1. 21 st Century Lessons Roman Expansion: Caesar and Augustus Primary Lesson Designer(s): Stephanie Toledano 1

2. 2 This project is funded by the American Federation of Teachers.

3. 3 *1 st Time Users of 21 st Century Lesson: Click HERE for a detailed description of our project.HERE 21 st Century Lessons – Teacher Preparation Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets. Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly. Please do the following as you prepare to deliver this lesson: Feel free to customize this file to match the language and routines in your classroom.

4. 4 Lesson Objective SWBAT evaluate the effectiveness of Caesar and Augustus’ plans for the expansion and maintenance of the Roman empire. Lesson Description Students will begin the lesson with a Warm Up where they hypothesize how the Roman Republic expanded into the Roman Empire. They will develop their hypotheses through a think-write-pair-share. Following the Warm Up, the students will begin with a quick Launch where the teacher gives students brief contextual background information about Julius Caesar and Augustus and then explains that students will be acting as advisors to Caesar and Augustus about how to expand and maintain the growing empire. Students will then Explore the content by jigsaw reading four main strategies (military, tribute, public projects, and peace) for expanding and maintaining the Roman Empire and annotating the pros and cons for each plan. As a group, students will decide which of the four plans has the most merit. They will then develop three criteria for what a successful plan to expand and maintain the Roman Empire would look like. During the Summary, students will learn what Caesar and Augustus actually did to expand and maintain the Roman Empire during their successive rules. While learning about the actual actions taken, student will continue identifying the pros and cons to the plans. As Practice, students will respond to Caesar and Augustus’ plans by evaluating the plans based on the criteria for success developed during the Exploration and suggesting changes. Class will end with a quick 3-2-1 Assessment. Lesson Overview (1 of 4)

5. 5 Lesson VocabularyExpand – to make something larger or more extensive Maintain – to keep something in good working order Foiled – prevented something from succeeding Pax Romana – the Roman Peace, a time period where Rome did not engage in any major wars Praetorian Guard – the bodyguard of the Roman emperor MaterialsProjector PowerPoint Handouts Common Core State Standard CCSS.ELA-Literacy.RH.6-8.1CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. Lesson Overview (2 of 4)

6. 6 ScaffoldingThis lesson includes a lot of group work, graphic organizers, and teacher modeling in order to scaffold the activities for students with disabilities and ELLs. EnrichmentSWBAT describe the details of Caesar and Augustus’ rules by creating an illustrated timeline with key facts about the two leaders. Students can read an extended history of Caesar and Augustus at this website: http://www.mrdowling.com/702-augustus.htmlhttp://www.mrdowling.com/702-augustus.html They will then create an illustrated timeline for both leaders that can be used to teach other students in the class. Online Resources for Absent Students Absent students can read the materials from this lesson and complete the activities independently in order to catch up. They can reference some of the work done by their peers as a guide. Lesson Overview (3 of 4)

7. 7 Lesson Overview (4 of 4) Before and AfterBefore this lesson, students should have a sense of where and when the Roman Empire existed. Ideally, they should also have some background knowledge about daily life in the Roman Empire and Roman contributions to society. This lesson should be followed by a study of the decline of the Roman Empire. Topic BackgroundJulius Caesar and Augustus defined the Roman Empire through their strategic decisions around its expansion and maintenance. By combining a variety of strategies, they both contributed to the security experienced by Roman citizens during the course of their periods of rule.

8. Warm Up: Hypothesize OBJECTIVE: SWBAT evaluate the effectiveness of Caesar and Augustus’ plans for the expansion and maintenance of the Roman empire. Agenda 8 How do you think that the Roman Empire went from to that  ? this  Step 1: Take 30 seconds to think about your answer. Step 2: Take 2 minutes to write your ideas on your worksheet. Step 3: Turn to your partner and share your ideas. this to that? Now let’s share out some hypotheses to the whole class.

9. Agenda: 1) Warm Up: Hypothesize 2) Launch: Mission Details 3) Explore: Jigsawed Reading 4) Summary: Evaluating the Plan 5) Practice: Reflection 6) Assessment: 3, 2, 1 9 OBJECTIVE: SWBAT evaluate the effectiveness of Caesar and Augustus’ plans for the expansion and maintenance of the Roman empire.

10. Launch: Mission Details Agenda 10 Julius Caesar Dates of Rule: 49 BCE – 44 BCE Claim to Fame: One of the greatest generals to ever live. Dramatically expanded Rome’s territory by conquering Gaul. Death: Assassinated by a group of senators who wanted to take power away from this dictator and return it to the Senate. Caesar’s main focus is expanding the Roman Republic.

11. Launch: Mission Details Agenda 11 Augustus Dates of Rule: 27 BCE – 14 CE Claim to Fame: Adopted son of Caesar. Defeated Caesar’s assassins, ended Rome’s civil war, and became the first emperor of Rome. Started the Pax Romana. Death: Died at the old age of 75. Rumored that he was poisoned by his wife. The Pax Romana means the Roman Peace. It was a 200 year period of relative peace started by Augustus. Augustus’ main focus is maintaining the Roman Empire.

12. Launch: Mission Details Agenda 12 Your mission, should you choose to accept it… Julius Caesar and Augustus need your help. They want to expand the Roman Empire, but aren’t sure what the best way to do this is without being foiled by riots, assassins, or enemy armies. expand When you’re foiled, you’re defeated or stopped by something. expand Quick Check for Understanding: Did Julius Caesar and Augustus rule at the same time? Quick Check for Understanding: Did Julius Caesar and Augustus rule at the same time? NO! Caesar ruled before Augustus. NO! Caesar ruled before Augustus.

13. Explore: Jigsawed Reading Instructions 13 Agenda Step 1: Read the potential strategy. As you read and annotate, write a + above each benefit (also called a “pro”) and a – above each negative (also called a “con”). Step 2: Graph how many +/benefits/pros and how many -/negatives/cons you found for the strategy. You will use these graphs to compare the four strategies. Step 2: Graph how many +/benefits/pros and how many -/negatives/cons you found for the strategy. You will use these graphs to compare the four strategies. Let’s annotate and analyze a practice strategy together to practice. Look at “Military Action” on your worksheet.

14. Explore: Military Action Practice 14 Agenda Military action requires a strong army. An elite army will let the Romans expand their empire by conquering neighbors. Not only this, but it will also help maintain the empire because people will be afraid of the strong Roman army and will not attack it. The army will be kept large by using men from conquered lands as soldiers. Of course, this will mean that many citizens will die and families will be torn apart. In order to protect the emperor, a private army called the Praetorian (pray – tor – E – an) Guard will be created. The men in the Praetorian Guard may be tempted to kill the emperor though, so they’ll have to be watched. What pros (+) and cons (-) can we identify?

15. Explore: Jigsawed Reading Instructions 15 Agenda 1.Create a group of three. 2.Each person chooses a letter: A 3. You are responsible for reading and annotating the section with the letter that you chose. CB

16. Step 1: Read the potential strategy that you selected. As you read and annotate, write a + above each benefit (also called a “pro”) and a – above each negative (also called a “con”). Step 2: Graph how many +/benefits/pros and how many -/negatives/cons you found for the strategy. You will use these graphs to compare the four strategies. Step 2: Graph how many +/benefits/pros and how many -/negatives/cons you found for the strategy. You will use these graphs to compare the four strategies. You have 10 minutes to work. You have 10 minutes to work. Extension: Choose one pro that you noticed and explain why this is a beneficial strategy. Extension: Choose one pro that you noticed and explain why this is a beneficial strategy. Explore: Jigsawed Reading Instructions 16 Agenda

17. Explore: Jigsawed Reading Instructions 17 Agenda Step 4: With your partners, decide which of the four strategies is the best one. Fill out your worksheet with a justification for why that strategy is the best. Step 3: With your partners, come up with three criteria that a plan for expanding and maintaining an empire should include. For example: Make people happy by… Step 3: With your partners, come up with three criteria that a plan for expanding and maintaining an empire should include. For example: Make people happy by…

18. What Actually Happened… You will be analyzing what the Roman emperors actually did to expand and maintain the empire. For each fact and question, you will: 1. Think about your answer 2. Pair up with a partner and discuss 3. Share your answer with the class when the teacher calls on you For each fact and question, you will: 1. Think about your answer 2. Pair up with a partner and discuss 3. Share your answer with the class when the teacher calls on you Fact: Romans demanded tribute from conquered people. They then used the money and men that they took to build a stronger army and create public works that benefitted all Roman citizens. Question: Is demanding tribute morally acceptable? How would you feel if you had to give up tribute? Many people benefitted from Roman public works that were paid for with tribute. Does this justify demanding tribute? Fact: The Roman Empire expanded rapidly because of the army. Rome was constantly acquiring more land, money, and citizens, making it stronger than ever. However, many people died in the wars, and farms were destroyed by fighting. Question: What is more important: expanding the empire, or maintaining it? Why? Should the Romans have cared more about conquering peoples or taking care of their own? Fact: When the Roman Empire reached its peak in size, it began a period of peace called the Pax Romana (the Roman Peace). During this time, there were no wars with other countries. However, there were some rebellions within the empire. Question: What does a country or empire need to do in order to be peaceful? How can an empire keep others from attacking it in order to maintain peace? Extension: What do you notice about what the Roman Empire actually did? Hint: Think about which of the plans they used. Extension: What do you notice about what the Roman Empire actually did? Hint: Think about which of the plans they used. Summary: Evaluating the Plan 18 Agenda

19. Practice: Reflection 19 Agenda Use the criteria for success that you developed during the Explore part of the lesson to respond to Parts1&2: Part 1: Did Caesar and Augustus succeed in expanding and maintaining the Roman Empire? Why or why not? Use evidence to justify your answer. Part 2: What changes would you suggest to Caesar and Augustus for their plans to expand and maintain the Roman Empire? Part 1: Did Caesar and Augustus succeed in expanding and maintaining the Roman Empire? Why or why not? Use evidence to justify your answer. Part 2: What changes would you suggest to Caesar and Augustus for their plans to expand and maintain the Roman Empire? Homework Choose one of the two rulers of Rome to write a letter. Your handout lists each ruler’s areas of focus (expanding or maintaining the empire). Give the ruler specific advice on how to better lead the Roman Empire. See handout for details. Homework Choose one of the two rulers of Rome to write a letter. Your handout lists each ruler’s areas of focus (expanding or maintaining the empire). Give the ruler specific advice on how to better lead the Roman Empire. See handout for details.

20. Assessment: 3, 2, 1 20 Agenda 3. 2. 1. Write down THREE things that you believe are the most important facts that you learned today. Write down TWO things from today’s lesson that you are curious to learn more about. Write down ONE thing that you will teach your family when you get home tonight. Name: Date: 3, 2, 1 Assessment Fill out the assessment on the last page of your handout to show off what you have learned today!

21. Back to Overview 21 1 st Time Users of 21 st Century Lessons Welcome to 21 st Century Lessons! We are a non-profit organization that is funded through an AFT (American Federation of Teachers) Innovation Grant. Our mission is to increase student achievement by providing teachers with free world-class lessons that can be taught via an LCD projector and a computer. 21 st Century Lessons are extremely comprehensive; we include everything from warm–ups and assessments, to scaffolding for English language learners and special education students. The lessons are designed into coherent units that are completely aligned with the Common Core State Standards, and utilize research-based best practices to help you improve your students’ math abilities. Additionally, all of our lessons are completely modifiable so you can adapt them if you like. Description of 21 st Century Lessons: Next Slide

22. 22 1 st Time Users of 21 st Century Lessons The lesson that you are currently looking at is part of a unit that teaches the following Common Core Standards: CCSS.ELA-Literacy.RH.6-8.1CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. Standards for This Unit Back to OverviewNext Slide

23. 23 1 st Time Users of 21 st Century Lessons In order to properly use 21 st Century Lessons you will need to possess or arrange the following things: Required: PowerPoint for P.C. (any version should work) Note: Certain capabilities in the PowerPoint Lessons are not compatible with PowerPoint for Mac, leading to some loss of functionality for Mac PowerPoint users. An LCD projector Pre-arranged student groups of 2 – (Many lessons utilize student pairings. Pairs should be seated close by and be ready to work together at a moment’s notice. Scissors – at least 1 for every pair Requirements to teach 21 st Century Lessons: Back to OverviewNext Slide

24. 24 1 st Time Users of 21 st Century Lessons Computer speakers that can amplify sound throughout the entire class “Calling Sticks” – a class set of popsicle sticks with a student’s name on each one A remote control or wireless presenter tool– to be able to advance the PowerPoint slides from anywhere in your classroom Personalize PowerPoints by substituting any names and pictures of children we included in the PowerPoint with names and pictures of your own students. Since many lessons utilize short, partner-processing activities, you will want a pre- established technique for efficiently getting your students’ attention. (“hands- up”, Count from “5” to “0” etc.) Project onto a whiteboard so you or your students can solve problems by hand. (Lessons often have a digital option for showing how to solve a problem, but you may feel it is more effective to show the work by hand on a whiteboard.) Internet connectivity – without the internet you may not have full functionality for some lessons. Strongly Suggested to teach 21 st Century Lessons: Back to OverviewNext Slide

25. 25 1 st Time Users of 21 st Century Lessons We suggest spending 30-45 minutes reviewing a lesson before teaching it. In order to review the lesson run the PowerPoint in “Slideshow “- Presenters View and advance to the “Lesson Overview” slide. By clicking on the various tabs this slide will provide you with a lot of valuable information. It is not necessary to read through each tab in order to teach the lesson, but we encourage you to figure out which tabs are most useful for you. Note: All of our lessons are designed to be taught during a 45-55 minute class. If your class is shorter than this you will have to decide which sections to condense/remove. If your class is longer we suggest incorporating some of the “challenge” questions if available. Lesson Preparation (Slide 1 of 2) Back to OverviewNext Slide

26. 26 1 st Time Users of 21 st Century Lessons After reviewing the overview slide, click your way through the PowerPoint. As you go, make sure to read the presenter note section beneath each slide. The note section is divided into two sections: “In-Class Notes” and “Preparation Notes.” The In-Class Notes are designed to be concise, bulleted information that you can use “on the fly” as you teach the lesson. Included in In-Class Notes are: a) a suggested time frame for the lesson, so you can determine whether you want to speed up, slow down, or skip an activity, b) key questions and points that you may want to bring up with your students to get at the heart of the content, and c) answers to any questions being presented on the slide. The Preparation Notes use a narrative form to explain how we envision the activity shown on the slide to be delivered as well as the rationale for the activity and any insight that we may have. Lesson Preparation (Slide 2 of 2) Back to OverviewNext Slide

27. 27 1 st Time Users of 21 st Century Lessons There are several features which have been incorporated into our PowerPoint lessons to help make lessons run more smoothly as well as to give you access to additional resources during the lesson should you want them. These features include: Agenda Shortcuts – On the agenda slide, click on any section title and you will advance to that section. Click the agenda button on any slide to return to the agenda. Action Buttons – On certain slides words will appear on the chalk or erasers at the bottom of the chalkboard. These action buttons give you access to optional resources while you teach. The most common action buttons are: Scaffolding – gives on-screen hints or help for that slide Answers – reveals answers to questions on that slide Challenge – brings up a challenge questions for students Agenda – will return you to the agenda at the beginning of the lesson Features built into each PowerPoint lesson Back to OverviewNext Slide

28. The goal of 21 st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons. These lessons are intended to: Support an increase in student achievement; Engage teachers and students; Align to the National Common Core Standards and the Massachusetts curriculum frameworks; Embed best teaching practices, such as differentiated instruction; Incorporate high-quality multi-media and design (e.g., PowerPoint); Be delivered by exemplary teachers for videotaping to be used for professional development and other teacher training activities; Be available, along with videos and supporting materials, to teachers free of charge via the Internet. Serve as the basis of high-quality, teacher-led professional development, including mentoring between experienced and novice teachers. 21 st Century Lessons The goal… 28

29. Directors: Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee Ted Chambers - Co-director of 21st Century Lessons Tracy Young - Staffing Director of 21st Century Lessons Leslie Ryan Miller - Director of the Boston Public Schools Office of Teacher Development and Advancement Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons Carla Zils – Curriculum Director (Math) of 21 st Century Lessons Brian Connor – Technology Coordinator 21 st Century Lessons The people… 29