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
0 Comments
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:
Objectives: -- Explain how Rome transitioned from a republic to an empire Activities: -- Review benefits of actively participating in the democratic process for citizens and for gov'ts to have citizens participate in the democratic process -- (some classes) Continue taking notes on the Punic Wars -- (some classes) Write a summary of the Punic Wars in your notes -- Read p. 443-446 in the textbook on Julius Caesar -- Read the story of Julius Caesar's assassination on p, 428-429 Independent Learning: -- Review your notes for an assessment describing the importance of actively participating in the democratic process and the types of government tomorrow (see below for the notes you'll need) Notes/Handouts/Material covered in class: -- reformer-- someone who tries to "re-form" something existing to make what s/he thinks is an improvement for the better -- Veni, vidi, vici: "I came, I saw, I conquered" -- "Beware the Ides of March": Warning to Julius Caesar and his wife from a fortune teller in William Shakespeare's Julius Caesar. The Ides of March-- the 15th of March-- is when Julius Caesar was assassinated -- "Et tu, Brutus?" ("And you, Brutus?" or "You, too, Brutus?" or "Even you, Brutus?") Famous phrase, also from Shakespeare's Julius Caesar, now taken as something you might say to someone who betrayed you or was disloyal. [Brutus was Julius Caesar's friend/cousin and participated in Julius Caesar's assassination]
Objectives: -- Describe the importance of the Punic Wars Activities: -- Take a practice test on the types of governments -- Continue taking notes on the Punic Wars -- Write a summary of the Punic Wars in your notes Independent Learning: -- There will be an assessment on describing the importance of actively participating in the democratic process and the types of government on Friday Notes/Handouts/Material covered in class:
Objectives: -- Describe the importance of active participation in the democratic process Activities: -- Review types of governments -- Review how to actively participate in the democratic process -- List in notes some of the ways it benefits a citizen to participate in the democratic process -- List in notes some of the ways it benefits a government to have its citizens participate in the democratic process -- Read p. 440-441 in textbook on the Punic Wars and expanding the republic -- Begin taking notes on the Punic Wars -- Period 8: See website posting for Monday, April 24 for the other classes Independent Learning: -- None, but there will be an assignment on describing the importance of actively participating in the democratic process and the types of government on Friday Notes/Handouts/Material covered in class:
Objectives: -- Describe the importance of active participation in the democratic process Activities: -- Discuss painting on p. 438 of textbook -- Review Social Studies standards for 6th grade focusing on types of governments and describing the importance of active participation in the democratic process -- Prepare study guide by copying summaries of the types of government and types of active participation in the democratic process -- With partner, brainstorm one of the following topics: -- How does it benefit a citizen to participate in the democratic process? -- How does it benefit a government to have its citizens participate in the democratic process? -- Period 8: See website posting for Friday, April 21 for the other classes Independent Learning: -- None, but there will be an assignment on today's objective either Thursday or Friday of this week Notes/Handouts/Material covered in class:
|
AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
Categories |