1. 21 st Century Lessons The Geography of Ancient Rome Primary Lesson Designer(s): Rebecca Bourke 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 ObjectiveBy the end of the lesson, students should be able to name some specific positive and negative effects that Italy’s geography had on ancient Roman civilization, and should especially make connections to Rome’s military power and expansion. Student-Friendly Objective: Students will be able to explain how the geography of Italy affected ancient civilization there. Lesson DescriptionStudents will start by reviewing the geography of Greece, which is frequently studied before Rome (another civilization can be substituted). Then students view a slideshow of the Italian peninsula and infer pros and cons of living there. Finally, students mingle around the room with additional readings about important geographical features of the area and sum up why Italy is conducive to expansion and empire building. Lesson Overview (1 of 4)

5. 5 Lesson Vocabulary Geography – the study of the Earth (land, water and climate) Geographical features – components of the Earth, things that make up the Earth (ex: bay, mountain, river) Peninsula – a piece of land with water on three sides Plain – a broad, flat, fertile area of land Quarry – an open air mine from which humans can dig rocks Materials A class set of handouts A class set of the Give one / Get one cards (see handouts), precut and shuffled Common Core State Standard MA 6.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. 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. Lesson Overview (2 of 4)

6. 6 ScaffoldingSupports for struggling students include: Pairing visual images with written and spoken information Flexible group work Teacher check-ins EnrichmentEnrichment objectives: Students will be able to infer author bias and provide textual evidence to support their ideas. Students will be able to infer the author’s purpose in a text. Students who are ready for an additional challenge can reach towards these objectives by completing the challenge reading included in the handouts. Online Resources for Absent Students Google Earth – If the teacher provides a list of places covered in this lesson, the student at home can search for them in Google Earth to see what they look like and make inferences from them. Lesson Overview (3 of 4)

7. 7 Lesson Overview (4 of 4) Before and AfterThis lesson makes sense after a lesson on mapping the important places related to ancient Rome to ensure students are familiar with some of the names that will appear in this lesson. This lesson helps to set up the study of how Rome expanded into an empire over time. Topic BackgroundGoogle Earth is not only great for showing the natural geography of Rome, but some of the man-made features of the ancient city as well. More information is available here: https://www.youtube.com/watch?v=MqMXIRwQniA https://www.youtube.com/watch?v=MqMXIRwQniA

8. Warm Up OBJECTIVE: Students will be able to explain how the geography of Italy affected ancient civilization there. Agenda 8 Review: What are some geographical features that made settlement in ancient Greece difficult? Write as many geographical features as you can. Be able to explain why you picked them.

9. Warm Up OBJECTIVE: Students will be able to explain how the geography of Italy affected ancient civilization there. Agenda 9 How does Italy’s geography compare to Greece’s geography? How does Italy’s geography compare to Greece’s geography?

10. Agenda: 1) Warm Up – Remember Greece? 2) Launch – Sightseeing tour of Italy’s landscape 3) Explore – Rome’s Geography Give One / Get One 4) Summary – Big ideas 5) Practice – Think like a conqueror 6) Assessment – Ticket to Leave 10 OBJECTIVE: Students will be able to explain how the geography of Italy affected ancient civilization there.

11. Launch – Italy in the Mediterranean Agenda 11 As you see the pictures of the slideshow, think: What effect(s) would these geographical features have on the ancient Romans?

12. Launch – The Alps Mountains Agenda 12 Elevation (height) of the Alps in meters. Too hard to cross?

13. Launch – The Apennine Mountains Agenda 13 What do you notice about the mountain tops? What do you notice about Rome’s elevation?

14. Launch – Italy’s Rivers, the Tiber River Agenda 14 What do you notice about the land in river valleys?

15. Explore – Rome Geography Give One / Get One 15 Agenda Directions: You will receive 1 card with important information about Rome’s or Italy’s geography. Read and understand your card. Record what you learned as a pro or a con on your T chart. With your card and your T chart, stand up and move around to other students. Trade information with other students. Explain your card to them (“Give One”), and then hear what they have to say (“Get One.”) Record their new information to your T chart. Repeat!

16. Explore 16 Agenda Geography of Italy Pros Cons  Marble quarries Marble is a stone that can be carved without shattering. There are a few places to get marble in Italy, though carving large enough pieces out is difficult work. If they control the quarries, the Romans can use the marble for sculptures and buildings. The Romans will have to work very hard to get the marble, or use some expense to get people to mine the marble for them.

17. Explore – Rome Geography Give One / Get One 17 Agenda Directions: You will receive 1 card with important information about Rome’s or Italy’s geography. Read and understand your card. Record what you learned as a pro or a con on your T chart. With your card and your T chart, stand up and move around to other students. Trade information with other students. Explain your card to them (“Give One”), and then hear what they have to say (“Get One.”) Record their new information to your T chart. Repeat!

18. Explore 18 Agenda Geography of Italy Pros Cons 

19. Summary – Big ideas 19 Agenda The geography of the land a group of people settles in greatly influences how successful that group can become. The geography of the land a group of people settles in greatly influences how successful that group can become. Italy’s land and water gave the ancient Romans some significant benefits in building their civilization.

20. Practice – Think like a conqueror 20 Agenda Now that you know more about the geography of Italy… 1) How did the land and water of Italy help the ancient Romans to expand their territory? 2) What about the land and water did they have to overcome to expand?

21. Assessment 21 Agenda Ticket to Leave (Put your name on it!) Ticket to Leave (Put your name on it!) What 3 geographic features do you think helped the ancient Romans the most? List them AND explain why you picked them.

22. Back to Overview 22 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

23. 23 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 6.36 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond. 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

24. 24 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

25. 25 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

26. 26 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

27. 27 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

28. 28 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

29. 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… 29

30. 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… 30