Objectives:
-- Analyze and evaluate potential textbook documents relating to the Roman Republic Activities: -- Continue DCA, analyzing documents offered relating to the Roman Republic and Roman Empire and filling in graphic organizer -- Discuss with group as needed -- Some students will leave group and work on Part B individually. Independent Learning: -- None [This assessment may NOT be worked on at home] -- Weekly Weekend Work -- Check StudentVUE -- Do any missing work -- Check OG gmail for messages from teachers -- Clean out/organize backpack -- Restock supplies (If you need any supply that you don't have, on Monday morning ask for them at the office or come to my room first thing.) Notes/Handouts/Material covered in class: -- None that can be accessed at home
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Objectives:
-- Analyze and evaluate potential textbook documents relating to the Roman Republic Activities: -- Continue DCA background preparation: Analyze rubric, review benefits of talking with group, view assessment and see value of reading descriptions carefully, go over how to use graphic organizer -- Begin DCA, analyzing documents offered relating to the Roman Republic and filling in graphic organizer -- Discuss with group as needed Independent Learning: -- None [This assessment may NOT be worked on at home] Notes/Handouts/Material covered in class: -- None that can be accessed at home Objectives:
-- Evaluate the most important elements of ancient Rome -- Evaluate the positive and negative characteristics of textbook graphics Activities: -- Individually, brainstorm the most important elements about Rome you think students should know about -- Share with small group; consider what others share and add items to your list if you think they should be included -- In whole class discussion of important elements; again, add anything to your list that you may have missed before -- Hear about what upcoming DCA is about -- Hear about how textbooks are created -- Discuss what is included in textbook graphics (maps, graphs, timelines, charts, photographs, illustrations, diagrams, tables, etc.) -- Discuss the two conditions of a viable textbook graphic (informational, visually appealing) -- Using textbook, identify examples of a good graphic and a bad graphic; mark with sticky note; share with group members -- Discuss as a class what characterizes a "good" textbook graphic and what characteristics are associated with "bad" graphics Independent Learning: -- None Notes/Handouts/Material covered in class: Objectives: -- Describe the contributions of ancient Rome Activities: -- View list of Rome's contributions -- View examples of mosaics and bas relief in textbook -- View examples of arches and domes in textbook -- Discuss strength of arch/dome by using an egg -- Copy web of Rome's contributions -- Brainstorm places where Roman numerals are seen -- Take notes on Roman numerals; write birthday in Roman numerals Independent Learning: -- None Notes/Handouts/Material covered in class:
Objectives:
-- Describe what happened after Julius Caesar died -- Describe the accomplishments of Caesar Augustus Activities: -- View powerpoint on the aftermath of Julius Caesar's assassination, featuring Marc Antony and Octavius -- Read p. 446-447 in textbook on Octavius/Augustus (take notes) -- Read p. 455 on gods (put in notes) -- Read p. 458 on the Colosseum (put in notes) Independent Learning: -- None Notes/Handouts/Material covered in class: -- Octavian/Octavius = Augustus ("illustrious one" or "exalted one"-- meaning superior, of great rank, or put on high) -- first emperor -- considered himself merely "First Citizen," not emperor (humble) -- restored some aspects of republic government -- governed well -- provinces under control -- strengthened defenses -- created civil service -- collected taxes -- post office -- managed grain supply -- rebuild Rome -- beautified Rome -- built temples -- built theaters -- built monuments -- upgraded old brick buildings with marble -- created magnificent imperial capital -- powerful ruler of great empire -- had simple tastes (no palace, silk clothing, or exotic foods) -- had strict moral code -- began period of peace and stabiity (Pax Roman == Roman Peace) -- created largest army in the world (300,000 men) -- guarded frontiers -- built roads -- built bridges -- built tunnels -- built Roman navy -------------------------------- -- Contributions; -- See halfsheet -- Gods (Jupiter, Juno, Neptune, Apollo, Venus, Mars) -- Coliseum/Colosseum (Gladiators); Circus Maximus (racetrack) -- Roman numerals Substitute today Objectives: -- Demonstrate knowledge of types of governments -- Describe some of the contributions of ancient Rome Activities: -- Take Government/Democracy Assessment -- Read p. 515-521 in textbook -- Complete "Legacy of Rome" halfsheet (handout below is on a full sheet) Independent Learning: -- Weekly Weekend Work -- Check StudentVUE -- Doing any missing work -- Check OG gmail account for any messages from teachers -- Clean out/Organize backpack -- Restock supplies (Stop by the front office or my room first thing Monday morning if you need anything) Notes/Handouts/Material covered in class:
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AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
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