre-Assessment in the form of an ungraded quiz ( testmoz.com/8886 ) that will check their knowledge of people, events, and other important information related to the Roman Empire. Throughout the lesson, I will also be talking with the students giving them feedback, reviewing information, and answering any clarifying questions that they may have while asking some questions of my own. From the teacher interaction with them, the students will revise their persuasion maps, adding details and perhaps deleting unneeded information.
 * __ Assessment __**
 * Formative (Assessment for Learning) **

**Summative (Assessment of Learning)** Persuasion map: This map will breakdown the points where the Romans united and where their differences caused a disruption in their society. The map will need at least two sub points under each main point and each sub point must have three supporting statements to go with them. In the end, your map should look like a tree with the branches stretching out and away from the big idea. The persuasion map will be graded using a checklist.

Technology: Students will be using an online persuasion map to complete their assignment. The hook will also be given in the form of either a prezi or some other picture sharing device.
 * __ Integration __**

Math: The class will be looking at the population of Rome and the percentages of the different people groups within the Empire.

English: Students will be filling out a cluster for the different cultures to show what is unique and how they are connected.

The whole class will be working together as one large group during our three-minute reviews to answer whatever clarifying questions there may be and to go over the information that has been covered in the time since the last review. They will also be filling out the graphic organizer as a class, with one person acting as the class scribe, filling out a larger version of the organizer on the board, so that everyone has the same background work for their persuasion map.
 * __ Groupings __**

**Verbal/Linguistic:** Filling out both the graphic organizer and the persuasion map as well as listening to the lesson. **Logical/Mathematic:** Being able to logically see the connections between things in the past and the present. **Visual/Spatial:** Having the pictures up on the board and the particular graphic organizer that is being used. **Interpersonal:** Students have the opportunity to work together as a class to fillout the graphic organizer. **Intrapersonal:** The persuasion map is to be filled out on their own. **Bodily/Kinesthetic:** While filling out the graphic organizer, there will be a class scribe who will be replaced every time the students finish a section of the organizer.
 * __ Differentiated Instruction __**
 * Strategies **

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

**Absence** The student who was absent will be required to either email or come and talk to the teacher to learn about what they have missed. A volunteer from the class will be asked to stay after class one day to help the absent student fill in their graphic organizer. If no volunteer comes forward, I will ask a student to borrow their graphic organizer and then help the absent student. Once the graphic organizer is filled out, the student and the teacher will work together to develop a plan for turning in the Persuasion map.

**Extensions** Every student will have the opportunity to complete an online persuasion map. Students will be using an online persuasion map to complete their assignment. The hook will also be given in the form of either a prezi or some other picture sharing device.

· Laptop · Projector · Wire to connect the laptop to the projector · Cluster/Word Web1 handout: print enough for entire class with some extras · Pencils · Notebook paper · Laptop charger · Textbook · Checklist for the Persuasion map
 * __ Materials, Resources and Technology __**

Cluster/Word Web1: [] Three-minute review: [] Persuasion map: [] Sources for content: [], [] , [] , [] , [] , [] and, []. Sources for pictures: Roman public bathroom: courtesy of Anthony Rea Modern public bathroom: [] Chariot race: [] NASCAR: [] Roman Senate: [] U.S. Senate: [] Roman version of a spa: [] Modern spa: [] Roman irrigation system: [] Modern irrigation system: [] Roman soldier: [] Modern soldier: [] Roman money: [] Modern money: []
 * __ Source for Lesson Plan and Research __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

**//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:** This lesson will use the four learning styles (clipboard, microscope, beach ball, and puppy) as discussed in EDU 221. For clipboard type learners, they will appreciate having a checklist of what they need to do for their persuasion map and having the organization as provided by the graphic organizer. Microscope learners will be able to analyze the different people groups of Ancient Rome and find the little ways they are different that other people may not see. Going from looking at pictures, to group work, to individual work, and having organization as well as areas that are up to their decision is going to work best for those who learn best in the beach ball style. Finally, for those who learn best with the puppy style, there will be more than a small effort to keep the class discussion from being judge-mental so that they feel comfortable participating in the activity.

**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//** **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.//** In order to understand the historical aspects of unity and diversity in the United States and the world, we have to understand all the different people groups that made up the unit known as the Roman Empire. Students will know invasion by the Gauls, Treaty with Carthage, Greeks, Latins, Etruscans, Samnites, Mamertines, ager romanus. Students will interact with the material through using the graphic organizer that they will be provided with. They will be grouping the terms and definitions in ways that connect the information together so that in the end they can see how all these little parts make up the whole. As a final product for this class, the students will create a persuasion map using information from class and that they have found on their own.

**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** **Rationale:** **Verbal/Linguistic:** Filling out both the graphic organizer and the persuasion map as well as listening to the lesson. **Logical/Mathematic:** Being able to logically see the connections between things in the past and the present. **Visual/Spatial:** Having the pictures up on the board and the particular graphic organizer that is being used. **Interpersonal:** Students have the opportunity to work together as a class to fill out the graphic organizer. **Intrapersonal:** The persuasion map is to be filled out on their own. **Bodily/Kinesthetic:** While filling out the graphic organizer, there will be a class scribe who will be replaced every time the students finish a section of the organizer.

Students will also be using Type II technology in the form of an interactive persuasion map as found at the site in the sources section of this lesson plan.

**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** **Rationale:** **Formative (Assessment for Learning)** Students will be given a Pre-Assessment in the form of an ungraded quiz that will check their knowledge of people, events, and other important information related to the Roman Empire. Throughout the lesson, I will also be talking with the students giving them feedback, reviewing information, and answering any clarifying questions that they may have while asking some questions of my own. From the teacher interaction with them, the students will revise their persuasion maps, adding details and perhaps deleting unneeded information.

**Summative (Assessment of Learning)** Persuasion map: This map will breakdown the points where the Romans united and where their differences caused a disruption in their society. The map will need at least two sub points under each main point and each sub point must have three supporting statements to go with them. In the end, your map should look like a tree with the branches stretching out and away from the big idea. The persuasion map will be graded using a checklist.

The student desks for this lesson will be set up in rows with the desks put in pairs. Agenda: 3 day lesson **Day 1:** · Attendance and any announcements that need to be made (10 minutes) · Give students the Pre-Assessment quiz (20 minutes) · Show students the pictures of things from the past with their modern counterparts (10 minutes) · Discuss the photos, where they came from and how the link to the present (20 minutes) · Speculate on why we in modern times might still use these different items or ideas from the past today (15 minutes) · Allow students to pack up and get ready to go to their next class/home. (5 minutes)
 * __ Teaching and Learning Sequence __**

**Day 2:** · Attendance and any announcements that need to be made (10 minutes) · Introduce the different peoples and areas where they lived (10 minutes) · Go into deeper details about the different peoples of the Roman Empire (40 minutes) · Start filling out the graphic organizer (15 minutes) · Allow students to pack up and get ready to go to their next class/home. Assign experimenting with the persuasion map. (5 minutes)

**Day 3:** · Attendance and any announcements that need to be made (10 minutes) · Review content from yesterday (15 minutes) · Finish the graphic organizer if not finished already (20 minutes) · Have students work on their persuasion map (35 minutes) · Have students who have not finished their persuasion map finish at home to turn in at the beginning of the next class period. Allow students to pack up and get ready to go to their next class/home.

**Day 1** Students will understand that historical aspects of unity and diversity from the Roman Empire have current consequences. Conquering Romans brought together different cultures to make their own culture which became the foundation for the society we live in today. **//Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.//** Before doing the hook, I will give the students the Pre-Assessment quiz. Find pictures of things in the modern world that have a parallel to things in Ancient Rome and put them up side by side. **Where, Why, What, Hook, Tailors:** Visual/Spatial, Verbal/Linguistic, and Intrapersonal.

**Day 2** Students will know invasion by the Gauls, Treaty with Carthage, Greeks, Latins, Etruscans, Samnites, Mamertines, ager romanus (See content notes). The students and I will use the Cluster/Word Web 1 graphic organizer to group different cultures with what they contributed to Roman culture. The class will work on the graphic organizer together as a whole with different students going up to the board and filling out the larger version of the graphic organizer that will be located there. **Equip, Explore, Rethink, Tailors:** Visual/Spatial, Logic/Mathematical, Verbal/Linguistic, Interpersonal, and Bodily/Kinesthetic.

**Day 2/Day 3** While going through the different cultures the students and I will have three-minute reviews spaced throughout the lesson so that the information remains current in their minds and those who did not understand the first time will have the opportunity to ask questions. By the end of this lesson students will be able to judge the aspects of unity and diversity in both the Roman Empire and the United States and say how they are the same or different. To do this they will use a persuasion map: This map will breakdown the points where the Romans united and where their differences caused a disruption in their society. The map will need at least two sub points under each main point and each sub point must have three supporting statements to go with them. In the end, your map should look like a tree with the branches stretching out and away from the big idea. The persuasion map will be graded using a checklist. **Explore, Experience, Rethink, Revise, Refine, Tailors:** Verbal/Linguistic, Logic/Mathematical, Interpersonal, and Intrapersonal.

**Day 3** While doing the persuasion map, students will be checking their work against the checklist that they have been given. Feedback from the teacher will be done orally during the three-minute reviews and while the teacher circulates the room while the students are working on their persuasion map. The students will also receive written feedback on their graphic organizer that they will turn in along with their persuasion map. While the organizer is not graded, it could be helpful in seeing where students are with their note taking and organization. The only assignments that students will take home from this lesson are to go over their notes for the next day and to experiment with the website that the persuasion map is located on. Experimenting with the site beforehand will help the students in that they will not be trying to figure out how everything works on the day we are using the website to do the in class assignment. Having the students learn all the different people groups that made up the Roman Empire allows them to see where the divisions that existed in the empire came from and who the law makers of the time were trying to make the laws for. **Evaluate, Tailors:** Verbal/Linguistic, Logic/Mathematical, and Intrapersonal.

**Content Notes** Gauls: They were the most feared group of people by the Romans. "To the Romans, the Gauls were a completely savage and uncivilized people. They were characteristically tall and physically imposing, while equally foreign and displeasing was their dress, habits and aspect: most of which being foreign to Roman sensibilities. These northern warriors carried great long swords and large shields and were possessed of an excellent cavalry which could do much havoc." (rome4thcentury) The Gauls first appear in Rome in the year 391 BC when they invaded the capital and sacked it until they were forced out. These fierce warriors were from the area that now includes modern day France and parts of Belgium, western Germany, and northern Italy. Between 53-50 BC Caesar treated rebelling tribes of Gauls well and they slowly were brought into Roman society until they were granted seats in the Roman Senate and allowed to appoint local governors over themselves. In the end, it was the Gaulic people who kept the Roman literary tradition alive and many of the Roman structures built throughout Gaulic territory still stands.

Treaty with Carthage: Treaty was made in 306 BC. It was an agreement between Carthage and Rome for them to help each other defeat their common enemy in Greece. As stated in the treaty, Rome would gain any territory won in Italy and Carthage would win any territory gained in Sicily. In the end, both powers were content to watch the other get beat back by the Greeks and only fought when the war was brought to their soil. The treaty brought peace between Rome and Carthage but that was all. The treaty was later broken resulting in the Punic Wars which in turn brought about the fall of Carthage. Carthage would remain fallen until 123 BC when it was made into Rome's first colony off Italian soil.

Greeks: For all intensive purposes, to talk about Roman culture is to talk about Greek culture as the Romans took most of who they were from the Ancient Greece. As with any two cultures there were differences but those were only slight differences.

Latins: The Latins were a group of politically independent towns who would band together when attacked. Even though these towns sometimes fought each other, a citizen of one town could go to another town and enjoy all the freedoms and privileges that that town had to offer; this worked up to the point where one Latin could permanently move to another Latin town and eventually become a full citizen there. In reality, early Rome was one of the larger Latin towns which grew to its empire status over a large quantity of time.

Etruscans: As with the Greeks, much of Roman culture (writing, religion, construction, and hydraulics) was taken from the Etruscans. It is commonly believed that the first three kings of Rome were Etruscan. Traditionally, this people group lived in "the triangular area between the Mediterranean Sea and the Arno and Tiber rivers in central Italy" (mariamilani). As a testament to how much of Etruscan culture permeated Roman life: the name Caesar if of Etruscan origin.

Samnites: These were an ancient warlike people who dwelt in the mountainous regions of southern Italy. Even though they were eventually subjugated by Rome, they continuously tried to rebel and participated in rebellions against Rome.

Mamertines: In 288 BC a group of mercenaries took over the Greek city of Messana and took on the name of their god Mamers, also known as the Roman god of war, Mars. From their beginning until the end of the First Punic War, the Mamertines pillaged their neighbors and hired themselves out as mercenaries to Rome's enemies. At the end of the First Punic War, Rome forced the Mamertines into the empire and peace.

ager romanus: the large rural area surrounding the city of Rome. It is also has represented the influence of Rome's municipal government.

**Handouts** Checklist for Persuasion map Cluster/Word Web 1 graphic organizer