Ancient Rome

STEM - Aqueduct

Students are to build a working aqueduct with materials provided.

In this unit on the Roman Empire, students used the Studentsavvy lesson with a collaborative model, California Content Standards, and Common Core Standards in History to build a working aqueduct .In this task students will be working in groups of three. They they will have three class sessions to complete the task.

Time Frame one week

CALIFORNIA HISTORY CONTENT STANDARDS

6.7.8 Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RST 3. Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

RH 5. Describe how a text presents information (e.g., sequentially, comparatively, causally).


Students will have three class sessions to complete their task. They will be given a set amount of supplies to complete their task. The first session will be a planning session where students will devise a mental model of their project and draw a sketch of it. (DOK LEVEL 3) They will also predict any problems and try to address them before the build session. The second session is the build session. Students will have two periods to build their models. (DOK LEVEL 4) The third session will be the test and reflection session. In front of the class students will test their model and then will write an individual reflection, not only on their model building process but will also address Growth Mindset prompts to help them identify their learning process and position on a team project. DOK LEVEL 3)


One Pager

What are the Legacies of the Roman Republic?

In this unit on Ancient Rome, students used the SHEG lessons and their Textbook with a collaborative model and Common Core Standards in History to create a One Pager that explain the Legacies of Roman Leader and thoughts. Students will examine a assorted documents documents to gather evidence for their projects. All documents will be examined using close reading techniques.

Time Frame four-five weeks.

Culminating activity: Students will personal journal answering the question, "What are the Legacies of the Roman Republic?"


CALIFORNIA HISTORY CONTENT STANDARDS

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.

1. Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus,

Cincinnatus, Julius Caesar, and Cicero.

2. Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).

3. Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

8. Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.


COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

CCR 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RH 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


Students will spend three to four weeks exploring primary and secondary sources, print and video, to extracting information that helps them answer the the over aching question for this unit. After students have analyzed the documents, they will be assigned a topic from the following list.

  • Aeneas

  • Romulus/Remus

  • Cincinnatus

  • Julius Caesar

  • Cicero

  • Roman Republic Government

  • Growth of the Republic

  • Art/ Architecture

  • Science/ Technology

  • Language/ Literature

  • Law

Students produced a one pager that is a way to visually share key ideas and information from what they have learned. When students create a one pager, they are trying to use both visual symbols and important words to clearly and concisely share the most important takeaways with someone else. For this one pager, students MUST show their understanding of their topic and the Content Standard. Students may also add other symbols, drawings, and words that represent their topic.


Student work is posted by period below...