S+Alexander,Caitlin+Marie

**Office:** Room ~ **Office Phone:** ex. 7777 **Office Hours:** 9:15 am -10:45 am MWF, 12:55 - 2:00 ** E-mail: ** caitlin.alexander@maine.edu
 * Teacher: Ms. Alexander**

=Summary of Unit:=

=Establish Goals**:**=
 * **Stage 1 Summary** ||
 * Students will show an understanding of the cultures, peoples, and events that were apparent in and occurring during the time of Ancient Rome (from the time of the first Roman kings to the fall of the Roman Empire). They will show their understanding through different types of assessment, including but not exclusive to: iMovies, blogs, Comic Lifes, podcasts, and debates; and the students will show their ability to analyze and identify key themes that appear over the course of the history of Ancient Rome using these projects. As a final assessment, the students will create a prezi presentation that shows comprehension of the subject gained through the course. ||

E1 Historical Knowledge, Concepts, Themes and Patterns Grade 9-Diploma "The Classical Civilizations of the Mediterranean Basin, 1000 BC - 600 AD" 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. || = = =Students will understand that:=
 * **Establish Goals:** ||
 * Maine Learning Results: Social Studies - E. History

• The Ancient Romans made great achievements in government, culture, and expansion, many of which influence our lives today in some way. • Ancient Rome experienced definite stages of civil strife. ||
 * **//Students will understand that://** ||
 * • Romans who lived during the time of the Republic feared and despised the concept of emperors.

=Essential Questions:= = =

• How did the Romans make great achievements in government, culture, and expansion? • How did Ancient Rome experience stages of civil strife? ||
 * **Essential Questions:** ||
 * • Why did the Romans who lived during the time of the Republic fear and despise the concept of emperors?

= = =Students will know:=


 * **Students Will Know:** ||
 * •Important Events and People: Julius Caesar, Augustus, Vergil, Cicero, Constantine

•Sequences and Timelines: Pre-Republic, Republic, and Imperial Rome

•Key Factual Info: The Roman Republic, The Roman Empire (Roman Conquest), The Triumvirate, Roman Culture ||

= = =Students will be able to:=

• Analyze and critique major historical eras. • Test how history can help one better understand and make informed decisions about the present and future. • Compare enduring themes in the history of the world cross culturally. • Be aware of the roots of democratic ideals in the history of the world using historic sources. • Role play various interpretations of historic events. ||
 * **Students Will Be Able To:** ||
 * • Demonstrate that history includes study of the past based on examination of primary and secondary sources.

**Performance Task Overview:**


 * **Performance Task Overview:** ||
 * Students will show an understanding of the themes and events that were apparent in and occurring during Pre-Republic, Republic, and Imperial Rome. They will show their understanding through different types of assessment, the students will show their ability to analyze and identify key themes that appear over the course of the history of the Empire. As a final assessment, students will create a prezi presentation that shows comprehension of the subject gained through the course. ||

=Expectations:=

Students will turn in assignments promptly, on time, and in a completed fashion. Late, missing, or incomplete work will be accepted at a later date for a reduced grade, the total amount of points able to be earned lowered by one letter grade level each day late, to a minimum of half credit. The teacher will also abide by this expectation, and will return graded assignments, non-graded assignments, projects, tests, quizzes, and all other student material back in a prompt and timely manner.

Students are expected to respect one another, and to extend that respect towards the work, ideas, beliefs, and cultures of their classmates. Students behaving inappropriately towards their peers will be spoken to, and if the behavior continues the student will be removed from the classroom. I as the teacher will also follow this expectation, and will show the utmost respect for the work, ideas, beliefs, and culture of my students, their families, and my colleagues.

Plagiarism will not be tolerated in the classroom. This topic will be discussed at length at the beginning of the course, and touched upon again with the onset of every project that the students will turn in. If a student is caught plagiarizing they will receive an automatic zero for the grade of the product, and they will be spoken to after the class session at length about the incident.

=Benchmarks:=
 * **Benchmarks: (Turn each one into a paragraph)** ||
 * Students will complete a number of projects to demonstrate their understanding of the subject matter discussed in each lesson. Each project will be worth a varying amount of points, with a possible total of 500 points.


 * Poster (50 points): Students will create a poster which highlights scenes from the Roman epic //The Aeneid// that coincide with actual events from Roman History. Students will be given time in class to complete the poster, with provided materials, and will be expected to complete it outside of the classroom.


 * Blog (60 points): Students will keep a blog that follows or emulates the life of an historic figure from the Roman Republic/Empire. The students will then be expected to read each others' blogs and comment on those blogs in the voice of their own character. As a final activity, the students will post a final reflection of the importance of their character in history, and how he/she affected the course of the Republic/Empire


 * Comic Life (80 points): Students will create a Comic Life concerning one of the military events that occurred between the Spartican Revolt and the reign of the Emperor Nero. The comic will mostly be created in class, and students may work in groups of two or three on this project. The project will be graded not only on content, but upon the usage of the comic life to display the dynamics of the chosen battle.


 * iMovie (80 points): Students will create a documentary explaining how the Roman Government worked before and after the ascention of Augustus to the role of Emperor. The movie will be a group project, with students working in groups of three or four, and they will be asked to include not merely the political changes that occurred, but also the social and military dynamics that caused the changes to occur.


 * Debate (50 points): Students will explore the Roman Government system by holding a senatorial debate over one of the high-profile events during the time of the Roman Republic. Each student will be expected to contribute to the debate in some way, and students can choose to either be a nameless senator for one of the sides of the debate, or act as one of the high-profile senators of the era.


 * Podcast (80 points): Students will create a podcast, pretending to be Ancient Historians recording the events around them during the time of Caesar's Civil War. They will report upon at least three of the dynamic events that occurred during the war, and they will display knowledge of the motivations and outcomes of both parties in each event.


 * Prezi (100 points): Students will create a prezi as a final project, creating a section of a theme park in the style of a specific period in Roman History which the student feels to be the most significant, important, or relevant. This project will combine all of the previous knowledge learned throughout the course, and the students will justify their choices through facts and comparisons. ||

=Grading Scale:=

**C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59). ||
 * **Grading:** ||
 * **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),