9/10 Social Studies Lesson Plan

Description : Prior to beginning Medieval European history, were briefly reviewing the Roman Empire, specifically the impacts of Rome on modern day America and how the fall of Rome lead to the Middle Ages for Europe. This lesson will incorporate big picture and discovery thinking to ensure students have a holistic framework for the importance of the Roman Empire. Students level by grade: 7th Standard(s) to be addressed: Understand that technology is important in spreading the ideas, values, and behavior patterns within a society. Understand language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors have contributed to the development and transmission of culture. Understand technology has influenced the course of history through revolutions in agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, and communication. Enduring Understandings/Essential Questions targeted in this lesson: How do civilizations reflect their foundations? Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): SWBAT explain the legacy of Roman architecture and art in a short written response. Assessment: Students are responsible for two column notes with what they hear or read and then their own responses and connections. At the end of class, they will use these notes to write short answer responses to questions about Romes art and architectural legacy. The final assessment for the Roman Empire is two graphic organizers- one about the big influences from Rome on the modern world, the other about the fall of Rome.

Instructional method(s) used in this lesson: Discovery questioning Direct instruction Think, pair, share Structured reading Modeling Lesson Sequence: Introduce discovery question: What do civilizations need to be successful? Students talk to partner and write down a brief list in two-column notes from yesterday. Ask for answers as a class, write down responses.

Going off the response of water, describe aquaducts: carrying water from up to 60 miles away (well past Ames), gravity and Roman architecture brought water into the city -ask students to identify what the coliseum and aquaducts have in common -vault definition: an arch used to support a ceiling or a roof -picture of public bath If time: brief field trip to SMS library to see domed roof. After reviewing engineering feats, ask students to TPS about where we see art around Des Moines/Johnston -identify how we know a society has been successful- they can spend time looking for more than food and water: art, music, great thinkers Students turn to page 10 to see image and read sculpture paragraph. TPS about what the statue of George Washington and the statue of Caesar have in common. 30 seconds for students to draw a celebrity or politician who is still living today. Give examples of lifelike art (with Egyptian example), mosaics and frescos- have students compare with their own drawings. Model short response answer for packet, have students complete the three other questions about art/architecture.