Goals and Objectives
Educate students
on the validity of simulations and interactions for learning and enjoying
history. Students will grow their knowledge of Roman history by working with a
set of digital interactions. The first will enlighten students with knowledge concerning
roman coins and what they represented besides a unit of momentary value. The
second exercise will show them the significance and consequences of the men who
led Rome as Emperors.
California Content 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).
Vocabulary
Coinage, Hereditary Rule, Historiography, Senatorial Offices, Magistrate, Tribune, Praetor, Aedile, Pomepii, Julius Caesar, Military family, Patrician families, consulships, Tacitus, Suetonius, Plutarch, Dio Cassius. Julia, Agrippa, Praetorian Guard.
Lesson Introduction
Start off class
by speaking to the students about how everything we see and do is informed by
history. The past shapes the future and every day in the classes, school, out
of school and at home the students are shaping their history and the world
around them. A study of history is not just about reading chapters in books and
writing papers but critically thinking about the history that the students are
taught and coming up with an appropriate and developed response to it. In this
students are not only preparing themselves to be critical learners but sharp
minded individuals, a trait that will serve them far beyond school.
Content Delivery
Following the retrieval of homework assignments from the previous day and checking on the student’s reading performance by a progress monitoring discussion the lesson will change into a preparatory stage. Either by using available computers in classroom or departing for the library or computer lab the students will be using technology to access the main activities of the class.
Student Engagement
These two activities will be given to the students to complete. They are straight forward and simple yet they inform students of a variety of historical issues with Rome that include how the Emperors themselves are remembered and the grave choices they had to make during their reigns that would determine the success or failure of their tenure as one of the most powerful individuals of the known world.
Activity 1. Roman Coins
Activity that studies the significance of Roman coins and how generals and emperor’s would hold control of their designs and therefore have continuous reminders of their austerity and nobility in everyone’s pocket any time they had coins.
Activity 2. Emperor Game
Follows the exploits and choices of the Emperor’s Augustus, Caligula and Nero, Students chose which Emperor to take the role of and then proceed to make choices during the crisis points of each of their careers. After the students select a choice they are told what actually happened and how the actual choice shaped the Roman world.
As an after assignment the students will be assigned a written response to what they have learned from both activities. They will write two paragraphs one for each activity that will be developed with the lessons and themes found from both the coins and the lives of the Emperors. This assignment can be started during class if they finish their assignments early but otherwise it will be completed as homework to be turned in the following day.
Activity 1. Roman Coins
Activity that studies the significance of Roman coins and how generals and emperor’s would hold control of their designs and therefore have continuous reminders of their austerity and nobility in everyone’s pocket any time they had coins.
Activity 2. Emperor Game
Follows the exploits and choices of the Emperor’s Augustus, Caligula and Nero, Students chose which Emperor to take the role of and then proceed to make choices during the crisis points of each of their careers. After the students select a choice they are told what actually happened and how the actual choice shaped the Roman world.
As an after assignment the students will be assigned a written response to what they have learned from both activities. They will write two paragraphs one for each activity that will be developed with the lessons and themes found from both the coins and the lives of the Emperors. This assignment can be started during class if they finish their assignments early but otherwise it will be completed as homework to be turned in the following day.
Student Assessment
Informal Formative Assessment - Teacher will travel through the students as they are going through the activities. If they have questions about the material or technical issues the teacher will be on hand to help facilitate any activites while promoting student critical thinking for both assignments. "Yes that choice may be a bad one but sometimes the emperor's would consider their option the best for the greater good."
Formal Formative Assessment - As an after assignment the students will be assigned a written response to what they have learned from both activities. They will write two paragraphs one for each activity that will be developed with the lessons and themes found from both the coins and the lives of the Emperors. This assignment can be started during class if they finish their assignments early but otherwise it will be completed as homework to be turned in the following day.
Formal Formative Assessment - As an after assignment the students will be assigned a written response to what they have learned from both activities. They will write two paragraphs one for each activity that will be developed with the lessons and themes found from both the coins and the lives of the Emperors. This assignment can be started during class if they finish their assignments early but otherwise it will be completed as homework to be turned in the following day.
Lesson Closure
Ensure that the
students log off the computers and are prepared to finish off the activity for
homework. Ask them what they thought about the activity with open ended
questions such as who was your favorite Emperor and why? What can coins tells
us about an ancient civilization and what does this make you think about with
our own coins.
Accommodation for students with special needs
Additional vocabulary support will be allocated for English Learners, striving readers and students with special needs with source information to help them locate definitions. Aides should be on hand when the class moves to the computer lab for any issues. If the students cannot utilize computers than a separate handout built from the online activities will be avaiable upon request.