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LESSON 8: Culture of Empire

SUPPORTING QUESTION

What story about Rome do its artworks tell?

FOCUS SKILL(S)

Evaluating Evidence

Evaluating Arguments

MATERIALS

TEACHER

Do Firsts + Exemplars

Culture of Empire Student Worksheet + Exemplars

Exit Tickets + Exemplars

STUDENT

Do First Options

Printed Student Handouts

Gallery Walk Sources

DO FIRST

Option 1- Frayer: Roman Empire

Option 2- Image Alive

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1 - LAUNCH

Students will learn background information on Roman statues by watching a video and answering questions on the student worksheet.

TEACHER ACTIONS

1. Distribute student worksheet
2. Play video, giving time for students to write answers to the questions
3. Direct students to compare responses with a peer
4. Facilitate a class debrief

STUDENT ACTIONS

1. Watch the video and answer the questions on student worksheet
2. Compare responses with a peer and add information as needed
3. Engage in the class debrief

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LESSON 8: Culture of Empire - Continued

ACTIVITY 2 - PRACTICE

Students will then engage in a close reading activity to further their understanding of the impact of the “whitewashing of ancient statues.” Students may read the excerpt and answer the questions individually or with a partner. Alternatively, conduct the reading as a whole class and model annotations, then release students to answer the questions on their own.

TEACHER ACTIONS

• Direct students to pages 3-4
• Provide academic and behavior expectations for close reading and questions
• Monitor student progress and provide support as needed
• Facilitate whole class debrief

STUDENT ACTIONS

• Read the source on page 3
• Answer the questions on page 4
• Participate in class debrief

ACTIVITY 3 - EXHIBIT

Students will engage in a detailed analysis of various examples of Roman artwork through a Gallery Walk. Students will fill out pages 5-6 in their student worksheet as they move through the sources. The teacher should model Source #1 for students and complete the first row of the worksheet with students. Consider posting multiple versions of the gallery walk to limit the number of students congregating at each artifact.

TEACHER ACTIONS

• Display Source 1
• Direct students to page 5
• Model observations and inferences
• Post the remaining sources
• Provide behavior and academic expectations
• Monitor student progress and track timing
• Debrief the student answer document and discussion questions as a class

STUDENT ACTIONS

1. Follow along with the teacher’s model and complete the first row of page 5
2. Move to each artifact
3. Complete observations and inferences
4. Participate in the class debrief

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LESSON 8: Culture of Empire - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day using the Triangle, Square, Circle approach. The questions will reinforce the supporting question, will demonstrate their understanding, and provide feedback about concepts that need review or further explanations.

TEACHER ACTIONS

• Hand out Exit Ticket and provide instructions

STUDENT ACTIONS

• Answer the Exit Ticket Questions

STANDARD(S)

1.27 Compare and contrast social hierarchies of ancient empires in Africa, Asia, Europe and the Americas and the ideologies that guided them between 800 BCE and 700 CE.

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1.28 Analyze archaeological evidence and primary sources to compare the rights of individuals in different ancient empires between 800 BCE and 700 CE.