1. 21 st Century Lessons Mapping Ancient Rome 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 This lesson is to make sure that the students know relevant, important place names before a deeper study of ancient Rome. They should be able to locate the city-state of Rome and Italy and describe where it is in relation to other ancient civilizations in the Mediterranean area they have studied (if any). They should also be able to read the accompanying maps and infer that Rome’s territory expands over time before the ancient empire breaks apart. Student-Friendly Objectives: 1)Students will be able to identify places important to ancient Rome 2)Students will be able to infer what happened to Rome’s territory from maps Lesson Description This lesson should take place after a unit activator to build enthusiasm and curiosity for the topic. Explain the need to have a common understanding of place locations, distribute the blank student map, and give time/support for them to fill it in. After checking this map together, ask students to make observations and inferences about Rome’s territory using the dated maps. Do one together, then students continue as small groups, then ask individuals to share out ideas to the full group and compile a class list of observations and inferences (gradual release of responsibility). You will be able to check for understanding from circulating during the group work and by the full group share at the end. This is probably the most important tab on the overview slide. The big ideas of the lesson is for students to see that civilizations can grow, change, and even dissolve over time. Lesson Overview (1 of 4)

5. 5 Lesson Vocabulary Geography – describing the Earth, where things are and what it’s like there Observe – what you see Infer – using text clues and background knowledge to make an educated guess about something that’s not explained Materials Blank student maps http://upload.wikimedia.org/wikipedia/commons/thumb/d/db/Blank_map_of_South_Europe_and_N orth_Africa.svg/800px-Blank_map_of_South_Europe_and_North_Africa.svg.png A resource that students can fill in their blank maps from, such as atlases, textbooks, or online source. More than one source may be needed to find all the items. Online options include http://www.rome.info/ancient/map/ancientmap.gif https://simple.m.wikipedia.org/wiki/File:Roman_Empire_Map.png http://media.web.britannica.com/eb-media/89/89989-004-E73CA9EA.gif http://faculty.goucher.edu/eng230/3.jpg You can also try Animaps to make your own! http://www.animaps.com/edit.html http://www.animaps.com/edit.html Colored pencils (optional - green and blue especially help students to tell land apart from water) Group copies of dated maps Observations/inferences handouts Common Core State Standard MA 6.35 - On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (http://www.corestandards.org/) Lesson Overview (2 of 4)

6. 6 Scaffolding Supports for struggling students include… The blank student map has boxes for where to write in place names The list of places to fill in can be further cut down at teacher’s discretion Teacher should draw attention to and give nicknames to significant places on the map (in this case, the old “Italy looks like a high heeled boot” trick) Teacher will circulate to support filling in maps. Since struggling students often have difficulty identifying what is the land and water on a blank map, teacher can also carry a blue colored pencil to lightly shade the water. Flexible and appropriate grouping during the higher order thinking skill activity (making inferences and educated guesses from observations) Enrichment A harder version of the blank student map (no clue boxes) is included in the handouts. Without prompts of where to put things, students will be more challenged visual-spatially to reconcile their own map with the master resource / atlas. Online Resources for Absent Students All of the Handout maps from this lesson are online via Wikimedia Commons Blank student map: http://upload.wikimedia.org/wikipedia/commons/thumb/d/db/Blank_map_of_South_Europe _and_North_Africa.svg/800px-Blank_map_of_South_Europe_and_North_Africa.svg.png http://upload.wikimedia.org/wikipedia/commons/thumb/d/db/Blank_map_of_South_Europe _and_North_Africa.svg/800px-Blank_map_of_South_Europe_and_North_Africa.svg.png Animated map showing Rome over time: http://commons.wikimedia.org/wiki/File:Roman_Empire_map-2.gif http://commons.wikimedia.org/wiki/File:Roman_Empire_map-2.gif Lesson Overview (3 of 4)

7. 7 Lesson Overview (4 of 4) Before and After Prior Knowledge (assumes study of other ancient civilizations): Reading a map Characteristics of city-states vs empires Understanding of a timeline, and BC/BCE vs AD/CE dating Related topics after this lesson: How geography of Italy affected Roman civilization Roman conquest and expansion / empire building The Punic Wars Cultural diffusion within the Roman Empire The fall of the Roman Empire Topic Background Another good resource for mapping and geography lessons is Google Earth. You can have students explore the Mediterranean area, or guide them through how Roman territory changes over time using a premade Google Earth file (.kmz or.kml file) such as the one available at http://michellesmithcollaboratory.umd.edu/maps (See Maps of Europe) http://michellesmithcollaboratory.umd.edu/maps

8. Warm Up Look inside the colored outlines at the land and water. What do these shapes look like to you? Write a complete sentence for each on your own paper. OBJECTIVE: 1) Students will be able to identify places important to ancient Rome 2) Students will be able to infer what happened to Rome’s territory from maps Agenda 8

9. Agenda: 1) Warm Up – What does this look like to you? 2) Launch – Setting up maps / Fun with colors! 3) Explore – What happened to Rome over time? 4) Summary – Sharing our ideas 5) Practice – The “Name that Place!” Game 6) Assessment – Map quiz 9 OBJECTIVE: 1) Students will be able to identify places important to ancient Rome 2) Students will be able to infer what happened to Rome’s territory from maps

10. Launch – Setting up maps / Fun with colors! Agenda 10 What places are important to know in relation to Rome? 1)Rome itself and other important cities it will interact with 1)Rome's major river 1)Larger, nearby bodies of water 1)Nearby mountain ranges 1)Territories (inhabited by other peoples) that Rome will eventually interact with

11. Launch – Setting up maps / Fun with colors! Agenda 11 What places are important to know in relation to Rome? You can do these in any order! 1)Label the following cities (make different colored dots and write the name): Rome, Jerusalem, Carthage, Byzantium 2)Label the Tiber River in Italy 3)Label these bodies of water and shade them blue: Mediterranean Sea, Atlantic Ocean, Black Sea 4)Draw and label the Alps and the Apennine Mountains. 5)Label the following territories: Spain, Gaul (France), Germania (Germany), Italy, Sicily, Egypt, Asia Minor, Judea (Israel) Please begin labeling your blank maps! Use the colored pencils to help you! Please begin labeling your blank maps! Use the colored pencils to help you!

12. Launch – Setting up maps / Fun with colors! Agenda 12 Check your work! Atl. Oc. Spain Gaul Germania Med. Sea Blk. Sea Greece Asia Minor Italy Sicily Judea Egypt Carthage Jerusalem Byzantium Rome Alps Mts. Apennine Mts. Tiber River

13. Explore – What happened to Rome over time? 13 Agenda To Do: 1.With your group, look at the maps of ancient Rome from different points in time. The maps are ordered from earliest to latest. 2.On the left side of your T chart, write observation statements about what you see. Use complete sentences, the date on the map, and the place names you just learned. 3.On the right side of the T chart, make an inference or educated guess about Rome based on your observation. Why would the map be like that? What happened to Rome? What did Rome do? 4.Be sure to use complete sentences. Have at least 1 observation/inference pair per map. 5.Everyone in your group should be ready to share observations, inferences, and educated guesses. Now that we’ve mapped places important to Rome, let’s look at how Rome’s territory changed over time.

14. Explore – What happened to Rome over time? 14 Agenda ObservationsInferences / Educated Guesses Map 1 – 500 BC – I see that Rome’s territory is very small. I can infer the population of Rome was not very big at this time. Other areas on the map are probably controlled by other people / governments. Maybe they don’t have a large surplus of food to support a large population right now?

15. Explore – What happened to Rome over time? 15 Agenda To Do: 1.With your group, look at the maps of ancient Rome from different points in time. The maps are ordered from earliest to latest. 2.On the left side of your T chart, write observation statements about what you see. Use complete sentences, the date on the map, and the place names you just learned. 3.On the right side of the T chart, make an inference or educated guess about Rome based on your observation. Why would the map be like that? What happened to Rome? What did Rome do? 4.Be sure to use complete sentences. Have at least 1 observation/inference pair per map. 5.Everyone in your group should be ready to share observations, inferences, and educated guesses.

16. Explore – What happened to Rome over time? 16 Agenda Here are all the maps you saw, and more, moving forward in time. Think: What do you notice happens to Rome?

17. Explore – What happened to Rome over time? 17 Agenda ObservationsInferences / Educated Guesses

18. Summary – Sharing your ideas 18 Agenda Knowing where Rome is, and where other important places are in relation to it, will help us track how Rome’s territory changes over time, and free us to talk about why these changes happened! Studying the specific case of ancient Rome’s territory can help us understand reasons why countries’ borders change at all. Big idea: Countries change over time! They don’t just stay the same forever!

19. Practice – The “Name that Place!” game 19 Agenda This river!

20. Practice – Your Homework 20 Agenda Study your student maps and review Observation/Inferences sheet on your own, outside of school. The date of our map quiz is… Review: What strategies for studying can help you remember for this quiz?

21. Assessment - Map quiz 21 Agenda Please get ready for our map quiz by clearing your desk except for a sharp pencil. I expect that you all will do well! OBJECTIVE: 1) Students will be able to identify places important to ancient Rome 2) Students will be able to infer what happened to Rome’s territory from maps

22. Assessment – Ticket to Leave 22 Agenda Please complete the questions on the handout. Hand this to me as you leave. Ticket to Leave (Put your name on it! ) Ticket to Leave (Put your name on it! ) OBJECTIVE: 1) Students will be able to identify places important to ancient Rome 2) Students will be able to infer what happened to Rome’s territory from maps

23. Back to Overview 23 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

24. 24 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: MA 6.35 - On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE. CCSS.ELA-Literacy.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Standards for This Unit Back to OverviewNext Slide

25. 25 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

26. 26 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

27. 27 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

28. 28 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

29. 29 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

30. 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… 30

31. 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… 31