Embedded Files
April 14, 2023
Correlation to State Content Standards
7.1.1. 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).
Expected Student Outcomes (Objective)
Students will be able to:
1. Identify & Describe the ideas of Bread and Circus.
2. Describe Diocletian's plan to prevent the Roman Empire from falling.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will work on their starter by reading an out of order chunked reading from "This day in History." Students will be tasked to place the events in order of CLAIM, STATEMENT, EVIDENCE, and CONCLUSION.
Direct Instruction (15 min.)
SDAIE: Direct Teach/Video Clips: Bread and Circus: Teacher will demonstrate the idea of Bread and Circus with the students. Teacher will display data dealing with education, housing, and crime rate to bring a dose of reality to students. Students will then write down how confident they feel about their future goals they wrote down in the beginning. Teacher will then play a gladiator scene from the movie Gladiator. Teacher will then toss candy to students to depict the Bread part of the assignment.
Guided Practice (5 min.)
SDAIE: TPS: Bread and Circus: Teacher will progress monitor students independent practice.
Independent Practice (20 min.)
SDAIE: Realia/Sentence Stem: Bread and Circus: Students will participate in a role playing assignment dealing with Bread Circus. Students will write down what they expect to do twenty years from now. Students will then share with their partners their goals. They will listen to the teacher explaining the reality by looking at data and will then be asked to reevaluate their future goals.
Homework.
EdPuzzle: Rome 101 due by Friday at 5 p.m.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
April 4, 2024
Correlation to State Content Standards
7.1.1. 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).
Expected Student Outcomes (Objective)
Today I am learning about how Roman Emperors tried to prevent the fall of Rome by:
1. Participating & Describing the use of Bread and Circus.
2. Describing Diocletian's plan to prevent the Roman Empire from falling.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Daily Journals: Students will work on their starter by reading an out of order chunked reading from "This day in History." Students will be tasked to place the events in order of CLAIM, STATEMENT, EVIDENCE, and CONCLUSION.
Direct Instruction (15 min.)
SDAIE: Direct Teach/Video Clips: Bread and Circus: Teacher will demonstrate the idea of Bread and Circus with the students. Teacher will display data dealing with education, housing, and crime rate to bring a dose of reality to students. Students will then write down how confident they feel about their future goals they wrote down in the beginning. Teacher will then play a gladiator scene from the movie Gladiator. Teacher will then toss candy to students to depict the Bread part of the assignment.
Guided Practice (5 min.)
SDAIE: TPS: Bread and Circus: Teacher will progress monitor students independent practice.
Independent Practice (20 min.)
SDAIE: Realia/Sentence Stem: Bread and Circus: Students will participate in a role playing assignment dealing with Bread Circus. Students will write down what they expect to do twenty years from now. Students will then share with their partners their goals. They will listen to the teacher explaining the reality by looking at data and will then be asked to reevaluate their future goals.
SDAIE: EQ/Sentence Stem: Satire by Juvenal: Students will answer an essential question after reading the poem "Satire" by Juvenal. The poem is a primary source describing the social state at the end of the Roman Empire. The Poem will ties in with the Realia assignment that was presented in class today.
Homework.
EdPuzzle: Rome 101 due by Friday at 5 p.m.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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