Lesson 5: Review and Test
Essential Questions
How does the government of the Ancient Romans compare to US government today?
What are examples of Ancient Roman art and architecture and where can we find examples of these today?
What are the similarities and differences between the Ancient Romans and Ancient Greeks?
What are the physical and human characteristics of where the Ancient Romans lived and how did they adapt to their environment?
What does the architecture, art, government, and geography tell us about the lifestyle of the Ancient Romans? (using historical evidence to draw conclusions)
NCSS Themes
People, Places, and Environments
Time, Continuity, and Change
Power, Authority, and Governance
VA Standards of Learning
Social Studies VA SOLs
3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.
Fine Arts VA SOLs
Visual Arts 3.16 The student will compare and contrast art and architecture from other cultures.
Language Arts VA SOLs
3.6 The student will continue to read and demonstrate comprehension of non-fiction texts.
Objectives
Students will be able to define the terms ‘contribution’ and ‘representative democracy.’
Students will be able to identify examples of Ancient Roman art and architecture.
Students will be able to describe the type of government found in Ancient Rome.
Students will be able to locate Ancient Rome on a map.
Students will be able to compare and contrast the societies of Ancient Rome and Ancient Greece.
Students will be able to explain the physical and human characteristics of Rome and how the Ancient Romans adapted to their geographic location.
Students will be able to explain the similarities between the government of the Ancient Romans and the US government today.
Students will be able to interpret historical data to draw conclusions about the lifestyles of the Ancient Romans.
Materials for Learning Activities
Students
· Tests
· Markers
Teacher
· Chart Paper
· Music
Procedures for Learning Activities
Introduction (2 minutes)
1) “Today is the last day we are going to be talking about Ancient Rome. I hope everyone studied last night. Remember the test is not as important as what you’ve learned! Does anyone have any questions about this unit so far?” Extensions and Connections: Students can extend their thinking by adding more information than what’s required on the review and by answering the extension questions on the test. They are encouraged to make connections to their own lives and to the other cultures that they’ve studied on both the review and test.
Instructional Strategies (46 minutes)
1) Review any major misunderstandings that emerged from the Classroom Stop Light exercise the day before.
2) Divide students into 6 small groups for a quick review activity. There should be large pieces of chart paper hung around the classroom. Each piece of chart paper should have a different label including Contributions, Art, Architecture, Government, Geography, and How Do We Know About the Ancient Romans? Small groups should rotate every couple minutes to each piece of chart paper. Groups are responsible for writing one fact about the topic. Playing music signals they should be working at their center, while stopping the music signals it is time to rotate to the next center. They can dance to the music if they finish at their center early. At the end of the rotation, each group should read all the collected information about the topic to the class.
3) Distribute test to students. Remind them to do their best, take their time, and not look at their neighbor's papers. Privacy folders can be used. Tests should be turned in when finished.
Summary (2 minutes)
1) “Great work class! I hope you all did your best and I am so proud of all of you!
Assessment
Differentiation
How does the government of the Ancient Romans compare to US government today?
What are examples of Ancient Roman art and architecture and where can we find examples of these today?
What are the similarities and differences between the Ancient Romans and Ancient Greeks?
What are the physical and human characteristics of where the Ancient Romans lived and how did they adapt to their environment?
What does the architecture, art, government, and geography tell us about the lifestyle of the Ancient Romans? (using historical evidence to draw conclusions)
NCSS Themes
People, Places, and Environments
Time, Continuity, and Change
Power, Authority, and Governance
VA Standards of Learning
Social Studies VA SOLs
3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.
Fine Arts VA SOLs
Visual Arts 3.16 The student will compare and contrast art and architecture from other cultures.
Language Arts VA SOLs
3.6 The student will continue to read and demonstrate comprehension of non-fiction texts.
Objectives
Students will be able to define the terms ‘contribution’ and ‘representative democracy.’
Students will be able to identify examples of Ancient Roman art and architecture.
Students will be able to describe the type of government found in Ancient Rome.
Students will be able to locate Ancient Rome on a map.
Students will be able to compare and contrast the societies of Ancient Rome and Ancient Greece.
Students will be able to explain the physical and human characteristics of Rome and how the Ancient Romans adapted to their geographic location.
Students will be able to explain the similarities between the government of the Ancient Romans and the US government today.
Students will be able to interpret historical data to draw conclusions about the lifestyles of the Ancient Romans.
Materials for Learning Activities
Students
· Tests
· Markers
Teacher
· Chart Paper
· Music
Procedures for Learning Activities
Introduction (2 minutes)
1) “Today is the last day we are going to be talking about Ancient Rome. I hope everyone studied last night. Remember the test is not as important as what you’ve learned! Does anyone have any questions about this unit so far?” Extensions and Connections: Students can extend their thinking by adding more information than what’s required on the review and by answering the extension questions on the test. They are encouraged to make connections to their own lives and to the other cultures that they’ve studied on both the review and test.
Instructional Strategies (46 minutes)
1) Review any major misunderstandings that emerged from the Classroom Stop Light exercise the day before.
2) Divide students into 6 small groups for a quick review activity. There should be large pieces of chart paper hung around the classroom. Each piece of chart paper should have a different label including Contributions, Art, Architecture, Government, Geography, and How Do We Know About the Ancient Romans? Small groups should rotate every couple minutes to each piece of chart paper. Groups are responsible for writing one fact about the topic. Playing music signals they should be working at their center, while stopping the music signals it is time to rotate to the next center. They can dance to the music if they finish at their center early. At the end of the rotation, each group should read all the collected information about the topic to the class.
3) Distribute test to students. Remind them to do their best, take their time, and not look at their neighbor's papers. Privacy folders can be used. Tests should be turned in when finished.
Summary (2 minutes)
1) “Great work class! I hope you all did your best and I am so proud of all of you!
Assessment
- Students will be assessed formatively through the review activity and summatively through the unit test. The unit test will assess both lower and higher-level thinking skills required by the content standards.
Differentiation
- ELLs: The images on the test are the same ones used and discussed during lessons. The wording on the test is clear and direct.
- Verbal/Linguistic Learners: These learners will benefit from the written, organized structure of the summative assessment.
- Musical Learners: Students who respond to music will focus well during the review activity.
- Bodily/Kinesthetic Learners: These learners will get to get up and move about the classroom during the review activity. Having movement right before the test will be helpful.
- Gifted: Extension questions are included in the test to give students the opportunity to go above and beyond what is asked.