Goals & Objectives
Students will learn about the early foundations of the Roman Republic. They will attain an understanding of the specific innovations in science and technology will be focus points that illuminate the early groundwork of the great civilization.
California State Content and Common Core Standards
6.7.1 Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
6.7.2 Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty.)
6.7.2 Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty.)
Lesson Introduction
The teacher will kickoff the class with this passage that reviews the legend of Rome’s origin.
Could a mighty civilization rise from the humblest of origins? According to legend Rome did. The city traced its origins to twin brothers named Tomulus and Remus, descendants of a Trojan hero named Aeneas who had fled to Italy after the Trojan War. As babies, the boys were placed ina a basket and set adrift on the Tiber River at the orders of their grea-uncle. According to the legend the basket washed ashore and was found by a wolf who cared for the boys. Eventually, the boys were discovered by a kind shepherd who adopted them as his own sons. When the boys grew up, they decided to build a city on the Tiber, where they had been saved.
The students will pair up and do a think, pair, share activity discussing other stories they know from history or from books they have read that have similar origin tales and consider how this story relates to later Roman history as well as a civilizations narrative. The teacher will ask pairs to share their ideas and reasoning with the class.
Could a mighty civilization rise from the humblest of origins? According to legend Rome did. The city traced its origins to twin brothers named Tomulus and Remus, descendants of a Trojan hero named Aeneas who had fled to Italy after the Trojan War. As babies, the boys were placed ina a basket and set adrift on the Tiber River at the orders of their grea-uncle. According to the legend the basket washed ashore and was found by a wolf who cared for the boys. Eventually, the boys were discovered by a kind shepherd who adopted them as his own sons. When the boys grew up, they decided to build a city on the Tiber, where they had been saved.
The students will pair up and do a think, pair, share activity discussing other stories they know from history or from books they have read that have similar origin tales and consider how this story relates to later Roman history as well as a civilizations narrative. The teacher will ask pairs to share their ideas and reasoning with the class.
Vocabulary
The students will make a foldable to engage their learning for the vocabulary and a proper understanding of the opening sections that they will be reading. The vocabulary they learn will help them create a more pronounced foldable while preparing for them to use the vocabulary in other assignments and a summative test at the end of the unit. Key terms will include… Italian Peninsula, Remus and Romulus, Aeneas, Alps, Mediterranean Sea, Patricians, Plebians, Etruscans, Republic. Julius Caesar, Augustus etc.
Content Delivery
The teacher will have the students open up their book to Chapter 6, Rome and Early Christianity. The teacher will engage in pre reading of the topics and subtopics throughout the unit. Teacher will enlist previous knowledge including pointing out common expressions including “When in Rome” “Rome wasn’t built in a day” to illustrate the lasting legacy of the Roman civilization.
Then dividing the students into groups of four the teacher will have them read through the first two sections of the unit, (pgs 1-17)
Then dividing the students into groups of four the teacher will have them read through the first two sections of the unit, (pgs 1-17)
Student Engagement
As they read students will divide into adjacent seating pairs and create and fill out a three tab book foldable that covers three events they have learned about the foundation of Rome and relate it back to the underside fold. On this fold they will discuss the themes and reasons for how the Roman civilization has stood for the test of time and come up with two sentences about its significance.
3 Tab Foldable
Lesson Closure
After the foldables are completed the students will turn their focus from recording what they have learned and recorded into direct lessons fostered by their writings from the main fold. The teacher will ask for volunteers to share what they have learned, including at least one of their sentences from the main fold. After an answer has been given teacher and students will be able to give feedback and link it back to the readings both for Rome and previous civilizations encountered.
Assessment
Formative Assessment – During the foldable creation process the teacher will move amongst the students as they are working on their foldable projects. Teacher will ask questions related to the topics that the students chose and challenge their main folds so that the students are backing up what they put down with pertinent examples.
Summative Assessment – After class teacher will grade the foldable sections, reviewing the examples that the students used and their accuracy on the three tabs along with the connections that the students made to their main tab.
Summative Assessment – After class teacher will grade the foldable sections, reviewing the examples that the students used and their accuracy on the three tabs along with the connections that the students made to their main tab.
Accommodations for English Learners, Striving readers and Students with Special Needs
Additional vocabulary will be available for students with special needs as well as striving learners and readers. There is a wealth of vocabulary terms to chose from for the unit so it will be a simple task to modify the vocabulary to include or not include certain terms. The teacher will also have foldables partially folded and ready for the three tabs to be created to assist students with special needs when applicable.