Roman
Sporting Culture Project
1. Descriptive Data
Teacher ___Dustin
Dearman____ Subject Area _Social Studies________ Date _12-3-12____
Grade Level
_7___ Unit Title
__Culture__________ Lesson Number _2
2. Plan the Lesson:
Learning Purpose:
Standards
(list local, state, or national
standards which will be met upon completion of this lesson):
G.3.7.2
Investigate the infrastructure
of population centers
H.6.7.7
Examine
contributions that past civilizations made to the modern world (e.g., arts,
architecture, aqueducts, legal system, math, language, science, transportation)
H.6.7.6
Explore the
development of the Roman Empire and the people associated with it (e.g.,
Augustus, Julius Caesar, Hannibal)
Common Core Writing
Standard
3. Write
informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.
a. Introduce a
topic clearly, previewing what
is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification,
comparison/contrast, and cause/ effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic
with relevant facts, definitions, concrete details, quotations, or other
information and examples.
c. Use
appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
d. Use precise
language and domain-specific vocabulary to inform about or explain the topic.
e. Establish
and maintain a formal style.
f. Provide a
concluding statement or section that follows from and supports the information
or explanation presented.
4. Write narratives to
develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
a. Engage and orient the
reader by establishing a context and point of view and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and
logically.
b. Use narrative
techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
c. Use a variety of
transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.
d. Use precise words and
phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
e. Provide a conclusion
that follows from and reflects on the narrated experiences or events.
Common Core Speaking
Standards
4. Present claims and
findings, emphasizing
salient points in a focused, coherent manner
with
pertinent descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation.
Common Core Reading
Standards for literacy in Social Studies
1.
Cite specific textual evidence to support analysis of
primary and secondary sources.
2. Determine
the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
3. Identify
key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or
lowered).
Goal(s): Students
will have an appreciation and understanding how culture from ancient civilizations
influence our present-day lives. Students will press themselves to ask “Social
Scientist Questions” Who? What? When? Where? Why? And How?
Lesson Objective(s):
TSWBAT produce and present a their topic (The Circus Maximus, The Colosseum,
Roman Gladiators, Roman Games or Modern Day Connections) to the class during
Roman Day. The students will create the project based on the outlines of the
provided rubric. The project must be factually accurate with references cited.
The outline of the projects with rubrics are attached.
Essential Questions:
How did Roman
sporting culture influence Roman daily life?
Related
Subject Connections:
Writing/Research/Scientific
reasoning/Arts
Modifications
for special needs and gifted (Identify the group. What parts of the lessons are
modified? Students with ADHD will be given pre-copied notes and will be placed
into groups they may be most interested in.
Assessment of Student Learning: Students will be taking notes using a
foldable. They will pair-share questions.
Materials and Equipment needed: Cardboard
paper foldables, prezi presentation, pencil.
3. Implement the Lesson:
Grouping for lesson: __ whole group _x_
small group __ individual
(__5_ minutes) Set (List specific statements or
activities you will use to focus students on the lesson for the day.)
-
Students will be provided research material and
tools to search sources pertaining to their topic. Their project will be
introduced and students may ask questions regarding their project and the
adjoining rubric.
-
Students will also be given the “Essential
Questions” posed by classmates the day before regarding their specific topic.
Students are to answer questions from each student.
(_10_ minutes) Making the Content Comprehensible (C2 ): (Teacher behavior - explain each step)
If needed, the
teacher will refer to student notes taken the day before and present any
material covered in the lecture the day before.
(_10__ minutes) Guided/Class Activity (Student learning activities done without
help - explain each step)
Students will begin research and
formulating a plan for their project.
4.
Conclude and
Extend the Lesson: (NMSA Standards 1, 2, 3, 4, and 5)
(_60_ minutes) Closure:
Students will present their projects on Friday in front of the entire
class. Students will be expected to speak for at least 3 minutes and will be
assessed on their participation. The students will play games the groups
created and will behave as if they were actually attending a day at the Roman
Colosseum or Circus Maximus
Student Groups and Rubric
THE COLOSSEUM
It is opening day at the Flavian Amphitheatre. Your team’s
responsibility is to create a program for fans to use as a reference while at
the gladiatorial games this day. You are
to preview influential Emperors who helped create the Colosseum, construct a
seating chart so each class of Roman will know where to sit, profile and
preview the different events during the day, highlight the rules of the events
and the role the spectators play when it is their time to choose life or death.
REMEMBER: All groups must answer student’s “Pressing
Questions” by conducting research. You can incorporate these in your program as
FAQs. (Frequently Asked Questions)
THE CIRCUS MAXIMUS
Construct a game of chance that will simulate a day at the
races in the Circus Maximus. Using dice, playing cards or any other “game of
chance” item. Build chariots and horses as game pieces. The class will be
playing your game at the end of the week. Also, as a group, build a timeline of
the Circus Maximus highlighting the 1,000 years of history.
REMEMBER: All groups must answer student’s “Pressing
Questions” by conducting research.
THE GAMES
Each group member selects one of the following events to
research and write a one-page paper/or multimedia presentation describing their
significance in Roman sporting culture.
Gladiatorial Bouts
War Re-enactments
Chariot Races
Wild Beast Hunts
Naval Battle Re-enactments
REMEMBER: All groups must answer student’s “Pressing
Questions” by conducting research.
THE GLADIATORS
Using the given supplies, each Group Member is to create two
gladiators of different fighting styles. Then, select one and write a one-page
narrative telling the gladiator’s story from slavery to the Colosseum. It
should also include the type of armor they wore, how they trained and other
aspects of a gladiator’s life. Your story should be backed up by research and
historical fact. Your gladiators will battle to win the favor of all of Rome
later in the week.
REMEMBER: All groups must answer student’s “Pressing
Questions” by conducting research.
MODERN DAY
Create multimedia presentation highlighting the similarities
between modern-day sporting culture and the past. This does not to be exclusive
to Roman culture, but must include at least some references to gladiator bouts,
the Colosseum and/or Circus Maximus. Look at stadiums, sports, world-wide
events, the role of the spectators at different games, the importance of sport
in different countries. How does sport affect politics? Think about
advertising, celebrities, contracts, unions, endorsements, injuries. You don’t
have to cover everything, but select a few ways modern-day sports has an impact
on our culture and how the past has influenced us today.
Roman
Sporting Culture Project (100
points)
Names: ______________________________
______________________________
______________________________
Date: _______________________________
|
Requirements
|
Points Possible
|
|
Content
|
40
|
|
Group Work
|
20
|
|
Individual Work:
|
30
|
|
Personal & Peer Review:
|
10
|
|
TOTAL POINTS
|
/100
|
