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Week 8/ September 25 to September 29

 

September 25 2017

Essential Question:

What occurred in Rome as it transitioned from Republic to Empire?

Standard:

SSWH3 Examine the political, philosophical, and cultural interaction of Classical

Mediterranean societies from 700 BCE/BC to 400 CE/AD.

a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman

Empire.

 

Activator:

Students will be asked to write one sentence explaining each of these 4 terms.

Italian geography-

Roman Empire-

Roman Senate-

Patricians vs. Plebians-

Teaching Strategies:

Classnotes-

Over time the army grew in power, and eventually Julius Caesar was named dictator for life, signaling the beginning of the end of the Roman Republic.  Caesar promised to make reforms that would help the growing number of landless poor in Rome.  Larger landowners bought up many smaller farms and slaves from conquest took away jobs from solders returning from war.  However, in 44 BCE Caesar is killed.  This leads to Civil War.  Eventually Caesar’s adopted son Octavian wins the Civil War, and rules Rome as Augustus.  The Roman Empire was lead by an emperor, and was created after Augustus came to power.  Even though the Senate still existed, Augustus ruled Rome, and was the first emperor of the Roman Empire.  Augustus helped establish uniform imperial policies and stabilized the frontiers of the Empire.  Augustus was followed by five good emperors and a time period known as pax Romana (or peace of Rome) occurs.  Roman roads are used to link the empire together and imperialism is used defensively.  A common culture linked Romans together.  Similar architecture, literature, and customs are found throughout the Roman Empire.  Roman success relied on vast numbers of slaves and keeping the masses happy (bread and circuses).

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Create a Venn Diagram comparing and contrasting Greece and Rome.  The Venn Diagram must have at least 6 things/points in each of the 3 sections.   Assignment will go in notebooks.  Students will not have long to work on this because they have quiz to take.

 

Summarizer:

Students will take the same socrative that they took on the first day of content covering Greece and Rome.  Assignment will be for a grade this day.

Differentiation:

Pretest and post-test, with differing activities throughout three days of content

 

September 26 2017

Essential Question:

What did Greek philosophers contribue to society?

Standard:

b. Identify the ideas and impact of important individuals, include: Socrates, Plato, Aristotle,

Alexander the Great, Julius Caesar, and Augustus Caesar.

 

Activator:

In their notebooks students will be told to write the three philosophers names that we will research today.  That way they are ready to begun researching after notes.

We will discuss the following:  What is a philosopher?

Teaching Strategies:

Classnotes-

In Greece,  Socrates was a Greek philosopher who used the Socratic Method (questioning).  Socrates wanted students to think for themselves.  Socrates was forced to commit suicide because it was felt he was making young Athenian’s question authority.   Plato, a student of Socrates, founded the Academy.   Plato’s work, The Republic, was an important philosophical work on early governments.  Aristotle was Alexander the Great’s teacher and a student of Plato.  Aristotle studied many different subjects and wrote and philosophized about many different topics.  Most importantly he inspired  Alexander the Great, who wanted to spread Greek culture (Hellenism).  

 

1/3 of the class will be assigned Plato, Socrates, or Aristotle.  They will do some limited research.  After about 7-8, students will be to switch and find someone who did someone different and share.  They will switch twice so that they have an opportunity to learn about both of the people they did not research.

Students will do this in the form of an acrostic.  Students will online have to do sentences for 5 of the letters on Aristotle and Socrates.

This activity may be modified so that students will complete all 3 or 2 of the three on thier own for some classes.

We will do an example for each philospher together.

Summarizer:

Students will explain how these three philosophers were alike first, and then different.

Differentiation:

Class will research 1 of 3 people, and then share on the other 2.  Flexible grouping.

 

September 27 2017

Essential Question:

How did Alexander the Great influence the Ancient World?

Standard:

b. Identify the ideas and impact of important individuals, include: Socrates, Plato, Aristotle,

Alexander the Great, Julius Caesar, and Augustus Caesar.

 

Activator:

We will discuss the following:  What makes someone Great?  Do they have to be Great in all things?

Students will be asked to write down who they consider “great” today.

Teaching Strategies:

Classnotes-

Alexander the Great was the son of Phillip II of Macedon.  Macedonia was north of Greece, and Greeks looked down on Macedonians.  Alexander was a student of Aristotle, which made him respect Greek culture.  Alexander was a skilled military commander, which allowed him to conquer Greek city-states.  He conquered Persia, Asia Minor, Egypt, and Mesopotamia, before he died at age 33.   Alexander purposely spread Greek culture wherever he went  The mixture of cultures from the Mediterranean and Asia become known as Hellenistic Culture.  Hellenistic culture produced great achievements in the arts, sciences, philosophy, and religion.   Roman Law revolved around the idea of being “Roman,” similar dress, appetite, and buildings. 

Students will then be provided instructions for an activity that asks them to speak as Alexander and as Darius.  The background for their interactions will be provided.  It will be their job speaking as Alexander to explain why they are Great, and their job as Darius to explain why Alexander is not Great.

Extra quiz points will be provided for the best creation.

Alex to Darius Handout CLICK HERE

Summarizer:

We will share our creations with others in the class.

 

Differentiation:

Students will place themselves in the mind of historical figures, and be asked to speak as if they were them.  Creative writing assignment.

 

 

Septemebr 28 2017

Essential Question:

How did the rule of Augustus and Cesar signify a shift in Roman government and Roman society?

Standard:

b. Identify the ideas and impact of important individuals, include: Socrates, Plato, Aristotle,

Alexander the Great, Julius Caesar, and Augustus Caesar.

 

Activator:

In a sentence explain each of these:

Plato-

Socrates-

Aristotle-

Teaching Strategies:

Classnotes-

Julius Caesar was a great General, and was famous for the conquest of Gaul (modern-day France and Belgium), which he completed while ruling Rome with 2 other powerful Romans, known as the First Triumvirate.   He changed the Roman republic into a monarchy and a truly Mediterranean empire and named himself “Dictator for Life” in 45 B.C.  Caesar gave land to the poor, increased the size of the Senate by 900 (filling it with his supporters).  This increased size actually weakens the Senate.  Caesar planned massive building projects, but in 44 B.C. he was assassinated by the Roman Senate because they feared his power.

 

Augustus (Octavian) Caesar’s rule signifies Rome moving from a Republic to an Empire.  There was a struggle for power after Caesar’s death.  Augustus formed the Second Triumvirate with Marc Antony and Marcus Lepidus.  They slaughtered 1000’s and firmly established control of Roman Government.  Marc Antony got involved with Cleopatra—Queen of Egypt.  This means WAR!  Octavian defeats Antony, and  Antony and Cleopatra  flee to Egypt and commit suicide.  In 27 B.C. the Senate grants the name “Augustus”  meaning exalted.  Augustus’s rule restored peace, and made the empire better.  Under the Empire, the Senate will have MUCH LESS POWER.  After his death, Romans worshiped Augustus as a god

Students will be provided with a series of documents.  These documents will be divided among the class.  Students will read whatever document they are assigned.  Students will share what they find with the class, and we will come together to discuss the results.  These documents relate to Augustus and his rule.

Augustus Documents CLICK HERE

Summarizer:

We will discuss results students found from documents

We will attempt to answer the question: Was Augustus a great/good leader?

Differentiation:

Flexible grouping, individual, and class work

 

 

September 29 2017

Essential Question:

What influence did Rome have on the Ancient world?

Standard:

c. Analyze the impact of Greek and Roman culture, politics, and technology.

 

Activator:

Students will take a Socrative covering the previous 3 days content.

Teaching Strategies:

Classnotes-

Many traditions from Greece and Rome have been passed down, and influence our society today.  The idea that some portions of a population should be involved in the governance of a society influenced Enlightenment thinkers.  The idea of democracy today comes from Greece and Rome.  The Roman Law Code influenced law code in Europe, even though the Roman Empire itself had fallen.

Additionally,  rational thinking, or using reason to understand the world around you, was an idea developed in Greek society, but influenced Roman and future societies.  The disciplines known as the humanities came from these societies.

Greek and Roman technology helped these societies exist for long periods of time, providing examples for future peoples.  Large buildings and monumental architecture provided tangible evidence for the success of these societies.

 

We will watch a documentary on Roman architecture.

https://www.youtube.com/watch?v=LaOVn3VtA0I

OR...

Students will continue working on their Augustus Documents

Summarizer:

No video will go to bell

OR...
Students will submit their Augustus Documents

Differentiation:

Video

 

October 2 2017

Essential Question:

How did religion influence Greece and Rome?

Standard:

d. Describe polytheism in the Greek and Roman world.

e. Explain the origins and diffusion of Christianity in the Roman world.

 

Activator:

Students will do a 3,2,1 on Greek and Roman religions.  3 things you know, 2 things you want to know, and 1 question you have.

Teaching Strategies:

Classnotes-

Greeks and Romans were polytheistic.  Greek religion did not emphasize personal morality.  They were not concerned with life after death.  They used myths and stories about gods and goddesses.  Pleasing these gods and goddesses was important.  Roman Polytheism derived from Greek Polytheism.  Large structures were built to appease or provide places to worship a particular god.  Worship of the emperor becomes part of the official religion of Rome.  Christianity spread because it offered hope to those who were suffering.  Christianity developed in Jewish communities in the Roman controlled province of Palestine.  Jesus of Nazareth preached a message of reform and charity, and over time it was believed he was a Messiah, as foretold in Hebrew prophecy.  This belief that he was the Son of God challenged the local Jewish elite and Roman leaders.  Jesus was eventually arrested and killed.  Followers of Jesus carried his message first to local Jews and eventually to non-Jewish population in Roman territory, where his teachings found a willing and accepting audience.  At first Christians were persecuted in the Roman Empire.  Constantine (a Roman emperor) accepted Christianity, and Christianity was then accepted in Rome when he issued the Edict of Milan.  Christianity eventually spread throughout the Roman Empire….mainly through TRADE ROUTES.

Students will be provided with a list of Greek and Roman Gods.  Students will be told to choose 4 gods.  They must then create a conversation between the 4 gods that the reader would be able to determine what each god stood for or represents.  At least one of the gods they choose they must have the Greek and Roman version of that god talk or argue with one another.

Greek and Roman Gods Activity CLICK HERE

Greek and Roman Gods List CLICK HERE

Summarizer:

Students will share their creations.

Differentiation:

Student creation

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