Assignment 1

Forward Planning Document

Integrated Studies from K-7: Society and Environment Focus

AMY EDMONDS 20305263Master of Teaching (Primary)

Integrated Unit of Work: What have the Romans done for us anyway? The legacy of Ancient Rome. Year: 7 Purpose and Context

The purpose of this integrated unit of work is to aid a Year 7 class to continue developing selected historical skills as they research and learn about an ancient civilisation. The unit of work focuses on the following vital historical skills, as outlined in the Australian Curriculum: Sequencing historical events; Using historical vocabulary; Researching, describing and evaluating relevant sources; Using said sources to inform an historical inquiry; Evaluating historical points of view and their significance to research and our understanding of the world. The historical context of this integrated program is the civilisation of Ancient Rome 753 BC to 476 AD, from the founding of Rome to the fall of the Roman Empire. The unit does not go into detail with regards to Roman politics but instead uses the time period to explore the various inventions, discoveries and systems that still persist in contemporary Western civilisation today. In particular, this unit of work asks children to consider the following inquiry question: What have the Romans done for us anyway? Using this question as a springboard, Year 7s will research the great legacies that the Ancient Roman civilisation has left the modern world. These legacies include modern government, aqueducts, sewerage systems, concrete, roads, the Julian calendar, the Latin language, Catholicism, newspapers and disinfecting surgical instruments. The students will be given the opportunity to evaluate the importance of preserving history in the modern age. The integrated unit of work allows for many curriculum areas to be implemented and provides opportunities for cross-curriculum priorities (Aboriginal and Torres Strait Islander histories, sustainability) and general curriculum capabilities (literacy, numeracy, ICT capability, critical and creative thinking and intercultural understanding). Knowledge and Understanding

History: Students will know how to access primary and secondary sources from various offline and online sources and use these to construct an informed historical inquiry. Students will develop the skills to critique sources and consider the points of view presented. Students will be able to sequence historical events through the creation of timelines and they will use historical vocabulary when describing their research. Students will research case studies on the archaeological excavation of Pompeii and the significance of Julius Caesar in the history of Ancient Rome. They will display their knowledge in multiple ways including e-books, online websites, dioramas, historical faction (diary entries), slideshows and informational diagrams. Geography: Students will develop their mapping skills through the creation and interpretation of Ancient Rome maps. Comparisons between maps of ancient and contemporary Rome will provide students with the opportunity to question the evolution of the civilisation and patterns of settlement regarding access to water sources. Similarly, students will use this pattern of settlement to draw conclusions from maps of modern Australian state capitals and their major river water sources. Students will then extend their understanding of the importance of water sources and consider the impact that the water sanitation system had on the development of Ancient Rome and other societies. Literacy: Students will extend their vocabulary by reading various texts on Ancient Rome and will analyse the Latin roots of many common words. They will analyse Roman mythology and make comparisons to the creation stories of the Aboriginal and Torres Strait Islander people of Australia. Students will continue to refine their comprehension strategies when considering different text types, including fictional and informative texts. Students will create their own multimodal texts, which include using ICT mediums. In the Speaking and Listening strand, students will practice making presentations and tailoring them to suit the audience and purpose. In the Viewing strand, students will consider the value of texts and varying perspectives and how these affect the overall purpose. In Writing, students will create texts that are inspired by the structure of selected texts, for example poetry, diary entries and informative diagrams. Mathematics: Students will know how to round decimals, simplify ratios and work out the best buys when provided with a selection of prices. They will practice these skills by creating an Ancient Roman marketplace with a small group, where one student is the vendor and the others are the consumers. Students will convert simple fractions, percentages and decimals using a modified version of tic tac toe, which originated in Ancient Rome. Students will be able to plot points on a map and locate grid coordinates. They will practice these skills by completing grid overlays of Ancient Rome and identifying the location of key features. When creating their Roman villa dioramas, students will practice finding the area of a rectangle, triangle and parallelogram. Students will practice calculating mean, median, mode and range using various population data. Students will develop mathematical language as they describe patterns they observe in said population data. Skills

Skills History: Students will sequence historical events (Ancient Roman timeline); Students will be able to evaluate the usefulness of primary and secondary sources, taking into consideration point of view and purpose; Students will develop an historical vocabulary, including Latin root words; Students will develop comprehension strategies to process information in varying texts; Students will identify key themes and concepts of a topic and use these to construct an historical inquiry (the legacies of Ancient Rome); Students will present their research and understanding in various forms, including ICT. Skills Geography: Students will practice their map creating, reading and interpreting skills (Ancient Roman maps); Draw comparisons between the settlement patterns of ancient civilisations and modern cities; Identify water as an integral natural factor for new settlements; Evaluate the importance of water sources for new settlements and suggests reasons why this is the case. Skills Literacy: Students will continue to refine comprehension strategies when reading a range of texts; Students will extend their vocabulary by investigating the roots of known and unknown words; Students will present their knowledge and understanding in a variety of modes and consider the purpose and audience of their content; Students will use ICT to create and present content. Skills Numeracy: Students will round decimals, simplify ratios and work out the best buys when provided with a selection of prices; Students will plot points on a map and locate grid coordinates; Students will find the area of a rectangle, triangle and parallelogram; Students will calculate the mean, median, mode and range when presented with data; Students will use mathematical language when describing data given; Students will convert simple fractions, percentages and decimals. Skills ICT: Students will use ICT to communicate and present their knowledge and understanding (through DemiBooks, TimeToast and PowerPoint); Students will utilise ICT mediums to research information to use in their historical inquiries and tasks.

Society and Environment

History: Investigating the Ancient Past ACDSEH001, ACDSEH004 ACDSEH029 ACDSEH131 ACDSEH038 ACDSEH148 Historical Skills: ACHHS205, ACHHS206 ACHHS207, ACHHS208 ACHHS209, ACHHS210 ACHHS211, ACHHS212 ACHHS213 Geography ACDSEH004 ACHGS038 ACHGS050 Curriculum Framework Society and Environment Culture C3.1 Place and Space Level 3 outcomes Language ACELA1763 ACELA1537 ACELA1539

English
Literature ACELT1619 ACELT1803 ACELT1623 ACELT1805 Literacy ACELY1804, ACELY1720 ACELY1721, ACELY1722 ACELY1723, ACELY1724 ACELY1725, ACELY1728 Number and Algebra ACMNA156 ACMNA157 ACMNA173 ACMNA174 ACMNA178 ACMNA180

Mathematics
Measurement and Geometry ACMMG159 Space and Probability ACMSP171 ACMSP172

Geography: ACHGK038, ACDSEH004, Level 3 CF Examine maps of Ancient Rome: Identify key geographical features; rivers, mountains, terrain Locate the River Tiber as the main source of water for the Ancient Roman civilisation Suggest reasons why this may have been the first choice of settlement / Why is water such a vital resource for settlements? Construct and compare maps of Ancient Rome over time, from 753 BC through to 476 AD and today. What has changed? Where is the heart of Rome? Why might this be? Compare the relationship between Ancient Rome and the River Tiber with Australian major cities and their water sources (e.g. Perth and the Swan River,

Reading: ACELT1619, ACELT1803, ACELY1721, ACELY1722, ACELY1723, ACELY1724 Guided Reading sessions: Read about the creation of Ancient Rome, Romulus and Remus What does this myth have in common with other creation myths? Use the text Myths & Legends (Philip, 1999) to compare and contrast various cultures beliefs in how the world began As a class, read the text My Story: Pompeii (Reid, 2008) and consider the effect of the diary genre What are the advantages and disadvantages of texts written from the first person perspective? How do they make you feel as the audience? How are you positioned to respond to the text?

Number and Algebra: ACMNA156, ACMNA173 Rounding decimals and working out best buys: Working in small groups, imagine that you are Roman civilians needing to purchase vital supplies for your family One member of the group should act as a vendor of supplies and set the prices of various items in the stall Firstly, round any decimals to the nearest tenth or hundredth (set by teacher) and then work out the best buys for different amounts of produce Differentiation: Weaker students can draw prices out of a bag rather than setting them for themselves. More extended students can write their own more challenging sums and test each other

Simplifying ratios: Using population data from Ancient Rome, create ratios that describe the data and describe them mathematically For example, the ratio of women to men was 2:3, how many men were there if there were 6,000 women? Create a map of greater Italy: Students can write their own ratio questions, Place Ancient Rome on the map either from the population data or given a Place other important settlements on the ratio and asked to find the correct information map, for example Pompeii from the data Differentiation: Weaker students will be given Consider the invention of aqueducts and the more simplistic ratios to work with and sewerage system: extended students will be given complicated Writing: Why were these integral to the success of ACELT1619, ACELT1623, ACELT1803, ACELT1805 population data that may require more Ancient Rome? manipulation before a simple ratio can be reached How were they incorporated into the Write a diary entry as if you were a natural structure of the city? citizen of Pompeii in the year AD 79, Why were these inventions such consider the details added in by Claudia ACMNA157 important developments? in the text My Story: Pompeii (Reid, Converting simple fractions, percentages and What effects did these inventions have 2008) decimals: on our modern world? Using the poetry of Ovid or Virgil as Students will convert simple fractions, What would our lives be like if we did not inspiration, write your own poem about percentages and decimals by playing a have access to sanitation? an experience of living in Pompeii or modified version of tic-tac-toe which was Ancient Rome Are there places in the world where this played as early as 1 BC in Ancient Rome In small groups, share your poems and happens? Why is it so dangerous? Students will draw cards from a set given out discuss any differences or similarities by the teacher and aim to match them in a

Sydney and the Parramatta River, Adelaide and the River Torrens and Melbourne and the Yarra River). What structural similarities do they hold? Why might this be? Locate and identify the seven hills of Rome; Quirinal Hill, Viminal Hill, Capitoline Hill, Esquiline Hill, Palatine Hill, Caelian Hill and Aventine Hill. Why are these hills significant? What monuments still remain on them today?

Read selected chapters from Dearys Horrible Histories: The Rotten Romans (2007) text Complete a Venn diagram considering the similarities and differences between presenting information in an illustrated manner versus purely text based. Consider the audience, purpose, perspective and engagement Read the text Gladiators (Forward, 2009) How has the author chosen to present the information in this text? Was it effective? Why? Why not? How does it compare to the video Colosseum: A Gladiators Story (2011) that you have viewed in History?

ACMNA173

 Culture: ACDSEH039, ACCHHS205, ACHHS206, ACHHS212, C3.1 CF Construct a timeline of Ancient Rome: Starting at 753 BC What do you consider the key events that should be placed on this timeline? Why? Choose a medium in which to display your timeline, for example: TimeToast (2013) online. Population pyramids: Using the following terms, research what each means and construct an Ancient Rome hierarchy pyramid: patricians, senatores, equestrians, consuls, praetors, aediles, quaestors, plebians, freedpeople and servi Display the most powerful citizens at the top of the pyramid and work downwards What do you think of this structure? Was it fair? Small groups are to choose one stratum and research what it was like to be a citizen from that class in Ancient Rome. What were their rights? What were advantages/disadvantages? How did it compare to the other social classes?

Were there any differences in the kind of language you used when speaking from a different perspective? Why might this be? Choose a Roman god or goddess and write an informational text about them What facts do you need to find out before writing the report? What structure do informative texts take? (Headings, subheadings) Consider how you could present your information in a different way, for example ICT using the iPads or SmartBoard Compare your diary entry with your informative text, what structural differences do you note? How do the audience and purpose affect the structure of a text? Are texts just as effective when you present them in different modes? Why? Why not? Using the text Gladiators (Forward, 2009) as inspiration, construct a narrative about a Roman citizen of your chosen status and intersperse factual information What contextual information does your reader need to fully enjoy and understand your narrative?

row on a grid Students will need to match a decimal, fraction and percentage in a row in order to win the game Differentiation: Weaker children would be given simple conversions such as 50%, and 0.5 whereas extended children could be given 6%, 3/50 and 0.06 Using the text Food and Cooking in Roman Times (Gifford, 2013), students can convert the varying amounts of ingredients into fractions, percentages or decimals For example, to make Libum, a type of Roman cake, students would need 120g of plain flour which equates to 12% of a kilo of flour (Gifford, 2013, p. 25)

ACMNA178 Plotting points on a map and locating grid coordinates: Using the maps of Ancient Rome created in Geography, students can place a grid overlay onto them and plot the grid coordinates of various famous points Students can play a modified version of Battleships, instead using military vehicles and maps of Ancient Rome Students will need to verbalise the grid coordinates they wish to strike and their partner will need to locate those coordinates

Share these findings with the class

Roman housing: What was every day life like during Ancient Rome? What would a typical Roman villa look like? Working in small groups, use a shoebox to create a diorama of a single room of a Roman villa In each room, consider: What was the purpose of the room? Who would spend the most time there? What inventions existed in your rooms? (For example, clay ovens in the kitchen) How would your room be decorated? (For example, mosaics in the bedroom) Display all the dioramas together to create a Roman villa What similarities do our houses have with the Roman villas? What are the differences? Gladiators: What do you already know about gladiators? Where has this information come from? What do you want to know about the gladiators? Create a mind map using the SimpleMinds+ (2013) app for the iPad. Compare your mind map with a partner

Viewing and Listening: ACELT1619, ACELY1721, ACELY1722, ACELY1723, ACELY1724 Watch the TEDeducation talk on what it was like to be a teenager during Ancient Roman times (Laurence, 2012 & 2013) How would you feel if you were a teenager growing up in Ancient Rome? Why? How do you think the point of view would change if a wealthy aristocrat was telling the story? A poor servant? View various images of Ancient Roman artworks What are the similar themes portrayed in the works? What are the advantages and disadvantages of telling stories through visual mediums? View images of Ancient Roman coins Why do you think the images depicted on the coins were chosen? What feelings do they evoke? What are the advantages to using primary source material when it comes to artefacts and these resources? (Can look at the authentic relic rather than an

and place them on their own map Differentiation: Weaker students can use one quadrant for their coordinates whereas extended students may look at the four quadrants of a Cartesian plane which includes negative values for x and y Students can use their maps in pairs to find a specific destination following clues given by the teacher The clues could include directional language such as North North East or South South West Differentiation: Weaker students can draw from a set of simple clues whereas extended students could create their own detailed directions using degrees as well, for example: Start at (3,4) and travel 90 NW to the hill

ACMNA180: Interpret and analyse data from graphs: Using various authentic data from Ancient Rome (population data, distance from other cities data), students are to interpret patterns and draw conclusions from the graphs provided Students are to practise using mathematical language to describe patterns they see in the data Measurement and Geometry: ACMMG159

Research who gladiators were and what they fought for Research and define the following terms: freedmen, bestiarius, lanista and rudiarius Watch selected parts of Colosseum: A Gladiators Story (2011) on YouTube Use the information presented in the documentary to construct a diary entry from the perspective of a gladiator or gladiatrix

artists interpretation) What are the advantages to considering secondary source material when it comes to artefacts? (Can provide a researched background when perhaps an artefact is damaged or confusing)

Spelling and Vocabulary: ACELA1537, ACELA1539, ACELY1723, ACELY1725, ACELY1728 Consider the text Myths & Legends (Philip, 1999). Read through the myths of Ancient Rome including Pandoras Box, Prometheus, Cupid and Psyche and The Gods of Olympus Which names sound familiar? Why? Why are our planets named after Roman gods and goddesses? (Mars, Jupiter, Venus, Neptune) Consider the text Cattus Petasatus (Seuss, 2005). Read through the text in conjunction with the original Dr Seuss book. What similarities have you found? Can you identify root words that still persist today? Write down any words that seem familiar from the text, look at the glossary and read the definitions Were your initial thoughts or predictions correct? Why? Why not?

Inquiry: ACDSEH148, ACHHS207, ACHHS209, ACHHS213, Using the overarching question listed above: Identify a legacy of Ancient Rome (each group to pick a different legacy, i.e. modern government, aqueducts, sewerage systems, concrete, roads, the Julian calendar, the Latin language, Catholicism, newspapers and disinfecting surgical instruments) Research the details of the legacy; who was responsible for the invention/discovery? Where did it originate? How was it seen by every day Romans? What is its history? Identify how the legacy affects us today in the modern Western world Identify whether your sources are primary or secondary

Finding the area of rectangles, triangles and parallelograms: When working on the Roman villa dioramas in Society and Environment, students can be given the opportunity to work out the area of their rooms For example, what is the area of the kitchen in metres squared? Students would be developing their mathematical vocabulary as well as relating the problems to real world scenarios Differentiation: Weaker students could work on rectangular shapes and work them out by taping off parts of the classroom while extended students could look at finding a rule for the area of a triangle when given the area of a square (base x height / 2). This would encourage the extended students to problem solve and consider the relationships between shapes. Similarly, providing the weaker students with multiple representations of the same concept would scaffold their developing geometrical understanding Space and Probability: ACMSP171, ACMSP172 Calculating the mean, median, mode and range of data and using mathematical language to describe said data: Students will use specific sections of Roman population data to practise calculating the

Choose a medium in which to present your findings Share with the class and discuss your thoughts about the significance of each legacy

Case Study: ACDSEH001, ACDSEH029, ACDSEH131, ACDSEH148, ACHHS206, ACHHS207, ACHHS208, ACHHS209, ACHHS210, ACHHS211, ACHHS212, ACHHS213 1. The lost city of Pompeii: Has anyone been to a Pompeii exhibit? Discuss real life experiences Using the map created in Geography, compare Ancient Rome and Pompeii with modern Italian settlements Create a timeline of the settlement of Pompeii to the eruption of Mount Vesuvius to the excavation of the city Research facts about Pompeii including what daily life was like and what artefacts archaeologists have found Construct quiz questions and test other members of the class What was the practice of excavating Pompeii? Visit a museum exhibit on Pompeii and its artefacts How does finding artefacts aid in

Try and translate the book back into English Start a Word Wall in the classroom and add any new vocabulary that you learn from the texts you read or view For example, gladiator, gladiatrix, aqueduct, artefacts, archaeology, excavation

Speaking: ACELY1720, ACELY1725, ACELY1728, ACELY1804, ACELA1763, ACELT1623 Using a drama performance, reimagine a creation myth and present it to the class Using a drama performance, present to the class a typical day in the life of a Roman civilian Based on your research and readings, create a panel quiz show where the questions are based on Ancient Roman facts Debate the topic: Ancient Romans have not contributed to the modern world Read selections of Ovids poetry aloud Does it make more sense when spoken? Why? Why not? Draft a possible podcast on an area that interests you most and record it using the class iPads

mean, median, mode and range Using mathematical language, students would need to draw conclusions from the data based on average life expectancy rates or the average wage earned by one group of citizens Students can then compare this data with population data of modern Rome and modern Australian cities Using the SmartBoard, students can make predictions as to how they think data will be represented on certain graphs provided, they can then compare the real data with their predictions Students can choose a medium in which to present this information, for example a PowerPoint presentation or comparison graphs using SMART technology on the SmartBoard

ICT: Students will use ICT to locate information regarding population data and maps of Ancient Rome Students will use the SmartBoard technology to compare their predictions with authentic data Students will continue to practise presenting their information using ICT including PowerPoint and utilising the SmartBoard

understanding ancient civilisations? Provide the students with a variety of images of artefacts recovered from Pompeii, ask them to draw conclusions about daily life from the sources What other artefacts would you like to analyse? Why? What information would these artefacts provide that the current artefacts do not?

ICT: ACELY1724, ACELY1725, ACELY1728 Use teacher structured online discussion boards to share opinions with classmates. Each week, respond to the question, quote, image or prompt posted online by the teacher Use the SMART technology on the SmartBoard to present your research and opinions Use the iPad app DemiBooks (2013) to create an e-book of a chosen creation myth Record your drama performances on the iPad

2. Julius Caesar: Who was Julius Caesar? Place Julius Caesars life on the main timeline of Ancient Rome. Who came before him? What changed after his life? How could we display information about his life in an exciting way? Consider ICT, drama, art In small groups, research information and facts about Julius Caesar Draft questions for a mock talk-show interview with Caesar What was Caesars legacy? ICT: ACDSEH001, ACDSEH029, ACHHS208, ACHHS209, ACHHS210, ACHHS211, ACHHS213, ACHHS214 Linked directly with ICT English projects. Create an e-book about a Roman legacy

using the iPad app DemiBooks (2013) Create a slideshow about the rediscovery of Pompeii and use the internet to find before and after images of the lost city Use ICT resources to find images of archaeological excavations of Pompeii and artefacts found Create a Facebook profile for an Ancient Roman you think was significant using the website Fakebook (2013); include all relevant facts and research Share the profile with friends