EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.
Mastering the vocabulary words is a process that can be finished within a two week period.
Unit VII: TWELVE TABLETS AND TEN COMMANDMENTS: ANCIENT ROME
Students will have just learned about ancient Greece and assessed the emergence of democratic practices in city-states such as Athens and Sparta. They should have some understanding of the rights of citizens and democratic aspects of government. Turning their attention to Ancient Rome, the inquiry arc question – What makes a civilization successful? – serves as the lens for exploring the rise and fall of the Roman Republic and Roman Empire. Students learn that societies go through periods of creation, expansion, and collapse. The Roman Republic instituted democratic processes and ideals still emulated today and the Roman Empire, founded by Julius Caesar and strengthened by Caesar Augustus, remains one of the most influential civilizations in world history. The Roman Empire’s advancements in communication, transportation, and trade systems supported the rapid spread of Christianity.
BIG Ideas
- Societies go through periods of creation, expansion, and collapse.
- The Roman Republic instituted democratic processes and ideals still emulated today.
- The Roman Empire as founded by Julius Caesar and strengthened by Augustus remains one of the most influential civilizations in world history.
- The Roman Empire’s advancements in communication, transportation, and trade systems supported the rapid spread of Christianity.
Questions That Need To Be Answered
|
| ||||||||||||||||
If you want to download the powerpoint click here or go to WH additional resources
| How to Take Cornell Notes |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
TEXT TO HELP ANSWER THE LEARNING EXPECTATIONS
|
Online Discovery Techbook
Take notes and watch the videos at the bottom of the page for more clarification
Complete the Student Assessments at the bottom of the Review Pages Below. |
Anchor Text
Additional Videos
|
Read the articles and take notes that connect with the Supporting and Compelling Questions. Answer the questions at the end of each article.
Roman Documents
|
| ||||||||||||
|
| ||||||||||||
Christianity Documents
|
| ||||||||
Overarching Question: Why are some aspects of world civilizations, such as religion, social structure, and artistic achievements so long lasting and influential?
|
Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
DC Content Power Standards
7.9.3: Explain the government of the Roman Republic and its significance (e.g., written constitution, separation of powers, rule of law, representative government, the notion of civic duty, and checks and balances) and why it was inadequate to administer Roman affairs by the end of the second century B.C. (B.C.E.).
7.9.4: Describe the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.
7.9.6: Explain the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, and salvation.)
7.9.3: Explain the government of the Roman Republic and its significance (e.g., written constitution, separation of powers, rule of law, representative government, the notion of civic duty, and checks and balances) and why it was inadequate to administer Roman affairs by the end of the second century B.C. (B.C.E.).
7.9.4: Describe the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.
7.9.6: Explain the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, and salvation.)
C3 Framework Indicators and Common Core Literacy Standards
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: Introduce 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.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: Introduce 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.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
DC Content Supporting Standards
CQ 1 FORMATIVE ASSESSMENT
7.9.3 Explain the government of the Roman Republic and its significance… and why it was inadequate to administer Roman affairs by the end of the second century B.C. (B.C.E.).
D1.1: Explain how a question represents key ideas in the field.
D1.5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
D3.2. Evaluate the credibility of a source by determining its relevance and intended use.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CQ 2 FORMATIVE ASSESSMENT
7.9.4: Describe the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.D2.Civ.7: Apply civic virtues and democratic principles in school and community settings.
D3.1: Gather relevant information from multiple sources while using the origin, authority, structure, context and corroborative value of the sources to guide the selection.
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.
CQ 3 FORMATIVE ASSESSMENT
7.9.6: Explain the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D3.4: Develop claims and counterclaims while pointing out the strengths and limitations of both.
SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
UNIT PERFORMING TASK
D3.1: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. (RH.1,2,6)
D4.1: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
D4.3: Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). (WH.4,8, SL.1)
D4.6: Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. (WH.9)
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
CQ 1 FORMATIVE ASSESSMENT
7.9.3 Explain the government of the Roman Republic and its significance… and why it was inadequate to administer Roman affairs by the end of the second century B.C. (B.C.E.).
D1.1: Explain how a question represents key ideas in the field.
D1.5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
D3.2. Evaluate the credibility of a source by determining its relevance and intended use.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CQ 2 FORMATIVE ASSESSMENT
7.9.4: Describe the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.D2.Civ.7: Apply civic virtues and democratic principles in school and community settings.
D3.1: Gather relevant information from multiple sources while using the origin, authority, structure, context and corroborative value of the sources to guide the selection.
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.
CQ 3 FORMATIVE ASSESSMENT
7.9.6: Explain the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D3.4: Develop claims and counterclaims while pointing out the strengths and limitations of both.
SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
UNIT PERFORMING TASK
D3.1: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. (RH.1,2,6)
D4.1: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
D4.3: Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). (WH.4,8, SL.1)
D4.6: Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. (WH.9)
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
