S3+Alexander,Caitlin+Marie

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= ** (Why) **//** Maine Learning Results: Social Studies - E. History, E1: Historical **// //** Knowledge, Concepts, Themes and Patterns **// (What) Monarchy. **(Hook)** Cleopatra VII, Etruscans **(Equip)** Students will use the “Five Ws Chart” to elaborate over the events of   fall of the Roman Kingdom and the rise of the Roman Republic. **(Explain)** Students will use the “Team Pair Solo” activity to brainstorm over reasons why the Roman Kingdom fell to the Republic, then discuss it in pairs, and then individually draw their own conclusions. personal journal. **(Revise Rethink)** that they understand. **(Evaluate)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** ( **** W) ** 1.1 Ancient Rome experienced multiple stages of civil strife throughout its history. **(What)** The overthrow of the Etruscan kings compares to the roots of the United States of America.
 * (H)** 1.2 Students will participate in a five minute activity where they discuss the pros and cons of
 * (E)** 1.3 Students will know about: Tarquinius Superbus, Roman Kingdom, Roman Republic, Julius Caesar,
 * (R)** 1.4 Students will reflect upon their findings in the “Team Pair Solo” activity by writing it down in a
 * (E)** 1.5 Students will be given early on in the lesson a checklist, and they will check off each term on the checklist
 * (T)** 1.6 **(Tailor)**

** 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. ** (O) ** 1.7 Students will be able to analyze and critique major historical eras. (Apply) **(Organize)** || =Lesson 2=
 * 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.

** (Where) ** The Roman Republic is one of the inspirations for our own democratic government. ** (Why) ** The Roman Republic is one of the inspirations for the democratic system of the United States of America and other democratic countries around the world. **// Themes and Patterns //**** (What) ** and discuss the lesson with them (in Character).**(Hook)** "Describing Wheel" graphic organizer to describe the Roman Republic. **(Explore)** Students will brainstorm in small groups as to how the Roman Republic is comparable to the American Government. **(Experience)** think they need more time to work on. (**Revise**/**Refine**) that they understand.**(Evaluate)** Verbal-Linguistic: Students will study a specific political issue plaguing the Roman Senate at one time or another, and then they will debate the different sides of the argument as the different factions. Logical/Mathematical: Students will create a flow-chart that shows the different levels and functions of the Roman Senate. Visual/Spatial: Students will draw a representation of the different ways that the Roman Senate affected the Roman Empire and the lives of the people who lived in it. Intrapersonal: Students will study a specific political issue plaguing the Roman Senate at one time or another, and then they will debate the different sides of the argument as the different factions. Interpersonal: Students will reflect upon how the corruption in the Roman Senate affected the different decisions and policies that plagued the Roman Empire. Naturalist: Students will research the different policies passed by the Roman Senate that affected agriculture, the distribution of land, and different policies concerning wildlife. ** (O) ** 2.7 Students will be able to be aware of the roots of democratic ideals in the history of the world using historic sources. (Self-Knowledge) Product: Podcast of the Debate, 2-3 days**(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** W) ** 2.1
 * // Maine //** **//Learning Results: Social Studies - E. History, E1: Historical Knowledge, Concepts,//**
 * (H)** 2.2 I, as the teacher, will come to class dressed as a Roman Senator and introduce myself as a prominent Senator
 * (E)** 2.3 Students will know about the Roman Senate, Consuls, Julius Caesar, Dictators **(Equip).** Students will use the
 * (R)** 2.4 Students will write a self-assessment at the end of each class, detailing what they understand and what they
 * (E)** 2.5 Students will be given early on in the lesson a checklist, and they will check off each term on the checklist
 * (T)** 2.6 **(Tailor)**

=Lesson 3=

between the Caesar and Pompey (Caesar's Civil War) is a political struggle for power and ideals, and such themes can be seen in civil wars that occurred throughout history and even today. **(Why)** //**Maine Learning Results: Social Studies - E. History, E1:**// //** Historical Knowledge, Concepts, Themes and Patterns **//** (What) ** been cast." Students will discuss the meaning of the quote and then the context will be explained to them.  ** (Hook) **   Caesar and Pompey; the Civil war amongst the Triumvirate; the dictatorship of Julius Caesar. **(Equip)**    Students will use the "Idea Rake" graphic organizer to show understanding of how the many events leading    up to Caesar's Civil War contributed to the start of the war. **(Explore)** Students will use the Jigsaw    cooperative learning experience to experience the interconnectedness of the events that built up to Caesar's    Civil War. **(Experience)**  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.**(Rethink/Revise)** 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. (**Revise**/**Refine**) 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. **(Evaluate)** 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). days **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 3.1 Ancient Rome experienced multiple stages of civil strife throughout its history. ** (Where) ** The Civil War
 * (H)** 3.2 Students will be introduced to the quote "Alea iacta est." by Julius Caesar. This translates to "The die has
 * (E)** 3.3 Students will know the transition between the Roman Republic and the Roman Empire; the Triumvirate of
 * (R)** 3.4 At the end of the Jigsaw lesson, students will write a short few sentences about what they learned and how it
 * (E)** 3.5 Students will have a checklist where they will check off the key understandings in each assignment when they
 * (T)** 3.6 **(Tailor)**
 * (O)** 3.7 Students will be able to role-play various interpretations of historic events. (Empathy) Product: Blog, 2-3

=Lesson 4=

There are many countries in today’s world that are under the control of dictatorships, some of which are oppressive. **(Why)**, //** Maine Learning Results: Social Studies - E. History, E1: Historical Knowledge, Concepts, Themes and Patterns **//** (What ** ) [|Verbal-Linguistic] – Students will be reading from the textbook to gain a general background of the period and events during the Roman Empire. They will also be reading excerpts from the text //The Twelve Caesars// by Suetonius to learn about the first twelve emperors of Rome. It will also be used to explain the difference between a primary source and a secondary source. [|Logical/Mathematical] – Students will create a timeline using “Inspiration” while researching an emperor to show during which time period they reigned, and what events occurred before, after, and during their reign. [|Visual/Spatial] – Students will use the “Four Column Chart” to describe the different reigns of the various emperors, and whether or not the emperors were “good” or “bad” emperors. [|Bodily/Kinesthetic] - Students will role-play as the emperor that they are researching and they will present a speech to the class in character, about their emperor, describing themselves to the class and what they achieved during their reign. [|Intrapersonal] – Students will reflect in their journals about the what new information they learned in class that day, what information or concepts were unclear to them, and what they found interesting that they would like to know more about. [|Interpersonal] – Students will work together in “Partners” groups when they study the major emperors. Students will also work in small groups while they research a specific individual emperor, and present their emperor as a group.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) **** 4.1 ** Students understand that Ancient Rome experienced multiple intermittent stages of peace and civil strife//.// **(Where)**
 * (H)** 4**.2** The teacher will write the words “emperor,” “tyrant,” “president,” and “monarch” on the board. Students will be asked if they can give any definitions or examples of each of these terms, and will be invited to come up to the board to do so. There will then be a discussion about what the difference between an emperor or monarch and a tyrant is. (**Hook)**
 * (E)** 4**.3** Students will know Augustus, the Julio-Claudian Emperors, Nero, The Year of the Four Emperors, Trajan, Hadrian, Marcus Aurellius, Diocletion. (**Equip**), Students will use a modified version of the “Four Column Chart” to create a database of information about the different Emperors of Rome. (**Explore**) The students are grouped together using the “Partners” cooperative learning strategy. (**Experience**)
 * (R)** 4**.4** Students will keep a journal throughout the course of the unit, use it to give feedback **(Rethink/Revise),** teacher will respond to questions in the journal (**Revise**/**Refine**), The teacher will observe the students as they work, and will pass out a post-assessment at the end of the lesson, asking students about what they learned that day in class.
 * (E)** 4**.5** Formative Assessment – Journals, Pre-Assessments **(Evaluate**)
 * (T)** 4**.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to show varying interpretations of historic people, issues, or events. (**Organize**), Product: Glogster, Number of Days: 3 ||

=Lesson 5=

throughout history. **(Why)** **//Maine//** **//Learning Results: Social Studies - E. History, E1: Historical//** **// Knowledge, Concepts, Themes and Patterns //** **(What)** experienced by Rome. **(Hook)** different causes for different civil wars. **(Explore)** Students will group up in teams of four and use the "Round Robin Brainstorming" to think up the different causes and effects for the different civil wars being studied. **(Experience)** reflect upon the causes and the motivations behind the different key players. **(Revise**/**Refine)** Verbal-Linguistic: Students will debate the different causes and justifications for the different civil wars and instances in the history of the Roman Empire, and defend different sides of the conflict. Logical/Mathematical: Students will create a timeline, showing the events preceeding, occurring during, and occurring after the civil wars and times of civil strife in the Roman Empire. Visual/Spatial: Students will create a concept web that shows the progression, causes, outcomes, and aftermaths of     the civil wars. Intrapersonal: Students will discuss the different causes of different civil wars during Roman History and compare and contrast the causes and effects. Interpersonal: Students will write an essay, reflecting upon similarities and differences in civil wars and disturbances in Roman History. Naturalist: Students will create an individual scale of importance for the different civil wars and use different animals from nature as the varying levels of complexity. (Apply) Product: Inspiration **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 5.1 Students will understand that Ancient Rome experienced multiple civil wars and periods of internal strife. **(What)** Civil war and strife are themes that encompass all of history, and have affected every major civilization
 * (H)** 5.2 Students will watch a slide-show which cycles through artistic renderings of the different civil wars
 * (E)** 5.3 Students will know about Julius Caesar, Sparticus, the Slave Revolt, Josephus, First Jewish War. **(Equip)** Students will use "Inspiration" to make their own graphic organizer, in the form of a concept map, to show the
 * (R)** 5.4 Students will keep track of the different answers to the causes of the different civil wars and they will
 * (E)** 5.5 Students will use a checklist to confirm understanding. **(Evaluate)**
 * (T)** 5.6 **(Tailor)**
 * (O)** 5.7 Test how history can help one better understand and make informed decisions about the present and future.

=Lesson 6=

. **(What)** //Ancient Rome was a powerful empire, and the cultural, political, and military achievements of the empire are evident throughout the Western world.// **(Why)** **//Maine//** **//Learning Results: Social Studies - E. History, E1: Historical Knowledge, Concepts,//** **// Themes and Patterns //** **(What)** official religion of the Roman Empire. **(Hook)** Nicea. **(Equip)** Students will use the "Flow Chart" graphic organizer to show how Christianity became the official religion of Rome through the events surrounding and the actions of Constantine I. **(Explore)** Students will get together with a single partner and quiz one another on the motives and the events surrounding the founding of Christianity as the official religion of the Roman Empire. **(Experience)** Verbal-Linguistic: Students will read the section of their textbook that details the Roman Empire under Constantine and that gives a general background of the rise of Christianity. Logical/Mathematical: Students will create a timeline using “Inspiration” that shows the progression of key events in the Roman Empire during the time of Constantine. Multiple timelines will be made for different sections of the Empire and they will be compared and contrasted. Students will also create a flow chart using “Inspiration” to show the evolution of Christianity and its role during the time of Constantine and later emperors. Visual/Spatial: Students will use ComicLife to create a story about the rise of Christianity in the Roman Empire. Bodily/Kinesthetic: While gathering into their separate groups, students will be given the opportunity to walk around and arrange their desks in a manner that might better suit their group work. Interpersonal: Students will discuss the significance, motivations, and outcomes of Constantine’s decision to submit the Edict of Milan and support the Christianity as a major religion of the Roman Empire. Intrapersonal: Students will write their own commentary to go along with their readings and their class notes in their journals, reflecting upon the significance of events and which events they consider to be important. Product: Comic Life. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 6.1 Students will understand that
 * (H)** 6.2 Students will watch a short clip from a movie that gives a quick overview of how Christianity became the
 * (E)** 6.3 Students will know about Constantine, Christianity, Battle of Milvian Bridge, Edict of Milan, Council of
 * (R)** 6.4 Students will reflect upon their findings in a class journal or diary. **(Revise/Rethink)**
 * (E)** 6.5 Students will use a checklist to confirm understanding.**(Evaluate)**
 * (T)** 6.6 **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe