L1+Alexander,Caitlin+Marie


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * __ Teacher’s Name __**** : ** Ms. Caitlin Alexander **__Date of Lesson__:** 1 Apply
 * __ Grade Level __**** : ** 9th Grade **__Topic__:** The Roman Kingdom through the Roman Republic
 * __ Objectives __**
 * Student will understand that** Ancient Rome experienced multiple stages of civil strife throughout its history.
 * Student will know** Students will know about: Tarquinius Superbus, Roman Kingdom, Roman Republic, Julius Caesar, Romulus and Remus, Aeneas, Etruscans
 * Student will be able to** test how history can help one better understand and make informed decisions about the present and the future.


 * __ Maine Learning Results Alignment __**

//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**.**
 * //Maine//** **//Learning Results: Social Studies - E. History,//**
 * //E1: Historical Knowledge, Concepts, Themes and Patterns//**


 * Rationale:**** In this lesson students will be analyzing the Roman Kingdom and how it affected the later period of the Roman Republic, and how it shaped the Roman perception of kings, and they will apply their understandings to their own ideas of diverse governments. **


 * __ Assessment __**


 * Formative (Assessment for Learning)**

Students will use the "Team Pair Solo" cooperative learning activity to discuss what they have learned and understood from the lesson with a group of other students. Then each student will pair up with another student from another group to discuss what each of their groups learned from the lesson and synthesize. Finally, the students will work individually at their desks and write down the conclusions of their groups, their partner, and their own conclusions in a journal.


 * Summative (Assessment of Learning)**

The class as a whole will create a prezi presentation about why the Romans rejected the idea of Julius Caesar as a monarch, but not Augustus. The prezi will be a collaborative effort to create a kind of class “study guide” for the lesson. Students will work together in small groups (students will be grouped based on content interests) and collaborate to create small groups of entries based on the content that they have gathered through the course of the lesson. Then all of the groups will come together and unite as a class to review the definitions and concept understandings created by their peers, and they will make final adjustments until the entire class (or a large majority of the class) feels that this is an adequate resource. This effectively has students creating their own resources for reference, and when it is pieced together it may serve as the root of questions that they may later be tested on. This prezi will be posted online (on either a class wiki or on a teacher’s blog) so that all students can access this resource. I will also post my content notes online so that any student can access them.


 * __ Integration __**


 * Technology:** Garage Band will be used by the students to create their podcast either supporting or denouncing the idea of Octavian being made emperor of Rome. They can use the sound effects and integrate music into their podcast, and will share their views with the class and post it onto the class wiki.


 * Other Content Areas: **


 * Art ** : Students will create a poster that represents the Roman’s fears concerning kings and emperors.
 * English/Language Arts: ** Students will use skills developed in English and Language Arts classes to construct a convincing argument about whether or not Octavian should be appointed the first emperor of Rome, using a podcast.


 * __ Groupings __**

The students will gather into groups of three or four at the end of the classroom activity and share their findings in a "Team Pair Solo" activity. They will use this to share their own conclusions and learn the conclusions of others to better their understandings of the content. When they move on to the "Pair" part of the activity, the students will move into pairs to share their previous groups conclusions, and their own conclusions. Finally, they will work individually and write down all three versions of the conclusion: the groups, their partner's, and their own.


 * __ Differentiated Instruction __**

** Verbal-Linguistic: ** Students will read different excerpts from the Roman historian Livy, who detailed the early histories of Rome, and then they will chronicle the evolution of corruption in the Roman Kingdom. They will then compare the Livy reading to a text from a modern history article/textbook. **Logical/Mathematical:** Students will piece together a concept web, describing the different grievances the Roman people had with the kings during the Roman Kingdom.
 * Strategies: **
 * Visual/Spatial:** Students will create a poster that shows the Romans fears concerning kings and emperors.
 * Musical/Rhythmic:** Students will make a podcast, either supporting the idea of appointing Octavian as the first emperor of Rome, or denouncing it.
 * Intrapersonal:** The class as a whole will create a prezi presentation about why the Romans rejected the idea of Julius Caesar as a monarch, but not Augustus. The prezi will be a collaborative effort to create a kind of class “study guide” for the lesson.
 * Interpersonal:** Students will keep a blog in the voice of either a Patrician or Plebian during the time of Julius Caesar. They will discuss whether they would or would not want Julius Caesar to be an Emperor.


 * 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.

In the podcast activity, students will be using Garage Band to record their views on whether or not Octavian should become Emperor of Rome. Students have the option of using sound effects and music clips to enhance their presentation as they present their views in an informed, formal fashion. Gifted and talented students will have the option to make multiple podcasts, showing the progression of thoughts and ideals as specific events occur during the time period, or they could create podcasts that reflect the Roman feelings about emperors over the ages, including the centuries before and after Octavian, to show the evolution of ideals in the history of a culture.
 * Extensions: **
 * __ Materials, Resources and Technology __**

Computers or Laptops with the Garage Band capability Pencils and Papers Textbooks Access to the Internet Poster board Markers/colored pencils/crayons Printer Glue Marker board/chalkboard Chalk/whiteboard markers LCD projector
 * __ Source for Lesson Plan and Research __**

[|//Glencoe World History//] "Chapter 5: Rome and the Rise of Christianity" – This website gives resources for the chapter in the textbook, which students will be using as a basic resource. http://glencoe.mcgraw-hill.com/sites/0078799813/

[|Roman History Website] – This website gives a deeply detailed description of the Roman Kingdom and the Roman Republic, and the events that occurred during this time period. http://www.wsu.edu/~dee/ROME/ROME.HTM

[|//The History of Rome: Books 1-36// by Livy] – Excerpts from this primary/secondary document give the Roman perspective on the History of Rome, and provide us with some of the earliest accounts of Roman history.
 * http://www.gutenberg.org/browse/authors/l#a3707 **


 * __ 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 be given the opportunity to participate in multiple different activities throughout the lesson, including creating posters, podcasts, prezis, and blogs. Through each one of these activities, they will be allowed to express themselves creatively. __ Microscope: __ One of the activities involves having the students use their textbooks, as well as working with primary sources. This will motivate students of the “microscope” learning type, because it presents the information to them in a formal, traditional fashion and has them actively searching for their information. __ Clipboard: __ Students will be presented with a list of terms (the terms in the content notes) and they will check off the terms as they find that they completely understand them. __ Puppy: __ The “Team Pair Solo” activity allows students to work in groups and to compare ideas in a safe and cooperative environment. They then split into pairs of two, where they can discuss ideas with a fellow classmate one-on-one. Finally they can process the information alone, so that they can make their own conclusions from everything they have already learned.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**

Students will know many diverse elements related to the Roman Kingdom and its transformation into the Roman Republic, and the specific information that they will know is listed in the section titled “Content Notes.” Students will be able to test how history can help one better understand and make informed decisions about the present and the future. By understanding the flaws of the Roman Kingdom, and how the tyrannical reign of some of the later kings affected the people of Rome, they will be able to make connections to why we have a democracy today, and they will be able to make informed decisions when they decide who they want to lead our country in the future.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**

** Verbal-Linguistic: ** Students will read different excerpts from the Roman historian Livy, who detailed the early histories of Rome, and then they will chronicle the evolution of corruption in the Roman Kingdom. They will then compare the Livy reading to a text from a modern history article/textbook. **Logical/Mathematical:** Students will piece together a concept web, using the “Inspiration” software, describing the different grievances the Roman people had with the kings during the Roman Kingdom.
 * Visual/Spatial:** Students will create a poster that shows the Romans fears concerning kings and emperors.
 * Musical/Rhythmic:** Students will make a podcast, either supporting the idea of electing Octavian as the first emperor of Rome, or denouncing it.
 * Intrapersonal:** The class as a whole will create a prezi presentation about why the Romans rejected the idea of Julius Caesar as a monarch, but not Augustus.
 * Interpersonal:** Students will keep a blog in the voice of either a Patrician or Plebian during the time of Julius Caesar. They will discuss whether they would or would not want Julius Caesar to be dictator for life.


 * // 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)**

Students will use the "Team Pair Solo" cooperative learning activity to discuss what they have learned and understood from the lesson with a group of other students. Then each student will pair up with another student from another group to discuss what each of their groups learned from the lesson and synthesize. Finally, the students will work individually at their desks and write down the conclusions of their groups, their partner, and their own conclusions in a journal.


 * Summative (Assessment of Learning)**

The class as a whole will create a prezi presentation about why the Romans rejected the idea of Julius Caesar as a monarch, but not Augustus. The prezi will be a collaborative effort to create a kind of class “study guide” for the lesson. Students will work together in small groups (students will be grouped based on content interests) and collaborate to create small groups of entries based on the content that they have gathered through the course of the lesson. Then all of the groups will come together and unite as a class to review the definitions and concept understandings created by their peers, and they will make final adjustments until the entire class (or a large majority of the class) feels that this is an adequate resource. This effectively has students creating their own resources for reference, and when it is pieced together it may serve as the root of questions that they may later be tested on. This prezi will be posted online (on either a class wiki or on a teacher’s blog) so that all students can access this resource.
 * __ 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. I do this so that all of my students have a full view of each other, the board at the front of the classroom, and the speaker presenting information at the time (often the teacher). Day 1:

Slideshow presentation about the Romans. Verbal Pre-Assessment over what students already know about Rome: (10 Minutes). Talk about the origins of Rome: Fictional account of Virgil (Aeneid), Romulus and Remus, Etruscan Kings (15 minutes). Students will read Livy excerpt about founding of Rome, take notes, and make conclusions. Will be shared with the class afterwards: (15 minutes). Lecture about Roman Kingdom, the Etruscan Kings, and the Fall of Tarquinius Superbus. (20 Minutes). Question: Why do the Romans hate kings? Students get into groups and discuss what they have learned. (5 minutes). Introduce students to the podcast project, lay out expectations, present the question (should Octavius be made Emperor or not?): (15 minutes).

Day 2:

Students will fill out pre-class self assessment. (5 minutes) Review of last class' materials: (5-10 minutes) Students will create a concept web, detailing the grievances the Roman People had with the Kings of Rome. Lecture on Punic Wars, Spartican Revolt, and quick overview of Julius Caesar and Augustus (20 Minutes) Students will work together on a Glogster presentation about why the Romans did not accept Julius Caesar as a King, but made Augustus an Emperor. (20 minutes) Students will work individually on their podcasts for the remainder of the class (15 minutes). **Where, Why, What, Hook Tailors: List MI's: Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Musical/Rhythmic, Interpersonal, Intrapersonal** Students will understand that Ancient Rome experienced multiple stages of civil strife throughout its history. The fear of tyrants is a concept that resonates with the history of the United States. 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”. Students will participate in a five-minute activity where they discuss the pros and cons of Monarchy.
 * Equip, Explore, Rethink, Revise, Tailors: List MI's: Interpersonal,**

Students will know about many different names and terms after completing this unit, and a complete list of the terms that they are expected to learn can be found under the section labeled “Content Notes”. They will use the “Five Ws Chart” to elaborate over the events of fall of the Roman Kingdom and the rise of the Roman Republic. Students will use the “Team Pair Solo” activity to brainstorm over reasons why the Roman Kingdom fell to the Republic, then they will discuss it in pairs, and then individually draw their own conclusions. Students will reflect upon their findings in the “Team Pair Solo” activity by writing it down in a personal journal. The class will collaborate as a whole to work on the prezi project, and to coordinate this the students will be placed into individual groups based on interest, and the groups will be based upon the different themes that we learned about in this unit, such as kings vs. republic, the founding of Rome, and the fall of the Roman Kingdom. When definitions are created, then the students will all group together as a class and finalize the prezi. Students will be graded by a rubric, which outlines the goals and instructions for each activity, to determine understanding. Through the different activities listed above, and through instruction from the teacher, the students should be able to use this information to analyze and critique major historical eras, including comparing them with other periods in history, as well as other cultures. **Evaluate, Tailors: List MI's: Intrapersonal**
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal**


 * __ Content Notes __**

· Roman Kingdom: The period in Roman history lasting from the mid 8th century BCE to the late 6th century BCE. · Tarquinius Superbus: The last king of the Roman Kingdom. According to ancient sources his reign was overthrown due to the violent nature of his rule, the final straw being the famous incident known as “The Rape of Lucretia”. · “The Rape of Lucretia”: An incident where the son of the Roman King Tarquinius Superbus raped a virtuous Roman patrician woman and was not punished by the king for his crimes. This event sparked the expulsion of the Roman King and his Monarchy, as well as the founding of the Roman Republic. · Etruscans: The first inhabitants of Italy, prior to the arrival of those who would become the Romans. Etruscan civilization impacted the Romans, but had fallen or fell into decline during the Roman Kingdom. · Romulus and Remus: The two brothers cited by ancient sources as the founders of Rome. The children of the god Mars and Rhea Silvia, a Vestal Virgin. Left in the wilderness to die, they were raised by a she-wolf. In an argument over where their city should be founded Romulus killed Remus, hence the name of the city. · Aeneas: They mythical Trojan prince who sailed from the ruins of Troy to Italy in order to found what would, in years to come, be the Roman Empire. · Julius Caesar: The Roman general and consul who conquered most of Gaul and incited and won a civil war in Rome, earning himself the title Dictator for Life. Murdered on the Ides of March (March 15th) 44 BCE. · Octavian/Augustus: Grand-Nephew and adopted heir of Julius Caesar. He avenged Caesar’s death by bringing his murderers to justice, and entered into the Second Triumvirate with Marc Antony and Lepidus. Won the Battle of Actium against the combined forces of Marc Antony and Cleopatra, and was made the first Roman Emperor by the senate.


 * __ Handouts __**

Roman History Timeline Pre-Assessment Handout Post Assessment Handout Five W’s Chart __ Pre Assessment __ What do you know already about Rome? What do you think you know? What would you like to know about the Roman Kingdom? Do you know about Aeneas, Romulus and Remus, or the Roman Kings? If yes, then explain what it is. Would you feel confidant being tested on this material? __ Post Assessment __ What have you learned about The Roman Kingdom? What would you still like to know, or what do you still not know about the Roman Kingdom? Who were Aeneas and Romulus and Remus? Would you feel confidant being tested on this material?