THE ANCIENT WORLD CTY COURSE SYLLABUS FIRST WEEK Day 1 9 â€“ 10:15

The Ancient World Final Syllabus 2018 CTY Young Students Day Program

Date AcademicSession Topics Activities Monday, July23

Day1

AcademicSessionI (9:00-10:15a.m.; 1hr.,15 min.)

• Introductions • ClassroomRules&

Procedures • CTYHonorCode

• Begin“AllAboutMe”survey. • ConductMorningMeetingsotheteacherandstudents

canintroducethemselvestoeachother. • Discussclassroomrulesandprocedures. • PlayPeopleBingotohelp studentsgettoknoweach

otherbetter. • Havestudentsreview&signtheCTYHonorCode.

AcademicSessionII • Pre-assessment • Completepre-assessmentforthecourse. (10:25-11:15 a.m.; • KWLChart • Finish“AllAboutMe”survey. 50 min.) • DoancientworldKWL chartactivity(Whatdoyou

knowabouttheancientworld, specificallyancient Egypt, Greece, &Rome?Whatdoyouwanttoknow?)

AcademicSessionIII • KWLchart(cont.) • FinishancientworldKWLchartactivity. (12:15-1:30p.m.; • InteractiveNotebook • Setupinteractivenotebookincompositionbook. 1hr., 15 min.) Overview&Setup

• G.R.A.P.E.S. Foldable Setup

• Createcoverpageforinteractivenotebook. • CreateaG.R.A.P.E.S.flipbook.

AcademicSessionIV (1:40-2:40p.m.; 1hr.)

• Characteristicsofa Civilization (G.R.A.P.E.S.)

• Discussthesixaspectsofacivilizationusingthe G.R.A.P.E.S.frameworkasstudentscompletetheir flipbooks(Geography, Religion, Achievements, Politics, Economics, &SocialStructure). The G.R.A.P.E.S. frameworkwillbe usedthroughoutthe course aswe studyeachcivilization.

LastupdatedAugust10, 2018

• Havestudentscreate aG.R.A.P.E.S.illustratedoutline where they explaineachtermintheirownwordsand includearelatedillustration.

PrepforDismissal (3:40-4:00;20min.)

• ExitSlip • Homework

• Studentswillcompleteanexitslipabouttoday’s lessons.

• HW: o FinishG.R.A.P.E.S.illustratedoutline. o Bringasilentreadingbook.


Date AcademicSession Topics Activities Tuesday, July24

Day2

AcademicSessionI (9:00-10:15a.m.; 1hr.,15min.)

• Continents&Oceans • CompassRose • Landforms&Bodies

ofWater

• Reviewclassexpectations. • Studentswillcompleteactivitiestoreview

foundationalgeographyconcepts(i.e., continents, oceans, compassrose, landforms, andbodiesof water).

AcademicSessionII • EnvironmentalFactors • Studentswillcompletethe“LocatingaSite”activity (10:25-11:15 a.m.; andEarlyHuman wheretheywilldecidewheretosettleonamapbased 50 min.) Settlement ontheirgivenrole(e.g., farmer, merchant, etc.).

• Discussthethreeenvironmentalfactorsthatimpacted ancientpeople’sdecisionsonwheretosettle(water, topography, &vegetation).

• Studentswillreadabouttheenvironmentalfactors andcompleteanEnvironmentalFactorsLandscape.

AcademicSessionIII • Introductionto • Studentswilldoapicturewalkthroughfourchapters (12:15-1:30p.m.; AncientEgypt in HistoryAlive aboutancientEgypt(chapters7, 8, 9, & 1hr., 15 min.) 10).

• Studentswillcreateatitlepageintheirinteractive notebook forancientEgypt.


• GeographyofAncient Egypt

• Read“WelcometoAncientEgypt&Kush.”Highlight detailsrelatedtothisquestion:HowdidtheNileRiver supportsettlementinEgypt?

• CreatemapofancientEgypt. PrepforDismissal • ExitSlip • Studentswillcompleteanexitslipabouttoday’s (3:40-4:00;20min.) • Homework lessons.

• HW: Finishunfinishedclasswork(titlepage, EnvironmentalFactorsLandscape, and/ormapof ancientEgypt&Kush).


Date Academic Session Topics Activities Wednesday, July25

Day3


• PoliticsofAncient Egypt

• Completeastationactivitytolearnaboutfourkey pharaohsinancientEgypt:Khufu, SenusretI, Hatshepsut, andRamses II.

• Writeaparagraphonwhichpharaohyouthink deservesthetitleof“Greatest Pharaoh”andwhy. Includedetailsaboutwhatmakesthispharaohmore deservingoftheawardthantheotherpharaohs.

AcademicSessionII (10:25-11:15 a.m.; 50 min.)

• G.R.A.P.E.S.Reflection • EconomicsofAncient

Egypt

• Haveaclassdiscussion/debateonwhowasthe greatestpharaohandwhy.

• RevisittheG.R.A.P.E.S.framework.Havestudents identifywhichtwocategorieswefocusedon yesterdayandtoday(Geography&Politics).

• StudentswillcompletetwoG.R.A.P.E.S.cutoutswith themostimportantthingtheylearnedyesterdayand todayaboutthegeographyandpoliticsofancient Egypt.

• DiscussthelocationofKushandtheitemsEgypt tradedwithKush.

• CreateapostcardabouttheirtriptoeitherEgyptor Kushtotrade.

AcademicSessionIII • SocialStructureof • Explaintheconceptofasocialpyramid&modelhow (12:15-1:30p.m.; AncientEgypt tocreateoneusingmodernexamples(assistant 1hr., 15 min.) principal, teacher, students, &principal).

• Providebackgroundinformationaboutthesocial classsysteminancientEgypt&labelthesixclasses onasocialpyramid(pharaoh, governmentofficials, priests, scribes, artisans, &peasants).

• Defineprimarysourcesandprovidetool foranalyzing them[Observe, Reflect, &Question(ORQ)chart].


• Eachgroupwillreceiveadifferentimage(primary source)aboutoneofthesocialclassesinancient Egypt.Theywillanalyzetheirsourceandcompletean ORQchartaboutit.Groupswillshareoutafterwards.

• Studentswillhave“ketchup”(catchup)timetofinish assignmentsfromearlierintheday.


• SocialStructureof AncientEgypt(cont.)

• Studentswillworkinsmallgroupstoreadandtake notes aboutoneofthesocialclassesusingchapter9 ofthe HistoryAlive textbook.

PrepforDismissal • ExitSlip • Studentswillcompleteanexitslipabouttoday’s (3:40-4:00;20min.) • Homework lessons.

• HW: Studentswill write a“DayintheLife” journal entrybasedonthesocialclasstheyfocusedonin classtoday.


Date AcademicSession Topics Activities Thursday, July26

Day4



• Studentswillhelpconstructaclasspyramidonthe wallthatcontainssixillustratedfactcardsabouttheir socialclass(threefactcardsabouttheworkoftheir socialclassandthreefactcardsaboutthedailylivesof theirsocialclass).



• Studentswillfinishtheirfactcardsfromtheprevious session.

• Eachgroupwillcometothefrontoftheroomand presentitssixfactsaboutthe work anddailylifeof theirsocialclass.

• Studentswillsharetheir“DayintheLife”journal entrieswiththeirgroup/wholeclass.

AcademicSessionIII • G.R.A.P.E.S.Reflection • RevisittheG.R.A.P.E.S.framework. Have students (12:15-1:30p.m.; • Achievementsof identifywhichcategorieswefocusedonyesterdayand 1hr., 15 min.) AncientEgypt:

Frontalism today(Economics&SocialStructure).

• Studentswillcompletetwograpecutoutswiththe mostimportantthingtheylearnedtodayaboutthe economicsandsocialstructureofancientEgypt.

• Readthe“AboutArts&Recreation”handoutfrom HistoryPockets:AncientEgypt &highlightkeydetails.

• Discussthekeyaspectsofthefrontalismarttechnique &analyzefrontalisminanEgyptianpainting.

• Createaposterdepictingthesocialclassyoufocused onusingthefrontalismtechnique.


• Achievementsof AncientEgypt: Hieroglyphics

• Readthe“AboutLanguage”handoutfromthe History Pockets:AncientEgypt &reviewthehieroglyphic alphabet.

• UsePlay-dohandatoothpick tocreate acartouche thatcontainsyourfirstnamewritteninhieroglyphics.


• Classdiscussion: ImaginethattheUnitedStatesis tryingtodecidewhethertostickwiththealphabetor revivepicturewriting(suchashieroglyphics)asthe mainformofwriting.Whatwouldbethebenefitsof switchingtoapicturewritingsystemlike hieroglyphics?Whatwouldbethedrawbacks?




• HW: Studentswill write threefactsaboutthemselves inhieroglyphics.Thiswillbeusedforadecodinggame activityduringthenextday.


Date AcademicSession Topics Activities Friday, July27

Day5


• ReligionofAncient Egypt

• Read“AboutReligion”pagefrom HistoryPockets: AncientEgypt &highlightkeydetailsinthepassage.

• Classdiscussion:Whatwastherelationshipbetween thereligionoftheancientEgyptiansandnature?

• Studentswillreadasetofcardsabouttheancient Egyptiangods, labelpicturesofthegods, andmatch eachgodwithitscorrectdescription.

• Dothevirtual“MakingaMummy”activityasaclass: https://bit.ly/2Lo2apf

• Playahieroglyphicsdecodinggame.Eachstudentwill decodethehieroglyphicmessagesthattheirpartner completedforhomeworklastnight.

AcademicSessionII • Achievementsof • Readaloudand discuss thebook, LookWhatCame (10:25-11:15 a.m.; AncientEgypt(cont.) fromEgypt byMilesHarvey. 50 min.) • G.R.A.P.E.S.Reflection

• AncientEgyptVideo • RevisittheG.R.A.P.E.S.framework.Havestudents

identifywhichcategorieswefocusedonyesterdayand today(Achievements&Religion).

• Completetwograpecutoutswiththemostimportant thingtheylearnedtodayabouttheachievementsand religionofancientEgypt.

• Setupthenextsetofpagesintheirinteractive notebook.

• Iftimepermits, watchthevideos,“ATimeCompass: AncientEgypt(Parts1&2)”whichrecapkeyconcepts aboutancientEgypt(21:21min.)

(Episodes5&6) AcademicSessionIII (12:15-1:30p.m.;

• G.R.A.P.E.S.Synthesis forAncientEgypt

• StudentswillcompleteaG.R.A.P.E.S.Synthesiswriting assignmentforancientEgypt.


1hr., 15 min.) o Forpartoneoftheassignment, theywillwrite aparagraphinresponsetothisprompt:“We usedancientEgypttoexplorethesix characteristicsofcivilization(thatis, G.R.A.P.E.S.)Whichtwocharacteristicsofa civilizationdoyouthinkaremostimportant? Why?Usespecificevidencefromthereadings, classdiscussions, andvideostosupportyour response.”

o Forparttwooftheassignment, studentswill writea3-2-1reflectionwiththethreemost interestingfactstheylearnedaboutancient Egypt, twoactivitiestheyenjoyeddoing, and onequestionthey stillhave.

• CreateaG.R.A.P.E.S.ofEgyptposterthatincludesall sixG.R.A.P.E.S.cutoutscompletedthisweekandthe G.R.A.P.E.S.Synthesishandout.


• AncientEgypt Jeopardy

• ClassdiscussionabouttheG.R.A.P.E.S.Synthesis prompt: “WeusedancientEgypttoexplorethesix characteristicsofcivilization(thatis, G.R.A.P.E.S.) Whichtwocharacteristicsofacivilizationdoyouthink aremostimportant?Why?Usespecificevidencefrom thereadings, classdiscussions, andvideostosupport your response.”

• StudentswillplayAncientEgyptJeopardy.



• Studentswillcompleteanexitslipabout today’s lessons.

• HW: None


Date AcademicSession Topics Activities Monday, July 30

Day6


• Introductionto AncientGreece

• GeographyofAncient Greece

• Studentswilldoapicturewalkthroughfourchapters in HistoryAlive aboutancientGreece(chapters25, 26, 27,&29).

• Studentswillcreateatitlepageintheirinteractive notebookforancientGreece.

• Studentswillmakepredictionsabouthowthe geographyofancientGreeceinfluencedhowthe people lived.

• Studentswillread“WelcometoAncientGreece”and createamapofancientGreece.


• GeographyofAncient Greece

• Studentswillreadandtakenotesaboutchapter25: GeographyandtheSettlementofGreeceintheir HistoryAlive textbooks.

AcademicSessionIII • GeographyofAncient • Studentswill work onastoryboardforachildren’s (12:15-1:30p.m.; Greece(cont.) bookaboutthegeographyofancientGreece. 1hr., 15 min.) • EconomicsofAncient

Greece • G.R.A.P.E.S.Reflection

• RevisittheG.R.A.P.E.S.framework.Havestudents identifywhichcategorieswefocusedontoday (Geography&Economics).

• Completetwograpecutoutswiththemostimportant thingtheylearnedtodayaboutthegeographyand economics ofancientGreece.


• GeographyofAncient Greece(cont.)

• EconomicsofAncient Greece(cont.)

• Classdiscussion:Compareandcontrastthegeography andeconomicsofancientEgyptandancientGreece.

• Studentswill use theremaining timetocompletework fromearlierintheday.




• HW: Studentswill complete anyunfinishedclasswork.


Date AcademicSession Topics Activities Tuesday, July 31

Day7


• ReligionofAncient Greece

• Studentswilldoagallerywalktolearnmoreaboutthe rolesoftwelveGreekgodsandgoddesses.

• Studentswillcompleteayearbook-stylespreadwith symbolsdepictingtherolesofthetwelveGreekgods andgoddesses.

• StudentswillcompleteanOlympiansquizand additionalreflectionquestionsabouttheGreekgods (e.g., Whichgodwouldmakethebestpresident? Why?).Studentswillalsocreatetheirownoriginal Olympian.

AcademicSessionII • ReligionofAncient • Teacherwillprovidebackgroundinformationonthe (10:25-11:15 a.m.; Greece(cont.) roleofmythsinancientGreeksociety(e.g., toexplain 50 min.) naturalphenomena).

• Teacherwillreadaloudthemyth, “Journeytothe Underworld:TheStoryofPersephoneandDemeter.” Theclasswilldiscussthemythafterwards.

• Studentswillreadandanalyze five Greekmythmini-booksinsmallgroups(e.g., characters, setting, plot, thenaturalphenomenaitexplains/lessonitteaches, etc.)

AcademicSessionIII • ReligionofAncient • StudentswillfinishGreekmythmini-bookreadings& (12:15-1:30p.m.; Greece(cont.) smallgroupdiscussions. 1hr., 15 min.) • Studentswillparticipate inawhole-classdiscussion

aboutthefivemythsandtheOlympiansreflection questions.


• Achievementsof AncientGreece

• Teacherwillprovidebackgroundinformationon ancientGreekvases.


• Studentswill begincreating theirown2Dvasesthat depictoneoftheGreekmythstheyread.




• HW: o Finish Mount OlympusHigh o Tomorrow, youwillbewritingyourownGreek

mythinclass!Bringthreeideasforthenatural phenomenonorlessonyouroriginalmyth couldbeabout.


Date AcademicSession Topics Activities Wednesday, August 1

Day8


• ReligionofAncient Greece(cont.)

• Studentswillbegintheprewritingprocessfortheir originalGreekmyths.

• TeacherwillreviewtheCreatingYourOwnMyth packet, locatedhere: https://bit.ly/2LOID56

• Studentswillcompletethepackettoplantheirown Greekmyth.Afterwards, theywillbeginwritingthe roughdraft.

AcademicSessionII • PoliticsofAncient • StudentswilldoaFourCornersactivitytopreview (10:25-11:15 a.m.; Greece thefourformsofgovernmentinancientGreece. 50 min.) • G.R.A.P.E.S.Reflection • Teacherwilllecture onthe fourformsofgovernment

inancientGreece(monarchy, oligarchy, tyranny, and democracy).

• Studentswillcompleteaquickreportcardactivityto evaluatethefourformsofgovernmentinancient Greece.Wewilldiscusstheassignmentasaclass afterwards.

• RevisittheG.R.A.P.E.S.framework.Havestudents identifywhichcategorieswefocusedonyesterday andtoday(Religion&Politics).

• Completetwograpecutouts withthemostimportant thingyoulearnedaboutthereligionandpoliticsof ancientGreece.

• Compareandcontrastthereligiousandpolitical structuresofancientEgyptandancientGreece.

AcademicSessionIII • Social Structureof • Teacherwillexplainwhatacity-stateis.Studentswill (12:15-1:30p.m.; AncientGreece examineillustrationsoftwocity-statesandmake 1hr., 15 min.) predictionsabouthowthegeographymayhave

influencedlifeineachplace.


• Studentswillwatchabriefvideo(“Horrible Histories WifeSwap:SpartansandAthenians”)thathighlights someofthedifferencesbetweenlifeinAthensand Sparta.

• Studentswillcompleteapreviewactivitycomparing andcontrastingthelocationsofAthensandSparta.

• StudentswillfinishtheirGreekvasesfromyesterday. AcademicSessionIV (1:40-2:40p.m.; 1hr.)

• SocialStructureof AncientGreece

• Studentswillbeginastationactivitytolearnmore aboutlifeinAthensandSparta.Thestationswillbe asfollows:government, values, economies, &women andslaves.Ateachstation, studentswillread“first-personnarratives”writtenfromtheperspectiveof individualsfromeachcity-state.Afterreadingthe narratives, theywilldoacomparisonandcontrast activity.


• HW:FinishtheCreatingYourOwnMythpacket (planningsheetsandroughdraft).


Date AcademicSession Topics Activities Thursday, August 2

Day9


• Religion ofAncient Greece(cont.)

• Studentswilldo two rounds ofpeerreviewtoget feedbackontheirmyths.

• Studentswillusethefeedbackreceivedtorevise theirmythsandcomposeafinaldraft.


• SocialStructureof AncientGreece (cont.)

• Studentswillcompletethestationactivityfromthe previousday.

• Wewillhaveawhole-classdiscussiononwhichcity-stateisbetterandwhy.

• Studentswillbegindesigningrecruitmentposterson posterboard(approximatelya ½ sizesheet) encouragingotherstovisitthecity-statethatthey thinkisbetter(AthensorSparta).

AcademicSessionIII (12:15-1:30p.m.; 1hr., 15 min.)


• StudentswillcontinueworkingontheirAthensor Spartarecruitmentposters.



• Studentswill completetheirAthensorSparta recruitmentposters.

• Studentswill presenttheirrecruitmentposterstothe class(likeinfomercials).




• HW: o Finishthefinaldraftofyour Greek mythand

bepreparedtoshareitwiththeclass tomorrow.


Date AcademicSession Topics Activities Friday, August 3

Day10


• Achievementsof AncientGreece(cont.)

• Dosharedreadingofabookabout thethreetypesof ancientGreekcolumns(Doric, Ionic, &Corinthian). Throughoutthereading, studentswillpausetoanswer comprehensionquestionsinpairs.

• StudentswillassembleanAncientGreekColumns Flipbook.

• StudentswillcompletetheAncientGreek Columns Flipbookwiththemostimportantfactstheylearned abouteachtypeofcolumn.

• StudentswillcompleteaGreekColumnsToday assignment, wheretheywillidentifywhattypeof columnisdepictedineachmodernimage.

• Iftimepermits, studentswilldoareviewcardgame aboutthethreetypesofGreekcolumns.


• Achievementsof AncientGreece(cont.)

• G.R.A.P.E.S.Reflection

• Readaloudthebook, LookWhatCame fromGreece, byKevinDavis.

• Revisitthe G.R.A.P.E.S.framework.Havestudents identifywhichcategorieswefocusedonyesterdayand today(SocialStructure&Achievements).

• Compareandcontrastthesocialstructureand achievementsofancientEgyptandancientGreece.

• Completetwograpecutoutswiththemostimportant thingyoulearnedaboutthesocialstructureand achievementsofancientGreece.

• StudentswillsharetheirGreekmythswiththeclass. AcademicSessionIII (12:15-1:30p.m.; 1hr., 15 min.)

• G.R.A.P.E.S.Synthesis forAncient Greece

• AncientGreeceVideo

• StudentswillcompleteaG.R.A.P.E.S.Synthesiswriting assignmentforancientGreece.

o Forpartoneoftheassignment, theywillwrite aparagraphinresponsetothisprompt:


“DescribetheimpactoftheancientGreek civilizationontheUnitedStates.” Use specific evidencefromthereadingsandclass discussionstosupportyourresponse.”

o Forparttwooftheassignment, studentswill writea3-2-1reflectionwiththethreemost interestingfactstheylearnedaboutancient Greece, twoactivitiestheyenjoyeddoing, and onequestiontheystillhave.

• CreateaG.R.A.P.E.S.of Greece posterthatincludesall sixG.R.A.P.E.S.cutoutscompletedthisweekandthe G.R.A.P.E.S.Synthesishandout.

• Iftimepermits, watchthevideo, “LivingHistory:Living inAncientGreece”whichrecapskeyconceptsabout ancientGreece(19:32min.)


• AncientGreece Jeopardy

• FieldTripReminder

• StudentswillplayAncientGreeceJeopardy.

• Informstudentsaboutupcoming field triptoTheMet andremindthemtoweartheirCTYt-shirt.


• HW:Wearyour CTYt-shirtonMondayforourfieldtrip toTheMet.

• GetyourHomeworkLogsignedbyaparent/guardian.


Date AcademicSession Topics Activities Monday, August6

Day11


• FieldTripPrep • 9:00a.m.:StudentswilldepartforTheMet. • 9:30-10:30a.m.:Theinstructorwill reviewimportant

informationwithstudentsonthebus(e.g., rules, guidebookwork, etc.). StudentswillcompleteaPre-VisitReflection.


• FieldTriptoTheMet • 10:45-11:45a.m.:GuidedTour:“ExploringArtAcross Cultures”

• 11:45a.m.-12:15p.m.:LunchatTheMet AcademicSessionIII • FieldTriptoTheMet • 12:15-12:45p.m.:Self-guidedtouroftheEgyptianart (12:15-1:30p.m.; exhibit. 1hr., 15 min.) • 12:45-1:15p.m.:Self-guidedtourofthe Greekand

RomanArtexhibit. • 1:30p.m.: Returntoschoolsite.


• FieldTripDebrief • CompleteanddiscussPost-VisitReflection.



• Studentswillcompleteanexitslipabouttoday’sfield trip.

• HW: Discusstoday’sfieldtripwithyour family.


Date AcademicSession Topics Activities Tuesday, August 7

Day12


• Introductionto AncientRome

• GeographyofAncient Rome

• Studentswilldoa picture walkthroughthechaptersin HistoryAlive aboutancientRome(chapters32, 33, 35, 36,&38).

• Studentswillcreateatitlepageintheirinteractive notebookforancientRome.

• Teacherwillsharebackgroundinformationaboutthe geographyofancientRome.

• Studentswillpartnerreadandretellthemythof RomulusandRemus, alegenddescribingthefounding ofancientRome.

• StudentswillcreateamapofancientRome. AcademicSessionII • GeographyofAncient • StudentswilllearnabouthowtheEtruscansandthe (10:25-11:15 a.m.; Rome(cont.) GreeksinfluencedancientRomeintheareasof 50 min.) engineering, sports, architecture, writing, andart.

• Studentswillcreatecoinscommemoratingthe influenceeachgrouphadontheRomans.

AcademicSessionIII • EconomyofRome • StudentswilllearnaboutRomanroadsandtheitems (12:15-1:30p.m.; • G.R.A.P.E.S.Reflection Rometradedwithotherplaces. 1hr., 15 min.) • Studentswillcreatean“AllRoadsLeadtoRome!”

pictographshowingtheitemsancientRomeimported fromotherplaces.

• RevisittheG.R.A.P.E.S.framework.Havestudents identifywhichcategorieswefocusedontoday (Geography&Economics).

• Completetwograpecutoutswiththemostimportant thingyoulearnedaboutthegeographyandeconomy ofancientRome.

• Compareandcontrastthegeographyandeconomyof ancientGreeceandRome.



• ReligioninAncient Rome

• Describethedifferencebetweenmonotheismand polytheism.

• DoacomparisonactivitybetweentheRomangods andGreekgods.

• Reviewkeyvocabularyrelatedtotheriseandspread ofChristianityinancientRome(e.g., Messiah, disciple, resurrection, etc.)

• Teacherwillguidestudentsincompletingaseries of readingsandsmallgroupdiscussions tolearnabout thebirthandgrowthofChristianity inancientRome.




• HW: Finishanyunfinishedclasswork.


Date Academic Session Topics Activities Wednesday, August 8

Day13


• ReligioninAncient Rome(cont.)

• Teacherwillfinishguidingstudentsincompletinga seriesofreadingsandsmallgroupdiscussionsto learnaboutthebirthandgrowthofChristianityin ancientRome.

• Studentswillcreateaflowchartexplainingthebirth andgrowthofChristianityinancientRome.


• PoliticsinAncient Rome

• G.R.A.P.E.S.Reflection

• StudentswilldoasimulationactivitycalledPatricians andPlebeians.Thepatricianswilldevelopasetof lawsforgoverningtheclassthattheplebeianswill havetofollow.

• Lectureonwhothepatriciansandplebeianswerein Romansocietyandhowpowershiftedbetweenthe twogroupsovertime.

• Studentswillcompletethe“I’veGotthePower” form, withdialoguethatapatricianandaplebeian mighthavesaid.

• RevisittheG.R.A.P.E.S.framework.Havestudents identifywhichcategorieswefocusedon today (Religion&Politics).

• Completetwograpecutoutswiththemostimportant thingyoulearnedaboutthereligionandpoliticsof ancientRome.

• Compareandcontrastthereligionandpoliticsof ancientRomeandancientGreece.

AcademicSessionIII • SocialStructureof • Studentswilllearnaboutwhatdailylifewaslikein (12:15-1:30p.m.; AncientRome ancientRomeforrichandpoorpeople.Theywilldoa 1hr., 15 min.) “ChooseYourOwnAdventure!”activitywherethey

willchoosefourtopicsofinteresttoresearch(law andorder, religion, familylife, foodanddrink,


housing, education, recreation, orcountrylife). Studentswilltakenotesaboutthefourtopicsthey areresearching.

• StudentswillcontinueworkingontheirChristianity flowcharts.


• SocialStructureof AncientRome(cont.)

• Studentswill chooseoneofthetopicsthey researchedandcreateapop-upcardaboutthat topic.



• Students willcompleteanexitslipabouttoday’s lessons.

• HW: Studentswill completeaVenndiagram comparingRomanlifewithmodernlife.


Date AcademicSession Topics Activities Thursday, August 9

Day14


• Achievementsof AncientRome

• StudentswilllearnaboutEnglishwordswithLatin prefixesandroots.Theywillalsocreateafoldablethat includesthemeaningofsixcommonLatinprefixesand roots, Englishwordsthatusethem, andrelated illustrations.

• StudentswilllearnabouttheRomannumeralsystem. TheywillpracticetranslatingRomannumeralsto numbersandviceversa.


• G.R.A.P.E.S.Reflection • G.R.A.P.E.S.Synthesis

for AncientRome

• RevisittheG.R.A.P.E.S.framework.Havestudents identifywhichcategorieswefocusedonyesterdayand today(SocialStructure&Achievements).

• Completetwograpecutoutswiththemostimportant thingyoulearnedaboutthesocialstructureand achievementsofancientRome.

• Compareandcontrastthesocialstructureand achievementsofancientRomeandancientGreece.

• StudentswillcompleteaG.R.A.P.E.S.Synthesiswriting assignmentforancientRome.

o Forpartoneoftheassignment, theywillwrite aparagraphinresponsetothisprompt:“How hasancientRomeinfluenced the modern world?Use specificevidencefromthereadings and classdiscussionstosupportyour response.”

o Forparttwooftheassignment, studentswill writea3-2-1reflectionwith thethreemost interestingfactstheylearnedaboutancient Rome, twoactivitiestheyenjoyeddoing, and onequestiontheystillhave.


• CreateaG.R.A.P.E.S.ofRomeposterthatincludesall sixG.R.A.P.E.S.cutoutscompletedthisweekandthe G.R.A.P.E.S. Synthesishandout.

AcademicSessionIII • Work Time • StudentswillcontinueworkingontheirLifeinRome (12:15-1:30p.m.; • SPEs pop-upcardsandanyotherunfinishedwork. 1hr., 15 min.) • StudentswillcompletetheCTYStudentPerformance

Evaluations(SPEs). AcademicSessionIV (1:40-2:40p.m.; 1hr.)

• Post-Assessment • Interactive Notebook

Review

• Studentswillcompletethepost-assessmentforthe course.

• Studentswillreviewalloftheirinteractivenotebook worktoensurethatitreflectstheirbestwork.




• HW:None


Date AcademicSession Topics Activities Friday, August 10

Day15


• OpenHouse ShowcasePrep

• StudentswillcreateasetofAncientWorldtourcards toguidetheminsharingalltheyhavelearnedwith theirfamilymembersduringOpenHouse.

• StudentswillcreateanAncientWorldportfolio. AcademicSessionII (10:25-11:15 a.m.; 50 min.)


• RevisitKWLChart

• StudentswillcontinueworkingontheirAncientWorld tourcardsandportfolios.

• Studentswilladdsomethingnewtheylearnedtoeach KWLchartfromthefirstdayofclass.

• Studentswillworkonanyotherunfinishedwork. AcademicSessionIII • OpenHouse • Studentswillfinishworkfromtheprevioussession. (12:15-1:30p.m.; ShowcasePrep • ComplimentsActivity:“Studentswilldrawtheirhand 1hr., 15 min.) • ComplimentsActivity onapieceofpaper,writetheirnameinthecenter,

andeveryonewillgoaroundandwritesomethingon everyone’spaper”


• AncientRome Jeopardy


• StudentswillplayAncientRomeJeopardy.

• StudentswilllayouteverythingforOpenHouse. OpenHouse (2:45-3:30;45min.)

• OpenHouse Showcase

• Studentswillsharetheircompletedcourseprojects withtheirfamiliesduringOpenHouse.


Documents

THE ANCIENT WORLD CTY COURSE SYLLABUS FIRST WEEK Day 1 9 â€“ 10:15