Joel Wright – Summative Assessment #2

Grade level: 6Curriculum content level: Social studiesUnit: World cultures – Ancient Rome

Know:

Students will know that the Punic Wars were fought between Rome and Carthage and that Rome was victorious.

Students will know that most Romans were commoners and slaves, and that a very small percentage were nobility or wealthy merchants.

Students will know the names and genealogies of the Roman pantheon.

Understand:

Students will understand that Rome was an imperial state that became wealthy through a serious of military conquests.

Students will understand Roman class hierarchies and the differences between slaves, plebians, and patricians.

Students will understand how Roman culture appropriated the religious beliefs of other cultures that the conquered, including the Egyptians, the Greeks, and the Israelites.

Do:

Students will be able to measure the pros and cons of a state’s decision to pursue military expansion.

Students will be able to describe the daily lives of people from another culture and explain how their lives differ or differed from our own.

Students will be able to give relevant examples of how cultures change with time through growth, trade, or immigration.

Steve:

1) Upon verbal cueing, Steve will list, by speaking or writing down, the two major combatants in the Punic Wars, at least three of the different classes of citizens in Ancient Rome, and at least six of the Roman gods and goddesses.

2) When presented with a map of the Roman Empire (http://en.wikipedia.org/wiki/File:Augusto_30aC_-_6dC_55%25CS_jpg.JPG) Steve will identify by naming at least two nations that were conquered by the Romans, and he will then explain (by either speaking or writing down) what resources or wealth the Romans were able to gain by conquering those nations.

Ex: “This is Egypt. The Romans conquered Egypt because they needed their wheat fields to feed their hungry people. This is Gaul, or France. The Romans conquered Gaul because the people there had a lot of gold that the Romans needed to pay for their armies.”

3) Using a “family tree” graphic organizer, Steve will write in the names of six Roman gods and goddesses in the appropriate boxes that illustrates their relationships with one another. He will then be able to retell orally these relationships during a class presentation.

Shari:

1) When presented with a map of Europe during the time of the Ancient Romans, Shari will correctly orally identify at least three different nations that were at one point part of the Roman Empire.

2) Shari will orally identify at least three professions that Romans had, what class those professions led to (“rich,” “middle class,” “poor”, “slaves”), and why those jobs were important to do.

3) Shari will be able to orally provide reasons and justifications both for and against why a nation would declare war on another nation.

Rico:

1) In class, when working in small groups with maps, Rico will be able to follow three step verbal directions to correctly locate and identify cities, towns, and physical landmarks such as lakes, mountains, and rivers.

2) During an assessment, Rico will show an understanding of the concepts of “more” and “less”, of “richer” and “poorer”, and of “stronger” and “weaker” by correctly circling corresponding images that depict these concepts upon verbal cueing.

Ex: Two pictures of groups soldiers on a worksheet. One group has 5-6 soldiers, the other has 20-25. Rico is cued, “Which group has more soldiers in it?” He will then circle the correct answer/ image.

3) Rico will be able to correctly match tools used by the Ancient Romans, including a mortar and pestle, a scythe, and a writing stylus, with the tasks or jobs that they were used to complete, by physically moving the tools below a picture of the corresponding tasks.

4) Rico will be able to identify the four cardinal directions on a variety of maps by pointing or saying which direction they are upon verbal cueing.

5) Rico will be able to locate and identify the legend or map key on a map upon verbal cueing.

Rationale: Both Steve and Shari have adapted instructional outcomes for this unit. For Steve, the main goal is for him to be able to demonstrate an understanding of the principle concepts of the unit in such a way as to not be hindered by his disability. Therefore, through the use of maps, graphic organizers, and illustrations, Steve will be able to re-deliver the same course content as his non-disabled peers.

Shari’s outcomes are also in alignment with the general education curriculum. However, she will not be responsible for either as much of the content or for some of the more complex and abstract concepts tat will be taught. Instead, her objectives will focus on grasping the most fundamental facts and concepts: The geography of the Roman Empire, its main social classes, and the outcomes of its militarism.

Whereas Steve and Shari will be working towards adapted instructional outcomes, Rico’s objectives will be of a more alternative nature. Rico’s objectives are designed to satisfy functional like skills such as rule following, matching tools of labor with their designed uses, and identifying value concepts (i.e., “less,” “more,” “greater,” “smaller.”) These are designed to be skills that Rico could apply across environments in his community, and particular emphasis is being placed upon public transit and possible vocational environments.

Pre-Assessment Map Reading: Identify (1) compass and (2) legend on map. Identify (3) Rome, (4) Italy, (5) Egypt, (6) Syria, (7) Carthage, (8) Gaul, and (9) Germany on map. (10) Identify Mediterranean Sea on map. http://en.wikipedia.org/wiki/File:Augusto_30aC_-_6dC_55%25CS_jpg.JPG

Tools: Match pictures of tools ((1) Scythe [model], (2) sextant, (3) writing stylus, (4) mortar and pestle, (5) flint) with their purposes (Farming, sailing, inscribing, baking.)

Vocabulary: Match 10 vocabulary words with their definition. (Empire, republic, plebian, patrician, pantheon, class, military, appropriation, incorporation, slave.)

Pre-assessment will be paper-based will be delivered in class and will be designed to take no more than 20 minutes. All students will receive the same pre-assessment. There are 25 questions on the test, and they are all multiple choice or fill-in-the-blank.

Students may have accommodations of having test read to them, being able to dictate or gesture in order to provide responses, and may have extended time. (Differentiation of process.)

However, because this is a pre-assessment, students should not be required to perform a task they cannot do. As a rule, if a student has not provided an answer or has provided an incorrect answer for three consecutive problems, he or she should be stopped and should proceed to the next section of the assessment. It is more important for teachers to have a clear picture of what students do or do not know than to have students complete every question on the quiz.

Lesson 1 - Tuesday

Roman Militarism and Expansion

Big Idea: Rome was an imperial state that became wealthy through

Class Lecture: The growth of Rome, 31 BCE – 9 CEhttp://en.wikipedia.org/wiki/File:Augusto_30aC_-_6dC_55%25CS_jpg.JPG

Parallel Teaching – Maps and Movements: Using worksheets, students will identify areas conquered by the

a serious of military conquests.

Nations go to war in order to obtain resources and advantages, whether those be of a military or

economic nature.

Romans, and what resources were there that the Romans needed.

Jigsaw Assignment: Nations the Romans conquered: Egypt, Carthage, Gaul, Syria, Iberia, Germania, and why.

Class Discussion: What areas were conquered by the Romans? Why? Groups will share their jigsaw assignments with the class.

Carthage and the Punic Wars

Class Read-Aloud: In Search of a Homeland: The Story of the Aeneid : Dido and Aeneas (pgs. 40-50)

Video: Hannibal crosses the Alps. (http://www.history.com/topics/punic-wars/videos#hannibal-crosses-the-alps)

Ticket out the Door: Do you think that the Romans were justified in their war against Carthage? Why or why not?

This section will be differentiated (content) based on the students results on the pre-assessment. One group will emphasize correctly locating and identifying different regions of Europe, and on decoding map legends and symbols, including cardinal directions, physical features, and political features. The other group will instead focus on the economic and geopolitical motivations for Roman expansion. This affects the equalizer of “fewer facts-more facts” and of “concrete-abstract.”

Students will be grouped into six groups, with no more than five students per group. Each group must include students from both sections of the parallel teaching unit. They will each be given one of six nations, and, using what they learned from the parallel teaching lesson, they will record their nation’s name, location, date of conquest, natural resources, and three other interesting facts. Each group will then share their information with the class.

Midpoint assessment #1. Either in writing or orally, students must convey an understanding of why a nation

Which nation would you have supported, if you had been there?

would go to war, and of both the positives and negatives in making that decision. This assessment is differentiated according to process, in that it can be delivered orally or in writing, even though the product – a justified reason - ought to remain essentially the same.

Alternative Assessment (Rico): Students will have discussed that Rome was able to conquer their neighbors because of both superior technology and superior numbers. Given three illustrations of two groups of soldiers, students will circle the group that would win a battle based on being larger. This is a differentiation of content and of product.

Lesson 2 - Wednesday

The Daily Lives of Ancient Romans

Big Idea: Ancient Rome was made up of three

main classes: Patricians, plebians, and slaves.

A person’s place in society is based on that person’s family, his or her wealth,

the job that he or she performs, and society’s attitudes towards class.

Video: National Geographic: When Rome Ruled : Chapter on the eruption of Vesuvius, and Chapter on Daily Life.

Class Discussion: Based on what we saw in the video, what can we say is similar between how we live and how the Ancient Romans lived? What can we say is different?

Stations:

1) Roman Family – At the computers at the back of the classroom, students will investigate one of the three following websites about daily life in Roman families:

http://library.thinkquest.org/26602/society.htm

http://www.historyforkids.org/learn/romans/people/romanwomen.htm

http://oldintranet.puhinui.school.nz/Topics/AncientCivs/greecerome/Romeroles1.html

Students will select either “women,” “children,” or “slaves,” and be able to describe what their daily

At this point, the class will break into groups of seven or eight, and will rotate across four different stations.

lives were like.

2) Class Hierarchy – Worksheets: Roman social classes: Patricians, plebians, slaves. Students will complete one of two worksheets identifying the major social classes of Ancient Rome and their relationships to one another.

This can be differentiated by content by either having students list facts about the daily lives, (“Women could not vote or serve as witnesses at trials.”) or by having them attempt to recreate the daily schedule of a Roman. This would affect the “concrete-abstract” equalizer.

The more complex worksheet will depict how each class was or was not represented in the government, and how they had symbiotic relationships with one another. The simpler worksheet will merely depict how the patrician class was smaller and more powerful than the other classes. This would affect the “simple-complex” equalizer.

3) Tools and Jobs – Students will handle several tools similar to the ones used by the Ancient Romans. (Scythe [model], sextant, writing stylus, mortar and pestle, flint.) They will match those tools up with the corresponding jobs that Romans used them to do. (Farming, sailing, inscribing, baking.)

4) Fun and Leisure – Students will select at least one of the books at the reading station to skim and will research facts about one of the following activities that Romans spent their free time doing or watching: Gladiator fights, theatre, writing poetry, playing children games, or chariot racing.

http://www.amazon.com/Ancient-Rome-DK-Eyewitness-Books/dp/075663766X/ref=sr_1_1?s=books&ie=UTF8&qid=1332197531&sr=1-1

http://www.amazon.com/Spend-Day-Ancient-Rome-Activities/dp/0471154539/ref=sr_1_3?s=books&ie=UTF8&qid=1332197531&sr=1-3

http://www.salariya.com/web_books/gladiator/

Assessment: Quiz Worksheet: All students will be given a worksheet with a blank, three-tiered pyramid on it. They will be required to write, draw, or dictate in the correct social classes in the appropriate tiers. Students must also write, draw, or dictate which classes had the most wealth, less

Students may take notes, but are not required to. The big idea is to have them recognize how and why certain tools are formed to best accomplish certain tasks and be able to share or retell this information.

The books at this station are of a wide variety of levels of difficulty. (grades 2-8) Students should be encouraged to read from a book at their instructional or independent reading level. This would affect the independence equalizer.

Midpoint Assessment #2: All students will have the

wealth, and the least wealth, and which classes were made up of the most number of people, fewer people, and the least amount of people. Extra credit will be given to students who also identify what role each social class had in the governing of Rome.

same worksheet. However, this assessment can be differentiated based on product, with all students being required to provide the three social classes, their wealth, and their size, but not all students being required to describe their role in government.

Lesson 3 - Thursday

Ancient Roman Religion and Culture

Big Idea: Roman culture appropriated the religious beliefs

of other cultures that they

Informal Pre-Assessment During Class Discussion: What are the names of some of the other nations that were conquered by the Romans? Where are they on this map? What do we know about these nations?

Big Idea: The Romans took or appropriated beliefs from the people they conquered and incorporated those beliefs into their own culture.

conquered, including the Egyptians, the Greeks, and the

Israelites.

Over time, cultures change through encountering and incorporating the beliefs,

practices, and ideologies of other cultures.

Video: The Story of Romulus and Remus

http://www.youtube.com/watch?v=wA1D9wd29jI

What story does this make you think of? (Cain & Abel, Percy Jackson, Jack London, etc.)

Team Teaching: The Roman Pantheon: Worksheet and illustrations

http://www.timelessmyths.com/classical/family1b.html

Students will fill out worksheets through writing or drawing.

Class Read-Aloud: D’Aulaire’s Book of Greek Myths

http://www.amazon.com/DAulaires-Greek-Myths-Ingri-dAulaire/dp/0440406943/ref=zg_bs_2990_9

Final Assessment: Tic Tac Toe Projects: Present Tic Tac Toe assignment. Students should have at least one complete class period to work on their

There are three important concepts at work here. (1) The Romans appropriated their gods from the Greeks; (2) The Roman gods tended to have a domain over which they ruled; (3) The Roman gods were a family. Each teacher should pick one of these concepts to emphasize, either the explicit fact of the family tree or the concept of cultural appropriation. In this way, the material can be differentiated according to content as well as process. This would affect the “clearly defined – fuzzy” equalizer.

During the reading, students will be required to use their “Roman Family Tree” worksheets to identify which Roman god or goddess would replace the Greek god or goddess as told in the original Greek myths.

assessments (Friday), and they should be allowed to work on appropriate activities at home. One class period (next Tuesday) should be reserved for in class assessments and presentations.

Assessments:

Tic-Tac-Toe Projects

Students must choose three of nine possible activities for their final unit assessments. They must choose one activity from each column, so that they have at least one activity that covers the material from each of the three lessons.

The assessments are differentiated according to three tiers. The first tier I designed specifically to target the objectives for Steve, Shari, and Rico. The other students may opt to take these assessments as well, however, and the special education students are not required to be limited to any specific assessment activities. Shari, in particular, might benefit from the “point of view speech” or the “changing Rome collage.” However, the assessment activities have been designed so that it is possible for any student to complete all of the necessary assessments without being required to read or write.

For Rico, in particular, assessments 1-3 are designed to assess his individual curriculum outcomes. Each of these assessments would be easy to differentiate according to product, and (2) can be differentiated further according to process. However, any of the 9 activities can themselves be differentiated, and can be modified to target any student’s individual outcomes. For example, either (7) or (9) could target Shari’s outcome #3. Steve’s outcome #1 could be targeted by some combination of (3), (4), or (5).

1) Ancient Roman Map: Color and label a map of the Ancient Roman Empire. Include on your map at least the following items: Rome, Italy, the Mediterranean Sea, and at least two other nations that were conquered by the Romans, and show what natural resources those nations had. Include also a legend and a compass rose indicating the four cardinal directions.

2) Tools Show and Tell: In class next week, identify on your own at least three of the tools that we have in the classroom, and say what job or task they were used for.

3) Pantheon Family Tree: Draw and design a “family tree” of the Roman gods and goddesses. Include at least six different deities, and be sure to include their domains.

4) History Quiz: In class next week, be prepared to take a 20 question multiple choice quiz on Roman

5) Social Class Pyramid Quiz: In class next week, fill out on your own a “social class pyramid” like

6) Appropriated Myth: Select one of the stories or myths from either The Aeneid, D’Aulaire’s Book of

history. The quiz will cover the Punic Wars, the age of Roman expansion, and Roman geography.

the one we did in class. You will need to know the three main Roman social classes, how much wealth they had, how large they were, what kinds of jobs they did, and how they were represented in the Roman government.

Greek Myths, or the Story of Romulus and Remus, and adapt it to show your own culture or lifestyles. Provide illustrations for your “appropriated myth” and be ready to share in class.

7) Point of View Speech: Prepare a two-minute speech arguing either for or against Rome declaring war against Carthage. You should take on the “point of view” of one of the following figures: Dido, Hannibal, Scipio Africanus, or Cato the Elder.

8) Book Report: Select one of the books we had in class about what Romans did for fun and leisure, or check out one on your own, and write at least two pages about one activity that the ancient Romans did for fun or leisure. Be sure to include information about where the activity took place, who participated, and what class of Romans usually took part in it.

9) Changing Rome Collage: At home, make a collage (or drawing, or other work of art) that shows how Rome changed over time. Be sure to include images that show how it changed in terms of style of government, size, wealth, culture, and religious beliefs. Include a one paragraph written “blurb” that explains your collage.