Greece and/or Rome Essential Question Review
- Due Monday, March 9th (this is a change from 3/3 as of 2/20)
- See Essential Question Tab for assignment and resources
Mediterranean Region Physical Features Map Test - Tuesday February 18th
Etruscan Reading
Students will actively read, discuss as a class or in small groups, and then work to highlight key information from the reading, which will be glued into their WHN.
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Rome Stations Activity
Students will rotate to different provided stations in order to complete the provided note guide and learn about aspects of Ancient Roman civilization.
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Gladiators Web Activity (Did not use in 2020)
Students will use online textual resources to learn about the origin of the gladiator games, the different types of gladiators, and explore other information learned of interest to them related to the gladiator customs of Ancient Rome.
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Pompeii
Students will access multiple different resources in order to learn about the eruption of Mount Vesuvius, destruction of Pompeii, and how the remains have informed the world about the Roman civilization.
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Struggle for Political Power
Students will read how the majority in Rome had little political power and how their demands for a voice in government led to the creation of a republic form of government.
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Roman Slavery
Students will brainstorm will complete the "What I Know" Section of a provided graphic organizer.
In small groups, they will read introductory essays from World History For Us All on either: The Slave Supply, The Life of A Slave, Manumission, or Abuse and Resistance. Each small group will work together to complete the "What I Learned" section of the graphic organizer for their topic, which they will then share with the entire class. As each group presents, students will complete each section of the graphic organizer for key points learned. Then each student will be provided with a primary document for their categories and work to use the provided SOAPS (Source, Occasion, Audience, Purpose, and Summary) for primary source documents sheet to analyze their sample. The small groups will assist each other in the interpretation process as needed and select one or two documents that are most important, informative or interesting to share with the whole class. Individually, students will use information learned about Roman slavery to write a journal entry from the perspective of a Roman slave (be sure to follow the directions to meet all the requirements). |
Gladiator Reading
Students will actively read and complete the provided assignment.
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Chapter 8 and 9 Reading Guides
Students will use the textbook to answer the provided questions related to Chapter 8 and Chapter 9.
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Twelve Tables
Students will practice interpreting primary sources and collaboration skills to increase their understanding of the purpose of legal codes and to compare/contrast the Roman laws to modern laws. After the discussion and group activities, they will select one of the four provided writing prompts to complete.
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Roman Expansion
Students will practice collaboration, synthesizing, and summarizing in order to inform their peers about a key person within Rome and their views on expansion. Using data collected in a provided graphic organizer, students will select and answer three out of five provided questions (use evidence!).
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Punic Wars
Students will read information from "Flow of History" related to the Punic Wars between Rome and Carthage. Using active reading skills, they will complete the provided assignment to demonstrate their comprehension.
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Cleopatra
Who was Cleopatra? As a class we will read a play about Cleopatra, view artifacts from her life at the Field Museum, listen to an NPR broadcast about her life, and read Bio4Kids: Cleopatra in order to discover more about a historical woman that Hollywood has enjoyed portraying in movies. Using information learned, students will either:
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Extra Resource if interested: "Who Was The Real Cleopatra?" from the Constitutional Rights Foundation