rome: in focuspbltech.org/proj/romeinfocus.pdfappendix (begins after page 19) learning to storyboard...

RRROOOMMMEEE::: IIINNN FFFOOOCCCUUUSSSUsing The Power Of Technology

To Increase Learning

A Fully-Developed, Interdisciplinary ProjectFor Grades 5 – 9

FOR USE WITH

KAR2OUCHE:PRIMARY CURRICULUM ROMANS

TABLE OF CONTENTSProject Description______________________________________ 1

Performance Standards Driving This Project ___________________2

Before You Begin _______________________________________ 4

Project ProcedureRome, Introduced _______________________________________________ 7Rome, Extended ________________________________________________ 12Rome, Focused _________________________________________________ 13Rome, Documented _____________________________________________ 16Culminating Event_______________________________________________ 19

Appendix (begins after page 19)Learning to StoryboardRelated Internet ResourcesExplore and Discover Guidance Questions #1, #2, and #3Sample Rubric for Multimedia PresentationCertificate

This project was created for Immersive Education by TechKNOW Associates Corporation:26 Lori Street, Monroe Township, NJ 08831, U.S.A. (800) 656 – 0432

For additional information, visit our website: www.techKNOWassociates.com/kar2ouche

© 2002 Immersive Education. All rights reserved.Permission is hereby granted to educators to make copies of portions or all the content of this project,

provided that the purposes of the copying are educational and entirely noncommercial.

Your class has the chance to make ancient Rome come to life!

PROJECT DESCRIPTION

The scope of the Rome: In Focus project is to involve yourclass in chronicling the events from the history of the Romanrepublic and empire. Through the use of thematic software,your students will learn about the people and history of theRoman world, making ancient times and long vanished voicescome alive.

Rome: In Focus is aimed at learners in grades 5-9 and provides students with theopportunity to master historical content, to learn and strengthen research skills,and to build upon language and critical thinking skills using technology as amedium for learning. Through the use of electronic and print primary andsecondary source documents, your students will experience historical events anddemonstrate their understanding of this content in new and creative ways.

This project centers upon the historical inquiry theory of instruction, calling forcooperative groups of students to personalize history by conducting closeinvestigations of historic events. Rome: In Focus capitalizes on the latest researchin “brain-compatible learning”1 and the intrinsically creative nature of students,challenging them to learn about history by creating products that demonstratecomprehension and higher-order thinking skills.

Rome: In Focus is driven by the national standards of several disciplines, includingsocial studies, geography, language arts, and the arts. The structure of the projectencourages students to learn by providing a comprehensive introduction, twodistinct but interrelated learning phases, and a culminating event in which studentsdemonstrate their learning and creativity to an audience of their peers and otherinvited guests.

F Rome, Introduced: Students will learn content-specific vocabulary necessary foran understanding of Roman history. They will engage in a series of activities thatassess and augment their background knowledge of ancient Rome. Workingcooperatively, they will create a time line, chronicling emperors from the RomanRepublic to the Roman Empire.

F Rome, Focused: Students will conduct in-depth research on specific topics fromRoman history. They will complete a variety of hands-on activities to supporttheir research. Each group will create a multimedia presentation of theirresearch to present to the class.

F Rome, Documented: Students will research various aspects of ancient Rome.They will demonstrate their learning by creating animated “interviews” withvarious Roman inhabitants. Their individual animations will be combined tocreate a class documentary on daily life in ancient Rome.

Required Softwarec Kar2ouche Composer: Primary Curriculum Romansc Word Processing Software (such as Microsoft Word or AppleWorks)

1 Jensen, E. Teaching With The Brain In Mind

NATIONAL PERFORMANCE STANDARDSDRIVING THIS PROJECT

Social Studies Standards:

National Council for the Social Studies: http://www.ncss.org/standards/2.0.htmlc Strand #1: Culture – Students will develop and demonstrate an

understanding of culture and cultural diversity.c Strand #2: Time, Continuity, and Change – Students will develop and

demonstrate an understanding of the ways human beings view themselvesover time.

c Strand #3: People, Places, and Environments –Students will develop and demonstrate anunderstanding of people, places, and environments.

c Strand #5: Individuals, Groups, and Institutions –Students will develop and demonstrate anunderstanding of how institutions directly influencegroup and individual behavior.

c Strand #6: Power. Authority, and Government –Students will develop and demonstrate anunderstanding of how people create and change thestructures or power, authority, and government.

English Language Arts Standards:

National Council of Teachers of English:http://www.ncte.org/standards/standards.shtml

c Standard 1: Students read a wide range of print andnon-print texts to build an understanding of texts, ofthemselves, and of the cultures of the world.

c Standard 4: Students adjust their use of spoken,written, and visual language to communicateeffectively with a variety of audiences and for differentpurposes.

c Standard 5: Students employ a wide range of strategies as they write anduse different writing process elements appropriately to communicate withdifferent audiences for a variety of purposes.

c Standard 6: Students apply knowledge of language structure, languageconventions (e.g., spelling and punctuation), media techniques, figurativelanguage, and genre to create, critique, and discuss print and non-printtexts.

c Standard 7: Students conduct research on issues and interests bygenerating ideas and questions, and by posing problems. They gather,evaluate, and synthesize data from a variety of sources to communicate theirdiscoveries in ways that suit their purpose and audience.

c Standard 12: Students use spoken, written, and visual language toaccomplish their own purposes (e.g., for learning, enjoyment, persuasion,and the exchange of information).

Geography Standards:

National Geographic:http://www.nationalgeographic.com/resources/ngo/education/standardslist.html

c Standard 1: Students will learn and demonstrate how touse maps and other geographic representations, tools, andtechnologies to acquire, process, and report information.

c Standard 2: Students will learn and demonstrate how touse mental maps to organize information about people,places, and environments in a spatial context.

c Standard 4; Students will learn about the physical andhuman characteristics of places.

c Standard 6: Students will learn how culture andexperience influence people's perception of places andregions.

c Standard 9: Students will learn about the characteristics, distribution, andmigration of human populations on earth's surface.

c Standard 13: Students will learn how the forces of cooperation and conflictamong people influence the division and control of earth’s surface.

c Standard 17: Students will learn how to apply geography to interpret thepast.

Art Standards

National Standards for Arts Education:

http://artsedge.kennedy%D0center.org/professional_resources/standards/natstandards/index.htmlc Content Standard 1: Students will understand and apply media,

techniques, and processes.c Content Standard 4: Students will understand the

visual arts in relation to history and cultures.c Content Standard 5: Students will reflect upon and

assess the characteristics and merits of their work andthe work of others.

BEFORE YOU BEGIN

A project of this scope and magnitude takes planning. Here are some things toconsider before you begin this project:

Do I Have To Complete Everything?The project plan is designed to meet the needs of a variety of classroomenvironments and curriculums. However, it may be too extensive for a single classto complete. Read through the whole plan and select the activities that areappropriate for your class. Make sure you have all the materials you need beforebeginning any part of the project. Also, feel free to change and adapt any aspect ofthe project to suit the interests and needs of your students.

Although the phases of the project are designed to work together, each phase meetsspecific content objectives. You may consider doing only one phase, especially if thisis the first time you are engaging in a project such as this.

This project can stand alone as a study of Roman history, or it can be part of ahistorical continuum if it follows the Kar2ouche: Egyptians project.

Should Cooperative Learning Be Used With This Project?Yes! Cooperative learning is an integral component of this project. If you haven’tused cooperative learning before, you will want to ease into it. Conduct an Internetsearch for web sites that will offer you guidance in setting up a cooperative learningexperience.2

How Long Will This Project Take?The estimated time frame for completing the entire project is eight to ten weeks.However, there are many variables (such as the number of computers you have andthe parts of the project that you decide to complete) that may affect the actual timeit will take your class to complete the project.

Each section includes a suggested time frame, but you may have to adjust this foryour students’ needs. Once you begin this project, it is important to set up a timeframe and stick with it. Planning when to have your culminating activity and givingstudents a real deadline will help keep them focused throughout this project.

Can More Than One Class Participate In The Project?Yes! This project encourages student creativity: no two finished projects will be thesame. Including several classes will enrich your culminating activity. By workingwith other teachers or the librarian, this can be a school-wide project. Eachclass/grade can participate at its own level.

For the culminating activity, each class can give a short presentation oftheir best work. To keep the event to a reasonable length, limit each classto a specific amount of time for presentation. Set up a gallery of projectsto make sure all students’ work is seen and appreciated by visitors.

2 You can learn more about cooperative learning strategies at:

http://ss.uno.edu/SS/homePages/CoopTips.html

How Do I Structure An Interdisciplinary Project?Experts agree3 that an interdisciplinary approach to learning can give students aricher understanding and increase their interest in a topic, as well as provide acontext for learning. One of the better ways to do this is to have several teachers ofdifferent content areas collaborate in implementing this project.

There are two ways to structure collaborative teaching:

c One teacher coordinates the project and employs other teachers as resources.(The science teacher helps with the project’s science-related activities; thesocial studies teacher helps with geography and map making, etc.)

c Divide the project ahead of time amongst several teachers according tocontent.

One teacher should take the responsibility of coordinating the project. No matterhow you structure the project, collaboration takes careful planning andcommunication. Use email or arrange common planning time to organize eachphase of the project.

Even if collaborative teaching is not an appropriate choice for your school, you canstill do this project. Start by determining the goals and objectives that you want toaddress. Then establish which aspects of the project will help you meet thoselearning goals. If you only have one period a day with students, time may be animportant factor. Students may be able to complete part of the project outside ofclass time.

How Many Computers Do I Need?This project is designed to work in a wide variety of school settings. You cancomplete this project whether you have one computer in the classroom, severalcomputers in the classroom, access to a computer lab or media center, or laptopcomputers. Many of the activities present options for working without a computer.There are several things that you must do before your students can use thecomputer.

You should:

c Arrange computer(s) and desks (if possible) to accommodate group work.c Establish rules and procedures for using the computers and Internet.c Set up a time schedule for students so they know what they’re doing and

when it is due.c Demonstrate each program or activity on the computer to the whole class.c Limit students to one activity at a time.

Students should be prepared before going to the computer. You can assign one ortwo “computer savvy” students to help other students with simple tasks, likeInternet searches or saving documents.

3 For more information on the benefits of interdisciplinary instruction, visit:

http://www.nwrel.org/scpd/sirs/8/c016.html.

Do I Need To Do Anything On The Computer?You will need to install Kar2ouche: Romans on your computers.This program is required for each phase of the project.Students will learn to use the program as they work throughthe subsequent phases. If you need additional support, see theonline tutorial at:http://www.kar2ouche.com/support/tutorial.htm.

In addition, the following is a checklist of things that youshould complete before introducing this project to yourstudents:

q Any software students will need should be pre-installed into each computer. In addition toKar2ouche: Romans, students should have accessto a word processing program.

q You will need to hear and record sound for thisproject. Make sure your speakers and microphoneare installed and working.

q Bookmark any Internet links students will beusing. Make sure any necessary plug-ins (such asQuickTime, Flash, etc.) are loaded and working.

q Prepare for what to do if the technology doesn’twork. If the printer breaks, or your connection tothe Internet goes down, you should have activitiesready as substitutes.

What Planning Should I Do With My Students?Be sure to review the rubrics and any other assessments you will be using ahead oftime, so students know what is expected of them. This project encourages studentsto make choices among activities. Allow students to be creative in developing theirfinished products. This will give them a stronger sense of ownership and motivation.

How Will Students Benefit From Engaging In This Project?Project-based learning, as exemplified by the activities suggested here, has manyadvantages. It can appeal to a variety of learning styles, help to motivate students,and promote skill building by providing hands-on, real-world experiences.

Each part of the project includes motivating and engaging tasks for students toexplore. As students complete each section, they are developing skills that willenable them to express themselves and communicate their ideas more effectively.Regardless of each child’s individual abilities, everyone will learn and feel that theircontribution is important and respected.

Best Of All, Project-Based Learning Is Fun ForStudents And Exciting For Teachers!

ROME, INTRODUCED

Estimated Time Frame: Two to Three Weeks

Preparing For The ProjectBegin your preparation by reviewing the project’s goals and activities.Read the project from cover to cover and become familiar with all of itsfeatures. Be sure to review the critical primary and secondary sourcematerials associated with Roman history, for your students will beusing many of them. Visit and bookmark the web sites included in theproject appendix.

Next, prepare your room. Using the Kar2ouche: Romans software, createsome scenes depicting the history of Rome. Print these out and placethem in a section of your room that will be dedicated to displaying workfrom the project. You can use a caption to describe the scene, or youmay wish to leave the caption off and allow your students to label theseas they increase their knowledge of Roman history. Visit sites thatdisplay Roman art and architecture and print samples. Hang them inyour room and refer to them as you and your students engage in the project.

Forming Cooperative Groups

Begin by initiating a discussion with your students about the project and all itentails. Explain the historical focus and the project’s activities and requirements.Ask students to explain what they are being asked to do to ensure theirunderstanding. You may wish to make handouts for the class to keep and read.

Next, ask your students to form cooperative groups. Ideally, there should be nomore than four to five students per group. Each student should assume a rolewithin the group so as to ensure that all of the group’s responsibilities are equitablydistributed. Possible roles include leader, recorder, reporter, researcher, proofreader,etc. You may wish to assign roles at first and then allow the group to change theseas conditions allow.

Keeping A Project Notebook

Have our students keep a project notebook just for work on this project. Encouragestudents to keep all their notes, ideas, research, and sketches in this notebook. Inaddition, students should reserve separate sections of the notebook for self-reflection and vocabulary:

c Self-reflection: Students should reserve a separate section of the notebook forreflection. Have students reflect on what they’ve learned after each classsession. Asking your students to think about their learning is an excellentway of getting them to realize just how much they’ve learned and to thinkabout what else they would like to know.

c Vocabulary: Students should reserve a separate section of the notebook fornew vocabulary. Tell your students that it is their responsibility to add atleast four new words to their notebooks each week, and that they are todefine the word and then use it in a sentence of their own. Reserve time eachweek to review these entries, and tell your class that they will need thesewords for one of the activities later in the project. Make sure that studentscan use the words correctly and in varied contexts of their own creation.

Creating a Roman DictionaryThis activity is designed to assess students’ prior knowledge as well as providestudents with an opportunity to build content specific vocabulary that will helpthem with their study of ancient Rome. At the same time, you will introduce yourstudents to the Kar2ouche: Romans software, which will be an integral componentto completing the project.

Assessing Prior Knowledge

Begin by gauging your students’ prior knowledge of Rome and Roman history. Placethe following words on the board or on chart paper:

Amphitheatre Villa Cavalry MosaicLatin Gaul Empire BasilicaBriton Toga Emperor Bath HouseCelt Gladiator Londinium Centurion

Secutor Saxon Signifer Forum

After you have posted this list, review it with the class. Make sure that all of yourstudents can pronounce each word correctly. Do not define the words or givestudents clues as to their meanings at this time.

Next, ask each group to write a sentence using each word. Tell your students thatthey can write whatever they know—or think that they know—about these words intheir sentences. Assure them that if they don’t know anything about a word, theyshould attempt to write something that seems to make sense. Remind your students

that this is a cooperative effort and that they can andshould work collaboratively.

Allow the groups time to finish. Ask them to review eachof their sentences. Then ask the class to come together toshare their sentences with the class. Discuss the ways inwhich the vocabulary words were used. Compare andcontrast the various groups’ answers using chart paperor the board. Don’t worry about correcting usage at thistime; this will come a bit later. Make sure all of thewords have been discussed and that all students havethe chance to participate in the discussion before movingon.

Building Content-specific Vocabulary

Next, each group will research five of the words from the list. Divide the wordsevenly among the cooperative groups to make sure that each word is researched byat least one group. Students should begin their research in the Text Audio sectionin Kar2ouche: Romans. Direct students to use the glossary to find the definitions ofthe words listed. They should rewrite the definitions in their own words. Theyshould also write a new sentence for each of their words.

When the groups finish, ask them to create a graphic organizer like the one below inwhich they compare and contrast what they thought the words meant and what thewords actually mean. When they have completed this task, ask each group to shareits work with the class.

Word

We thought it meant We know it means

Finally, the class will work cooperatively to create a Mini Dictionary of Roman Wordsusing Kar2ouche: Romans. Each word should be explained in a separate frame.Students should find a background, character, and/or prop to illustrate each word.They should use text bubbles to write the definition and sample sentence for eachword.

Each group will contribute to the final class dictionary. If more than one groupdefines the same word, choose which group will contribute which words. Thesedictionaries will be a valuable reference for students as they continue with theproject.

Technology Tip: When printing out the frames, students should choose toprint 4 frames per page in “Landscape.” Make enough copies so that eachgroup can make its own mini-dictionary. Each group can create a cover forits dictionary. Have students put the words in alphabetical order and bindthem using staples or thread. For more information about book publishingusing Kar2ouche, you can request a free copy of A Guide to PublishingStudent Work from: [email protected].

Creating a Time Line of Historic EventsIn order to give your students a general understanding and overview of time periodthey are about to study, it is important to place the gulf of time in terms thatstudents can comprehend. One method of accomplishing this goal is to create atime line.

Begin by creating a large time line encompassing the years from 753 BCE to 455CE. The time line should be large enough for the whole class to add information. Tostart, include 10 to 12 important events and discuss them with your students. Usethe following web sites as a resource for creating this time line:

• http://www.bbc.co.uk/schools/romans/timeline.shtml• http://chaos1.hypermart.net/roman/tre.html• http://www.bitsofhistory.com/info/timeline.html

This will provide students with a foundation on which to build. The time line will beused as a resource throughout the project. At the end of each activity have studentsadd information and dates to the time line as appropriate.

For more information about making and using time lines, visit:http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm

Choosing Topics and Conducting Research

Place the following names of famous Roman emperors on chart paper or on theboard and ask each group to choose one to research. Make sure that each name isassigned to a group. If you have fewer than nine groups, you may need to assignmore than one name to some groups.

Augustus Caligula CommodusConstantine the Great Hadrian Julius Caesar

Nero Romulus Augustulus Tarquinius Superbus

Distribute Explore and Discover Guidance Questions #1 to your students. Tell yourstudents to answer the questions for their chosen emperor. This will help guidetheir research. Associated web sites for each of these individuals are located in theproject appendix. In addition, encourage your students to use print and otherresources to supplement their learning.

Technology Tip: Students may want to download pictures from theirresearch to use later in the project. On a Windows-based computer you candownload a graphic by right-clicking and selecting “Save Picture As…” On aMacintosh computer you can download a graphic by holding the mousebutton down and selecting “Download image to Disk.”

Students should save all of their graphic images in one folder to help themfind them later. Remind students to keep track of where they get theirimages and information so that they can cite their sources as necessary.

Charting The Results

When the research is completed, ask each group to present its findings to the class.As each group presents, ask the other students to take notes, ask questions andprovide constructive feedback. Remind students that everyone is responsible for allof the information being presented.

When a group finishes presenting, have one student post the subject of the researchand the years covered by the topic on your class time line. The following chart is anexample of information the finished time line should include:

Tarquinius Superbus: 534-510 BCEJulius Caesar 49-44 BCE

Augustus: 27 BCE – 14 CECaligula 37-41 CE

Nero 54-68 CEHadrian 117-138 CE

Commodus 180-192 CEConstantine the Great: 324-337 CE

Romulus Augustulus 475-476 CE

Next, ask students to put the information in perspective by answer the followingquestions:

1. Approximately how many years has it been since Rome was founded?2. Approximately how many years since the end of the Roman Empire?3. How long did the Roman Republic and Empire last?4. How long did each emperor listed rule?5. Which emperor ruled the shortest? Which ruled the longest?

Encourage students to come up with their own questions as well.

Creating a Multimedia Time Line

Each group will use their notes from the previous presentations to create a time lineof important emperors using Kar2ouche: Romans. Students will create a frame foreach emperor. They should provide basic information about each of the emperors,including the years they ruled, as well as some key facts about each person.Students should include a short explanation of why this person is important orsignificant to a study of ancient Rome. Students should use appropriate graphics(backgrounds, characters, and props) to represent each topic.

Technology Tip: Students may want to include information from theirresearch that is not depicted in the Kar2ouche: Romans palettes. Studentscan load their own digital image as a background using the “Quick Palette.”To do this, click the orange folder icon and choose the image you want to use.

This will be the first of several presentations that students will create usingKar2ouche: Romans. An important part of creating a presentation is planning. Helpstudents establish good habits in planning that will help them throughout thisproject.

Prior to going to the computer, students should create a storyboard that outlines orshows what will be included on each frame of the presentation. For additionalinformation and resources about using storyboards to plan multimediapresentations, refer to Learning to Storyboard in the Appendix.

Remember to provide students with the rubric that will be used to assess theirfinished work. A sample rubric for a presentation is provided in the Appendix. Youmay need to customize this rubric to meet the needs of your students.

ROME, EXTENDED (A T RANSITIONAL READING ACTIVITY )

This activity will introduce students to the mythical founding of Rome. Begin byhaving students read the legend of “Romulus and Remus” included on theKar2ouche: Romans software. This story may be read aloud in groups orindividually. Encourage students to take notes on the reading.

You can use the following questions to help guide studentreading:

c Who were Romulus and Remus?c What was so extraordinary about their upbringing?c Where did they live?c Why did Romulus kill Remus?c When did this happen?c How did this story affect Rome?

Have each group create a graphic organizer demonstratingtheir response to one of the guide questions.

Technology Tip: Students can create their graphic organizer as a singleframe in Kar2ouche: Romans. They should plan their graphic organizer onpaper before going to the computer. Students can use background images,characters, and props to display their topic. They can write the description ofthe topic in the caption area. To include facts, information, or subtopics,students can use thought bubbles and speech bubbles.

Next, have students read a different version of the legend. Ask students to compareand contrast the two versions of the legends. How are they similar? How are theydifferent? You may use a print resource or visit one of the following web sites.

• http://www.iol.ie/~coolmine/typ/romans/romans9.html• http://home.clara.net/hetha/Romans/legend_of_rome.htm• http://www.springwolf.com/wolves/nature/romulus.htm

Finally, students can demonstrate their understanding of the two readings bycreating a comic strip version of the legend. Each group will use Kar2ouche: Romansto create its own comic strip. The finished strip should be 5 to 8 frames long andshould combine information from both versions of the legend that they read. Aftereach group has finished, have them present their finished strip to the class.Compare and contrast how each group interpreted the legend.

Teacher Tip: A good way of assuring that your students benefit from thisreading activity is to organize it so that it includes: • A pre-reading activity that prepares your students for the text. • Reading comprehension strategies for use during reading. • A post-reading activity that assesses what students have learned.

For more ideas on how to better organize and enrich reading activities, visit: • http://www.rigby.com/teachers/articles/ideas.asp • http://www.fln.vcu.edu/ld/read.html

ROME, FOCUSED

Estimated Time Frame: Two to Three Weeks

Begin by congratulating your students on the work they have done up to this point.Tell them that they will now put of the information they have been gathering to gooduse as they conduct deeper research into one or more topics on the history of Rome.Students will use this research to create a slideshow presentation. Each group willalso complete hands-on activities that support their research.

Place the following topics on chart paper or on the board and ask each group tochoose a different topic on which to focus. It is not necessary that every topic becovered. However, if time permits, some groups may want to research and presenton more than one topic.

Aegyptus (Egypt) Britannia Carthage Etruscans

GaulGoths, Huns, and

VandalsHispania / Lusitania Syria

Distribute Explore and Discover Guidance Questions #2 to your students. Tell yourstudents to use the questions on the handout to help guide their research and notto answer each question separately. Associated web sites for each of these topics arelocated in the project appendix. In addition, encourage your students to use printand other resources to supplement their learning.

Each group will present their research using Kar2ouche: Romans. Decide ahead oftime how long each presentation should be. For example, you might want eachgroup to create a presentation of 6 to 8 slides. Provide students with the rubric youplan to use. A sample rubric for a presentation can be found in the Appendix. Besure that all students understand how their work will be evaluated and the tasksthat they must complete.

Teaching Tip: As your students conduct their research, guide them whenneeded. Try not to answer their questions about the content matter; rather,direct them to sources from which they can discover the answers forthemselves.

Encourage students to be creative in how they present their research. Studentsshould take advantage of the many features of Kar2ouche: Romans, such as havingcharacters introduce concepts and ideas. The best presentations will include bothnarration and dialogue (audio). Students should use tone and inflection to maketheir audio interesting and add to the overall quality of the presentation.

Technology Tip: There are three types of audio tracks that can be added toKar2ouche: Romans:

• Pre-recorded audio: Add individual audio clips by dragging the speakericons from the “Text Audio” onto the thumbnail of the frame.

• Imported sound files: Import sound files by clicking the “folder” icon in theAudio Control Panel and finding the desired audio file on your computer.

• Record your own audio: Record your own audio by clicking on the “redmicrophone” in the Audio Control Panel. Click a second time to stoprecording. Remember: make sure your microphone and speakers areinstalled and working.

Hands-On Activities

To ensure that your students gain a deeper understanding of and appreciation forRoman history, ask them to complete the “Hands-On Activities” included with eachtopic. There are two activities for each topic. Students within a cooperative groupmay choose to work on both of the activities together or divide the work among themembers of the group.

Students should include these activities as part of their groups’ presentation. Thefollowing suggestions will guide you and your students in how to do this:

c Adding text-based work: If the activity involves creating an letter, journal,diary, poem, or song, students can import the text using “copy” and “paste”features. Remind students to use appropriate backgrounds, characters, andprops to illustrate their text.

c Adding a model, map, drawing, or other creative activity: Students should usea digital camera or scanner to capture their model, map, drawing, or othercreative activity. You can import these digital images as a background usingthe “Quick Palette.” Click the orange folder icon and choose the image youwant to use. Remind students to use the text and audio features to provide adescription and/or explanation of the activity.

Each group will show their presentation to the class. Encouragestudents to take notes, ask questions of the presenters, and offer

constructive criticism of the work.

Acting Roman (An Optional Enrichment Activity)

If your students like to perform, you may want to provide them with an opportunityto write and act out their own skits, based on the research the conducted. Studentscan use the following ideas or come up with their own ideas:

c Aegyptus (Egypt): Write a skit depicting ascene of Roman senators debating whetheror not to execute Cleopatra.

c Britannia: Write a skit interviewingBoudicca about her rebellion against theRomans.

c Carthage: Write a skit interviewing Hannibalabout his invasion into Italy.

c Etruscans: Write a skit about taking a tourof the Etruscan tombs.

c Gaul: Write a skit in which Julius Caesarexplains why he chose to conquer Gaul andwhat he gained by doing so.

c Goths, Huns, and Vandals: Write a skit inwhich Attila outlines his plans for invadingRome.

c Hispania / Lusitania: Write a skit thatdepicts a scene from Emperor Hadrian’searly life in Hispania.

c Syria: Write a skit interviewing Zenobia thatdepicts how she impacted Syrian history.

These skits may be performed live at the culminating activity, or videotaped andpresented as movies. Be sure to establish clear guidelines as to how involved youwant students to get with sets, costumes, etc. A full-blown production can be a lotof work.

LITERATURE CONNECTIONSThe following books can be used as either whole class reading or independentreadings:

c The Eagle of the Ninth or The Silver Branch by Rosemary Sutcliffc I Marched with Hannibal by Hans Baumannc The Young Carthaginian by G. A. Hentyc The Ides of April by Mary Rayc Galen: The Life of a Boy in Imperial Rome by Marissa Mossc Detectives in Togas and Mystery of the Roman Ransom by Henry Winterfeldc Asterix the Gladiator by Rene de Goscinny

You can also use related books for our read-aloud time. Look for books aboutRoman myths and legends, for example.

ROME, DOCUMENTED

Estimated Time Frame: Three to Four Weeks

In this final part of the project, students will research various aspects of ancientRome. Using Kar2ouche: Romans software, they will create a documentary thatincludes animated “interviews” with various Roman inhabitants.

Documenting Daily Life in Ancient RomeNow that your students have a good historical background, they will take a look atthe life and times of ancient Rome. Each cooperative group will research a topicrelated to Roman life. They will demonstrate learning by “interviewing” variousinhabitants of the Roman Republic and/or Empire. These animated interviews,created using Kar2ouche: Romans will be combined to create a class documentary.

Before beginning the research for this activity, make sure our students have ageneral familiarity with the structure and purpose of a documentary. You may havestudents look up the word “documentary” in a dictionary as well as provide themwith the following definition:

A work, such as a film or television program, presenting political, social, orhistorical subject matter in a factual and informative manner and oftenconsisting of actual news films or interviews accompanied by narration.4

You may want to show some examples of documentaries that aren’t merepresentations of facts. Point out how good documentaries incorporate artistic anddramatic elements to educate as well as entertain the viewer. Ask your students tomake specific note of how interviews are used in a documentary to provide first-hand information about the topic.

You may also want to spend some time discussing questioning techniques ininterviews. Although these simulated interviews will be scripted, point out tostudents that open-ended questions, which prompt extended responses, willcreate a more interesting, entertaining, and realistic interview. In addition,interviewing several people withdifferent points of view will alsoincrease the quality of thedocumentary and add to therealism. Make sure your studentsunderstand what they are expectedto do before beginning the researchpart of this project.

4 http://dictionary.com

Research

Place the following topics on chart paper or on the board and ask each group tochoose a different topic on which to focus. It is not necessary that ever topic becovered. However, if time permits, some groups may want to research and presenton more than one topic.

Amphitheatersand Coliseums

Aqueducts andPlumbing

Gladiatorial GamesLaws andPolitics

The Punic Wars Roman Families Roman RoadsSlaver and Slave

Revolts

Distribute Explore and Discover Guidance Questions #3 to your students. Tell yourstudents to use the questions on the handout to help guide their research ratherthan answer each question separately. Associated web sites for each of these topicsare located in the project appendix. In addition, encourage your students to useprint and other resources to supplement their learning. After students haveresearched their topic, they will “interview” at least two people, from differentbackgrounds and social classes, about their topic.

Creating an animation requires careful planning. Students should createstoryboards carefully detailing their plan. They should write out the entire script fortheir interview as part of this planning process. Provide time for each group topresent its storyboard to the class prior to working on the computer. Havingstudents articulate their ideas will help ensure they have a clear, well-developedplan.

Animation requires movement of characters. Students will use Kar2ouche: Romansto create their animation. The following tips will help students create a sense ofmovement in their animations:

• Shorten the frame length: The default for each frame is 10seconds. However, you can shorten this to as little as 0.1seconds. Click the “Timeline” tab in the Presentation area.You can drag the right-hand side of each frame to shortenor lengthen the time.

• Use transitions: Adding transitions such as “fade” canenhance your animation by smoothing movement on thescreen. There are two ways to add transitions. In theComposition are you can click the “Transition” button onthe top right of a frame to select the desired transition. Youcan also click the “Transition” tab in the Presentationarea and drag the desired transition onto the frame.

• Duplicate frames: Save time by duplicating frames andmoving the characters slightly. To do this, drag the frameyou want to duplicate onto the “New Frame” icon. Thenslightly change the scale, rotation, or pose of thecharacters in the new frame. Repeat as necessary.Note: When you duplicate a frame, you maintain the sameframe length and transition.

Technology Tip: You can publish the interviews on your school’s web siteby saving the storyboard as a movie. After the animations are finished, clickthe “Save Movie” button. Note, however, that transitions will not bepreserved in movie format.

After all the groups have finished their individual animations, you can combinethem into a single document as a documentary. Begin by having students discussand determine a logical sequence for the interviews. Next, drag the “Load” icon ontothe “New Frame” icon. Choose one of the individual animations and it will load intothe storyboard. Repeat this for each of the interviews. Make sure you save often.

Students may want to add introductions and other narrations to the documentaryto give it more authenticity. For example, students can include their time lines fromthe first part of this project (Rome, Introduced) as a general introduction.

THE CULMINATING EVENT

After completing all this work, it is time to celebrate student achievement. This isone of the more important aspects to the project and will give your students agenuine opportunity to share their accomplishments.

Encourage students to “dress up” for their event or consider wearing “Roman”costumes. Have an administrator hand out certificates to each participatingstudent. Try to involve students in planning this day as much as possible. Studentsshould feel that this is their day! Some possible student responsibilities could be:

c Create an invitation for the event, to invite other classes, teachers,administrators, and parents.

c Create a “press release” about the event for the school newspaper.c Decorate the auditorium or room where you are holding the event.c Plan and prepare refreshments for the audience.c Write memos or letters informing other teachers, administrators, and

custodial staff any schedule or room changes caused by the event.

Each student should be given an opportunity to present his or her work, butremember to keep it brief. Try to vary the types of presentations as much aspossible. If several students worked on a project together, each one shouldparticipate in presenting the work. Whenever possible, use projectors or televisionmonitors to showcase digital presentations, such as the multimedia presentations.Encourage your students to summarize or discuss what they learned and how theyaccomplished their task, rather than “reading” their work to the audience.

Each student should prepare what he or she will say. Give students plenty of timeto rehearse ahead of time. If students haven’t presented in front of an audiencebefore, you may have to model this for them. Discuss criteria for presenting likemaking eye contact and speaking slowly.

Finally, have fun. This is your reward for a jobwell done!

LEARNING TO STORYBOARD:Students will be working with storyboards throughout this project. However, yourstudents may not know what a storyboard is or how to develop one. The followingactivity will help students learn the basics of storyboarding.

A storyboard is a way to graphically organize and show a sequence of ideas. Since itis easier to create a storyboard for a finished product, tell your students to they areto create a storyboard based on a short piece of video, such as a televisioncommercial. You may choose tohave the whole class use onecommercial or have each groupcreate a storyboard on a differentcommercial.5

A storyboard can take manydifferent formats. The format youdevelop for this practice activitywill be used for the actualstoryboards students will create inthe project.

Use the following checklist to helpmake decisions about what format you want the storyboard to take:

c Do you want the storyboard to be done on a computer or by hand? Is eitherformat acceptable?

c Are you going to create a template for students to use? (Many teachers createa generic template on the computer and students use Post-It notes to writeinformation. This makes it very easy to make changes as the projectprogresses.)

c Visuals: Should students sketch what the “shot” will look like, or should theydescribe the shot in a few short sentences?

c Narration: Do you want students to write out a detailed script or simplysummarize what will be said?

c What other information do you want included (such as music, special effects,titles, etc)?

INTERNET RESOURCES

• Storyboard elements: http://www.indezine.com/ideas/storybrd.html• Creativity Lab: http://www.creativitylab.com/jump_start/storyboardfrm.htm• All about storyboarding: http://w3.tvi.cc.nm.us/~jvelez/MMS170/storyboard/

5 If you think it is appropriate, consider assigning this activity for homework. This can save class time

and allow each student to choose his or her own commercial.

SHOT #_____

SHOT #_____

SHOT #_____

VISUALS

(SKETCH

WHAT YOU

WILL SEE)

NARRATION

LIST MEDIA

ADDITIONAL INTERNET RESOURCES:General Roman Links:

• http://www.bbc.co.uk/schools/romans/• http://www.dalton.org/groups/rome/• http://www.historyteacher.net/GlobalHistory-1/WebLinks/WebLinks-

AncientRome.htm• http://www.bitsofhistory.com/info/timeline.html• http://members.aol.com/Donnclass/Romelife.html• http://www.kent.k12.wa.us/curriculum/soc_studies/rome/Rome.html• http://www.exovedate.com/ancient_timeline_one.html

Aegyptus

• http://scriptorium.lib.duke.edu/papyrus/texts/rule.html• http://www.arab.net/egypt/history/et_romanrule.html• http://www.houseofptolemy.org/• http://www.wsu.edu/~dee/EGYPT/PTOLEMY.HTM• http://www.fordham.edu/halsall/ancient/romanegypt1.html

Amphitheatres/Coliseums

• http://www.richmond.edu/~wstevens/romanhistory/history331texts/enginlect.html

• http://www.ku.edu/history/index/europe/ancient_rome/E/Gazetteer/Periods/Roman/Topics/Architecture/Structures/amphitheatres/home.html

• http://www.greatbuildings.com/buildings/Roman_Colosseum.html• http://mason.gmu.edu/~slundy1/

Aqueducts/Plumbing

• http://www.ac-nancy-metz.fr/ia57/jussy/netsco/English/accueil.htm• http://csweb.bournemouth.ac.uk/consci/text_dor/putnam.htm• http://www.pbs.org/wgbh/nova/lostempires/roman/aqueduct.html• http://www.vroma.org/~bmcmanus/baths.html• http://www.kent.k12.wa.us/curriculum/soc_studies/rome/RomanBaths.html

Augustus Caesar

• http://www.wsu.edu/~dee/ROME/AUGUSTUS.HTM• http://www.roman-emperors.org/auggie.htm• http://www.lucidcafe.com/library/95sep/augustus.html• http://www.fordham.edu/halsall/ancient/suetonius-augustus.html

Britannia

• http://www.roman-britain.org/main.htm• http://www.athenapub.com/caesar1.htm• http://www.athenapub.com/boudicca.htm• http://www.athenapub.com/darkhist.htm• http://www.yorkarchaeology.co.uk/secrets/roman.htm

Caligula

• http://www.fordham.edu/halsall/pwh/suet-cal.html• http://www.roman-emperors.org/gaius.htm• http://myron.sjsu.edu/romeweb/EMPCONT/e050.htm• http://www.xs4all.nl/~kvenjb/madmonarchs/caligula/caligula_bio.htm

Carthage

• http://www2.carthage.edu/outis/carthage.html• http://i-cias.com/e.o/hannibal.htm• http://www.arab.net/tunisia/history/ta_carthaginians.html• http://www.science.gmu.edu/~kengelma/carthage_dir/carthage_history.html• http://ragz-international.com/carthage.htm

Commodus

• http://myron.sjsu.edu/romeweb/EMPCONT/e083.htm• http://www.roman-emperors.org/commod.htm• http://www.newadvent.org/cathen/04166a.htm• http://myron.sjsu.edu/romeweb/EMPCONT/e083.htm

Constantine The Great

• http://www.newadvent.org/cathen/04295c.htm• http://www.roman-emperors.org/conniei.htm• http://www.britannia.com/history/bb324.html• http://jeru.huji.ac.il/ed31.htm

Etruria

• http://www.agmen.com/etruscans/pag_engl/index.htm• http://www.wsu.edu:8080/~dee/ROME/ETRUSCAN.HTM• http://humanities.byu.edu/classes/ital420/Etruscans/• http://www.fordham.edu/halsall/ancient/etrucans2.html• http://uk.geocities.com/marce_camitlnas/art.html

Gaul

• http://www.sc.edu/ltantsoc/geogmain.htm• http://www.athenapub.com/mainpage.htm• http://www.nipissingu.ca/department/history/muhlberger/4505/show.htm• http://www.uncg.edu/rom/courses/dafein/civ/timeline.htm

Gladiators and Gladiatorial Games

• http://abacus.bates.edu/~mimber/Rciv/gladiator.htm• http://www.fordham.edu/halsall/ancient/seneca-letters7.html• http://www.geocities.com/Athens/Olympus/3296/gladiators.htm• http://abcnews.go.com/Sections/science/DailyNews/gladiator000912.html• http://depthome.brooklyn.cuny.edu/classics/gladiatr/gladiatr.htm

Goths/Huns/Vandals

• http://www.ucalgary.ca/~vandersp/Courses/texts/jordgeti.html• http://www.boglewood.com/timeline/attila.html• http://www.roman-empire.net/articles/article-016.html• http://www.sispain.org/english/history/visigoth.html• http://www.newadvent.org/cathen/11347d.htm

Hadrian

• http://www.umich.edu/~classics/cc/372/sibyl/en/Hadrian.html• http://www.hadrians-wall.org/• http://www.fordham.edu/halsall/ancient/aelius-hadrian.html

Hispania/Lusitania

• http://www.dartmouth.edu/artsci/classics/PollentiaNet/PollentiaNet.html• http://www.sispain.org/english/history/roman.html• http://ancienthistory.about.com/library/bl/bl_spainhispania.htm• http://gama.inesc.pt/Lusitania/Chronology.htm

Julius Caesar

• http://classics.mit.edu/Plutarch/caesar.html• http://myron.sjsu.edu/romeweb/empcont/e022.htm• http://www.wikipedia.com/wiki/Julius+Caesar• http://www.wsu.edu:8080/~dee/ROME/JULIUS.HTM

Nero

• http://www.fordham.edu/halsall/ancient/suet-nero-rolfe.html• http://www.roman-emperors.org/nero.htm• http://www.roman-empire.net/emperors/nero-index.html• http://myron.sjsu.edu/romeweb/EMPCONT/e053.htm

The Punic Wars

• http://www.wsu.edu:8080/~dee/ROME/PUNICWAR.HTM• http://history.boisestate.edu/westciv/punicwar/• http://www.fordham.edu/halsall/ancient/polybius6.html• http://www.mrdowling.com/702-punic.html

Roman Roads

• http://www.teachingideas.co.uk/history/romanrd.htm• http://clawww.lmu.edu/~fjust/Students/Tyler/Construction.html• http://web.bham.ac.uk/leathepd/construction/construction.html

Romulus Augustulus

• http://www.roman-emperors.org/auggiero.htm• http://www.newadvent.org/cathen/13179c.htm• http://myron.sjsu.edu/romeweb/EMPCONT/e271.htm• http://www.roman-empire.net/collapse/romulus.html

Slavery

• http://www.ucd.ie/~classics/96/Madden96.html• http://www.fordham.edu/halsall/ancient/slavery-romrep1.html• http://departments.vassar.edu/~jolott/republic1998/spartacus/versus.html• http://departments.vassar.edu/~jolott/republic1998/spartacus/summary.html

Syria

• http://www.ancientroute.com/people/Zenobia.htm• http://www.flat3.co.uk/levant/pages/index_damascus.htm• http://www.zeugma2000.com/zeugma.html• http://www.syriagate.com/Syria/about/general/history.htm

Tarquinius Superbus

• http://ancienthistory.about.com/library/bl/bl_tarquin.htm• http://30.1911encyclopedia.org/T/TA/TARQUINIUS_SUPERBUS.htm• http://www.wikipedia.com/wiki/Lucius_Tarquinius_Superbus&action=print

Explore And Discover Guidance Questions #1

Augustusc Who was Augustus and where was he born?c When did he become emperor and how did he

accomplish this feat?c Why was the reign of Augustus considered a

“golden age?”c What was Augustus’ relationship to Julius

Caesar?

Caligulac Who was Caligula and where was he born?c Why was he famous, even as a child?c When did he become emperor and how did he

accomplish this feat?c What does his name mean?c Why was Caligula assassinated three years

into his reign? Who took his place?

Commodusc Who was Commodus and where was he born?c When did he become Emperor and how did he

accomplish this feat?c Why did he choose to dress like Hercules and to

fight as a gladiator?c What was his fate?

Constantine The Greatc Who was Constantine and where was he

born?c When did he become Emperor and how did he

accomplish this feat?c What did Constantine see in the clouds? What

did this make him do?c Why did he make Christianity the official

religion?

Hadrianc Who was Hadrian and where was he born?c When did he become Emperor and how did he

accomplish this feat?c Why did he commission a wall to be built in

Britannia and what was the effect of this wall onthe Roman Empire?

Julius Caesarc Who was Julius Caesar and where was he

born?c When did he become Emperor?c How did he accomplish this feat?c What did the conspirators think about Caesar?c Why did the conspirators assassinate him?

Neroc Who was Nero and where was he born?c When did he become emperor?c How did he accomplish this feat?c Why did Nero have his mother killed?c Why was he rumored to have set Rome on fire?c What was his main goal?

Romulus Augustulusc Who was Romulus Augustulus and where was

he born?c When did he become Emperor and how did he

accomplish this feat?c What makes this emperor unique amongst all

of the Emperors ever to rule Rome?c Who was Odoacer and how did he affect the

reign of Romulus Augustulus?c How did his fall affect the Roman Empire?

Tarquinius Superbusc Who was Tarquinius Superbus and where was

he born?c When did he become the king?c Why was he chosen to be king?c Who removed him and how was this

accomplished?c How did he react to his removal?


Aegyptus (Egypt)c How long did Egypt exist before it became a

Roman colony?c Why did Cleopatra seduce Caesar?c Who were the Ptolemys? What did they have to do

with Egypt?c When did Egypt become a Roman colony?c What was the reason for Rome’s conquest of

Egypt and what did it have to gain?

Britanniac Why did Caesar decide to invade Britannia? What

was in it for him and for Rome?c Who was Boudicca? What problems did she cause

for the Romans?c Where did the Romans settle in Britannia? Why did

they choose these places?c When did Caesar invade Britannia? Why did

Claudius have to re-invade??c Who was Caractacus and how did he become

famous?

Hands-On Activities1. Create a map of Egypt at the time of the Roman

conquest. Include important physical and politicalaspects of the land.

2. Using artistic and written sources for guidance,create a graphic image of Cleopatra. .

Hands-On Activities1. Create two maps of Britain: one depicting the

areas that tribes lived in at the time of Caesar’sinvasion, the other depicting Roman settlementsat the time of Boudicca’s rebellion.

2. Design and build a model Roman war ship circa60 CE.

Carthagec Why did Rome and Carthage fight the Punic

Wars?c Where was Carthage located?c Who was Hannibal?c How did Hannibal manage to invade Italy?c What happened to the city of Carthage as a result

of the Punic Wars?

The Etruscansc Where was Etruria?c What was Etruria’s relationship to Rome?c Why did Etruscans become the rulers of Rome?c Why was Etrurian art so unique?c When did Etruria cease to exist?c How was Etruria destroyed?

Hands-On Activities1. Using archeological evidence as a guide, build a

model of the ancient city of Carthage.

2. Write a song, poem, or rap about Hannibal.

Hands-On Activities1. Compare and contrast Etruria and Rome in a

graphic organizer.

2. Create an “artifact” that mimics the style ofEtruscan art.


Gaulc Who were Gaul’s original inhabitants?c Where was Gaul? Why was it important to the

Romans?c Why did Caesar conquer Gaul? What did he gain

by doing this?c How did Gaul become the modern country of

France? List the steps that led to this transition.c Who were the Franks? Find out who this tribe was

and how they impacted Gaul.

Goths, Huns, and Vandalsc Who were the Visigoths and why did they seek

entrance into the Roman Empire?c Who were the Ostrogoths and why did they come to

the Roman Empire?c Explain who Attila was and what he did.c Who were the Vandals, from where did they come,

and why did they invade Rome?c Who was Alaric? Why did his troops destroy Rome?c Why did Odoacer remove Romulus Augustulus and

become the king of Italy?

Hands-On Activities1. Construct a map that depicts Gaul at different

times in history between the years 50 BCE to 400CE. Include all of the physical and politicalfeatures that illustrate the land.

2. Create a graphic organizer depicting the famousGallic leaders and what happened to them.

Hands-On Activities1. Construct a map that depicts the lands of the

Visigoths, Ostrogoths, the Huns, and theVandals. Show their progress into the RomanEmpire.

2. Write a letter from Attila to the Roman Emperor.Tell him why you are coming to Roman landsand what you will do when you get there.

Hispania / Lusitaniac When did Rome arrive in the Iberian Peninsula?c Who were the tribes that were there before the

Romans arrived?c Why did Rome decide to invade?c Where did the Romans establish their cities? Why

did they choose these locations?c How did the Iberians react to Rome’s invasion?

Cite specific examples.

Syriac When did the Romans make Syria a colony?c Why did Pompey colonize Syria? What was in it for

him and for Rome?c Who lived in Syria before the Romans arrived?c Why was Palmyra so important to the Romans?c Who was Zenobia and how did she create problems

for Rome?

Hands-On Activities1. Create two maps of the Iberian Peninsula: one

while it was a Carthaginian colony, and the otherafter the Roman invasion and the creation of thethree Iberian colonies. Include vital physical andpolitical features.

2. Create a model of a village in Hispania orLusitania. Use examples such as Coimbriga andother archaeological evidence as a basis for yourwork.

Hands-On Activities1. Who was Zenobia? Find out who she was and

how she impacted Syrian history. Create a diaryor journal entry that demonstrates what youlearned.

2. Create two maps of Syria, one showing it as aRoman colony and the other showing it now.


Amphitheatres and Coliseumsc Why did the Romans build these structures?c For what purpose where they used?c Who could attend performances at these

structures?c How were these structures built? Who was

responsible for building them?c Where was the largest coliseum? What was

staged there?

Aqueducts and Plumbingc What were “Roman baths” and what did Romans do

at the baths?c Why did the Romans build aqueducts?c Who was responsible for building aqueducts?c How were they built? From what were the pipes

made and how were the designed?c Where were aqueducts most likely to be built?c How did the Romans design in-door plumbing

systems? How did their central heating systemswork? Where were these systems usually located?

c When did the Romans first build aqueducts?

Gladiatorial Gamesc When did the games begin?c Why were the games held?c Who could be a gladiator?c Where were the games held?c What were the rules of the fights?c How did the games usually end?

Laws and Politicsc What are the “Twelve Tables” and why were the

important?c What was the Roman senate? Who could be a

senator and what powers did senators have?c Describe Roman elections. Who could vote and why

were elections considered “corrupt?”c Why did the Romans want to have an Emperor?c What were the three branches of government and

which was the most powerful?

The Punic Warsc Who fought in the Punic Wars?c When were these wars fought?c Why were these wars fought?c Where did the battles take place?c Who were Hannibal and Scipio Africanus?c What happened at Cannae?c How did Rome finally crush Carthage?

Roman Familiesc Describe the structure of the Roman family. Who

was in charge?c How did the Romans treat the elderly?c How did Romans view the role of women? How did

this role change over time?c Describe the conditions and traditions of Roman

weddings.c What was education in ancient Rome like? What

subjects were taught?

Roman Roadsc Why did the Romans build so many roads?c Between which places did the most important

roads travel?c Who built these roads?c How were they constructed?c What types of traffic traveled over these roads?c When were most Roman roads built?

Slavery and Slave Revoltsc Who could be a slave in the Roman world?c Why were slaves valued so highly?c What did Spartacus do that no other slave had done

before?c When did this happen?c Where did the Romans get their slaves?c How could a slave gain his/her freedom?

: (F ILL IN ___S AS APPROPRIATE .)

Includes little essentialinformation and one or

two facts. Includes fewerthan __ pages.

Includes some essentialinformation with few

citations and few facts.Includes fewer than __

pages.

Includes essential informationwith most sources properly

cited with enough elaborationto give the audience an

understanding of the topic.Includes at least __ pages.

Covers the topic completely andin depth. Includes properly cited

sources and completeinformation. Encourages the

audience to want to know more.Includes at least __ pages.

Includes more than __errors in grammar,

spelling, punctuation,capitalization, etc.

Includes between __ and__ errors in grammar,spelling, punctuation,

capitalization, etc.

Includes fewer than __ errorsin grammar, spelling,

punctuation, capitalization, etc.

Grammar, spelling, punctuation,and capitalization are correct. No

errors in text.

Cannot work with othersin most situations.

Cannot share decisionsor responsibilities.

Works with others buthas difficulty sharing

decisions andresponsibilities.

Works well with others. Takespart in most decisions andcontributes a fair share to

group.

Works well with others.Assumes a clear role andrelated responsibilities.

Motivates others to do their best.

Has great difficultycommunicating ideas.

Uses poor voiceprojection. Shows little

preparation or incompletework.

Has some difficultycommunicating ideas due

to one or more of thefollowing: voice projection,

lack of preparation, orincomplete work.

Communicates ideas withproper voice projection.

Adequate preparation anddelivery apparent.

Communicates ideas withenthusiasm, proper voice,

projection, appropriate language,and clear delivery. Is able to get

audience enthusiastic orinterested in topic.

Susannah G. Moran

rome: in focuspbltech.org/proj/romeinfocus.pdfappendix (begins after page 19) learning to storyboard...

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