L4+Alexander,Caitlin+Marie

**__ Objectives __** ** Student will understand that ** Ancient Rome experienced multiple stages of civil strife throughout its history. ** Student will know ** the transition between the Roman Republic and the Roman Empire; the Triumvirate of Caesar, Crassus, and Pompey; the Civil war amongst the Triumvirate; the dictatorship of Julius Caesar. ** Student will be able to ** role-play various interpretations of historic events. **__ Maine Learning Results Alignment __** **// Maine //** **//Learning Results: Social Studies - E. History,//** **// E1: Historical Knowledge, Concepts, Themes and Patterns //** // Grade 9 // Analyze and critique major //historical// eras, major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future**.** ** Rationale: ** In this lesson students will be learning about Caesar’s civil war in Rome and they will be using their empathizing skills to relate to the situations and understand the motivations behind decisions and events. **__ Assessment __** ** Formative (Assessment for Learning) ** At the end of the Jigsaw lesson, students will write a short few sentences about what they learned and how it affects the learning that they already knew, or how it was different or new to them, and this will be passed in at the end of the class. I, as the teacher, will review each paper that the students passed in, an I will modify my next class/set of lessons according to their responses. ** Summative (Assessment of Learning) ** Students will Blog in the voice of either Julius Caesar, Pompey, or another prominent figure of the time, and they will use this blog to reflect and show understanding for the motives of their key player, their fears and concerns, and what they want for the future. I will use a rubric to assess the learning of the students. **__ Integration __** ** Technology: ** Students using blogs as a kind of interactive diary, but they do not post as themselves but instead as a historical figure during this era. Students will have the opportunity to interact with one another by posting (civil) comments in the voice of their character, sharing the views of that character compared to those of the other students'. ** English: ** Students will read excerpts from Caesar's //De Bello Gallico// and analyze the motivations and achievements of Julius Caesar. **__ Groupings __** Students will use the Jigsaw cooperative learning experience to experience the interconnectedness of the events that built up to Caesar's Civil War. Each student in the group is given a different packet or set of materials than the other students, and they read and analyze the piece. Then the students will share the key points and big ideas with the rest of the group. **__ Differentiated Instruction __** ** Strategies: ** Verbal-Linguistic: Students will read a packet/section discussing the events and motivations that led up to the civil war between Caesar and Pompey, and then they will discuss these causes in small groups and determine what they each think to be the most important/significant cause. Logical/Mathematical: Students will fill out a graphic organizer, which will show the logical progression of events leading up to Caesar's Civil War. Visual/Spatial: Students will fill out a graphic organizer, which will show the progression of events leading up to Caesar's Civil War, and which will give students a visual representation of the progression of events. Bodily Kinesthetic: Students will be taken outside, possibly to an athletic field, and they will civilly reenact a battle between the armies of Caesar and Pompey. Musical/Rhythmic: Students will record a podcast in the voice of a "town crier", where they update the Roman people about the news in "current politics, military events, etc." Intrapersonal: Students will role-play a gathering of the Roman Senate, in which the students take on the role of Senators and debate whether to support Caesar (Populares) or Pompey (Optimates), and justify their choice. Interpersonal: Students will Blog in the voice of either Julius Caesar, Pompey, or another prominent figure of the time, and they will use this blog to reflect and show understanding for the motives of their key player, their fears and concerns, and what they want for the future. Naturalist: Students will go outside/on a short trip and find a spot on the school grounds and discuss how the geographic features of a battlefield will affect the successes or victories experienced in Caesar's Civil War (In conjunction with the Bodily/Kinesthetic exercise). ** Modifications/Accommodations ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: If a student is absent for a short period of time (1-3 classes) I will try and set up a mentor system during class between this student and one who has shown mastery of the material already, and the two will spend a short amount of time together during each class so that the absent student can catch up with the rest of the class. If this is not possible, then I will supply the student with specific readings and worksheets that will provide the information. If the student is absent for an extended period of time (more than three classes) I will try and coordinate a time before, during, or after school when that student might be able to come to visit me or spend time with a tutor to catch them up with the class. I will also post my content notes online so that any student can access them. ** Extensions ** Students using blogs as a kind of interactive diary, but they do not post as themselves but instead as a historical figure during this era. Students will have the opportunity to interact with one another by posting (civil) comments in the voice of their character, sharing the views of that character compared to those of the other students'. The Gifted/Talented student will have the option to add hyperlinks to specific names, dates, and events, add picture or video or audio clips to spice up the presentation. **__ Materials, Resources and Technology __** **__ Source for Lesson Plan and Research __** [|Perseus Projects: Julius Caesar's //De Bello Gallico//] - Caesar’s firsthand account of the wars in Gaul, hence the title “De Bello Gallico” (translation: from the Gallic Wars”). This is a primary source account, dictated by Caesar himself, detailing his campaigns and his conquest of Gaul. http://www.perseus.tufts.edu/hopper/text?doc=Caes.+Gal.+toc __ Caesar’s Campaigns in Gaul __ – A website detailing Julius Caesar’s campaigns in Gaul, including some information pertaining to the Gauls, their religious practices, and other useful background information. http://www.athenapub.com/caesarg1.htm [|Julius Caesar: Historical Background] - This website gives a detailed history of the life and exploits of Julius Caesar, including his conquest of Gaul, rise to dictatorship, and assassination in 44 BCE. http://www.vroma.org/~bmcmanus/caesar.html // Terry Jones' Barbarian Lives // History Channel Documentary – This documentary shows Caesar’s conquest of Gaul from the perspective of the Gauls, and it challenges traditional the traditional belief that Caesar entered Gaul to “save” the Gauls from the Helvetii. **__ 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: ** __ Beachball: __ Students will participate in two activities in which they are able to express themselves and their creativity: the outdoor activity on the second day and the debate activity on the third. In the outdoor activity, students are asked to reenact one of the battles fought by Julius Caesar during the civil war in Rome, and the students are given a chance to run the battle not only in the way that it played out originally, but they are given the chance to plan their own strategy and use that instead. __ Clipboard: __ Students are given a checklist of accomplishments, which they can use to check for understanding for each separate concept and activity. __ Microscope: __ During the course of the lesson, students are given different reading activities, in which they must read and interpret different articles and primary sources of events. __ Puppy: __ Many of the activities outside of the lecture time allows students to work in groups where they are able to share and their knowledge and understanding of the content. These discussions are informal, and they do not pressure the student to know the correct answer to all questions, but instead provide a safe environment where the students can collaborate and use one another as resources to cement understanding. **// Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //** ** Rationale: ** Through this lesson, students will analyze the events surrounding Caesar’s Civil War in Rome, his motives and motivations, and they will understand the consequences of his actions and the actions of those around him. For further information see the attached content notes. Students will know about different terms and historical figures, which are listed out in the section titled “Content Notes.” The students will be able to role-play various interpretations of historic events. By “standing in the shoes” of a Roman Senator and re-enacting different scenarios that a Roman Senator might face, the students may be able to connect to the learning more, and they will be able to understand the motivations of the Senators more clearly. This lesson plan adheres to the Maine Learning Results for Social Studies and History. They will show their understanding of the content through various projects and in-class assignments. **// Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //** ** Rationale: ** Verbal-Linguistic: Students will read a packet/section discussing the events and motivations that led up to the civil war between Caesar and Pompey, and then they will discuss these causes in small groups and determine what they each think to be the most important/significant cause. Logical/Mathematical: Students will fill out a graphic organizer, which will show the logical progression of events leading up to Caesar's Civil War. Visual/Spatial: Students will use “Inspiration” to create a graphic organizer to show the progression of events leading up to Caesar's Civil War, and which will give students a visual representation of the progression of events. Bodily Kinesthetic: Students will be taken outside, possibly to an athletic field, and they will civilly reenact a battle between the armies of Caesar and Pompey. During the jigsaw activity, students will be filling out a jigsaw piece and searching for a corresponding piece, and while they are searching for their partners they will have a chance to move about the room. Musical/Rhythmic: Students will record a podcast in the voice of a "town crier", where they update the Roman people about the news in "current politics, military events, etc." They will record the final product of this project using Garage Band. Interpersonal: Students will role-play a gathering of the Roman Senate, in which the students take on the role of Senators and debate whether to support Caesar (Populares) or Pompey (Optimates), and justify their choice. Intrapersonal: Students will Blog in the voice of either Julius Caesar, Pompey, or another prominent figure of the time, and they will use this blog to reflect and show understanding for the motives of their key player, their fears and concerns, and what they want for the future. Naturalist: Students will go outside/on a short trip and find a spot on the school grounds and discuss how the geographic features of a battlefield will affect the successes or victories experienced in Caesar's Civil War (In conjunction with the Bodily/Kinesthetic exercise). **// 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) ** At the end of the Jigsaw lesson, students will write a short few sentences about what they learned and how it affects the learning that they already knew, or how it was different or new to them, and this will be passed in at the end of the class. I, as the teacher, will review each paper that the students passed in, an I will modify my next class/set of lessons according to their responses. ** Summative (Assessment of Learning) ** Students will Blog in the voice of either Julius Caesar, Pompey, or another prominent figure of the time, and they will use this blog to reflect and show understanding for the motives of their key player, their fears and concerns, and what they want for the future. I will use a rubric to assess the learning of the students. **__ Teaching and Learning Sequence __** My classroom will be arranged in the perimeter style, with the desks creating a "U" formation with the center of the "U" facing the blackboard or the whiteboard. ** Day One: ** Students will enter the classroom to find the term "Alea iacta est" written on the board, along with other images (either printed out and taped or hand drawn onto the board) of Julius Caesar, Rome, and other famous images depicting the time period. There will be a discussion over the phrase, which translates to "the die has been cast" and what it might mean, with a brief introduction to the context (5 minutes). The students will then be introduced to the context of the lesson in a more thorough manner, in which they will learn about Julius Caesar, his early life and his rise to power in politics. (10 minutes). They will be given a handout, which contains excerpts from "De Bello Gallico", which they will read and analyze for key facts and information (10 minutes). A short discussion will take place, combining student analysis and drawing conclusions about Julius Caesar and his achievements in Gaul (10 minutes). Students will then watch a section from the documentary "Terry Jones' Barbarian Lives" which provides a conflicting motivation for Caesar's actions in "De Bello Gallico" (10 Minutes). Students will then compare and contrast the two accounts and make their own conclusions about which account is more plausible (10 minutes). A presentation of the fears of the Roman Senate about Caesar's political ambitions will be shown to the students, and they will then conclude whether or not those conclusions were founded, and revealing that in 49 BC Julius Caesar crossed the Rubicon, effectively invading Rome, giving the students something to ponder until the next class (10 minutes). The class will conclude with an introduction to the blog activity, in which they will write in the voice of either: Caesar or Pompey; a Roman Senator; Cleopatra VII; or a Roman Soldier (or another historical figure, with the approval of the instructor), and a quick tutorial on blogs will be given before the end of class (15 minutes). ** Day Two: ** The class will begin with an activity in which the students gather into groups of four and fill out a chart describing the preliminary events that occurred during Caesar's civil war, recalling the information from the last class and building on conclusions (10 minutes). Students will then be introduced to the opposing side in the war, the Optimates, who were led by Pompey the Great, and the motivations of that political party (10 minutes). Students will then quickly discuss in small groups the varying viewpoints, compare and contrast them, and then come to their own conclusions over which side might be best suited for Rome at this period of time (15 minutes). Students will then gather together into two groups, one which argues for the side of Pompey (Optimates) and one which argues for the side of Caesar (Populares). After a short period of collaboration and organization, the students will role-play a senate meeting in which each side debates over whether Caesar's faction or Pompey's faction should have power in Rome (10). A lecture will then begin where I will describe some of the key battles in the war, as well as the different contributors to the war, and I will use a movie clip showing an analysis of the battle of Pharsalus (25 minutes). Students will then be taken outside (if weather permits) and students will reinact the battle of Pharsalus (10 minutes). ** Day Three: ** Class begins this day in which student write short paragraphs about what they remember from the last two classes, and what they feel they need to learn more about or what they do not understand (5 minutes). Students will then be given a chance to focus upon one particular event in the war up to this point which they feel they know the best or enjoyed learning about the best, and they are given time to write a short speech, in the voice of a fictional town crier, in which they relate the event to the class as though it were Rome. However, the students will be using Garage Band to turn this into a podcast, and they will then upload it onto the class website (25 minutes [5-10 for Garage band intro]). Then students will read a page from a website describing Caesar's time in Egypt, including the death of Pompey, how he affected the government structure, and his relationship with Cleopatra. They will also read about the last events during the war and Caesar's rise to his lifelong dictatorship (15 minutes). Students will then fill out a graphic organizer in which they show how all of the events that occurred before the war and during the war connected and led up to Caesar becoming dictator for life (5 minutes). Students will then watch a short clip from a movie which shows Caesar's last few years in Rome and the events and motivations behind his murder (10 minutes). Students will be given the remaining amount of time to work on their blogs, peer review each others' blogs, and finalize them before "handing them in" (20 minutes). Students will understand that Ancient Rome experienced definite stages of civil strife**.** The Civil War between the Caesar and Pompey (Caesar's Civil War) was a political struggle for power and ideals, and such themes can be seen in civil wars that occurred throughout history and even today. This lesson prescribes to the Maine Learning Results for Social Studies, more specifically in the History Concentration, finally focusing on “Historical Knowledge, Concepts, Themes and Patterns”. To begin this lesson, students will be introduced to the quote "Alea iacta est." by Julius Caesar. This translates to "The die has been cast." (Students will discuss the meaning of the quote and then the context will be explained to them.) There will be a short discussion on the implications of this quote, what Caesar might have meant when he said this quote, and how it might apply to history in general, before the lesson moves forward. ** Where, Why, What, Hook Tailors: List MI's: Interpersonal ** Students will know the transition between the Roman Republic and the Roman Empire; the Triumvirate of Caesar and Pompey; the Civil war amongst the Triumvirate; the dictatorship of Julius Caesar. My information will be delivered through a lecture format, in which I am presenting my information to my students, but the students will be allowed to (and are encouraged to) speak up during the lecture, ask questions, and build upon the knowledge they learned from previous lessons. Students will be presented with a checklist at the end of class and they will be told specifically that it will not be graded, but instead is just a tool to determine what they do and understand. At the bottom of the checklist will be a couple of questions, asking what they would like to be elaborated upon next class, or what they would like to see more of for the next class. Students will know about: Julius Caesar, Gaul, Crossing the Rubicon (and implications), Pompey the Great, Cato, Battle of Massilia, Battle of Pharsalus, Caesar in Egypt, and Caesar as Dictator. They will also understand the importance of these topics and how they affected Rome as a whole. ** Equip, Explore, Rethink, Revise, Tailors: List MI's: Interpersonal, Intrapersonal. **  Students will use "Inspiration" to create a graphic organizer to show understanding of how the many events leading up to Caesar's Civil War contributed to the start of the war. Students will be able to role-play various interpretations of historic events. Students will use the Jigsaw cooperative learning experience to experience the interconnectedness of the events that built up to Caesar's Civil War. They will each process different sections of the information learned in the lesson, and they will each be given a pre-cut jigsaw piece. The students will write down their conclusions onto a jigsaw piece that specifically leads into the next proper piece. If completed correctly, the events and conclusions should fit together to make a complete jigsaw. At the end of the Jigsaw lesson, students will write a short few sentences about what they learned and how it affects the learning that they already knew, or how it was different or new to them, and this will be passed in at the end of the class. I, as the teacher, will review each paper that the students passed in, an I will modify my next class/set of lessons according to their responses. ** Explore, Experience, Revise, Refine, Tailors: List MI's: Visual/Spatial, Interpersonal, Intrapersonal, Bodily/Kinesthetic ** Students will be given a checklist, which they will use to check off the key understandings in each assignment when they feel that they understand them. This will be passed in at the end of every class so that I can see which students feel comfortable with the material, and which students don't.   I will go over every checklist the same day that they were turned in, and as I do so, I will write down what sections did not seem to be absorbed completely, and which sections need more work. The next day, I will use a back-up activity (pre prepared) to solidify understanding. ** Evaluate, Tailors: List MI's: Intrapersonal ** ** Content Notes: ** Roman Republic: The government of Rome after the overthrow of the Roman Kingdom and before the adoption of the Roman Empire. Roman Empire: The government of Rome after the fall of the Roman Republic. The First Triumvirate: The three most powerful men in Rome during the late Republic: Caesar, Pompey, and Crassus. Caesar: Politically ambitious Roman general, consul, dictator, and member of the First Triumvirate. He instigated the civil war against the Roman Republic Pompey: A member of the First Triumvirate who fought against Caesar during the civil war. He fled to Egypt near the end of the war and was murdered upon landing by agents of the Pharaoh. Optimates: The followers of Pompey during the civil war, those who opposed Caesar and wanted the Republic to remain the way it was. Populares: The followers of Caesar during the civil war, those who opposed Pompey and favored reform. Dictator (Roman): A ruler with absolute power who was elected by the Roman Senate during times of crisis. Julius Caesar, however, was granted dictatorship for ten years, and then for life. Ides of March: 15 March, 44 BCE, the day that Julius Caesar was Assassinated. ** Handouts **
 * __ Teacher’s Name __**** : ** Ms. Caitlin Alexander **__Date of Lesson__:** 3 (Empathy)
 * __ Grade Level __**** : ** 9th Grade **__Topic__:** Caesar’s Civil War
 * Computers/Laptops
 * Rubrics
 * Worksheets
 * Textbook
 * Videos
 * Costumes
 * Video Camera
 * Television
 * LCD projector
 * Pens/Pencils
 * Checklist
 * Pre Assessment
 * Post Assessment