Course
Profile World
History to the Sixteenth Century, Grade 11, University/College Preparation,
Catholic and Public
Unit 3: Mediterranean World – From the Rise of the Hellenes to the Fall of the Romans
Time: 22 hours
Activity 3.1 | Activity
3.2 | Activity 3.3 | Activity 3.4 | Activity
3.5 | Activity 3.6 | Activity 3.7 | Activity
3.8 | Activity 3.9 | Activity 3.10
Students
examine the Classical Civilizations of Greece and
|
Activity |
Time |
Expectations |
Assessment |
Activity/Tasks |
|
3.1:
The Path to Discovery |
80 min |
COV.01,
CO1.02, COV.02, CO2.02, CHV.02, CH2.04, CGE1e, 2b |
T/I C |
Map
Study Geographic Influences Use
maps and discuss how geography may have influenced individual city states.
Use visual evidence and facts to prove theories about Minoan and Mycenean
civilizations. |
|
3.2: On
the Road to Democracy |
160 min |
CHV.01,
CH1.01, CH1.02, SEV.03, SE3.02, CGE7e |
K/U T/I A C |
The
Evolution of Government Review
and define different types of government. Research and explain contributions
of; Draco, Solon, Peisistratus, and Cleisthenes. |
|
3.3:
Life in |
180 min |
COV.01,
CO1.03, COV.03, CO3.02, CCV.03, CC3.03, CHV.03, CH3.03, CGE1d, 1i |
K/U T/I C |
Greek
City States Compare
the two main powers in Analysing
Cause and Effect Identify
the causes and effects of the Persian and Peloponnesian Wars. |
|
3.4:
The |
160 min |
CHV.03,
CH3.04, HIV.03, HI3.01, HIV.04, HI4.02, HI4.04, CGE3d |
K/U A C |
Historical
Newspaper Produce
an article of a newspaper published in democratic |
|
3.5: The Spread of Hellenism |
160 min |
CCV.01, CC1.01, CHV.02, CH2.01, CHV.03,
CH3.01, HIV.01, HI1.02, HIV.04, HI4.01, CGE4e, 5f |
K/U T/I A C |
Travel Journal Map the route of Alexander the Great and the
spread of Hellenistic culture. After studying his battles and conquests
students prepare either a written or visual travel log of all his
experiences. |
|
3.6: |
80 min |
HIV.01,
HI1.03, HIV.03, HI3.01, CGE3c |
K/U C |
Categorizing
Facts - Small
groups review the information about the three Punic Wars. Chart similarities
and differences. Display in classroom. |
|
3.7:
Changes in Roman Government |
100 min |
CCV.02,
CC2.02, CHV.03, CH3.04, SEV.03, SE3.01, SE3.02, SE3.03, CGE3f |
K/U T/I |
The
Republic - Law Codes Compare
the Twelve Tables of the Tribunes to Hammurabi’s Code. Pax
Romana and Rise of Christianity Map the
spread of Christianity. Contributions of Research
a Roman emperor. Write an obituary. |
|
3.8:
Roman Daily Life |
160 min |
COV.01,
CO1.02, COV.03, CO3.01, CHV.03, CH3.04, SEV.01, SE1.03, CGE2e |
K/U A C |
Jigsaw Small
groups research a different aspect of everyday Roman life, then share their
area of expertise as the others take notes. Add to Legacy Folder. |
|
3.9:
End of an Era |
80 min |
SEV.01,
SE1.02, SEV.02, SE2.02, SEV.03, SE3.04, HIV.02, HI2.01, HI2.03, CGE7d |
K/U T/I C |
Fall
of the Using
primary sources, students distinguish fact, opinion, biased information and reliability
of sources after reading Histories of Ammianus Marcellinus 378 CE. |
|
3.10:
Culminating Activity |
160 min |
CHV.01,
CH1.02, SEV.03, SE3.04, HIV.04, HI4.03, CGE6c, 7a |
K/U T/I A C |
Debate leadership of Alexander the
Great, Who was
the greatest leader? Consider
lasting influences and add to “Legacy Folder”. Make Global Connections on
bulletin board. |
Guide to
Assessment and Evaluation Abbreviations
K/U Knowledge and Understanding
A Application
T/I Thinking and Inquiry
C Communication
Time: 80 minutes
Students
begin the study of classical civilizations by applying their knowledge of
geographic factors that influence societies and apply the criteria of
civilization to the
Overall
Expectations
COV.01 -
demonstrate an understanding of the characteristics of a variety of communities
from prehistory to the sixteenth century;
COV.02 -
demonstrate an understanding of the development of different forms of communities
from prehistory to the sixteenth century;
CHV.02 -
evaluate the contributions of selected individuals and groups to the
development of artistic, intellectual, and religious traditions.
Specific
Expectations
CO1.02 -
identify the factors that tend to differentiate societies;
CO2.02 -
identify, through analysis, the reasons for the predominance of particular
societies;
CH2.04 -
evaluate the role and importance of a variety of legends, myths, and traditions
in the context of the diverse communities that produced them.
CGE1e -
speaks the language of life...“recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it” (Witnesses to Faith);
CGE2b -
reads, understands, and uses written materials effectively.
Students
should be familiar with criteria for civilizations from Unit 2. Students have
experience with mapping skills from Grade 9 Geography. They need instruction on
how to form hypotheses using visual evidence. Make students aware of the
assessment rubric for the report.
·
The
teacher may need to reproduce maps, locate pictures of the
·
Locate
myth of the Minotaur and legend of Trojan War.
·
Share
the evaluation criteria for group work and news report with the class in
advance.
1. Investigate factors affecting the development
of communities and reflect a call to promote social justice.
2. The teacher reviews geographic factors that
influenced the development of civilizations in other areas.
3. With a partner, students analyse these geographic
characteristics in the Aegean as well as look for other factors not used in
previous studies; (mountains separating city states, extensive coastline);
hypothesize how they might play a part in the formation of unique and
individual city states.
4. Students
record their theories, then scan textbook to see if their theories hold.
Discuss.
5. The teacher should record the points on the
board as a summary for this activity.
6. Locate the
7. The teacher reviews the myth of the Minotaur
and legend of the Trojan War.
8. Students are placed in small groups to
examine the visual evidence, either Internet or pictures.
9. Students discuss and write down their
theories along with visual proof to support theories, (e.g., enjoyed life,
prosperous, Minoans had an impact on Achaeans, influenced by the sea, an
important historical find).
10. Each group takes turns sharing findings with
the class. List important points on overhead acetate.
11. For enrichment, students pretend that they are
junior archaeologists/reporters that accompany Sir Arthur Evans as he excavates
the
3,8. Formative assessment of group and individual
work (Thinking/Inquiry, Learning Skills; teamwork and initiative).
10. Formative teacher assessment of group
discussion.
·
A
numbered map may be helpful to students with visual-spatial difficulties.
·
Provide
peer/teacher assistance to research data collection.
·
Provide
paired reading for students with reading difficulty.
·
Reduce
assignment length (quality not quantity) for students with
organization/concentration difficulties.
Print
Payne,
Robert. The Gold of
Pennock,
Michael. Catholic Social Teaching:
Learning, Living and Social Justice. Notre Dame, Indiana: Ave Maria Press,
2000. ISBN 0-87793-698-4
Websites
Heinrich
Schliemann – http://www.myrine.at/Schliema/schlieme.html
Cultural
maps of
Video
Lost City of
Time: 160 minutes
Students
learn about the influential political forces which brought about change and how
these changes led to democracy in
Overall
Expectations
CHV.01 -
evaluate the contributions of selected individuals and groups to the
development of legal, political, and military traditions;
SEV.03 -
demonstrate an understanding of the diversity and uniqueness of political
structures throughout the world.
Specific
Expectations
CH1.01 -
evaluate the contributions of selected individuals and groups to the
development of legal traditions in various societies;
CH1.02 -
evaluate the contributions of selected individuals and groups to significant
political events; SE3.02 - demonstrate an understanding of the factors that
influenced the development of various forms of leadership and government.
CGE 7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society.
In Grade
10 Canadian History, students were made familiar with types of governments, the
use of the Internet as a research tool, the school/board policy for Internet
use, consequences of misuse, the characteristics of successful role playing,
and the essay-writing process.
·
Prepare
definitions of monarchy, oligarchy, tyranny, and democracy on a transparency.
·
Check
the textbook for information or preview websites and print information.
·
Provide
paper for posters.
·
Prepare
the evaluation for the presentation.
1. The teacher asks for examples of factors
which may influence changes at school, then expands this concept to look at the
forces of change within a municipality, province, or country.
2. Have a general discussion on the effects of
change in a students’ daily life.
3. The teacher displays the definitions of the
different forms of government (monarchy, oligarchy, tyranny, and democracy).
Discuss how each one would affect their lives. With which government would they
feel more comfortable or content? Why?
4. The teacher and students discuss the
following quotation, “There is no socially and politically neutral theology; in
the struggle for life, theology must take sides.” Should the Church speak out
on social, economic, and political issues?
5. Students
work in small groups to research one of the following reformers: Draco, Solon,
Peisistratus, or Cleisthenes. In their research, students should discover what
changes each introduced who was in favour, and who was opposed to the changes
and why?
6. Each group is to present its findings orally
to the class via role-playing during an interview. The information is to be
recorded on bristol board. These posters can then be displayed to make an
informative bulletin board in the classroom.
7. Students are responsible for taking notes
from the presentations regarding the reforms introduced and how they affected
Greek civilization.
8. For homework, students write a paragraph in
which they argue the idea that Athenian democracy was (not) truly democratic.
How does it compare with today’s idea of democracy? This paragraph is to be
added to their Legacy Folders.
9. The teacher administers a quiz for students
to identify the contributions of each reformer.
5. Formative assessment (Learning Skills;
teamwork and initiative).
6. Summative evaluation of each student ‘s
contribution to the presentation.
8. Formative assessment of paragraph.
9. Summative evaluation (Knowledge) of the
contributions of each reformer and impact on Athenian society. Quiz to test
content obtained from research and presentations.
·
TEXT HELP and Dragon Naturally Speaking voice-activated computer program allows
students who are physically challenged to write notes, etc.
·
For
ESL students post key words on the board. Frequently review and repeat them.
·
Build
opportunities for frequent progress checks.
·
Provide
study guide prior to quiz.
Print
Warner,
Rex. Men of
Sign of the Times; Resources for Social Faith.
Websites
Athenian
Revolution – http://pup.princeton.edu/titles/5935.html
Origins
Greek Democracy – http://srd.yahoo.com/srst/15101282/Greek+DEmocracy/1/6/*http
Video
The Greeks: Crucible of Civilization. Discovery Channel, 2000.
Time: 180 minutes
Students
use the textbook chapters and/or websites to chart the similarities and
differences between the two main powers on mainland
Overall
Expectations
COV.01 -
demonstrate an understanding of the characteristics of a variety of communities
from prehistory to the sixteenth century;
COV.03 -
analyse the interaction between selected societies from prehistory to the
sixteenth century; CHV.03 - demonstrate an understanding of the relationship
between individuals, groups, and authority in different societies and periods
to the sixteenth century;
CCV.03 -
demonstrate an understanding of the use and importance of chronology and cause
and effect in studying world history before the sixteenth century.
Specific
Expectations
CO1.03 -
identify the forces that led different peoples to choose their particular forms
of social organization;
CO3.02 -
demonstrate an understanding of the effects of isolation on a community;
CH3.03 -
identify individuals and groups who challenged authority;
CC3.03 -
identify cause-and-effect relationships within the chronology of significant
historical events.
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE1i -
integrates faith with life.
In the
Grade 10 History course, students gained an understanding of cause-and-effect
relationships. Review analytical and inference skills to recognize biases in
primary sources.
Check
that the textbook chapters provide enough information on Sparta and Athens;
otherwise, additional materials need to be provided (e.g., material on the
education of Spartan boys and girls). Copy a map for students to trace the
routes of the Persian troops. Locate and print copies of the primary documents
or book the computer lab so that students can search the Internet. Prepare a
note and test of causes and effects of each of the wars.
1. The
teacher and students locate Sparta and Athens on the map.
2. The
teacher asks: How do provinces in Canada differ from one another? (e.g., Prairie
and Maritime provinces).
3. What are the differences between Canada and
the United States? (For example, gun laws).
4. The teacher and students use the textbook to
read about the education of Athenian boys and girls together. Students begin
their comparison of the two city states by reading to discover how the
education in Sparta differed.
5. Students continue to read and chart the other
differences under the following headings; social structure, education, role of women,
military strengths, economy, government, population, lifestyle, values, and
legacies.
6. As an enrichment activity, students write a
paragraph comparing education in Canada with education in Athens and Sparta.
What are the advantages and disadvantages of living in one city and not the
other? In which one would the student rather live? Explain why. Or students can
create a real estate ad for of the city in which they would choose to live.
7. The teacher writes the quotation, “In
brotherly love, let your feeling of deep affection for one another come to
expression” (Romans12:10) on the board. Students write their reflections. A
class discussion follows.
8. Students locate Persia then map the land
routes from Persia to Greece.
9. Discuss the meaning of cause and effects,
e.g., Persian threat = Delian League and wars.
10. In small groups, students read and discuss the
primary documents (Herodotus, Pericles, Thucydides) as well as textbook
chapters to find the connection between the Persian and the Peloponnesian War.
11. Students orally present their findings to the
class. The teacher-prepared note on causes and effects of wars consolidates the
information.
12. As an enrichment activity, individual students
can research and present their findings on the military strategies, ships and
weapons used during the wars.
6. Formative assessment of the comparison chart.
11. Summative evaluation of students’ ability to
use primary documents.
12. Summative quiz (Knowledge) to evaluate the
content of wars and their causes and effects.
·
Photocopy
instructions for students who have communication difficulties.
·
Separate
the spelling from the writing process when evaluating students with writing
difficulties.
·
The
text is scanned into the program and read to the student for language
difficulties.
·
Provide
testing method that enable students to communicate their knowledge.
Print
Canadian
Catholic Conference of Bishops. Ethical
Reflections. Ottawa, 1981.
Websites
Herodotus:
The Persian Wars – http://mcadams.posc.mu.edu/txt/herodotus/
Peloponnesian
Wars – http://classics.mit.edu/Thucydides/pelopwar.html
Athenian
Armed Forces – http://ivory.trentu.ca/www/cl/ahb/ahb7/ahb-7-2a.html
Video
Athens – Triumph and Tragedy. A&E.
Sparta – Foot Soldier: The Greeks. A&E.
The Battles that Changed the World -
The Greek Persian War.
Discovery, 1997. ASIN 6304843477
The Peloponnesian War. Discovery, 1997. ASIN 6304843585
Time: 160 minutes
Students
analyse the development and diversity of social, political, cultural, and
economic structures of the ancient Greeks. Students gain an insight into the
everyday lives of the ancient Greeks as well as the important events in the
development of democratic Athens. Students explore how The Gospel can conflict
with the values of society and their call to witness Jesus’ values.
Strand(s):
Citizenship
and Heritage; Social, Economic, and Political Structures; Methods of Historical
Inquiry
Overall
Expectations
CHV.03 -
demonstrate an understanding of the relationship between individuals, groups,
and authority in different societies and periods to the sixteenth century;
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study.
Specific
Expectations
CH3.04 -
assess the contributions of Athens, Rome, and medieval Europe to the
development of modern Western ideas of citizenship and the rights of
individuals;
HI3.01 -
communicate effectively, using a variety of styles and forms;
HI4.02 -
use a variety of time-management strategies effectively;
HI4.04 -
identify career possibilities related to the study of history.
Ontario
Catholic School Graduate Expectations
CGE3d -
makes decisions in light of gospel values, with an informed moral conscience.
·
Students
are familiar with developing questions, the use of questions to gather
information, as well as the use of appropriate vocabulary to describe their
observations.
·
Students
are aware of the decision making process and how outside influences can affect
the decisions they make.
·
Have
sections of a newspaper for students to review.
·
Book
the computer lab or Library/Resource Centre for research.
·
Adapt
Appendix 1.7.1 CHC2D Catholic Profile for evaluating the news story.
1. Students work in small groups first to review
the sections of a newspaper and then to choose the one on which they want to
work (e.g., editorial, arts and entertainment, sports, etc). They are to make
journalistic notes on how the articles are written.
2. The teacher reviews the five Ws of
information to be included: who, what, when, where, why, and how events
occurred.
3. For example, write a letter to the editor
about the some aspect of life in ancient Greece. They may critique a drama or
sculpture, or interview an influential person such as Pericles.
4. The teacher acts as editor-in-chief, reviews
and edits material, and sets expectations and deadlines.
5. Students can scan their textbooks or Internet
to find topics and information. Stronger students may wish to write
independently, whereas weaker students may wish to work in small groups to plan
an article of a newspaper that would be published in democratic Athens.
Students must write the articles independently.
6. Print out individual articles, then cut and
paste into a newspaper format. Or use student expertise and available computer
technology to create the newspaper. Make copies for the class.
7. Students should add the lasting influences of
the Golden Age of Athens to his/her Legacy Folder.
5. Summative evaluation of newspaper article.
7. Formative assessment of Learning Skills.
·
Pair-share
assignment to use each student’s strengths.
·
Provide
a model assignment as a guideline for students with language difficulties.
·
Enhance
student’s dignity by providing opportunities for choice of assignment topics.
Websites
Ancient
Sites (3D Athens) – http://ancientsites.com/
Ancient
Greek Artifacts (virtual tour) – http://srd.yahoo.com/srst/2676450/ancient+sites+virtual+tour
Multiplayer,
real time, role-playing game with Greco-Roman feel –
http://epic.legendary.org/~firan/
Video
The First Olympics. A&E. #40267
Time: 160 minutes
Students
examine how the Hellenistic culture spread by following the exploits of
Alexander the Great. They analyse how Greek culture influenced other cultures
and the contributions made by Alexander the Great in terms of artistic,
architectural, and intellectual traditions. Students understand that leadership
as expressed in The Gospel is a call to service which they are called to
exercise. It is a call that respects people and promotes dignity and the common
good.
Strand(s): Change and Continuity; Citizenship and Heritage;
Methods of Historical Inquiry
Overall
Expectations
CCV.01 -
analyse the factors that contributed to the process of change from prehistory
to the sixteenth century;
CHV.02 -
evaluate the contributions of selected individuals and groups to the
development of artistic, intellectual, and religious traditions;
CHV.03 -
demonstrate an understanding of the relationship between individuals, groups,
and authority in different societies and periods to the sixteenth century;
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources; HIV.04 - demonstrate an ability to think creatively, manage
time efficiently, and work effectively in independent and collaborative study.
Specific
Expectations
CC1.01 -
identify major changes that took place through the course of history to the
sixteenth century, and demonstrate an understanding of their intensity and
breadth;
CH2.01 -
identify selected individuals and groups who made significant contributions to
the development of artistic forms;
CH3.01 -
demonstrate an understanding of the bases of authority in a variety of
societies from prehistory to the sixteenth century;
HI1.02 -
conduct organized research, using a variety of information sources;
HI4.01 -
demonstrate an ability to think creatively in reaching conclusions about both
assigned questions and issues and those conceived independently.
Ontario
Catholic School Graduate Expectations
CGE4e -
sets appropriate goals and priorities in school, work, and personal life;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals.
·
Students
have experience locating and organizing information using media works, written
notes, drawings, charts, and maps; as well as communicating information in a
variety of ways.
·
Students
have had experience with writing-in-role in the Grade 10 Canadian History.
·
Have
maps prepared for students.
·
Have
exemplars of travel logs available in order for students to study and develop
an understanding of what information is required.
·
Check
textbooks for information on Alexander or book the Library/Resource Centre for
research.
·
Review
websites and print any material needed, such as primary documents by Plutarch.
·
Share
evaluation criteria for journal with students.
1. The teacher directs students in using maps to
trace the route of Alexander the Great.
2. Students use textbook, documents, and
websites to make notes on the information to be included.
3. View a video, such as In the Footsteps of Alexander. Students continue to take notes.
4. After studying his battles (Issus) and
conquests (Tyre), students prepare a travel journal of the places he visited, thoughts,
feelings, and experiences during his travels (e.g., his visit to the oracle at
Siwa, his campaign across Zagros Mountains, and his new found city in
Alexandria).
5. Discuss
the impact of Christianity on aboriginal culture.
6. Students
can decide on the format they will use for their log, either written or visual.
7. Students display their logs in various areas
of the classroom. Then their classmates tour the room to examine and appreciate
each one.
7. Summative teacher evaluation of the Travel
Journal (Knowledge, Communication, Application, Thinking/Inquiry).
·
Limit
readings to those essential to core course work for those with reading
difficulties.
·
Provide
peer/resource assistance with document (e.g., highlight, chunk facts together,
discuss, re-read) for students with memory difficulties.
·
Provide
praise and feedback for students who lack motivation.
·
Provide
teacher/peer assistance to research data collection.
·
Allow
time for peer editing for students with writing difficulties.
Print
Green,
Robert. Alexander the Great. New
York: Franklin Watts Publishing, 1996. ISBN 0531202305
Websites
Plutarch
– http://www.ac.wwu.edu/~stephan/REnault/fire.plutarch.html
Alexander
the Great on the Web –
http://www-personal.umich.edu/~spalding/Alexanderama.html
Hellenistic
Art – http://1stmuse.com/Pergamon/art.html
CD-ROMs
Welcome to the Catholic Church 2.0. Sault St Marie, ON: Canadian
Software Distributors, 1999.
Video
The Great Commanders: Alexander the
Great. A&E.
In the Footsteps of Alexander, narrated by Michael Wood.
Discovery Channel. ASIN B00000FELL
The Greeks, Alexander and the Hellenistic Age “The Western Tradition” series from
Annenber/CPB ‘89.
Time: 80 minutes
Students
demonstrate an ability to locate, select, and organize research findings from a
variety of sources about the three Punic Wars. They learn how these events
shaped Rome and subsequently affected Western civilization. Finally, students
present the information to the class using a multimedia approach. This activity
presents an opportunity to be reflective, think critically, and solve problems
in light of The Gospel call to peace and the Church’s teachings on violence.
Strand(s): Methods of Historical Inquiry
Overall
Expectations
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources; HIV.03 - communicate opinions based on effective research
clearly and concisely.
Specific
Expectations
HI1.03 -
organize research findings, using a variety of methods and forms;
HI3.01 -
communicate effectively, using a variety of styles and forms.
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems.
·
Students
have had experience conducting research, locating, organizing, and charting
information from a variety of sources in previous activities, as well as
communicating information using a variety of methods.
·
They
are familiar with some Gospel and Church teachings concerning violence.
·
Ensure
that students have the necessary information needed in textbook or
Library/Resource Centre.
·
Print
out additional materials from the Internet.
·
Prepare
a model organizer for the information. See Teaching/Learning Strategy 2.
1. The teacher divides the class into groups of
three. Each group researches one of the three Punic Wars.
2. Students research and record the information
in a comparison organizer under the following columns: First, Second, and Third
Punic War. Label the rows: Causes of struggle, Battles fought, Military
aspects, Weapons used, People involved, Outcomes.
3. Students assume the role of the teacher and
direct a lesson for the class. The lesson should include; class participation,
use of overheads, maps, videos, role playing, content, delivery, and
discussion.
4. Students prepare a quiz on the content of the
presentation and include an answer key.
5. “Peace is not merely the absence of war. It
is rightly and appropriately called an enterprise of justice (The Church in the Modern World, Vatican
II, Sec. 78). Discuss whether it is ethical for Christians to go to war.
2. Formative assessment of Learning Skills;
teamwork, works independently, organization.
3. Summative evaluation of presentation.
4. Formative assessment (Knowledge) of
performance on student administered quiz.
·
Provide
teacher/peer/resource assistance in research data collection for reading
difficulties.
·
Simplify
written material to accommodate reading difficulties (an audio-tape could also
be used).
·
Reduce
assignment length for students with organization, concentration and/or
attention difficulties.
·
Verbalize
and scribe questions and answers for the quiz if required for students with
writing difficulties.
Print
Scarre,
Chris. Penguin Historical Atlas of
Ancient Rome. New York: Viking Press, 1995.
ISBN 0670864641
Liberti,
A. and F. Bourbon. Ancient Rome: History
of a Civilization that Ruled the World. New York: Stewart, Tabori &
Chang Publishers, 1996. IBSN 155670531X
Websites
Rome Resources (maps/military/etc.) –
http://www.dalton.org/groups/rome/
Polybius
– http://www.fordham.edu/halsall/ancient/polybius6.html
Hannibal:
Rome vs. Carthage – http://pages.infinit.net/mykeul/hannibal.htm
Punic
Wars – http://ancienthistory.about.com/cs/polybius/index.htm
Videos
Foot Soldier: The Romans (A&E #13910) and The Most Remarkable Battles (A&E
#42784)
The Battles that Changed the World: The Punic
Wars. Discovery
Channel, 1997. ASIN 6304843593
Time: 100 minutes
Students
identify and describe relationships and connections in the data studied. This
will help them to understand how Roman government was ever changing (from
Republic to Empire) to meet the needs of its expansion. Subsequently students
understand how interdependent systems can affect the development of a just
society faithful to the teachings of Jesus.
Strand(s): Change and Continuity; Social, Economic, and
Political Structures; Methods of Historical Inquiry
Overall
Expectations
CCV.02 -
analyse the factors that contributed to the maintenance of stability and
continuity in a variety of societies from prehistory to the sixteenth century;
SEV.03 -
demonstrate an understanding of the diversity and uniqueness of political
structures throughout the world;
HIV.02 -
demonstrate an understanding of the steps in the process of historical
interpretation and analysis.
Specific
Expectations
CC2.02 -
describe how legal traditions and political institutions contributed to a sense
of continuity;
SE3.01 -
analyse diverse forms of leadership or government (e.g., tribal leadership,
theocracy, monarchy) in selected communities prior to the sixteenth century;
SE3.02 -
demonstrate an understanding of the factors that influenced the development of
various forms of leadership and government;
HI2.03 -
identify and describe relationships and connections in the data studied.
Ontario
Catholic School Graduate Expectations
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society.
·
Review
oral presentation skills.
·
Students
have previously used primary sources, identifying physical and social needs of
people in early civilizations and how needs were met.
·
Review
analysing, synthesizing, and evaluating historical information.
·
Students
are familiar with some characteristics of a just society via Gospel and Church
teachings.
·
Inform
students of the evaluation criteria.
·
The
teacher provides copies of the Twelve Tables and Code of Hammurabi.
·
Prepare
a biographical sketch of Constantine, his influence in the rise of
Christianity, and a map of areas he influenced.
·
Prepare
a list of rulers that reigned during the Pax Romana 27 BCE-180 CE.
·
Share
the evaluation for the obituary with the students in advance.
1. Students map the expansion of the Roman
Empire. Discuss the problems associated with an empire of such a large size.
2. In small groups, students review Hammurabi’s
Law Code and compare it to the Twelve Tables.
3. Students present an oral report of their
findings to the class.
4. The teacher and students discuss the
prosperity during the Pax Romana, Rome’s growing population, and commerce. Review
some of the more important emperors, their contributions during this time and
how they tolerated different religious practices (e.g., Augustus Caesar,
Tiberius, Nero, Trojan, Hadrian, Justinian, Diocletian ).
5. The class maps the spread of Christianity in
the Roman world. Have students hypothesize why this religion spread.
6. The teacher reviews the life and teachings of
Jesus. Teach how his Apostle Paul travelled to Palestine, Asia Minor, Greece,
and Rome to spread Jesus’ message.
7. The teacher informs students that Paul was
persecuted by emperor Nero. Have students reflect on the way martyrs often aid
a cause. What other martyrs can students remember and what the effect they did
have?
8. The teacher and students discuss the appeal and
rise of Christianity in spite of the threat of persecution.
9. The teacher presents a biography of the
emperor Constantine. Include his initial religious beliefs, explain why they
changed, and explain his role in the rise of Christianity. Add lasting influences
of this emperor to their legacy Folder.
10. For homework, students research one Roman
emperor during the Pax Romana. Students write an obituary for the emperor they
researched. Include: headline, date of birth and death, personal life and
interests, how he came to power, struggles to stay in power, accomplishments,
critics’ opinions, cause of death, the expected successor, quotations by/about
the leader.
11. As an enrichment activity, students give a
three- to five-minute mini-presentation about the emperor researched.
Information to be included can be background, career, religious views, goals,
accomplishments, success or failure. Is he worthy of historical recognition?
1. Formative assessment (Learning Skill; works
independently) by observing mapping skills.
10. Summative evaluation (Knowledge,
Thinking/Inquiry) of obituary to include creativity, accuracy of information,
detail and mechanics. Formative assessment (Learning Skill; work
habits/homework).
·
Use
cooperative learning for students with reading/language difficulties.
·
Reduce
assignment length.
·
Provide
immediate reinforcement to students who lack motivation.
·
Break
tasks into small units with explicit expectations for students with concentration
difficulties.
·
Have
students with written language difficulties use a word processor and spell
checker.
Print
Canadian
Catholic Conference of Bishops. John Paul
II - On Social Concerns. Ottawa, 1981.
Scarre,
Chris. Chronicle of the Roman Emperors:
The Reign by Reign Record of the Rulers of Imperial Rome. Thames and Hudson
Publishers, 1995.
Zoch, P. Ancient Rome: An Introductory History.
Oklahoma University Press, 1998.
Websites
Early
Republic – http://www.cgocable.net/~jstam/erepubic.html
Twelve
Tables – http://.humanities.ccny.cuny.edu/history/reader/romanlaw.html
Republican
Roman Government – http://www.utexas.edu/depts/classics/documents/RepGov.html
Roman
Emperors – http://www.ece.arizona.edu/~justin/Emperors/baggin_emperors
Illustrated
History - (biographies, interactive maps, military) –
http://www.roman-empire.net/
Video
Rise to Power. Discovery.com.
Ancient Rome: Story of an Empire. PBS Discovery Channel, 1998.ASIN
0767012631
Augustus: First of the Emperors. A&E. #14251
Justinian: The Last of the Romans. A&E. #14254
Time: 120 minutes
Students
understand the relationships within the extended family headed by the father
(patrisfamilia). In addition, students demonstrate an understanding that women
played a large role not only in the family but also in public affairs. Students
also research everyday life in Rome and learn the different aspects of Roman
accomplishments. They develop an understanding of how historical events still
influence the present, as evidenced by Rome’s lasting influences. The concept
that history is present in the modern world is reinforced. Students examine the
Church teachings, which emphasize the family as the cornerstone of society, and
probe Catholic faith traditions which enhance the quality of life.
Strand(s): Communities: Characteristics, Development, and
Interaction; Citizenship and Heritage; Social, Economic, and Political Structures;
Methods of Historical Inquiry
Overall
Expectations
COV.01 -
demonstrate an understanding of the characteristics of a variety of communities
from prehistory to the sixteenth century;
COV.03 -
analyse the interaction between selected societies from prehistory to the
sixteenth century;
CHV.03 -
demonstrate an understanding of the relationship between individuals, groups,
and authority in different societies and periods to the sixteenth century;
SEV.01 -
analyse the development and diversity of social structures in various regions.
Specific
Expectations
CO1.02 -
identify the factors that tend to differentiate societies;
CO3.01 -
demonstrate an understanding of the factors that influenced the nature of
relations between groups;
CH3.04 -
assess the contributions of Athens, Rome, and medieval Europe to the
development of modern Western ideas of citizenship and the rights of
individuals;
SE1.03 -
demonstrate an understanding of women’s social roles in early and more complex
societies.
Ontario
Catholic School Graduate Expectations
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life.
·
Students
use knowledge acquired thus far in the course regarding people’s values and
beliefs and their effect on daily lives.
·
Students
have experience with the collaborative learning jigsaw model and organizing
information.
·
The
teacher should review listening and note-taking skills.
·
Students
have some knowledge of the relationship between the family and society.
·
Book
the computer lab and/or Library/Resource Centre.
·
Review
websites/resources.
·
Familiarize
students with how the jigsaw activity works.
·
Prepare
the A-L-D Organizer.
·
Prepare
a list of different areas of daily life that can be examined (role of women,
legal rights, education, clothing, jewellery, food, beliefs, rise of
Christianity, art, architecture, other Roman accomplishments).
·
The
teacher may need to locate other sources for student research.
1. Students are divided into small groups. Each
group researches one aspect of Roman daily life and accomplishments.
2. Once the research has been completed and
students are experts in their areas, they join new groups. Each student in the
new groups should be an expert in a different area of daily life.
3. Each student then takes a turn to share
his/her area of expertise while the others take notes.
4. At the end, students draw connections
wherever possible between the Roman “experience” and Western-European culture.
Since this activity is near the end of the unit, they may be able to readily
identify past influences in today’s society.
5. The class views a video about Pompeii which
preserved the daily life of the ancient Romans. Students take notes. Discuss.
6. The teacher presents the Catholic view of the
sanctity of family life. “The family is and must be considered the first and
essential cell of human society” (Pope John Paul XXIII). Discuss the way the
media reinforces family life or mitigates against it. Write a paragraph on the
value of family life and how it can be nurtured.
7. Cultural Quiz. Students write a quotation,
invention, reform, name, etc., related to the course on a piece of paper; include
the answer on the back of the paper. Divide the class into two halves. Read the
questions out loud. Keep score to see which side has the most correct answers.
8. As an enrichment activity, the teacher
displays visual historical evidence in popular culture, such as Herman
cartoons, pictures of Greek architecture in the area, or students read the
lyrics of songs with historical evidence (e.g., the song “Alexander the Great”
by Iron Maiden). Students then find a source of his/her own (e.g., cartoons, poems,
songs, TV shows) to demonstrate the influence of the past in today’s society.
Class discussion to follow.
9. Students include a written summary of the
lasting influence of Roman life and accomplishments in their Legacy Folder.
2. Formative
assessment of Communication, Learning Skills; teamwork and works independently.
4. Formative assessment (Knowledge and
Application). Students complete each column of the A-L-D Organizer; What I
Already Knew, What I Want to Learn, What I Discovered.
9. Formative assessment (Learning Skills;
organization and works independently).
·
Allow
students with attention difficulties to tape lessons for more extensive
listening later.
·
Photocopy
instructions for students with communication problems.
·
Provide
teacher/peer/resource assistance in collecting data for students with reading
difficulties.
·
Modify
assignment for individual student’s strengths and interests.
Print
Carpino,
Jerome. Daily Life in Ancient
Canadian
Conference of Bishops. Pope John Paul II
The Role of the Family in the Modern World.
Websites
http://www.ancientsites.com/as/rome/academy/tours/index.html
Virtual
tours – http://www.ancientsites.com/
http://www.LearningFamily.net/reiser/9901-act/
http://www.capitolium.org/
Daily
life (art/architecture, etc.) – http://www.historylink101.com/
Roman
family – http://www.bbc.co.uk/education/romans/home.html
Video
Time: 80 minutes
In this
activity, students discover the economic, social, and political events that
changed the Roman world and caused its demise. Students learn that the lack of
a system of successors for
Overall
Expectations
SEV.01
- analyse the development and diversity of social structures in various regions
of the world; SEV.02 - analyse diverse economic structures and the factors that
affected their development;
HIV.02
- demonstrate an understanding of the steps in the process of historical
interpretation and analysis.
Specific
Expectations
SE1.02 -
analyse the factors that influenced the development of a variety of forms of
social structure;
SE2.02 -
analyse the effects of innovation on the functioning of various economic
structures;
HI2.01 -
demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack
of substantiation in statements, arguments, and opinions.
CGE7d -
promotes the sacredness of life.
·
In
Grade 10 History, students gained an understanding of cause-and-effect
relationships.
·
Review
analytical and inference skills to recognize biases in primary sources.
·
Prepare
an overhead transparency for causes and effects of the decline of
·
Check
textbook information on the topic. Locate video on the fall of
1. In small groups, students read and discuss
information from a primary source about the decline of
2. Students write point-form notes under the
headings; facts, opinions, information given, description of Roman life,
biases, reliability of source.
3. Students should then be able to draw
conclusions about the state of
4. Students share their conclusions with the
class.
5. Students search their textbooks for further
information on the political, economic, and social causes of the fall of the
6. As students report the information they have
extracted about civil wars, unstable economy, and barbarian invasions, the
teacher writes it onto an overhead transparency. Students copy the information
into their notebooks.
7. Students view a video about the demise of the
8. For homework, students write a persuasive
paragraph responding to the statement, “Roman civilization did not die by
natural causes.” Which factor played the largest role in its demise?
2. Formative assessment of notes for
completeness and accuracy.
8. Summative evaluation of persuasive paragraph.
·
Break
task into small units and expect quality not quantity from students with
attention difficulties.
·
Paired
reading for students with reading difficulties.
Print
Canadian
Conference of Bishops. John Paul II - The
Gospel of Life.
Gibbon,
Edward. The History of the Decline and
Fall of the
Websites
Ammanius
Marcellinus: History – www.fordham.edu/halsall/ancient/ammanius-history14.html
Video
Fall of an Empire. Discovery Channel
Time: 160 minutes
Students
analyse the leadership qualities exhibited by Alexander the Great,
Overall
Expectations
CHV.01 -
evaluate the contributions of selected individuals and groups to the
development of legal, political, and military traditions;
SEV.03 -
demonstrate an understanding of the diversity and uniqueness of political
structures throughout the world;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study.
Specific
Expectations
CH1.02 -
evaluate the contributions of selected individuals and groups to significant
political events;
SE3.04 -
evaluate the influence of religion on political structures in selected
societies.
CGE6c -
values and honours the important role of the family in society;
CGE7a -
acts morally and legally as a person formed in Catholic traditions;
CGE7j -
contributes to the common good.
·
Review
informal debating skills.
·
Students
are familiar with the use of argument and reason supported by evidence.
·
Students
draw upon previous knowledge of the personages to be discussed and research to
defend their opinions in the debate.
·
Gather
the necessary resources; books, videos, and documents, and provide Internet
access.
·
Review
or teach the techniques of informal debating.
·
Share
Debate Assessment Rubric with students in advance.
·
Design
a paper-and-pencil unit test.
·
If
planning a banquet, survey class for possible food allergies.
1. The class brainstorms the criteria for what
makes a “great leader.”
2. The teacher divides the class into three
groups. Each group researches one leader. Based on the criteria developed earlier,
students must develop an argument that will prove their leader to be the
greatest.
3. For the optional banquet to be enjoyed after
the debate (45 minutes). Each group researches and prepares a dish or two, only
enough for the class to sample. Students also research the etiquette followed
at a banquet, (e.g., they did not eat with their left hands). On the day of the
banquet, students come dressed in togas (sheets) and sandals, and bring in the
Roman dishes (e.g., figs and almonds for dessert).
4. Once all the evidence and arguments have been
presented, the discussion can continue during the sampling of various dishes
(as the people of these ancient civilizations loved to argue).
5. For homework, students write an opinion paper
voicing their views as to who was the greatest leader. The paper is added to
their Legacy Folder.
6. The class examines the Scripture call to
leadership. Discuss how it is different from society’s understanding of
leadership. Ask students how they can give witness to the Scripture’s call to
leadership.
7. Students add references to Global Connections
section of Legacy Folder and Bulletin Board. Remind students that they are to
be working on their Unit 6 Culminating activity.
8. Students write a paper-and-pencil unit test
on the Mediterranean World.
3. Formative assessment (Learning Skills;
teamwork and works independently).
5. Summative evaluation of debate (Knowledge,
Thinking, Application and Communication).
7. Formative assessment of the progression of
Legacy Folder.
8. Summative evaluation (Knowledge) of unit
content via a teacher-designed pencil-and-paper unit test.
·
Provide
opportunities for higher thinking skills (Bloom’s Taxonomy).
·
Encourage
stronger students to offer study sessions with and help prepare study materials
for ESL students.
·
Provide
a variety of assessment tools: true/false, matching, fill in the blank,
short-answer questions.
·
Essay
questions should emphasize knowledge and application.
·
Verbalize
and scribe answers, if required.
Websites
Ancient
Greek Society – http://ancienthistory.about.com/cs/dailylife/index.htm
Ancient
http://members.aol.com/Donnclass/Romelife.html
Antique
Roman Dishes – http://www.cs.cmu.edu/~mjw/recipes/ethnic/ancient-rome
Women,
Law & Society in Ancient Rome –
http://www.publications.unsw.edu.au/handbooks/arts/subject/
Ancient
Sites: Take Your Place in History – http://www.ancientsites.com/xi/family/Index
Alexander
the Great – http://ancienthistory.about.com/cs/alexander/index.htm
Julius
Caesar – http://ancienthistory.about.com/cs/caesar/index.htm
http://www-scf.usc.edu/~baguirov/hannibal.htm
Video
Julius Caesar: Master of the Roman.