1. Byzantium Empire
1.1. By participating in a close reading activity, students will identify the who, what, where, in three primary source documents regarding the persecution of the Christians. - Students will analyze three different Emperors' interior motives regarding the spread of Christianity and provide at least three conclusions in a graphic organizer. -Students will list three or more ways of how Christians were persecuted in Rome and will also take part in group discussion with fellow classmates.
1.1.1. Formative Assessment: Students will fill out the Primary Source Analysis Worksheet in order to comprehend how to source the three primary sources given. Summative Assessment: The last primary source document will be utilized in showing if students understood how to source and think analytically about the text.
1.1.1.1. The teacher will have students analyze an essential question and write four or more sentences about it regarding injustices. After students are done writing, the teacher will begin a class discussion in order to have students share thoughts. The teacher will model how Cornell notes should be taken. The teacher will then have a lecture presentation about the persecution of Christians in order for students to have a background knowledge. After the lecture presentation, the teacher will model how to source the first primary source. The teacher will then put a timer on to have students work on the second primary source. For the conclusion, the student will work with group members on the last primary source.
1.1.1.1.1. Students will write down four or more sentences about the essential question regarding injustices. After the writing is complete, students will listen or participate in a class discussion. The students would then take out a piece of paper and follow the directions from the teacher about Cornell notes. Students then follow along with the lecture presentation about the Persecution of Christians in Ancient Rome. After the lecture presentation, students will follow the first sourcing regarding the Primary Source #1. Students then source Primary Source #2 independently and for the closure students work on sourcing Primary Source #3 with group members.
2. Persecution of Christianity
2.1. Students will analyze the central ideas of the Byzantine Church by close reading one section of Discovering Our Past: Medieval and Early Modern Times as a class then annotating a least three key points. After the close reading activity, students will form specialized reading groups, in which students will identify the role of the Byzantium Church through word context, summary, analytical questioning, and illustrations. At the closure of the lesson, students will explain the operations of the Byzantium Church along with the arguments posed by discussing in their Literature circle groups from the beginning and summarizing five or more key points in the Byzantium Church Concept Map.
2.1.1. Formative: Students will fill out the Independent Response Sheet to help the teacher see if students understood the section in the textbook. Summative: The Byzantium Church Concept Map would be used to see if students understood the overall pieces in the texts such as the essential questions, summary, vocabulary words, and illustrations in the text. Overall, I would like to see if students did their parts and understood the role of the Byzantium Church in Ancient Rome.
2.1.1.1. The teacher will assign students a card with two times on them. The teacher will have students group with their first group members and have students write down two or more conclusions about what the section will be about. The teacher will then guide the students in reading the first section of the texts. The teacher will model annotations and have students use them in the texts. The teacher will then have students go into their second timed groups that are specialized in questioning, summarizing, clarifying, vocabulary, and illustrations. The teacher will then walk around to help students understand their tasks. At the end, students will share their specialized findings with their first timed groups.
2.1.1.1.1. The Students will receive a card with two times. The students will meet up with their first groups to write down their guesses about the section in the textbook. After the predictions, the students will attentively listen to the teacher guide the reading. Students will annotate in the copy of section given to them. At the end of the reading, students will go with their second groups and work on their specialized roles such as summarizing, questioning, clarifying, vocabulary, and illustrations. At the end of the lesson, students will share their specialized findings with their first timed groups.
3. Roman Social Hierarchy
3.1. Students will define......... a hierarchy as they will analyze the Roman social hierarchy (Emperor, Patricians, Plebians, Slaves) and later compare it to their school setting by constructing their own social pyramid. -Classify the different social classes in Rome by depicting their own interpretations of each of the four social classes in the guided/lecture notes. -Discuss in groups what hierarchy means and how does it apply today based on what they learned by providing at least two conclusions.
3.1.1. Formative: Students use a blank pyramid structured guided notes to identify the different social classes of Rome. Summative: Students will use the guided notes and the Yorba activity to prepare for an informal quiz the following day.
3.1.1.1. The teacher will be leading the students in a pair-share activity to assess prior knowledge using an essential question. After the students are done sharing, the teacher will present a lecture PPT presentation for students to follow. The teacher will give directions for students activity on the Yorba Worksheet and will have students working independently. The teacher will be circulating around helping students and answering questions students may have. At the end, the teacher will ask students to respond to a reflection question defining hierarchy in groups.
3.1.1.1.1. Students will be discussing the essential questions with partners. Students will follow attentively to the lecture presentation and writing down in guided notes. Students will listen to activity directions about Yorba worksheet and then work independently on conclusions made. At the end of the lesson, the students will then reflect on a reflection question regarding hierarchy within their groups.
4. Augustus and Roman Expansion
4.1. ;• Students will discuss two or more claims and counter claims within their groups about Augustus’ decision making using primary/secondary texts. • Students will evaluate primary and secondary texts to come up with two or more justifications about Augustus’s leadership. • In the Socratic Seminar Debate, students will support their claims and counter-arguments by responding to the essential questions and using primary/secondary texts as supporting evidence.
4.1.1. Formative Assessment: The “Augustus The Great?” Worksheet will work as formative assessment because this will help me comprehend if students understood how to dissect both of the texts given. I will circulate around making sure students are talking together in their groups and coming up with claims or counter-claims. For the most part, I would like students to analyze both texts and make supporting claims about it. The discussion will be used to help evolve those claims but also look at other viewpoints about the expansion of Rome. Summative Assessment: The closing discussion will be used as a summative assessment as all students are discussing what they learned overall from the claims made by their classmates or their overall understanding of the two readings. Students will be asked to first discuss with their group members and later on as a class discussion.
4.1.1.1. The teacher will guide students throughout the readings of the primary and secondary source documents. The teacher will help students annotate both texts and have students analyze specific essential questions. The teacher will also give directions to students about the Socratic Seminar and then have students talk with group members about the essential questions and statements given. Throughout the Socratic Seminar discussion, the teachers role is to facilitate the discussion and have students have an overall understanding of Augustus' decision making.
4.1.1.1.1. Students will read along with the teacher the primary and secondary text. Students will highlight and underline specific parts in the text. After, students will listen attentively to the teachers directions of the Socratic Seminar and receive guidelines for it. Students will briefly talk with other students about their claims and counterclaims regarding the essential questions in the Augustus the Great? Worksheet. Throughout the Socratic Seminar activity, some students will be sitting in the "hot seats" stating their claims and counterclaims. Students that are not participating in the Socratic Seminar will then fill out the last part in the Augustus The Great_______ Worksheet and listen attentively to their classmates responses.