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The Roman Legacy STEAM Education© Lesson BriefEducators’ Names (with Titles): Michele Levin (Science/Health Teacher), Kimberly Daniel (General Music/Piano/Chorus Teacher), Kathryn Manheimer (Special Education Teacher), Kelley McEachern (Special Education Teacher), Ronita Esraelian (Math Teacher), Kristal Benjamin (History Teacher), Thabi Mathebula (Special Education Teacher), Anna Thackeray (English Language Arts Teacher)Trained (When/Where): June 13-14, 2017 Daniel Webster Middle School, Los Angeles, California

Lesson OverviewSkill Level(Grade Range)

7th Grade (SAS, Magnet, General Education, Special Education)

Central Theme Human Blueprint: Building a Society

Topic Concept of Theme

The legacy that the Roman Empire contributed to western culture/society and beyond.

Summary of Essential Concepts

Seventh grade students will research the development of the Roman Empire and its influences on modern society. They will analyze how different aspects of Roman culture helped shaped the society. They will present their findings in a digital portfolio and will hold an online discussion/blog about how the various elements of the Roman Empire influenced modern society.

Summary of Essential Concepts

Students will research the development of Christianity and its influences on laws during the Roman Republic era (SS). They will compare similarities and differences between those laws and current laws in the United States and will present their findings in a billboard project (SS). Students will create a work of art (replica of their choice) in the style of the Roman Empire era (FA) and will present their final piece, discussing how the object was used, what purpose it is presumed to have had in representing/promoting Roman culture/society (FA). Students will mimic the Olympics during an Olympic Field day (PE) and will research chants during the Medieval time period, sing various chants, create a musical journal, and compare research chants to modern chants (Mu). In Science/Health, students will study communicable and noncommunicable diseases, along with the tools that have been invented to fight such diseases (S/T&E). They will also study the plumbing systems of ancient Rome and the engineering improvements to stop bacterial and parasitic diseases (S/T&E). Students will analyze the effects that war and natural disasters had on city sewage infrastructure (S/T&E) and design a prototype will address possible solutions (S/T&E). Students will continue analyzing how a society is developed through researching the history of money (M), designing their own currency (M/T&E), creating products to trade in a simulated Roman Empire marketplace (M). They will also develop an original game board that emulates the game “Life” but includes elements of Roman civilization (M/T&E). Students will be assessed through Rubric elements for Game Board and Game Content.Students will research the influences that the Roman Myth had on the development of Roman society (LA) and will write an original creation myth with Roman influences (LA). They may choose to illustrate (FA) their myth or create an iMovie (T&E) depiction of one scene from their myth (LA). Students’

work will come together in a digital portfolio that they will create and share with others (T&E), discussing what elements of the Roman Empire they would like to incorporate into the creation of their original society (to be designed, developed, and presented by the end of the school year).

*S = Science; T&E = Technology and Engineering; SS = Social Studies; M = Math; PE = Physical Education; LA = Language Arts, FA = Fine Arts, Mu = Music

RBL(reality-based learning)

Lesson Plan Overview

Integrated Basic Plan

The final engagement piece of this project will is a presentation at our Annual STEAM Showcase Night and Open House.Attendees will walk by the Human Blueprint timeline and select from impactful events from history that took place during the period of Ancient Rome. Each impactful event in the Human Blueprint forks into a specific classrooms representing the different disciple areas.The interactive presentations will invite participants to take a deeper look at how elements of ancient Roman civilization have impacted, and continue to impact our world today.

In Science/Health students will study how the infrastructure of Rome contributed to the spread of disease. Students will design their own infection (either a bacteria or virus) and explain how their bacteria/virus follows the progression in the chain of infection. Students will create models of their infection, bacterial or viral.

In Technology and Engineering, students will study how the infrastructure of Rome contributed to the spread of disease. Students will study water quality and spread of sewage system, or lack thereof that aided in the spread of disease in ancient Rome. They will create a water filtration system to compare the water quality of water and the technology of filtration before and after.

In Math, students will work in groups to create a game board modeled after the game of Life. As they travel through a Roman Village they will be tested on their knowledge the ancient Roman trivia across all content areas while making purchases, credits and debits to demonstrate hands on mastery of integer and rational operations.

In Language Arts students will create an original Roman influenced creation myth while utilizing effective narrative techniques, descriptive details, and a clear event sequence. Students will illustrate their myth and/or film an acted section.

In Social Studies students will be able to identify the influence of the Roman Republic in the United States system of Government. They will also investigate the Roman civil patterns that made it possible for its leadership to efficiently govern its citizens and allow those citizens to exercise certain “freedoms.” Students will investigate the essential question by : · Performing a Close Reading of primary sources · Examining/analyzing Visual sources (photos, artwork) · Answering Guiding Questions (worksheet) Students will be able to support their stance on the “Democratic-ness” of the Roman Republic citing the primary source documents to support their arguments.

In Fine Arts Students (Individually or as a group) will create a facsimile of a Roman mosaic. Students will discuss how this object was used, what purpose it is known/presumed to have had in representing or promoting an aspect of Roman culture/society, and answer standards-based questions.

In Physical Education, students will understand the influence of the Olympics on the health and society of the Roman Empire and its continued impact on the western world and global world through the experience of the school Olympic games.

In Music, students will listen to and analyze monophonic and homophonic textures in chants from 300 ce to 1200 ce. They will sing a chant melody and explore the use of chant in a variety of cultures. Students will create presentations in the form of Pages or iMovie to demonstrate the chants they compose and perform.

AssessmentEvidence Based

Students will be preparing an ongoing digital portfolio assessment. However they will also be assessed using the various rubrics, and checklists in each content area.

Student Team Selection

(if applicable)

Students can work individually, in pairs, or in small groups to complete the various culminating projects for each content area.

Time Frame of Lesson

All Subjects:Weeks: 4-6 weeksDays: 2 days per week Times per Day: 1 period per dayEach period is 49 minutes

Individual Subjects:By subject:Science: 6 weeks, including 2 weeks for working in the MakerSpace to create their modelsTechnology: 6 weeks, including 2 weeks to work on their water filtration systemMath: 4 weeks: Students will be working on the number concepts for several weeks prior to beginning the interdisciplinary unit.ELA: 5 weeks: students will study, take some time to compare various creation myths, and then create their own creation myth, which will take its own week.Social Studies: 6 weeks The Roman Empire is generally a 4-5 week unit, but we will extend the duration a week to include the performance of the presentations.Fine Arts: 5 weeks, Students will learn about the versatility of Roman arts, but they will physically be creating their own mosaics.Music: 4 weeksPhysical Education: 5 weeks, students will learn approximately two activities per week.

Basic Supplies

Math: Poster Board for Game Board, iPads class set, construction paper (variety of colors), Beads, yarn, glue, markers, 7th Grade Math Curriculum, pencils, interactive notebooks, colored counters (math manipulatives), ruler, cash box, check register/ledgerEnglish: iPads/laptops, journals, writing utensils, colored pencils/markers, digital portfolio (Google/Weebly/LiveBinder)History: chromebook and ipads, primary source documentsScience: chromebook, Google slides, Docs, art supplies, T4T cart with misc materials for creating virus and bacteria models, Body Story videos and teacher made handouts - Flu, Salmonella, Chain of Infection handout, notesTechnology: chromebook, Google slides, Docs, T4T cart with misc materials for plumbing models, Body Story videos and teacher made handouts - Flu, Salmonella, Chain of Infection handout, notesMusic: iPad, internet, recordings, music journal, video clips, pencilFine Arts: construction paper, magazines, liquid glue, small craft gems, beans, lentils, sand, assorted tempura colored paint, slide presentation (visuals), handout on element of art: mosaic and painting, drawing pencils, sketch paperPhysical Arts: basic P.E. equipment, timers, cones, markers

IT and Additional Resources

Math: http://ancienthistory.mrdonn.org/money.htmlhttps://www.youtube.com/watch?v=btAXhgrApN0English:History:Science: https://www.reece.com.au/outlet/2016/feb/ancient-roman-plumbing-not-so-sanitary, https://www.plumbingsupply.com/pmplague.html https://www.theatlantic.com/health/archive/2016/01/ancient-roman-toilets-gross/423072/ https://phys.org/news/2015-11-toilets-sewers-ancient-roman-sanitation.html (will need to edit)Music: https://www.youtube.com/watch?v=MNHkCc9P_A4https://books.google.com/books?id=0cBFvThozfcC&p g=PA206&lpg=PA206&dq=circulatores+pompeii &source=bl&ots=7rBcRFaieA&sig=JqYRi9VexFf5SrVeswjNymRx1X4&hl=en&sa=X&ved=0ahUKEwjW9az65MrVAhUUG2MKHSIdAMIQ6AEIJTAA#v=onepage&q=circulatores%20 pompeii &f=false

Physical Arts:

Career ClustersProfessional / Community Connections

Math: Marketing, Trade, Economist, Banking, Financial Analysis, Loan Officer, Cashier, Accountant, Payroll Specialist.Junior Achievement: financial literacy topics, personal finance, budgeting, money management and financial institutions.English: Writer, Historian, Educator, Curator, Actor, DirectorHistory: Architects, Lawyers, Politicians, Attorney, Artists, Educator, Historian, PhilosopherEngineering and Technology: Epidemiologist, Community Health Worker, Environmental Scientists, Water Quality Specialist, Field Worker, Treatment Plant, Civil Engineer, Vector Control Specialist, Microbiologist, Emergency Response SpecialistScience: Epidemiologist, Community Health Worker, Environmental Scientists, Water Quality Specialist, Field Worker, Treatment Plant, Civil Engineer, Vector Control Specialist Microbiologist, Emergency Response SpecialistArt: Art maker, Artist, Historian, Art Historian, Art Director, Researcher,

Announcer, Narrator, Journalist, Writer, Documentary filmmaker, Creative-Historical film makerMusic: Composers, lyricists, singer, songwriter, transcriptionists, music instrument inventor (maker), chamber singer, copyists, music editor, arranger, choral director, conductor, instrument repair/tuner, music teacherPhysical Arts: Coach, Athlete, Trainer, Referee, Physical Therapist, Sports Medicine Doctor, Sports Agent, Physical Education Teacher, Sports Reporter, Sports Writer, Sports Commentator, TV Producer, Athletic Apparel Designer

Audience

Classes will present at Webster’s S.T.E.A.M. Night to community members, teachers, students, and families.

o Studento Educatoro Other students in classo Other students in grade levelo Students throughout school

o Other educatorso Parents/guardianso Community memberso Local professionalso Printed/On-line Publications

Miscellaneous (Extensions and

Variations)

Various extensions have been created in several content areas. In addition, there are modifications for students with special needs in some of the content areas.

Photos Fine Arts: Student made mosaics

Technology and Engineering: Water Filtration

Science:

1. Health/Science

Essential Concept(s) How does the infrastructure of cities promote or prevent the transmission of diseases and pandemics?

Goal/Objectives

Content Goal: Students will be able to1) Describe how the disease transmission and chain of infection in ancient Roman cities were facilitated by plumbing systems2) Design a bacteria or virus that follows the chain of infection, and explain how that infections spreads within a populationLanguage Goal: Students will incorporate science conversation placemat vocabulary in their oral and written responses.Social Goal: Student groups will work collaboratively, follow group rules and norms.

Standard(s)

CA Health Education Content Standards:P4: Examine the causes and symptoms of communicable and noncommunicable diseasesP9: Identify ways our environment affects our health, including air qualityP10: Identify human activities that contribute to environmental challengesNGSSMS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Science and Engineering Practice: Constructing Explanations and Designing Solutions

Vocabulary

Constructive Conversation Secondary Placemat – Integrated ELD/Science.Chain of Infection - Host, pathogen, transmission, vector, susceptible host, virus, bacteria, parasite, specific scientific names - tied to English with Latin and Greek roots, antibodies, antibiotics, immunization, vaccines, t-cells, macrophage, quarantine, epidemic, pandemic, transmission

Career(s) Tie-In

● Epidemiologist● Virologist● Pathologist● Immunologist● Microbiologist● Infectious Diseases Specialist

Project Element and

Educator / Student Feedback

(student application of standard/benchmark/goal)RBL Component &

Product

Diseases play a major role in human history. They can bring down civilizations. Students will watch a video introducing them to epidemiology and disease outbreaks. Students need to know names and causes of communicable and noncommunicable diseases and what tools have been invented/engineered to fight these: vaccine, refrigeration, salt, filtration as examples.Students will study diseases and the human response to disease, both biological and man-made. They will experience a simulated spread of infectious disease through a human population with an activity from PBS NOVA Science Now.Students will investigate and compare the human immune system’s reaction to infection, as well as human intervention as a reaction to infection. After researching different kinds of bacterial and viral infections, students will design their own infection (either a bacteria or virus) and explain how their bacteria/virus follows the progression in the chain of infection.We will include a social justice aspect as we look at areas where war or natural disasters have damaged city sewage infrastructure, and why/how

infections can spread rapidly in these areas.Students will create a physical model of their infection (either bacterial or viral) using materials that are easily obtainable in their homes, yards and at school.

Supplies:http://www.pbs.org/wgbh/nova/education/activities/3318_02_nsn.html#materialsStudent Resource SheetStudent WorksheetsClassroom materials:

o Various websiteso Makerspace materials such as

Fabric plastic tubing foam balls wood remnants glue string/yarn/twine various paper tile chips pipe cleaners

One set of materials for each group of students: Documents

Educators - Teacher Resource Documents Students - Student Resource Sheet, Student Worksheets

Students will research actual shapes of microbes, and learn the in depth historical, global effects of infectious diseases such as HIV (virus) and Black Plague (bacteria) to get a better understanding for the scope of work needed to prevent and control pandemics and epidemics.


End Product + Interview

Students will present their microbe model designs.Rubric elements in the Chain of Infection:

Pathogen Reservoir Host Method of Transmission Method of Entry Susceptible Host

Miscellaneous(Enrichment, modification,

extension, alternate methodology)

Extension- Using their iPads, students can play CDC’s app “Solve the Outbreak” where students set out on a mystery to solve serious epidemics.

Students will conduct internet research to find water projects and agencies throughout the world.

2. Technology & 3. Engineering

Essential Concept(s)

How does the infrastructure of cities promote or prevent the transmission of diseases and pandemics?

Goal/Objectives

Content Goal: Students will be able to1) describe how the plumbing systems in ancient Roman cities contributed to disease transmission2) Design solutions that will improve water qualityLanguage Goal: Students will incorporate science conversation placemat vocabulary in their oral and written responses.Social Goal: Student groups will work collaboratively, follow group rules and norms.

Standard(s)

CA Health Education Content Standards:P4: Examine the causes and symptoms of communicable and noncommunicable diseasesP9: Identify ways our environment affects our health, including air quality, P10: Identify human activities that contribute to environmental challengesMS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Science and Engineering Practice: Constructing Explanations and Designing Solutions

VocabularyWater Quality, filtration, particulate, concentration, aquifer, bioindicators, pH, pollutant, runoff

Career(s) Tie-In

● Epidemiologist● Community Health Worker● Environmental Scientists● Water Quality Specialist, Field Worker, Treatment Plant● Civil Engineer● Vector Control Specialist● Microbiologist● Emergency Response Specialist

Project Element and



Product

Diseases play a major role in human history. They can bring down civilizations. Students need to know names and causes of communicable and noncommunicable diseases and what tools have been invented/engineered to fight these: vaccine, refrigeration, salt, filtration as examples. While we thread disease throughout our health class, students will study the plumbing systems of ancient Rome and engineering improvements to stop the transmission of bacterial and parasitic diseases. Specifically, students will be asked to create a water filtration system that results in better water quality than the “settling” tanks used in Roman aqueducts. We will include a social justice aspect as we look at areas where war or natural disasters have damaged city sewage infrastructure and why solutions are not being met.

Students will create a water filtration system using materials that are easily obtainable in their homes, yards and at school. Clean drinking water is one of the greatest problems to face humans - from individuals to huge cities.

Student teams will use the Filtration Investigation from TryEngineering.org. http://tryengineering.org/lessons/filtration.pdf

Supplies (tryengineering.org) - Student Resource Sheet Student

Worksheets Classroom materials:o Water basin for testing student filter systemso Supply of "muddied water" which can be made by taking a quart of drinking water and adding two tablespoons of dirt.

One set of materials for each group of students:o Two cups of "muddied water"o Plastic or paper cups, straws, cardboard, cotton balls, sand, aluminum foil, rubber bands, tape, toothpicks, paper towels, plastic wrap, aquarium or other small rocks, cornmeal, flour, tape, and/or other materials (such as grass or charcoal if available)

Documents Educators - Teacher Resource Documents Students - Student Resource Sheet, Student Worksheets

Students will research water quality projects around the world to get a better understanding for the scope of work needed to have clean drinking water for all.Student Teams will create a water filter that removes particulates.



Students will assign a “grade of clarity” to filtered water to see how well their filter removed particulates. They will share their filter designs, modifications made, and future modifications.Rubric elements in the Design and Modeling Process for Water Filtration:

Identify the Problem Brainstorm Solutions Select a Design Build a Model or Prototype Test and Evaluate Optimize the Design Share the Solution



Class novel - A Long Walk to Water by Linda Sue Park. The class will read the novel and discuss environmental and geopolitical reasons for clean water scarcity.

Students will conduct internet research to find water projects and agencies throughout the world. Students will compare their access to clean water with that of other children throughout the world.

1. Mathematics

Essential Concept(s) When did the idea of trading and banking start to develop during Roman civilization?

Goal/Objectives Students will be able to understand integer and rational numbers operations.

Standard(s)

CCSS.MATH.CONTENT.7.NS.A.1.ADescribe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.CCSS.MATH.CONTENT.7.NS.A.1.BUnderstand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.CCSS.MATH.CONTENT.7.NS.A.1.CUnderstand subtraction of rational numbers as adding the additive inverse, p - q = p+ (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.CCSS.MATH.CONTENT.7.NS.A.1.DApply properties of operations as strategies to add and subtract rational numbers.CCSS.MATH.CONTENT.7.NS.A.2Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.CCSS.MATH.CONTENT.7.NS.A.2.AUnderstand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.CCSS.MATH.CONTENT.7.NS.A.2.BUnderstand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.CCSS.MATH.CONTENT.7.NS.A.2.CApply properties of operations as strategies to multiply and divide rational numbers.CCSS.MATH.CONTENT.7.NS.A.2.DConvert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

Vocabulary ● Number line● Integer● Fraction● Negative and Positive Numbers● Sum

● Difference● Product● Quotient● Zero Pairs● Reciprocal

Career(s) Tie-In

● Marketing● Economist● Banking● Financial Analysis● Loan Officer● Cashier● Accountant● Payroll Specialist

Project Element and



Product

A. Students will be put in different groupsB. Students will view the following video:

http://ancienthistory.mrdonn.org/money.html https://www.youtube.com/watch?v=btAXhgrApN0

C. Each group start the project by researching on the history of money and answer few questions such as: (1 day)

1. When did money originate?2. Why money was made?3. How long have we been using money?4. When was the first currency?

D. Each group will create a money evolution Timeline. (20 Min) E. Groups will make coins and bills that relate to Roman Empire. (20 min) F. Groups will be divided into different categories

➢ Merchant will have products for sale.➢ Banker will be in charge of holding all the money (denari)➢ Loaner will be the point of contact for credit.➢ Trader will be knowledgeable of the trade routes and goods➢ Importer will research neighboring societies to find out incoming

goods➢ Exporter will be responsible knowing the outgoing goods.

G. Each group will come up with 3 products to trade with other groups having different prices and values (Whole number, Decimal, and Fraction). The actual project will be a roleplay consisting of real life mathematical transactions in context as they simulate a Roman Empire marketplace.



Each group will create a game board modeled after the game of Life. As they travel through a Roman Village they will be tested on their knowledge of the Roman Empire across all content areas while making purchases, credits and debits to demonstrate hands on mastery of integer and rational operations.

Rubric elements for Game Board:● Aesthetic appeal● Originality● Organization● Integration of Integer and Rational Operations

Rubric elements for game content:

● Historically Factual situations● Mathematical significance● Reality-Based Mathematical Application● Clear representation of Roman influence



Enrichment/Extension: Students will create products to bring in to simulate a market day in class.Modification: Students will utilize colored counters for integer operations.

2. Language Arts


-Construct an original creation myth that incorporates elements of Roman mythology-Illustrate an original myth-Film an original myth

Goal/Objectives

Students will create an original Roman influenced creation myth while utilizing effective narrative techniques, descriptive details, and a clear event sequence. Students will illustrate their myth and/or film an acted section to be included in their digital portfolio.

Standard(s)

National Council of Teachers of English (NCTE): Language Arts StandardsNCTE Standard 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Common Core: English Language Arts StandardsCCSS ELA-LITERACY.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

English National Curriculum: English StandardsENC: Draft and write narratives by describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Vocabulary

● mythology/myth/creation myth● protagonist● antagonist● dialogue● setting● plot● sequence● foreshadowing● metaphor● simile● personification● hyperbole● Illustrator

Career(s) Tie-In -Writer-Curator-Historian

-Educator-Actor-Director

Project Element and



Product

Students will explore the influence that the Roman Empire had on western society through the creation of a Roman Creation Myth. Students will be researching the development of the Roman Empire in Social Studies, exploring how their water system affected their health in Science, and analyzing the various musical/artistic influences in fine arts. In Language Arts, students will explore how the development of the Roman Myth helped to shape religious beliefs. Students will then write an original creation myth with Roman influences and analyze how that myth could shape a society. They will have an option to either illustrate the myth or act out and record a scene from the myth. They will then need to publish their end product in their portfolio on the society blog. This will be one of many pieces leading toward the final product of building a society by the end of the school year.

AssessmentEvidence BasedEnd Product +

Interview

Rubric elements for written narrative:● Ideas (elements of Roman myth present and well developed)● Organization (sequence flows naturally, enticing introduction,

thought-provoking conclusion, cohesion throughout)● Word Choice (ideas are expressed creatively, eliminating

redundancy and monotony)● Voice (the writer’s voice has a strong presence; it is clear that the

writer has taken ownership of the product)● Sentence Fluency (varying sentence types and beginnings)● Conventions (spelling, punctuation, etc.).

Rubric elements for illustration:● Aesthetic appeal● Originality● Organization (Follows the sequence of the narrative)

Rubric elements for acting a scene of the myth:● Voice● Memorization/Improvisation● Facial Expression/Body Language● Clear representation of creation myth

Thank you for including the rubric categories! Good job!

Additionally, students will include their end product in their digital portfolio and write a reflection of their experience, analyzing how the created myth may influence the development of a society.



Enrichment/extension: Students may publish their digital portfolios for others to view and provide feedback.Modification: students may collaborate to create a group creation myth rather than individual.

3. Social Studies

Essential Concept(s) How Democratic was the Roman Republic?

Goal/Objectives

Students will be able to identify the influence of the Roman Republic in the United States system of Government. They will also investigate the Roman civil patterns that made it possible for its leadership to efficiently govern its citizens and allow those citizens to exercise certain “freedoms.”Students will investigate the essential question by :

Performing a Close Reading of primary sources Examining/analyzing Visual sources (photos, artwork) Answering Guiding Questions (worksheet)

Students will be able to support their stance on the “Democratic-ness” of the Roman Republic citing the primary source documents to support their arguments.

Standard(s) CA HSS Standards: 7.1.17.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.1. Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).CCSS.ELA-LITERACY.RH.6-8.4Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.CCSS.ELA-LITERACY.RH.6-8.7Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.CCSS.ELA-LITERACY.WHST.6-8.1Write arguments focused on discipline-specific content.CCSS.ELA-LITERACY.WHST.6-8.1.AIntroduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.CCSS.ELA-LITERACY.WHST.6-8.1.BSupport claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.CCSS.ELA-LITERACY.WHST.6-8.1.CUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.CCSS.ELA-LITERACY.WHST.6-8.1.D

Establish and maintain a formal style.CCSS.ELA-LITERACY.WHST.6-8.1.EProvide a concluding statement or section that follows from and supports the argument presented.

Vocabulary

1. Roman Empire2. law; civil law; written law3. citizenship4. republic5. senate/senator6. assemblies7. magistrates8. democracy9. aristocracy10. despotism11. legislate12. disenfranchised13. sovereign14. equitable

Career(s) Tie-In

ArchitectLawyerLegislatorPoliticianAttorneyEducatorHistorianPhilosopher

Project Element and



Product

Students will use primary source documents and worksheets from the Stanford History Education Project’s Reading Like a Historianhttps://sheg.stanford.edu/history-lessons/roman-republicStudents will investigate the essential question by :

Performing a Close Read of primary sources Examining/analyzing Visual sources (photos, artwork) Answering Guiding Questions (worksheet)

Students will have a class discussion/debate to support or deny the democratic-ness of the Roman Republic citing the primary source documents to support their arguments.After reading all documents and participating in the class discussion/debate, students will create a culminating project using historical evidence to support their stance on the extent of democracy present in the Roman Republic.Culminating project can be selected from a menu of activities, for example:

Powerpoint/Google Slide PresentationPoster advertising the “Democratic” Roman Republic

Create a Flag that could represent the “Democratic” Roman Republic, including symbolism

Assessment Formative Assessment:

https://sheg.stanford.edu/history-lessons/roman-republic

Evidence BasedEnd Product + Interview

Vocabulary Matrix, Timeline of EventsCulminating project will be used as Summative Assessment.Rubric Elements for Culminating Project

Argument position/stance clearly stated Supporting Evidence Citation of Evidence Aesthetic value of project



Enrichment: A. Roman Aqueductshttps://ca.pbslearningmedia.org/resource/nvco-sci-romanaqueducts/nova-building-wonders-colosseum-roman-aqueducts-in-the-colosseum/#.WYy-qK3Myb8 B. Ancient Rome Webquesthttps://www.reference.com/history/were-enemies-julius-caesar-67884

https://ca.pbslearningmedia.org/resource/nvco-sci-romanaqueducts/nova-building-wonders-colosseum-roman-aqueducts-in-the-colosseum/#.WYy-qK3Myb8



1. Fine Arts


Roman figurative art was versatile. Paintings were emblematic of military strength and victories. Mosaics made of pebbles or small cut squares of marble, tesserae (ceramic/ glass) might depict a heroic event, a Roman religion, or later Christian biblical scenes, other subjects, e.g., doves drinking water from a bowl. Walls sometimes painted with Architectural details and vanishing perspective, leading to other spaces e.g., a natural setting.Sculpture was another form of portraiture; therefore colors, and style, Line, form, texture, proportion, etc. should represent the essence of a Roman work of art.

Goal/Objectives

Students (Individually or as a group) will create a facsimile of a Roman mosaic.Students will discuss how this object was used, what purpose it is known/presumed to have had in representing or promoting an aspect of Roman culture/society, and answer standards-based questions.

Standard(s)

1. H 7.7 Do the arts (and sciences) shape or reflect culture?2. H 7.4 How does a society determine what is valuable?National Core Art Standards: NCAS Fine Arts StandardsAnchor Standard 2: Organize and develop artistic ideas and work. 3. Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. 4. Essential Question(s): How do objects, places, and design shape lives and communities?5. Historically: What works of art did Roman artists create that communicated a “Consensus” of ....respect, power, identity, with the Emperor, with Rome?6. Writing (CCSS) 4 Write explanatory text to convey ideas clearly7. Speaking/Listening 4 Present information, so listeners can follow the line of organization, and development appropriate to task, purpose and audience.

Vocabularymosaic, oligarchy, perspective, Egyptian-influenced, mythological figures, architectural forms, “right of portraiture”, creation of consensus, propaganda, Triumphal Arches, eternity

Career(s) Tie-In

Art maker Artist Historian Art Historian Art Director Researcher Provocateur Announcer Narrator Journalist Writer Documentary filmmaker Creative-Historical film maker

Students will have studied and experienced famous mosaic artists, as well as pieces of mosaic art. Having exposure to types of mosaics from various cultures, students will have built up their knowledge and understanding of components needed to create mosaics.In this specific unit, students study facets of Roman mosaic art.Using resources from TES (Formerly known as Times Educational Supplement)https://www.tes.com/teaching-resource/roman-mosaics-6056167Students will create a mosaic in the style of Roman Empire times.Each group will have the following materials:

https://www.tes.com/teaching-resource/roman-mosaics-6056167

4. Physical Arts

Essential Concept(s) Olympic Field Day

Goal/ObjectivesTo understand the influence of the Roman Olympics on the health and society of the Roman Empire and its continued impact on the western world and global world.

Standard(s)

1.6 Throw an object accurately and with applied force, using the underhand, overhand, and sidearm movement (throw) patterns.2.5 Identify practices and procedures necessary for safe participation in physical activities.2.9 Identify opportunities to pass or dribble while being guarded.5.1 Participate productively in group physical activities.5.2 Evaluate individual responsibility in group efforts.5.3 Identify and define the role of each participant in a cooperative physical activity.

Vocabularytoga, collaboration, hurdle, anthem, Olympic, ring, fruits of the Roman Empire, cooperation, physical culture, health, wellness, responsibility

Career(s) Tie-In

Coach, Athlete, Trainer, Referee, Physical Therapist, Sports Medicine Doctor, Sports Agent, Physical Education Teacher, Sports Reporter, Sports Writer, Sports Commentator, TV Producer, Athletic Apparel Designer

Project Element and



Product

Olympic Field Day

Purpose of Activity:

To provide a theme-based field day that helps celebrate the Roman Olympics.Description of Idea

We begin our Olympic Field Day by going through the same procedures that

Olympic athletes do. We begin with the Parade of "Athletes" (all students in the

classes) who come down to the gym carrying the flag of their "country", while the

music "Summon the Heroes" plays. The rest of the opening ceremony is:

1. Principal Benefiel declares the Games open.

2. Discussion of the torch lighting followed by the torch being run in by

chosen students.

3. The lighting of the torch.

4. Raise Olympic flag to the "Olympic Hymn".

5. Student Readers-Read cards about various highlights of the ancient

Olympics.

6. Administer the Olympic Oath

7. Release the (paper) doves

8. "Let the Games Begin"

Students then follow their teachers to their assigned events. The events we

typically have the students involved in are:

● Hurdles (foam)

● Olympic Torch relay (complete with draped toga and torch)

● Discus Throw (Regular Frisbee throw for distance)

● Shot Put (16" softball for distance)

● Basketball (count how many baskets (you set the distances) the class

can make in your time limit)

● Olympic Rings (time how long it takes the class to pass 5 hoops down

their class line of joined hands)

● Travel to Egypt (scooter relay simulating boats)

● 50 Yard Dash (time class how long it takes all to complete)

After classes go to their assigned events (lead by special area teacher, aides,

parents), they are timed for 7 minutes. In this time, they try to meet certain set

criteria for their event to achieve a class bronze, silver, or gold status. Teachers

carry around a scoresheet and the event leaders circle the medal level the

CLASS achieved at the event. For example, to achieve a gold medal in the 50

yd. dash the class total would have to be 3 minutes, silver 3 minutes and 20

seconds, bronze, anything over 3 minutes and 20 seconds. Feel free to set your

own criteria.

For distance events, we had cones set out. If a throw cleared the first cone, one

point was earned. If it cleared the second, two points were earned. If it cleared

the third, three points were earned. Add class points together to see what medal

level was achieved. We set a certain class size limit i.e., 25 students. If students

were absent and the class had only 23 present on Field Day, students could

alternate taking two turns to make up the 25. If time remains at an event, repeat

and try to improve class score.

After everyone has participated in all events, and had a sweet treat of honey,

bread and fruit(apples, figs, grapes, peaches, apricots, cherries), we come back

to the gym for closing ceremonies. The order of this is:

1. Students enter and sit by their country flag

2. Raise Roman flag to Roman anthem

3. Give out awards-All class teachers receive a class certificate, and all

kids receive a gold medal sticker. These are handed out to class

teachers in pre-made packets.

4. Call upon all students to assemble in the Roman Empire during the

Roman Times

5. Music "Olympic Spirit" as the Olympic flag is carried out.

6. Dismissal

Make the Olympic flag out of a sheet, the torch out of cardboard and crepe

paper, and the doves out of paper (origami). We have our school band brass

section play the Olympic theme, and I purchased an Olympic Theme music CD.

The criteria set for each event was set so that all classes could get at least a

bronze, many could achieve the silver medal, and classes had to really work

together and cheer each other on to achieve the gold level.

Excellent description of field day. Well thought out and organized. Thank you!

AssessmentEvidence BasedEnd Product +

Interview

The overall experience and skills participants and teams had during the Olympic Games.

Students will be assessed using a checklist of the activities completed during the Olympic Games:

● Hurdles

● Olympic Torch relay

● Discus Throw

● Shot Put

● Basketball

● Olympic Rings

● Travel to Egypt

● 50 Yard Dash



5. Musical Arts (Chorus, General Music, Piano) K. Daniel

Essential Concept(s)Timbre/Tone Color: Instruments and voicesTexture: Layers of soundHarmony: Monophonic and polyphonic

Goal/Objectives

● Students will listen to and analyze monophonic and homophonic textures in chants from 300 ce to 1200 ce

● Students will sing a chant melody● Students will explore the use of chant in a variety of cultures● Students will compose and sing an original chant melody● Students will compare and contrast various keyboard instruments● Students will compare and contrast Medieval art depicting music● Students will research and present using Pages application and/or

iMovie

Standard(s)

1c: Sing music from diverse genres5d: Use standard notation to record musical ideas6a: Listen and describe events in music using appropriate terms6b: Listen analyze uses of pitch in music from diverse genres6c: Understand and use basic principles of meter and rhythm7a: Students evaluate the music they hear8a: Students compare in two or more arts how the characteristic materials of each art form can be used to transform similar events, scenes, emotions, or ideas into works of art8b: Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music9b: Classify high-quality musical works by historical period and composer9c: Compare, in several historical periods, functions and roles music serves

Vocabulary 1. Melody2. A Capella3. Unison4. Harmony5. monophonic6. Polyphonic7. Tone color8. Chant9. Gregorian Chant10. Motet11. Secular12. Sacred13. Troubadour14. Bards15. Circulatores16. Monastic17. Scribe18. Cymbals19. Rhythm20. Tempo21. Meter22. Dynamics

23. Notation (Middle age and modern)24. Whole note25. Half note26. Quarter note27. Measure28. Treble clef29. Bass clef30. Whole rest31. Half rest32. Quarter rest33. Dotted half note34. Dotted half rest35. Bar line36. Pitch37. Staff38. Hydraulic organ (a.k.a. Water organ, hydraulis)39. Cornu (bronze)40. Cymbals41. Bucina (made from cow horn)42. Mosaic43. Relief44. Transcriptionist45. Copyist46. Music editor47. Arranger48. Composer49. Songwriter50. Orchestrator

Career(s) Tie-InComposers, lyricists, singer, songwriter, transcriptionists, music instrument inventor (maker), chamber singer, copyists, music editor, arranger, choral director, conductor, instrument repair/tuner, music teacher

Project Element and



Product

Small groupStudents will research the following and present findings using Pages application or IMovie regarding

● Who was Hildegard Von Bingen? What was the role of music during the Medieval period? What was the role of women in society? What was the role of the church and how did religion influence lyric content? How as the subject of Medieval pop music during 300 ce -1200 ce different from today’s pop music?

Whole group● Students will listen to and analyze select chants from a chant montage● Students will sing the motet “Alle psalter cum luya (Alle, Praise with,

Luia)”Small group

● Students will listen to and analyze select chants from a chant montage● Students will sing the motet “Alle psalter cum luya (Alle, Praise with,

Luia)”

Independent (Visual Art) Music Journal● Students will view the following visual art then write a description of

what they see, emotions generated by the art, questions about the creation of the art, mood, history, what the art reveals about the

society, etc.1. Performance by Circulators in a mosaic from Pompeii2. Stringed Instrument a relief3. Pan’s syrinx, or flute in wood4. Marble relief with a scene of music and dance in honor of Isis5. Concert for Cymbals, a fresco depicting a Silenus figure (mythical

inhabitant of the woods, who plays the cymbalsIndependent (technology) music journal

● View the YouTube video clip “The Famous Water Organ, St. Munn’s Church, Kilmun”

https://www.youtube.com/watch?v=MNHkCc9P_A4

● Prelude in C Major Pipe organ video clip https://www.youtube.com/watch?v=ev7VRaVpUpA

How is the sound produced? What features does the hydraulic or water organ share with the pipe organ? What features are different? How is the pipe organ sound produced?



Presentation rubric assessment for Pages or imovie research project. Rubric Elements:

Who was Hildegard Von Bingen? What was the role of music during the Medieval period? What was the role of women in society? What was the role of the church and how did religion influence lyric

content? How as the subject of Medieval pop music during 300 ce -1200 ce

different from today’s pop music?

Written listening assessment (Scaled scoring # of correct answers) Students will listen to and analyze (compare and contrast) select chants

from a chant montage

Students will sing the motet “Alle psalter cum luya (Alle, Praise with, Luia)”Vocal assessment rubric

Tone Pitch Rhythm Clarity Diction



Chant today (Listening selections)● Algerian chant● Japanese chant● Southern Ute tribe (American Indian Dance theater)● Qur’anic chant,● chant-like melodies used in “Carmina Burana” by Carl Orff (1895-

1982) for orchestra and chorusKeyboard instruments

● Is it a piano, a pianoforte, or a harp?https://www.thespruce.com/piano-pianoforte-or-harpsichord-149088

● Digital Keyboard vs. Digital Piano vs synthesizerhttp://www.pianoreport.com/digital-keyboard-vs-digital-piano-vs-synthesizers/What features does the piano share with the organ? How is sound produced on the piano? What is the piano forte and how does the piano forte similar and different from the piano? How is the electric piano similar to and different from a synthesizer?