Planning Guide TABLE of CONTENTS

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Planning Guide TABLE OF CONTENTS

Overview of Spotlight Event Cards (whole class) ...... 20 on Ancient Civilizations ...... 4 Date Cards (whole class) ...... 21 How to Use Spotlight Event Strips (student) ...... 22 on Ancient Civilizations ...... 4 Date Cards (student) ...... 23 Student Books ...... 4 Study Guides ...... 24–41 Interactive eBooks ...... 5 Egypt ...... 24-29 Audio Books ...... 5 Ancient Egyptian Culture ...... 24. Benefits for Struggling Readers . . . . . 5 Ancient Egyptian Daily Life ...... 25 Benefits for English Language Learners . . 6 Ancient Egyptian Geography ...... 26 Benefits for High-Performing Students . .6 Ancient Egyptian Government ...... 27 Ancient Egyptian Technology ...... 28 The Ancient Egyptian Economy . . . . . 29 Spotlight on Ancient Civilizations Planning Guide ...... 7 Greece ...... 30-35 Ancient Greek Culture ...... 30 Ancient Greek Daily Life ...... 31 Lesson Plan ...... 7 Ancient Greek Geography ...... 32 Common Core Objectives/Ancient Civilizations Essential Questions ...... 7 Ancient Greek Government ...... 33 Before Reading ...... 7 Ancient Greek Technology ...... 34 Vocabulary ...... 7 The Ancient Greek Economy ...... 35 Reading the Book— Rome ...... 36-41 Differentiating the Reading ...... 8 Ancient Roman Culture ...... 36 After Reading ...... 9 Ancient Roman Daily Life ...... 37 Events and Dates to Know ...... 11 Ancient Roman Geography ...... 38 Places to Know ...... 11 Ancient Roman Government ...... 39 People to Know ...... 11 Ancient Roman Technology ...... 40 Further Research ...... 11 The Ancient Roman Economy ...... 41 Writing to Learn ...... 11 Lesson Plans ...... 42–101 Egypt ...... 42-58 Blackline Masters ...... 13–23 Ancient Egyptian Culture ...... 42 Word Sort ...... 13 Ancient Egyptian Daily Life ...... 45 RAN Chart ...... 14 Ancient Egyptian Geography ...... 48 People to Know ...... 15 Ancient Egyptian Government ...... 50 Map of Egypt ...... 16 Ancient Egyptian Technology ...... 53 Map of Greece ...... 17 The Ancient Egyptian Economy . . . . . 56 Map of the City of Rome ...... 18 Greece ...... 59-79 Map of the Roman Empire ...... 19 Ancient Greek Culture ...... 59

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Ancient Greek Daily Life ...... 62 Ancient Greek Geography ...... 66 Ancient Greek Government ...... 69 Ancient Greek Technology ...... 72 The Ancient Greek Economy ...... 76 Rome ...... 80-101 Ancient Roman Culture ...... 80 Ancient Roman Daily Life ...... 84 Ancient Roman Geography ...... 88 Ancient Roman Government ...... 91 Ancient Roman Technology ...... 94 The Ancient Roman Economy ...... 98

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Welcome to Spotlight on Ancient Civilizations, an innovative program designed to support your instruction about the remarkable history, culture, and government of the ancient civilizations of Egypt, Greece, and Rome for grades four to seven . Spotlight on Ancient Civilizations will appeal to students at a range of reading levels—struggling and reluctant readers, English Language Learners, as well as those in need of additional challenge—with its beautifully written and illustrated books, engaging activities, and multimedia support .

The basis of Spotlight on Ancient Civilizations is a set of eighteen 24-page books written to give students a firm foundation in the ancient civilizations of Egypt, Greece, and Rome . The books are aligned to national, state, and provincial Social Studies standards, as well as Common Core Standards in English Language Arts and Literacy in History/Social Studies . The Spotlight on Ancient Civilizations Planning Guide includes complete lesson plans for each book and provides instructional support for vocabulary, key concepts and principles, primary sources, extended research, and writing to learn . Audio Books read at two different speeds provide access for students not able to read the text independently, and help develop oral reading and speaking fluency, particularly important for English Language Learners and others who struggle with nonfiction text . The books are also available in electronic format, or Interactive eBooks, with additional features built in, such as maps, biographies, audio and video clips, virtual field trips, timelines, and more .

How to Use Spotlight on Ancient Civilizations Spotlight on Ancient Civilizations is a complete program designed to help you teach the history, culture, and impact of some of the most important and long-lasting civilizations of ancient times from their earliest settlement to how they have shaped our civilization today . It can also be used to supplement any textbook- based or other social studies program .

Spotlight on Ancient Civilizations Student Books There are many advantages to using Spotlight on Ancient Civilizations alone or with your core social studies program . The books are extremely user-friendly with stunning supportive visuals . A readability level considerably below that of textbooks and traditional programs allows access to the topics for students acquiring English and/or reading below grade level . The 24-page format of the books makes the task of reading to learn much less daunting to students than opening a textbook and reading a chapter unaided . This format allows more in-depth treatment of topics, more background information, stronger visual support, and friendlier, more coherent text . Strong instructional support and scaffolding allows students to process important information orally and in collaboration with peers before having to produce written answers . Lessons directly address national, state, and provincial Social Studies standards, as well as Common Core Standards in English Language Arts and Literacy in History/Social Studies . Text is divided into manageable sections and questions are provided to ensure higher-order thinking and deep reflection on the part of students . People, places, primary sources, events, and dates are taught through hands-on and collaborative activities, leading to increased comprehension and retention .

The Study Guide charts on pages 24–41 will help you plan for instruction by outlining the contents of each of the books . Use the book-specific lesson plans to teach each component of Spotlight on Ancient Civilizations in the suggested sequence . Add other materials such as trade books, selections from textbooks, or magazine articles according to the objectives for each unit of study .

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The Study Guide for each book may be copied and given to students prior to beginning the unit of study . This will reduce the need for the teacher to list vocabulary, people, places, and events on the board . It also makes clear to students the objectives for each unit of study .

Spotlight on Ancient Civilizations Interactive eBooks The Interactive eBooks in Spotlight on Ancient Civilizations are far more than merely the book in electronic format . They are an exciting and innovative new multimedia tool which allow the teacher to project the text and accompanying instructional materials on an LCD projector or interactive whiteboard (e g. ,. SmartBoard, Promethean, Mimio, and other brands) . They layer the text with audio, video, photos, maps, and hyperlink material, engaging students and expanding their experience in the form of virtual field trips .

When using Spotlight on Ancient Civilizations Interactive eBooks on an interactive whiteboard, teachers may help students construct meaning by highlighting, underlining, and connecting text to instructional activities, redefining how students interact with content area text .

Spotlight on Ancient Civilizations Audio Books The Audio Books in Spotlight on Ancient Civilizations are important tools for increasing comprehension and providing access to readers at all levels . They help students become active listeners by having them listen for a specific purpose . They provide modeling of oral language, pronunciation, syntax, prosody, rhythm and intonation of fluent English nonfiction . They provide access to reading that may be above a student’s reading capacity, and help students make connections between what is heard and what is read, which improves listening and reading comprehension and acquisition of content knowledge .

If all students, not just those who struggle, listen regularly to nonfiction for the characteristics of the text structures, the use of vocabulary and syntax, as well as for the content information, they can develop an “ear for expository text” that will enhance comprehension, writing, and performance on tests . Listening to audio books requires a type of concentration not usually associated with reading . When reading print, we can go back and forth rereading a sentence, paragraph, or even page, sampling the text . But listening to an audio book, especially in a group setting, is more linear . Once you miss a sentence or two by being distracted, or don’t understand a particular word or phrase, comprehension becomes increasingly more difficult . To take advantage of audio books requires active listening, a process that does not always come naturally to children . We listen in different ways based on our purpose . Having a purpose helps us listen more effectively . Ask students to listen for main ideas, for details, to make inferences, for the “big idea,” for specific information, to create a mental picture, and many other purposes . Make sure students have the opportunity to listen to the Audio Books several times . Allow them to refer to the print book while listening .

The Audio Books in Spotlight on Ancient Civilizations are recorded at two speeds . The first is a normal and natural pace for its corresponding level of reading . This models how a proficient reader sounds . The other pace is slightly slower, yet still natural . This allows struggling readers and English Language Learners to keep up and helps them increase their reading fluency .

How Spotlight on Ancient Civilizations Benefits Struggling Readers Students who struggle with grade-level reading and textbooks will find many forms of support in Spotlight on Ancient Civilizations. The eighteen books are beautifully written and illustrated and will engage readers at a depth far beyond the capacity of a textbook . Audio books provide access to the text and help students

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make connections between what they hear and what they read . Instructional activities including maps, timelines, biographical sketches, vocabulary, and graphic organizers scaffold the information and help students make sense of the content . Multimedia eBooks enhance comprehension, provide background information, fascinate, and motivate students in unprecedented ways .

How Spotlight on Ancient Civilizations Benefits English Language Learners The needs of English Language Learners at varying levels of English proficiency were taken into account in the development of Spotlight on Ancient Civilizations. The format of the books with the strong visual support of the illustrations, photographs, and maps will help English Learners make sense of the text . Audio books read at two different speeds model the pronunciation and intonation of fluent English reading . Collaborative activities give students opportunities to interact using the specific academic language of the content in authentic contexts . Vocabulary instruction is a focus in Spotlight on Ancient Civilizations. The instruction is supported by extensive research on vocabulary development in first and second language acquisition . The interactive eBooks in Spotlight on Ancient Civilizations provide additional background information as well as visual and audio support for English Language Learners .

How Spotlight on Ancient Civilizations Benefits High-Performing Students Spotlight on Ancient Civilizations has a number of features that will benefit the student who is in need of a challenge . Those students who are able to read and understand the text on their own are able to delve more in depth on essential topics than is possible through traditional textbooks and teaching methods . Lesson plans for each book include optional topics for Further Research and Writing to Learn. Interactive eBooks take students far beyond the text into a world of exploration and discovery they can customize and make their own .

6 www.rosendigital.comwww .rosendigital .com SPOTLIGHTOVERVIEW ON OF ANCIENT SPOTLIGHT CIVILIZATIONS ON ANCIENT PLANNING CIVILIZATIONS GUIDE SPOTLIGHT ON ANCIENT CIVILIZATIONS PLANNING GUIDE Lesson Plan Each lesson plan in Spotlight on Ancient Civilizations is in the same instructionally appropriate and easy-to- follow format with activities for before, during, and after reading the book .

Common Core Objectives/Ancient Civilizations Essential Questions The objectives for each lesson are the Ancient Civilizations Common Core essential questions . They are stated in language easily understood by the students and establish a purpose for students to read .

Before Reading What is done before reading the book is often as important to comprehension as what is done during and after reading . In Spotlight on Ancient Civilizations, pre-reading activities include: • Establishing a purpose for reading, based on the specific essential questions addressed in each book . • Accessing prior knowledge, which helps students connect what they already know about the topic with what they learn through the reading . • Introducing specific vocabulary, which helps students avoid tripping over unfamiliar words or those with multiple meanings . • Predicting, which results in deeper engagement with the text .

Vocabulary in Spotlight on Ancient Civilizations The vocabulary selected for instruction in Spotlight on Ancient Civilizations includes academic words and phrases specific to the content of each book and lesson . In order for students to understand an academic word thoroughly and retain it, we must use a combination of activities which emphasize both context and definition to teach it . For students to internalize words so that they become part of their active expressive vocabulary both in speech and in writing, we must use multiple and varied techniques and exposures in our instruction and engage students in deep and active processing of vocabulary and language structures . You will see many of the vocabulary items featured in more than one lesson plan . This provides multiple contexts, allowing you to teach words in depth, including those with multiple meanings . This also enhances students’ acquisition and retention of the concepts represented by the essential words and phrases . Spotlight on Ancient Civilizations offers the following types of activities for vocabulary development .

Introduce the Vocabulary Introducing the vocabulary prior to reading will prevent students, especially English Language Learners, from stumbling over these words and stopping the flow of reading, thus impeding Fluency . It will also direct attention to the importance of these terms and their relationships to the main idea and details within the passage . Determine whether the vocabulary items represent new concepts for your students, or simply new labels for known concepts . This will help determine the degree to which explicit instruction is required . Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity

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with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings, which hampers fluency and comprehension .

Derivational and Inflectional Forms of Words Many students may not see the natural connections among various forms of a word, although these may be obvious to us as experienced readers and writers . We can address this by including the different derivational and inflectional forms of a word, such as tense, number, and part of speech in activities and discussions about the book . You will see different forms of many words both within a book or lesson, and from book to book or lesson to lesson . Words and phrases appear on each vocabulary list in the same form as they first appear in the book . Encourage students to reflect on and use different forms of words they learn in their writing and speaking .

Reading the Book—Differentiating the Reading A key to using Spotlight on Ancient Civilizations effectively is assigning the right mode of reading to individual students according to their abilities . Keep in mind that the eighteen excellent books in the series are not the entire program, but rather one of the components in an instructional sequence . Even if some students are able to read the books independently and comprehend, without the instructional components, the discussion, interactive tasks, and written activities, they will not experience the full benefits of the range of tools available to them for meeting the objectives as outlined in the Common Core Curriculum . Whether you are using Spotlight on Ancient Civilizations as your sole resource or combining it with other resources, it is essential that the reading of the books be integrated into your instructional sequence .

Modes of Reading Reading Aloud and Spotlight on Ancient Civilizations Audio Books When a text is too difficult for students to read alone or even with guidance from the teacher, one option is to read it aloud . The Spotlight on Ancient Civilizations Audio Books are an excellent resource for this mode of reading .

Guided Reading in Spotlight on Ancient Civilizations Guided reading involves small-group instruction that provides opportunities to help students consolidate and apply the reading strategies they have been taught in other class settings . When teachers meet with a small group of students who read at their instructional reading level, they are able to build on each student’s strengths to address areas in need of improvement . Guided reading enables the teacher to monitor students’ reading development, assess what they need and guide them along the literacy continuum to deepen and strengthen their understandings as readers . Students learn how to read strategically and to construct meaning as they interact with a well- written book . The lesson plans for Spotlight on Ancient Civilizations divide the text into meaningful sections and provide discussion questions that facilitate discussion for the guided reading mode .

Independent Reading in Spotlight on Ancient Civilizations Some students may be able to read and comprehend the books in Spotlight on Ancient Civilizations without assistance . It is important that these students be encouraged to read for the specific purposes outlined in the lesson plan . It may be helpful to provide students with the questions from the “Read and Discuss” section of the lesson plan prior to reading as a study guide .

8 www.rosendigital.com SPOTLIGHTOVERVIEW ON OF ANCIENT SPOTLIGHT CIVILIZATIONS ON ANCIENT PLANNING CIVILIZATIONS GUIDE AFTER READING Instructional Activities in Spotlight on Ancient Civilizations The following instructional activities are cycled through the lesson plans for Spotlight on Ancient Civilizations. Although lesson plans designate one activity for each book, any of these activities is appropriate for all of the books . For your convenience, complete instructions for each of the instructional activities are outlined below . Multiple-use Blackline Masters are provided on pages 13–23 for use with these activities as well as others indicated in the lesson plans .

Reading and Analyzing Nonfiction (RAN) RAN is an activity developed by Tony Stead which takes the well-known literacy activity Know Want Learn (KWL) a step further . It employs a number of before, during, and after-reading strategies and helps students begin to master the inquiry process . Here’s how it works . Directions:

Before Reading 1 . Ask students to tell you what they think they know about the topic of the book to be read and chart their responses using sticky notes . It may be more effective to have students write their own information on sticky notes and place them on the chart . See page 13 for a reproducible form of the chart .

What I Think New I Know Confirmed Misconceptions Learning Wonderings

During Reading 2 . Have students pay attention while reading to how the information connects to their prior knowledge . Does it confirm what they thought they knew? Did they have misconceptions?

After Reading 3 . Have students work in pairs or small groups and confirm any of their prior knowledge from the first column . Ask them to record any misconceptions they had prior to reading . Bring the students together and move any of the confirmed information across from the first column into the second column and misconceptions into the third column . 4 . Have students go back to their groups and locate new information . Write this on sticky notes . It may be wise to limit this to a specific section of a book to avoid ending up with too much information . Bring the students together and add this to the fourth column of the chart . 5 . Ask students what they wonder, or still want to know about the topic . Have them put this in the form of questions . Chart these in the fifth column on the chart . Encourage students to revisit the text to see if they can answer any of the wonderings raised . You may also want to give out other books on the same topic so that students can check to see if their wonderings can be answered . You will need to model posing appropriate and meaningful questions until students have developed this ability .

www.rosendigital.com 9 SPOTLIGHTOVERVIEW ON OF ANCIENT SPOTLIGHT CIVILIZATIONS ON ANCIENT PLANNING CIVILIZATIONS GUIDE Possible Sentences Possible Sentences is a pre- and post-reading activity that focuses on prediction, vocabulary acquisition, and connecting prior knowledge to new learning . Directions: 1 . After listing and pronouncing the words (see Introduce the Vocabulary on page 7), define the words aloud . 2 . Prior to reading the book, ask students to work in pairs or small groups to select pairs of related words from the list . Have them write sentences using the word pairs predicting what they might read in the text . Ask students to share their “possible sentences ”. Discuss the appropriateness of their word pairings and the likelihood of their predictions being confirmed, given the topic of the book . 3 . Then have students read the book carefully to check their predictions . 4 . After reading, have students correct any pre-reading inaccuracies in their sentences and revise to make sentences true and meaningful . Discuss possible explanations for pre-reading inaccuracies . List-Group-Label List-Group-Label is a learning activity based on the principle that categorizing words and phrases helps children organize new words and information in relation to prior knowledge .

List-Group-Label in Spotlight on Ancient Civilizations is a three-step process in which students list words and phrases before reading the book . After reading and discussing the book, students group the words into logical categories based on shared features . Finally, they label the categories with clear descriptive titles . You may wish to have them extend the activity by writing meaningful sentences or paragraphs using the words and categories . Directions: 1 . After listing and pronouncing the vocabulary (see Introduce the Vocabulary on page 7), but before reading and discussing the book, have students write the words . 2 . After reading and discussing the book, have students work in pairs or small groups to group words into logical categories related to the book . This will include agreeing on features or properties of the category and providing “evidence” that each term belongs to the category . Some categories may include more words than others—some words or phrases may stand alone and not fit into any category . In this case, have students brainstorm to come up with words that they might add to create a category . 3 . Optional extension activity—Have students create meaningful sentences or paragraphs using the words and phrases in each category . They may wish to mention the category in their writing . Example: Category: People involved in the government of ancient Egypt, pharaoh, viziers, scribes Sentence: Many people were involved in the government of ancient Egypt including the pharaoh who was the leader, the viziers who were his second in command, and the scribes who kept track of important government records .

Word Sorts Write the vocabulary from the selection on the blank Word Sort List on page 13 in alphabetical order . Leave some blank slots for students to add categories or other related words . Photocopy one set for

10 www.rosendigital.com SPOTLIGHTOVERVIEW ON OF ANCIENT SPOTLIGHT CIVILIZATIONS ON ANCIENT PLANNING CIVILIZATIONS GUIDE each pair of students . Have students cut the words apart . Explain that they will work with a partner to put the words into groups connected by some common factor . The terms could be related semantically (quarry, scaffolding, winch) or possibly be same part of speech (imported, exported, bartered, conquered) . For each group of words, partners should come up with a clear category . They may use the blank slots to label the categories . Do not be alarmed if at first students come up with categories related to the forms of the selected words, such as number of syllables or starting letters . This is an important stage in the development of strategies for working with words . You may wish to provide emerging or struggling readers with the categories the first few times . It is not important to use the same number of items in each group . There is no single correct answer . The value of this activity is not in the end result, but in the active discussion and processing of the vocabulary as students negotiate, defend, and articulate their systems of grouping words to each other and to the group when debriefing . This discourse is an opportunity for authentic and meaningful use of academic language beyond the vocabulary level .

EVENTS AND DATES TO KNOW—BUILD A TIMELINE Each lesson plan in Spotlight on Ancient Civilizations includes a listing of important events and dates to facilitate a student-constructed timeline . The Event Strips Blackline Master on page 22 and Date Cards Blackline Master on page 21 allow students to construct their own cumulative timelines of ancient history in pairs, small groups, or individually . The larger cards on pages 20 and 21 copied onto card stock allow for construction of a whole group timeline to be displayed on a bulletin board, wall, or as a classroom frieze . As you move from text to text, add significant dates and events .

PLACES TO KNOW Blackline Masters of maps on pages 16 to 19 are provided to expand students’ geographic knowledge . Each lesson plan provides a list of significant places, landmarks, or bodies of water that students should learn as part of their knowledge of ancient history .

PEOPLE TO KNOW Use the Blackline Master on page 15 to have students record important people in ancient history, culture, and government . A list of those mentioned in each book is provided in the lesson plan .

FURTHER RESEARCH This optional activity is a suggestion for students to delve further into the people, places, and events of significance in ancient history . It specifies additional related work for early finishers or students in need of a challenge .

WRITING TO LEARN Writing to Learn is an excellent method of helping students think through information to discover what they know and think . In Writing to Learn, the students write for themselves rather than another audience, as they are the ones most likely to learn from their writing . It is, in essence, thinking on paper and making sense of what they have learned .

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There are several functions of Writing to Learn . One of these is to prepare for learning during which students write to activate prior knowledge, establish a purpose for reading or learning, or to predict what they will read, encounter, or learn . Writing can also serve as a tool to reorganize thoughts and reflect on what students have learned . Students can consolidate or solidify content understandings, and rethink and review new learning and how these fit in with prior knowledge . When they are asked to explore relationships among ideas, classify, compare and contrast, determine cause and effect or problem and solution, or examine author’s purpose or point of view, writing can help students form new understandings and extend their knowledge . Writing to Learn helps students discover that we don’t all learn the same things at the same rate with the same content, but we have all learned something .

The Writing to Learn activities in Spotlight on Ancient Civilizations are designed to help students connect their thoughts, feelings, and experiences to the reading and instruction, and to integrate and internalize new vocabulary and information beyond simply memorizing facts and dates . They include quick-writes, journal entries, letters, and other forms of writing in order to expose children to real-life writing tasks for a variety of purposes . It is suggested that these initial “exploratory” writing efforts not be graded or critiqued in order to allow the students to develop confidence in their ability to write and fluency in turning their thoughts into language . In the words of writing expert Peter Elbow, “Students learn more from writing than from our responses to their writing ”. When students begin to feel comfortable writing about what they have read and learned, ask them to share what they have written by reading out loud to first a partner, then a small group, and eventually, the whole class . Students take their writing more seriously when they have to read it aloud and compare it to the writing of others . Speaking and hearing their own words helps them write more clearly and effectively . You will find that Writing to Learn helps your teaching, too . It helps us understand what our students learned, what they interpreted as important information, and what got through to them or didn’t .

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Name Who He/She Was What He/She Did

ESSENTIAL QUESTION What part did religion play in the culture of ancient Egypt?

COMMON CORE LEARNING STANDARD READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies . WRITING

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content . CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW amulets Horus, Osiris, Isis, Ra, Ptah archaeologists PLACES TO KNOW architecture Giza Karnak Sea Nile River Delta Upper Egypt civilization Heliopolis Lower Egypt Memphis Saqqara Valley of the creation myths Hermopolis Mediterranean Nile River Thebes Kings culture hieroglyphics EVENTS/DATES TO KNOW

mummy 3500 bc Early settlers move into the Nile River 2500 bc Egypt’s pharaohs were linked to religion . Valley . obelisks 2100 bc Building began on the Karnak Temple pharaohs 3100 bc The start of the ancient Egyptian civilization . Complex . preserving 3000 bc Egyptians begin using hieroglyphics . 1650–1580 bc Spells known as the Book of the Dead first appear . rituals 2700 bc Egyptians first begin writing on papyrus . bc The lifetime of King Tutankhamun . 2600 bc The first pyramid, the Djoser Step Pyramid, 1342–1343 temples is built . 332 bc The end of the ancient Egyptian civilization .

2589–2504 bc Construction of the pyramids at Giza .

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ESSENTIAL QUESTION What were the characteristics of daily life in ancient Egypt?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

VOCABULARY PEOPLE TO KNOW assets Akhenhaton, Nefertiti, Ramses III, Senefer climate PLACES TO KNOW divorce Lower Egypt Nile River pharoahs Mediterranean Sea Nile River Delta scribes Memphis Upper Egypt shrine temples EVENTS/DATES TO KNOW tomb 4500 bc Egyptians domesticate sheep and goats . 1580 bc Egyptians begin using metal as currency . villas 2700-2200 bc The Old Kingdom . 1500-1100 bc The New Kingdom .

2400 bc Papyrus paper is first used in Egypt . 1352-1336 bc Reign of Akhenaton .

2100-1800 bc The Middle Kingdom . 525 bc Persians conquer Egypt .

1900 bc Agricultural development of the Faiyum . 332 bc Alexander the Great conquers Egypt .

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ESSENTIAL QUESTION If the geography had been different, would the development of the ancient Egyptian civilization have been different?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW agriculture Akhenaton, Alexander the Great barriers PLACES TO KNOW civilization climate Arabian Desert Mediterranean Sea Nubia delta Giza Memphis Red Sea empire Libyan Desert Nile River Upper Egypt Lower Egypt Nile River Delta Valley of the Kings fertile industry irrigation EVENTS/DATES TO KNOW technology 3500 bc Early settlers move into the Nile River 1900 bc Argricultural development of the Faiyum tombs Valley . 1352–1336 bc Reign of Akhenaton . unified 3100 bc Menes unites Egypt into one civilization . worshipped 332 bc The end of the ancient Egyptian civilization . 3000 bc Egyptians begin using hieroglyphics .

2800 bc The Egyptian calendar sets the length of a year to 365 days .

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ESSENTIAL QUESTION What were the important roles in the government and the important ideas for governance in ancient Egypt?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW allies Hatshepsut, Menes, Maat, Ramses II, Ramses III, Tuthmose III chariots PLACES TO KNOW civilization Lower Egypt Thebes Mediterranean Sea composite bow Nile River Upper Egypt Memphis dynasties Nile River Delta Lower Egypt Thebes hereditary Mediterranean Sea Nile River hierarchy Memphis Nile River Delta maneuverable pharoah EVENTS/DATES TO KNOW regent scribes 3100 bc Two kingdoms of Egypt are united under 1336-1327 bc Reign of King Tutankhamen . one government . 1175 bc Battle of the Delta . vizier bc Mentuhotep II gains control of Egypt . 2055 728 bc Nubian king Piy conquers Egypt . bc The Hyksos take control of Egypt . 1675 671 bc Assyrians attack Egypt . bc Two viziers helped the pharoah rule 1570-1069 525 bc Persians conquer Egypt . Egypt . 332 bc Alexander the Great conquers Egypt . 1567 bc Egypt regains control from the Hyksos .

1503-1482 bc Hatshepsut rules Egypt .

1352-1336 bc Reign of Akhenaton .

27 rosendigital .com Study Guide: Spotlight on Ancient Egyptian Technology

ESSENTIAL QUESTION How did technology help cement the ancient Egyptian civilization as a strong, long lasting civilization?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW adapted Djoser, Khufu bronze PLACES TO KNOW canals Giza Nile River Thebes chariots Karnak Nile River Delta Upper Egypt current Lower Egypt Red Sea Valley of the Kings hieroglyphics Mediterranean Sea Saqqara invading Memphis Sinai Peninsula irrigation pharaohs EVENTS/DATES TO KNOW quarries scalpels 3000 bc Egyptians begin using hieroglyphics . 2600 bc The first pyramid, the Djoser Step Pyramid, 3000 bc Egyptians first begin writing on papyrus . is built . tombs bc 2900 bc Ancient Egyptians add sails to their boats . 2589–2504 Construction of the pyramids at Giza .

2800 bc The Egyptian calendar sets the length of a year to 365 days .

28 rosendigital .com 28 Study Guide: Spotlight on the Ancient Egyptian Economy

ESSENTIAL QUESTION What factors made the Egyptian economy one of the richest empires in the ancient world?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

VOCABULARY PEOPLE TO KNOW agriculture Ramses II amulets PLACES TO KNOW bartering civilizations Aegean Sea Nile River Delta climate Faiyum Nubia export Mediterranean Sea Red Sea Nile River faience imported pharoahs EVENTS/DATES TO KNOW surplus 4500 bc Egyptians domesticate sheep and goats . 1985 bc Amenehat I begins trade with Asia . temples 3000 bc System of irrigation developed . 1675 bc The Egyptians learn to make bronze . tombs 2668–2649 bc First step pyramid is built at Saqqara . 1580 bc Egyptians begin using metal as currency .

2400 bc Papyrus paper is first used in Egypt . 610 bc Canal constructed connecting Nile to the Red Sea . 1900 bc Agricultural development of the Faiyum .

29 rosendigital .com Study Guide: Spotlight on Ancient Greek Culture ESSENTIAL QUESTION What elements were included in the culture of ancient Greece?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW PLACES TO KNOW

chorus Aristotle Athens Olympia civilization Homer Delphi Sparta culture Phidias Greece Troy friezes Plato Mediterranean Sea historians Socrates Mount Parnassus ideal myths EVENTS/DATES TO KNOW

observation ca. 800 bc Greeks develop an alphabet . 399 bc Socrates is put on trial and dies after drinking poison . oracle ca. 750 bc Homer composes the Iliad and Odyssey . bc philosophers ca. 535 bc Thespis becomes world’s first actor . 387 Plato founds the Academy, the first university . politics 472 bc Aeschylus writes The Persians about the Battle of Salamis . 335 bc Aristotle founds the Lyceum, a school in religion Athens . 456 bc Temple of Zeus built in Olympia . rituals 322 bc The philosopher Aristotle dies . 447–432 bc Greeks build the Parthenon in Athens . sculptures technology

30 rosendigital .com Study Guide: Spotlight on Ancient Greek Daily Life ESSENTIAL QUESTION What were the characteristics of daily life in ancient Greece?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW PLACES TO KNOW agora Sappho Athens, Greece, Sparta andron banquets EVENTS/DATES TO KNOW chiton ca. 800 bc Greeks develop an alphabet . ca. 700 bc Triremes (warships) first built in Corinth . civilization ca. 800 bc Greeks begin forming city-states . ca. 700 bc First stone temples appear in Greece . discus 776 bc First Olympic Games held in Olympia . ca. 600 bc Greek start using coins instead of gymnasium ca. 750 bc Greeks found colonies in Italy . bartering . inherit ca. 750 bc Homer composes the Iliad and javelin Odyssey . mines revolt tutor

31 rosendigital .com Study Guide: Spotlight on Ancient Greek Geography ESSENTIAL QUESTION How was the geography of Greece linked to the way life was lived in ancient Greece?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW barren Eratosthenes civilization climate PLACES TO KNOW democracy Aegean Sea Delphi Mount Olympus fertile Asia Minor Ionian Sea Olympia mineral deposit Athens Laurium Sparta natural resources Corinth Macedonia Thera papyrus Crete Mediterranean Sea peninsula precious EVENTS/DATES TO KNOW

ca. 1600 bc Volcano erupts on Thera, destroying 331 bc Alexander founds city of Alexandria in Minoan cities . Egypt .

ca. 800 bc Greeks begin forming city-states . 326 bc Alexander’s empire is the biggest in the

ca. 750 bc Greeks found colonies in Italy . world . bc 447–432 bc Greeks build the Parthenon in 240 Eratosthenes measures size of Earth . Athens .

32 rosendigital .com Study Guide: Spotlight on Ancient Greek Government ESSENTIAL QUESTION How did the structure of government in ancient Greece change over time and why is that change important to us today?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW PLACES TO KNOW assembly King Pericles Aegean Sea Macedonia Thrace citizens Leonides Alexander Asia Minor Mediterranean Sea Troy Gebon the Great democracy Athens Mount Olympus Solon elected Crete Olympia Cleisthenes famines Ionian Sea Sparta foreign oligarchies EVENTS/DATES TO KNOW plagues ca. 800 bc Greeks begin forming city-states . 431–404 bc Athens fights Sparta in the Peloponnesian War . rebel 594 bc People of Athens elect Solon as their leader . Solon prepared Athens for democracy . 429 bc Pericles dies after a plague spreads traditions 507 bc Athens becomes world’s first democracy through Athens . tyrants under Cleisthenes . 336 bc Alexander the Great becomes king of

490 bc Persia invades Greece for the first time . Macedonia . bc 487 bc Ostracism is used in Athens for the first 326 Alexander’s empire is the biggest in the time . world . bc 480–479 bc Persia invades Greece again . 323 Alexander’s reign ends when he becomes ill and dies . 461 bc Pericles becomes leader of Athens . Pericles leads Athens into a “golden age ”.

33 rosendigital .com Study Guide: Spotlight on Ancient Greek Technology ESSENTIAL QUESTION How did technology impact the life of ancient Greeks and how are some of their inventions still important to us today?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW PLACES TO KNOW anatomy Archimedes Euclid Athens Mount Parnassus aqueducts Hippocrates Pythagoras Delphi Olympia archaeologists Herophilus Aristarchus Greece Sparta architecture Erasistratus Mediterranean Sea Troy cisterns fibers irrigation EVENTS/DATES TO KNOW peninsula ca. 2800 bc Greeks begin making bronze tools 447–432 bc Greeks build the Parthenon in and weapons . Athens . quarry ca. 800 bc Greeks develop an alphabet . ca. 400 bc Hippocrates develops new ideas about scaffolding ca. 700 bc Triremes (warships) first built in Corinth . medicine . technology bc ca. 700 bc First stone temples appear in Greece . ca. 300 Euclid writes the Elements . winch bc ca. 600 bc Greek start using coins instead of 280 Lighthouse at Alexandria built . bartering . 250 bc Archimedes invents the water screw .

ca. 530 bc Greeks begin making red figure pottery . 240 bc Eratosthenes measures size of Earth .

34 rosendigital .com Study Guide: Spotlight on the Ancient Greek Economy

ESSENTIAL QUESTION What were the components of the ancient Greek economy?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW PLACES TO KNOW artisans Pericles Aegean Sea Egypt Rhodes cargo Athens Greece Sífnos ceramics Black Sea India Syria civilization Carthage Italy Thrace kiln Corinth Laurium Turkey ore Cyprus North Africa oxygen resources EVENTS/DATES TO KNOW symbol ca. 2800 bc Greeks begin making bronze tools ca. 600 bc Greek start using coins instead of and weapons . bartering .

ca. 800 bc Greeks begin forming city-states . ca. 530 bc Greeks begin making red figure pottery .

ca. 750 bc Greeks found colonies in Italy . 461 bc Pericles becomes leader of Athens .

ca. 700 bc Triremes (warships) first built in Corinth .

35 rosendigital .com Study Guide: Spotlight on Ancient Roman Culture ESSENTIAL QUESTION How was the Roman culture influenced by other cultures and what were Roman developments?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW

aqueducts Augustus Julius Caesar Numa Pompilius Terence chariot Cicero Juno Romulus and Remus Trajan civilization Hadrian Jupiter Spartacus Vesta conquered Hannibal Marcus Aurelius Tarquinius Superbus Virgil emperors gladiators PLACES TO KNOW mosaics Alps Carthage Greece Roman Forum pantheon Apennine Mountains Circus Maximus Italy Temple of Vesta processions Arch of Titus Colosseum Mediterranean Sea slaves Britain Egypt Palatine Hill spectators Capitoline Hill Gaul Pantheon stadium EVENTS/DATES TO KNOW

166 bc Terence’s first play is performed . ad 8 Ovid finishes his most famous poem, the

55 bc The Theater of Pompey is built . Metamorphoses . ad 161 Marcus Aurelius becomes emperor . 19 bc Virgil writes the Aeneid .

36 rosendigital .com Study Guide: Spotlight on Ancient Roman Daily Life ESSENTIAL QUESTION What were the characteristics of daily life in ancient Rome?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW abandoned Augustus, Nero, Spartacus ancestors citizens PLACES TO KNOW EVENTS/DATES TO KNOW civilization Circus Maximus ca. 800 bc Beginning of the Etruscan civilization in Italy . conquered Colosseum 753 bc Rome is founded on the Palatine Hill . dowry Italy 753–509 bc The Regal Period . exotic Mediterranean Sea 700s bc The first Roman shops are opened . matrons Pantheon 509–27 bc The Roman Republic . Pompeii porridge 509 bc Rome’s last king, Tarquinius Superbus, is driven out of procession Rome Rome . property slaves

37 rosendigital .com Study Guide: Spotlight on Ancient Roman Geography ESSENTIAL QUESTION How was the geography of Rome linked to the development of the Roman Empire from a single city?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW EVENTS/DATES TO KNOW 700s bc The first Roman shops ad 72 The emperor Vespasian civilizations Hadrian, Hannibal are opened . begins building the Colosseum . conquered ca. 171 bc The first bakeries ad 81 Domitian becomes climate PLACES TO KNOW appear in Rome . emperor . fertile Alps Mediterranean geography Apennine Sea imported Mountains Palatine Hill legions Britain Rome Capitoline Hill Spain natural resources Carthage Tiber River peninsula Egypt plain Gaul stacked Greece volcanic Italy

38 rosendigital .com Study Guide: Spotlight on Ancient Roman Government ESSENTIAL QUESTION How did the structure of government in ancient Rome change over time and why is that change important to us today?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW EVENTS/DATES TO KNOW censor Numa Pompilius Nero 753 to 509 bc Seven 287 bc The patricians civilization Tullus Hostilius Marcus Aurelius kings are said to rule agree that laws passed Rome . by the Plebeian conquered Tarquinius Superbus 494 bc Plebeians Assembly will apply to culture Lucius Junius Brutus withdraw from Rome all Romans . customs to form their own 44 bc Julius Caesar assembly and get is named dictator, or dictator PLACES TO KNOW additional power . sole ruler, for life and is elected Alps Italy 445 bc It becomes law killed . emperor Apennine Mountains Mediterranean Sea that plebeians could 27 bc Augustus takes marry patricians . power as the first inspired Arch of Titus Palatine Hill 450 bc Writing of the emperor of Rome . magistrates Britain Pantheon Law of the Twelve 14 bc Augustus dies provinces Capitoline Hill Roman Forum Tables . and his stepson reforms Carthage Temple of Vesta 367 bc Plebeians win becomes emperor . Circus Maximus the right to be elected Colosseum consul . Egypt Gaul Greece

39 rosendigital .com Study Guide: Spotlight on Ancient Roman TechnologyESSENTIAL QUESTION How was the technology of the ancient Romans important to the development of their civilization and why is it important to us today?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW EVENTS/DATES TO KNOW ca. 100 bc The hypocaust ad 79 Titus becomes emperor astronomers Titus, Trajan heating system is after the death of his father, citizens invented . Vespasian .

civilization PLACES TO KNOW 46 bc Caesar develops a new ad 98 Trajan becomes calendar . emperor . conquered Arch of Titus Pantheon ad 70 Titus captures ad 113 Trajan’s Column is built . flues Capitoline Hill Roman Forum and destroys the city of imported Circus Maximus Rome Jerusalem . hypocaust Colosseum Spain ore Gaul Tunisia shafts Greece slaves Italy surgery Mediterranean Sea surveyors Palatine Hill technology

40 rosendigital .com Study Guide: Spotlight on the Ancient Roman Economy

ESSENTIAL QUESTION What were the components of the ancient Roman economy?

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence .

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences . CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate . CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources . CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research .

VOCABULARY PEOPLE TO KNOW citizens Domitian conquered harvest EVENTS/DATES TO KNOW imported 700s bc The first Roman shops are opened . kilns ca. 171 bc The first bakeries appear in Rome . ad 72 The emperor Vespasian begins building the Colosseum . networks ad 81 Domitian becomes emperor . population porridge property PLACES TO KNOW provinces Africa Mediterranean Sea quarry Egypt Rome resources Gaul Spain Greece Tunisia Italy

41 rosendigital .com Spotlight on Ancient Egyptian Culture Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS READING INFORMATIONAL TEXT CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON amulets ESTABLISH PURPOSE FOR READING archaeologists Tell the students that they will be reading to find out how to: Explain the religion of ancient Egypt and its impact on culture, architecture, and the arts of that time . architecture Share with them a map of ancient Egypt and talk about the location of the cities Alexandria, civilization Hermopolis, Heliopolis, Memphis, and Thebes; the river Nile; and a few sites of major tombs . creation myths If this is the first lesson from the three sets of materials and all three sets will be used, create a culture floor space timeline for the three civilizations with start and stop dates and distance from today . hieroglyphics INTRODUCE THE VOCABULARY mummy Introduce the vocabulary by listing the words and phrases for students on the board . Go over each obelisks term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not necessary to teach the meanings of all words in depth . The purpose of this pharaohs activity is to give students enough familiarity with the terminology that they are able to read the preserving passage without tripping over new words or stopping to look up meanings . rituals temples

GUIDED PRACTICE Resources: Spotlight on Ancient Egyptian Culture Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 How long did the ancient Egyptian civilization last? 6-7 What did the creation myths do? 8-9 What can you learn about the gods and goddesses and their link to the pharaohs? 10-11 What did the ancient Egyptians do to honor their belief in the afterlife? 12-13 What were the differences in architecture between the buildings in settlements and the pyramids? 14-15 What part did rituals play in daily life? 16-17 What did ancient Egyptians do because magic was linked to religion? 18-19 When were music and dance important to the ancient Egyptians? 20-21 What were the important parts of art and why are hieroglyphics included with art? 22 What remains today of the ancient Egyptian civilization? Model Design a graphic representation of the part religion played in the life and culture of ancient Egyptian civilization

42 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are an archaeologist and are exploring a just discovered tomb from ancient Egypt . Write a story that tells what you see and do as you explore the tomb and what adventures you have . Try to include some magic in your story . Inform or Explain: In a short essay, explain what hieroglyphics are and why it would be easier to read information using letters and words than picture symbols . Express an opinion: If you were going to write a book about the work of archaeologists in Egypt, what would be your opinion on entering tombs . Support your position in a short essay .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASESSMENT Collect completed formative assessment (graphic organizer) and writing activities and review .

FURTHER RESEARCH Choose one historical site to investigate . Write a brief description of the site and tell how it represents important parts of the religion of the time . Consult at least three sources .

INTERACTIVE TIMELINE Add the following dates to the timeline of the ancient Egyptian civilization . Dates

2560 bc Finished Great Pyramid of Giza (about 5000 years ago)

3000 bc Earliest known hieroglyphics

2100 bc Karnak Temple Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet and add appropriate information for the following Gods: Horus, Osiris, Isis, Ra, Ptah

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Egyptian Culture Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

rosendigital.com 43 MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Egyptian Culture Interactive eBook, have them locate the following elements and discuss their significance to ancient Egyptian culture: A wall painting showing an Egyptian creation myth. A video from inside King Tut’s Tomb A video of The Sphinx

44 rosendigital.com Spotlight on Ancient Egyptian Daily Life Lesson Plan

COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS READING INFORMATIONAL TEXT CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

MINI LESSON ESTABLISH PURPOSE FOR READING Tell the students that they will be reading to find out how to: Explain the characteristics of daily life in ancient Egypt including the homes, the role of people in families, education, food, clothing, and religion . Tell them that they should think about how the lives of people in ancient Egypt are similar to and different from life in their families . If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space timeline for the three civilizations with start and stop dates and distance from today .

INTRODUCE THE VOCABULARY Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings .

GUIDED PRACTICE Resources: Spotlight on Ancient Egyptian Daily Life Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What are some facts about family life that will be included in this book? 6-7 What were the characteristics of average Egyptian homes and why were they made the way they were? 8-9 How were the homes of the wealthy like and different from the homes of the average Egyptian? 10-11 Name two facts that tell us that the Egyptians valued love and respect between husbands and wives . 12-13 What roles did children play in their families? 14-15 What was the role of women in the family? 16-17 How was education in Egypt different from education in the United States today? 18-19 What were four foods that might be included in an Egyptian meal? 20-21 Describe the clothes worn by men and women . 22 How was religion included in daily life? Model On page 19, there is a picture of men gathering grapes . Using that picture as a model, draw a picture with three or more parts to show an ancient Egyptian family getting ready for a meal and eating that meal . Write a brief description of your picture to be included with the picture as a caption .

rosendigital.com 45 INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a child in an average ancient Egyptian home, and you change places with a child in a wealthy home . Tell about what happens as you both try to fit into your new roles and when you each go back to your own families . Inform or Explain: In a short essay, answer the question: What did Egyptians do to adjust to life in their hot climate? Express an opinion: Egyptians usually married between 12 and 15 years old . Tell why you think this was so and express an opinion on marriages at these ages . Support your opinion .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASESSMENT Collect completed formative assessment (picture with caption) and writing activities and review .

FURTHER RESEARCH Research one of the folding topics and write an essay sharing your findings . Be sure to use at least three sources . Include pictures that support your points . Topics: typical homes in ancient Egypt, education in ancient Egypt, clothing in ancient Egypt

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Egyptian civilization . Dates

4500 bc Egyptians domesticate sheep and goats.

2400 bc Papyrus paper is first used in Egypt.

1900 bc Agricultural development of the Faiyum

1580 bc Egyptians begin using metal as currency.

1352-1336 bc Reign of Akhenaton.

525 bc Persians conquer Egypt.

332 bc Alexander the Great conquers Egypt. Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet and add appropriate information for the following people: Akhenhaton, Nefertiti, Ramses III, Senefer

PLACES TO KNOW Have students locate on a map using an appropriate legend the following places: the Nile River, the Nile River Delta, Lower Egypt, and Upper Egypt .

IMPORTANT POINTS TO KNOW Have students complete a Venn diagram comparing and contrasting the daily life of wealthy and average Egyptians .

46 rosendigital.com INTERACTIVE WHITEBOARD Use Ancient Egyptian Daily Life Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Egyptian Daily Life Interactive eBook, have them locate the following elements and discuss what they meant to the daily lives of ancient Egyptians . A photo showing loaves of bread A video showing women weaving A video showing ancient Egyptian houses

rosendigital.com 47 Spotlight on Ancient Egyptian Geography Lesson Plan

MINI LESSON ESTABLISH PURPOSE FOR READING Tell the students that they will be reading to find out how to: Explain how the geography of ancient Egypt influenced the ancient Egyptian civilization . If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space timeline for the three civilizations with start and stop dates and distance from today .

GUIDED PRACTICE Resources: Spotlight on Ancient Egyptian Geography Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 Why were there no settlements in the desert in the time of the ancient Egyptian civilization? 6-7 Why were the two lands of ancient Egypt called the “black land” and the “red land?” 8-9 What activities took place in the region of the Nile River? 10-11 How was religion linked to the desert climate? 12-13 How did technology link with geography to encourage the growth of cities along the Nile? 14-15 What were the major crops grown along the Nile? 16-17 How was technology used to support farming in ancient Egypt? 18-19 What were the natural resources of the desert? 20-21 What geographical features were particularly important to the development of ancient Egypt? 22 Why was geography an important part of the development of ancient Egypt? Model Using a map of Egypt, label the deserts and draw pictures and label them to show the agricultural and natural resources found in each area . Make sure to have an appropriate key .

INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

48 rosendigital.com WRITING ACTIVITIES Narrative: Pretend you are a person who makes jewelry, and the Pharaoh wants a fine new piece for his first wife . You have to find the gold to make it . In the market, you listen to the story of the man who got the gold in the desert . Retell his story . Inform or Explain: In a short essay, explain how the two lands of Egypt worked together to create the Egyptian civilization . Express an opinion: Tell why you think Akhenaton could not make the new religion of Aten last .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (map) and writing activities and review .

FURTHER RESEARCH In small groups for each topic, complete research on one of the following topics . After completing the research, as a group complete a presentation using presentation software to share your findings . Be sure to cite your sources and include appropriate visuals in your presentation . Topics: Arabian Desert, Libyan Desert, the Sun God Ra, irrigation in ancient times, Egyptian jewelry

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Egyptian civilization Dates

332 bc Alexander the Great conquered Egypt As a whole group activity, add this date to the timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet Akhenaton Alexander the Great

PLACES TO KNOW Nile Delta, Mediterranean Sea, Arabian desert, Libyan desert, Kemet IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Egyptian Geography Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 10) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Egyptian Geography Interactive eBook, have them locate the following elements and discuss their impact on the civilization of ancient Egypt: An ancient Egyptian calendar A video of people using a shaduf A video of people making papyrus

rosendigital.com 49 Spotlight on Ancient Egyptian Government Lesson Plan

COMMON CORE LEARNING STANDARD FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING allies Tell the students that they will be reading to find out how to: Explain the important roles in government and the chariots important ideas for governance in the ancient Egyptian civilization . civilization If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space composite bow timeline for the three civilizations with start and stop dates and distance from today . dynasties hereditary INTRODUCE THE VOCABULARY hierarchy Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and maneuverable pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough pharoah familiarity with the terminology that they are able to read the passage without tripping over new words or regent stopping to look up meanings . scribes vizier

GUIDED PRACTICE Resources: Spotlight on Ancient Egyptian Government Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What is meant by the 31 dynasties in ancient Egypt? 6-7 Over what did the ancient Egyptians believe the pharaoh had control? 8-9 What was meant by the title the Great Royal Wife and what did the title mean to Hatshepsut? 10-11 What did the vizier do as part of the government? 12-13 What was the division of power? 14-15 How was Maat applied in ancient Egypt? 16-17 What were the two main courts in ancient Egypt and what types of cases were heard in each? 18-19 How did the army change? 20-21 What were the two roles of the navy? 22 What is meant by the idea that Egypt had a rigid system of governance? Model In a small group, using the organization chart tool that is a part of PowerPoint, complete a hierarchy structure titled The Flow of Power in Ancient Egypt . This chart should show the structure of the government of the ancient Egyptian civilization .

50 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Narrative: Pretend you are a visitor to the Great Kenbet or High Court . A man has been brought to the court for robbing a tomb . Tell what you see and hear in the court . Tell about the people and about the final decision . Be sure you write your story as the visitor . Inform or Explain: Write a report on the division of power in ancient Egypt . Express an opinion: Tell how you think the Maat, the ideas for governance in ancient Egypt, could be applied to life today . Be sure you explain what you think each idea means and be very specific about the application today .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (hierarchy structure chart) and writing activities and review .

FURTHER RESEARCH In small groups, do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, create a group poster of the information and share that information with the class . Topics: Maat, the Egyptian army, the Egyptian navy, women in ancient Egypt

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Egyptian civilization Dates

3400 bc Two separate kingdoms

3100 bc Kingdoms united

1560 bc Hyksos leave Egypt

322 bc End of period of ancient Egyptian civilization Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet Hatshepsut, Menes, Ramses III

PLACES TO KNOW Lower Egypt Lower Egypt Nile River Nile River Nile River Delta Nile River Delta Mediterranean Sea Mediterranean Sea Memphis Memphis Thebes Thebes Upper Egypt

rosendigital.com 51 IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Egyptian Government Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Egyptian Government Interactive eBook, have them locate the following elements and discuss their significance to ancient Egyptian government . A photo showing the Narmer Palette A video showing slaves at work A video from inside a pharaoh’s tomb

52 rosendigital.com Spotlight on Ancient Egyptian Technology Lesson Plan

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING adapted Tell the students that they will be reading to find out how to: Explain the technology that was a part of the bronze ancient Egyptian civilization . They will want to find out how the development of many of the inventions were canals linked to the Nile River . chariots If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space timeline for the three civilizations with start and stop dates and distance from today . current hieroglyphics INTRODUCE THE VOCABULARY invading Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and irrigation pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not pharaohs necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or quarries stopping to look up meanings . scalpels tombs

GUIDED PRACTICE Resources: Spotlight on Ancient Egyptian Technology Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 How was the Nile River important to the development of technology? 6-7 For what did the Egyptians use their building tools? 8-9 How did pyramid building change as the technology improved? 10-11 How did the flooding of the Nile River lead to new technology? 12-13 How did transportation change with technology? 14-15 How is the Egyptian calendar like our calendar today? 16-17 What two inventions did the Egyptians use to tell time? INDEPENDENT PRACTICE 18-19 What medical inventions and systems did the Egyptians use? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them20-21 compare Why were the sentenceshieroglyphics they invented? made previously using the related word pairs with what they read in the text . Ask students to share their22 “possibleWhat were sentences” two technologies and the the correct Egyptians sentences adapted with from another the Hyksos?group . See page X for more information on Possible Sentences . Model Complete the table titled Egyptian Inventions . Share the completed tables in small groups and then summarize findings with the whole class .

rosendigital.com 53 INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a farmer preparing your new fields for irrigation . Tell about the work you must do and the problems you have getting the system to work . Have conversations with at least two neighboring farmers about how they solved the problem . Inform or Explain: In a short essay, explain the importance of the Nile River in encouraging invention in ancient Egypt . Give examples of inventions and why they were developed . Express an opinion: Choose the one Egyptian discovery that you think is the most important one for us today . Describe the discovery and its importance to ancient Egypt and then explain why you chose that discovery .

SHARING/REFLECTION ASSESSMENT Have individuals or groups share and discuss their work with Collect completed formative assessment (table) and writing the class . activities and review .

FURTHER RESEARCH Investigate hieroglyphics and write a descriptive essay about what they are, their invention, their time period of use, the Rosetta Stone, and some examples of hieroglyphics .

INTERACTIVE TIMELINE PEOPLE TO KNOW Add the following dates to the timeline of ancient Egyptian Djoser, Khufu civilization Dates PLACES TO KNOW 2900 bc Sails added to boats Giza Red Sea 2800 bc Calendar with a 365-day cycle Karnak Saqqara 2600 bc Pyramid of Djoser Lower Egypt Sinai Peninsula 1650 bc Egyptians improved on chariot design and began Mediterranean Sea Thebes making bronze tools Memphis Upper Egypt Have students, working as teams, find and choose three Nile River Valley of the Kings pictures to represent one topic . Add collected pictures to Nile River Delta timeline .

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Egyptian Technology Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Egyptian Technology Interactive eBook, have them locate the following elements and discuss how the technologies seen benefited the lives of ancient Egyptians: A picture of an Egyptian calendar A video of a shaduf at work A video of a sundial

54 rosendigital.com EGYPTIAN INVENTIONS RELATED TO THE INVENTION IMPORTANCE TO EGYPTIANS NILE RIVER? YES IF RELATED TO NILE RIVER, HOW? OR NO

Tools of copper, bronze, and Allowed them to cut stone for No basalt pyramids and temples

rosendigital.com 55 Spotlight on the Ancient Egyptian Economy Lesson Plan

SPOTLIGHT ON THE ANCIENT EGYPTIAN ECONOMY MINI LESSON ESTABLISH PURPOSE FOR READING Tell the students that they will be reading to find out how to explain the economic factors that made the Egyptian empire a rich civilization . If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space timeline for the three civilizations with start and stop dates and distance from today . INTRODUCE THE VOCABULARY Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings .

GUIDED PRACTICE Resources: Spotlight on the Ancient Egyptian Economy Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What two factors were important to the Egyptian economy? 6-7 What was the role of agriculture in the economy? 8-9 Since coins were not used in ancient Egypt, how was the value of goods to be exchanged established? 10-11 What goods were exported and imported in ancient Egypt? 12-13 How did the Egyptians keep the demand for their paper high? 14-15 Why was the mud of the Nile River important to Egyptians? 16-17 Why was stonecutting a valued industry in ancient Egypt? 18-19 How did the flax plant fit into the Egyptian economy? 20-21 Why was jewelry important in the Egyptian economy? 22 Why did Egypt’s metal industry develop slowly? Model Complete a table (included in this lesson) on the inputs and outputs in the Egyptian economy focusing on their importance in daily life and trade .

56 rosendigital.com WRITING ACTIVITIES Narrative: You are a fisherman who needs cloth for new clothes . Tell the story of your experience of getting cloth . Be sure your story includes the concepts of fishing, cloth making, and bartering . Inform or Explain: In a short essay, explain the role of women in trade and tell how that role was connected to their role in daily life . Express an opinion: Express an opinion on the question: Would barter work for us today? Support your answer with clear reasons .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (table) and writing activities and review .

FURTHER RESEARCH Investigate the process for making paper from papyrus using at least three sources . Develop a PowerPoint presentation to tell about the process, using pictures and text as appropriate . Be sure to document all sources correctly .

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Egyptian civilization

3000 bc The Egyptians make paper from papyrus

500 bc Coins used in Egypt

100 ce or ad The Chinese made paper from bamboo Have small group of students find and add to the timeline pictures to represent these events

PLACES TO KNOW Have students locate on a map using an appropriate legend the waterways that were important to trade .

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Egyptian Economy Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Egyptian Economy Interactive eBook, have them locate the following elements and discuss how they relate to the economy of ancient Egypt . A photograph of a limestone pyramid. A video of people making papyrus. A video of boats on the Nile River.

rosendigital.com 57 INPUTS AND OUPUTS OF ANCIENT EGYPT IMPORTANCE IN DAILY LIFE IMPORTANCE IN TRADE

Agricultural Resources

Barley For food Surplus traded

Natural Resources

Imported Goods

58 rosendigital.com Spotlight on Ancient Greek Culture Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING chorus Tell the students that they will be reading to find out how to: Explain the religion, arts, and the great thinkers of civilization ancient Greece . culture If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space friezes timeline for the three civilizations with start and stop dates and distance from today . historians ideal INTRODUCE THE VOCABULARY myths Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not observation necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough oracle familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings . philosophers politics religion rituals sculptures technology

GUIDED PRACTICE Resources: Spotlight on Ancient Greek Culture Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 How many years did the Greek culture have to develop and flourish? 6-7 Why were myths important to the ancient Greeks? 8-9 Tell how the Greek temples were broken into groups . 10-11 Why is the Parthenon considered a symbol of ancient Greek civilization? INDEPENDENT12-13 How did PRACTICE the ancient Greeks seek wisdom? Possible14-15 Whatsentences: were the Ask instruments students to Greeks work in commonly pairs or small used groups to accompany to look at their the selectedsongs and pairs dances? of related words from the list . Have them compare16-17 How the sentencesdid the ancient they madeGreeks previously pass on theirusing history the related and how word is pairsthis different with what from they the read way in we the pass text on. Ask history? students to share their “possible18-19 Describe sentences” the andthree the types correct of Greek sentences plays with. another group . See page X for more information on Possible Sentences . 20-21 What is the difference between a frieze and a statue? 22 What three things did Socrates, Plato, and Aristotle do as great thinkers and why are they important to us today? Model Design a three-panel mural to capture three different parts of the culture of ancient Greece . Write some notes to explain your mural and to tell why you chose the three parts you chose . Be prepared to share your mural and ideas with the class .

rosendigital.com 59 INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a citizen of ancient Greece and you are visiting an oracle . Tell about the questions you ask, the answers you get, and how those answers affect your life . Inform or Explain: In a short essay, explain how the gods of ancient Greece were important to one of the following parts of culture: mythology, architecture, music and dance, poetry, or theater . Express an opinion: Do you believe as some do that ancient Greek culture is the basis for modern Western culture? Express your opinion and tell why you feel the way you do .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (three-panel mural and notes) and writing activities and review .

FURTHER RESEARCH In small groups, choose one of the three great thinkers (Socrates, Aristotle, Plato) and research their lives and what they contributed to philosophy using at least three sources . Write a script for a five-minute play that lets the thinker and his students tell about his life and teaching .

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Greek civilization

750 bc Start of ancient Greece period

500 ad or ce End of ancient Greek period Give the class a choice of pictures to use to represent the start and end of the ancient Greek period . Choose three pictures to represent each topic . Add pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet

Gods and Goddesses: Athena, Zeus, Apollo, Dionysus, Phidias

Mythical Heroes: Achilles, Odysseus

People: Pythia, Homer, Socrates, Aristotle, Plato PLACES TO KNOW

Have students locate on a map using an appropriate legend the places: Athens, Olympia, Acropolis, Parthenon, Delphi

60 rosendigital.com IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Greek Culture Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Greek Culture Interactive eBook, have them locate the following elements and discuss how they relate to the culture of ancient Greece . A photo showing the goddess Demeter A video showing statues at the Erechtheum A video showing the Theater of Epidaurus

rosendigital.com 61 Spotlight on Ancient Greek Daily Life Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING agora Tell the students that they will be reading to find out how to: Explain the characteristics of daily life in ancient andron Greece including the role of people in families, the homes, food, slaves, clothing, and sports and entertainment . banquets Tell them that they should think about how the lives of people in ancient Greece were like and different from life chiton in their families . civilization If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space discus timeline for the three civilizations with start and stop dates and distance from today . gymnasium INTRODUCE THE VOCABULARY inherit Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and javelin pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not mines necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or revolt stopping to look up meanings tutor

GUIDED PRACTICE Resources: Spotlight on Ancient Greek Daily Life Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What were the roles of men and women in ancient Greece? 6-7 What were the activities of men in the community? 8-9 What were the homes in ancient Greece like? 10-11 How can you tell that marriage was important in ancient Greece? INDEPENDENT12-13 How were PRACTICE the roles of women in wealthy and poor families different? Possible14-15 Whysentences: would slavesAsk students revolt in to ancient work in Greece? pairs or small groups to look at the selected pairs of related words from the list . Have them compare16-17 How the sentenceswere men theyand women’smade previously clothing using alike andthe relateddifferent? word pairs with what they read in the text . Ask students to share their “possible18-19 What sentences” were the and main the foodscorrect in sentencesancient Greece? with another group . See page X for more information on Possible Sentences . 20-21 How was the education of boys and girls different? 22 What sports and entertainment were important in ancient Greece? Model Have students complete the chart Looking at the Lives of Men and Women in Ancient Greece .

62 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a slave to a wealthy son or daughter who is bragging about his or her day . Write your story giving the words of the wealthy son or daughter and the thoughts you have as a slave . Inform or Explain: In a short essay, explain the life of women in ancient Greece . Express an opinion: In ancient Greece, girls ususally married around 13 years old to men who were much older . A father chose whom his children married . Express an opinion on these marriages . Support your opinion .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (chart) and writing activities and review .

FURTHER RESEARCH Research one of the folding topics and write an essay sharing your findings . Be sure to use at least three sources . Have appropriate pictures in your report . Topics: typical homes in ancient Greece, education in ancient Greece, slavery in ancient Greece

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Greek civilization Dates

ca. 800 bc Greeks develop an alphabet .

ca. 800 bc Greeks begin forming city-states .

776 bc First Olympic Games held in Olympia .

ca. 750 bc Greeks found colonies in Italy . ca. 750 bc Homer composes the Iliad and Odyssey . ca. 700 bc Triremes (warships) first built in Corinth .

ca. 700 bc First stone temples appear in Greece .

ca. 600 bc Greek start using coins instead of bartering . Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet Sappho

PLACES TO KNOW Have students locate on a map using an appropriate legend the places: Athens, Greece, Sparta

rosendigital.com 63 IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Greek Daily Life Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Greek Daily Life Interactive eBook, have them locate the following elements and discuss what they show us about the daily life of ancient Greeks . A photo of Artemis jewelry A video showing the Agora in Athens A video showing the Theater at Epidaurus

64 rosendigital.com LOOKING AT THE LIVES OF THE MEN AND WOMEN IN ANCIENT GREECE

MEN WOMEN

Where did they spend much of their day?

What work did they do?

Where did they go in the evening?

What parts of the house did they use?

What education did they get as children?

rosendigital.com 65 Spotlight on Ancient Greek Geography Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING barren Tell the students that they will be reading to find out how to: Link the geography of ancient Greece to the civilization way life was lived by the ancient Greeks . climate If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space democracy timeline for the three civilizations with start and stop dates and distance from today . fertile mineral deposit INTRODUCE THE VOCABULARY natural resources Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it papyrus is not necessary to teach the meanings of all words in depth . The purpose of this activity is to give students peninsula enough familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings . precious

GUIDED PRACTICE Resources: Spotlight on Ancient Greek Geography Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: Have students reread each section of the text and discuss the following: 4-5 What characteristics of Greece made life more difficult than it might have been if the geography had been different? 6-7 While there are three main areas of Greece there were two different climates . How were the two climates different? 8-9 Why could the Greek farmers grow crops like olives and barley? INDEPENDENT10-11 How was PRACTICE the diet of ancient Greeks affected by the climate? Possible12-13 Whatsentences: metals Ask were students found in to Greece? work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare14-15 What the sentences characteristics they madeof Greece’s previously geography using theforced related the ancientword pairs Greeks with towhat trade? they read in the text . Ask students to share their “possible16-17 What sentences” two industries and the in correct ancient sentences Greece were with relatedanother to group the Mediterranean . See page X for Sea? more information on Possible Sentences . 18-19 Why did people move to the port cities? 20-21 How did geography help shape the way people lived in Athens and Sparta? 22 Why did the ancient Greek civilization flourish and why is that important today? Model Complete a Venn diagram of the three major land regions in Greece showing how they are alike and different .

66 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a boy or girl from the mountains traveling to a port city to live . Tell about your journey and how your life changes when you arrive . Inform or Explain: In a short essay, explain how geography shaped the lives of the people in ancient Greece . Express an opinion: Looking at the pictures on pages 4 and 7 and recalling what you have read, decide if you think Greece is a beautiful place to live, just a hard place to live, or both . Support your position with details .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (Venn diagram) and writing activities and review .

FURTHER RESEARCH Do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, write a report on what you learned including any pictures you collect or draw that are needed to clarify your report . Topics: The island of Crete, the largest Greek island; Athens today and in ancient Greece; Sparta today and in ancient Greece

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Greek civilization Dates: ca. 1600 BC Volcano erupts on Thera, destroying Minoan cities . ca. 800 BC Greeks begin forming city-states . ca. 750 BC Greeks found colonies in Italy . 447–432 BC Greeks build the Parthenon in Athens . 331 BC Alexander founds city of Alexandria in Egypt . 326 BC Alexander’s empire is the biggest in the world . 240 BC Eratosthenes measures size of Earth . Give the class a choice of pictures to use to represent the start and end of the ancient Greek period . Choose three pictures to represent each topic . Add pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet for the following names: Eratosthenes

PLACES TO KNOW On a blank map of Greece, color in the area of mountains, low land and coast . Add the cities Athens and Sparta . Label the major islands . Use an appropriate key .

rosendigital.com 67 IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Greek Geography Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Greek Economy Interactive eBook, have them locate the following elements and discuss how they relate to the geography of ancient Greece . A photo of a man carrying a calf A video showing a city built by the sea A video showing olive trees

68 rosendigital.com Spotlight on Ancient Greek Government Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON assembly ESTABLISH PURPOSE FOR READING citizens Tell the students that they will be reading to find out how to: Explain the early form of government in ancient Greece, how that government was related to the idea of city-states, how it changed over time, and why that democracy change is important to us today . elected If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space famines timeline for the three civilizations with start and stop dates and distance from today . foreign oligarchies INTRODUCE THE VOCABULARY plagues Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not rebel necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough traditions familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings . tyrants

GUIDED PRACTICE Resources: Spotlight on Ancient Greek Government Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What made the people of ancient Greece one people and what made each group unique? 6-7 Describe the Spartan oligarchy . 8-9 Why did the ancient Greeks need a new system of government? 10-11 Why was Solon important to the change to a new system of government? 12-13 What were the characteristics of government that spread from Athens to the other city-states? 14-15 What was the assembly in ancient Greece? 16-17 How were the boule found in most city-states and the council of elders in Sparta alike and different? INDEPENDENT18-19 How was PRACTICE the military in Sparta different from the military in other city-states? 20-21 Why did Sparta and Athens go to war and why was the war important to both? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare22 What the was sentences one reason they the made ancient previously Greek usingcivilization the related had a lastingword pairs impact with on what today’s they world? read in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Design a graphic to show the difference between oligarchy and democracy in ancient Greece . Your graphic can be a collection of pictures, a drawing, a Venn diagram with words and pictures, or whatever graphic way you choose to represent the differences . Write a paragraph explaining your graphic .

rosendigital.com 69 INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a member of the boule and propose a change in daily life you would want to see made . Decide if you get your change made or not and tell what happens afterwards . Include some dialogue that takes place in the meeting . Inform or Explain: In a short essay, explain how the attitude of the people of ancient Sparta and ancient Athens must have been different and why that might have been so . Express an opinion: Should universal military service or having everyone who is able to serve in the military do so be required today as it was for males in ancient Greece? Support your opinion .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (graphic of student’s choice) and writing activities and review .

FURTHER RESEARCH In small groups, do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, create a group PowerPoint Presentation of the information and share that information with the class . Topics: boule, democracy in Athens, the Spartan military, Alexander the Great

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Greek civilization Dates:

Around 700 bc Most of the city-states are ruled by oligarchies .

594 bc The people of Athens decide they need a change .

507 bc Cleisthenes becomes the leader in Athens .

480 bc Battle of Salamis against Persia .

Between 431 and 404 bc Peloponnesian War . Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet for the following names: King Leonides Gebon Solon Cleisthenes Pericles Alexander the Great

70 rosendigital.com PLACES TO KNOW

Aegean Sea Mediterranean Sea Asia Minor Mount Olympus Athens Olympia Crete Sparta Ionian Sea Thrace Macedonia Troy

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Greek Government Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Greek Government Interactive eBook, have them locate the following elements and discuss what they tell us about the government of ancient Greece . A photo of a carving of the Gortyn Code A video showing the ruins in Athens A video showing the agora

rosendigital.com 71 Spotlight on Ancient Greek Technology Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON anatomy ESTABLISH PURPOSE FOR READING aqueducts Tell the students that they will be reading to find out how to: identify the role of technology in the life of ancient Greeks and how those inventions are still important to us today . archaeologists If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space architecture timeline for the three civilizations with start and stop dates and distance from today . cisterns fibers INTRODUCE THE VOCABULARY irrigation Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and peninsula pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough quarry familiarity with the terminology that they are able to read the passage without tripping over new words or scaffolding stopping to look up meanings . technology winch

GUIDED PRACTICE Resources: Spotlight on Ancient Greek Technology Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What inventions or area of technology are mentioned on these pages? 6-7 What two inventions did the ancient Greeks invent to help them farm? 8-9 How did the ancient Greeks manage to have toilets and bathtubs much like ours today? 10-11 How were homes in ancient Greece different from Greek temples? 12-13 What inventions did the ancient Greeks use to build their temples? 14-15 What technology allowed the ancient Greeks to make use of the Mediterranean Sea? 16-17 Why were the weapons the ancient Greeks carried heavy? INDEPENDENT18-19 In what areaPRACTICE of medicine did the ancient Greeks work? 20-21 How did the ancient Greeks use surgical instruments? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare22 Why the is thesentences technology they of made ancient previously Greece usingimportant the related to us today? word pairs with what they read in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Complete the table titled Greek Inventions . Share the completed tables in small groups and then summarize findings with the whole class .

rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are either a stonemason working on a temple, a ship builder working on a ship, or a doctor helping a patient . Write about one day in your life . Have some interesting adventure happen to you . Inform or Explain: In a short essay, explain why we are thankful for the technology from ancient Greece . Include at least three specific examples to support your explanation . Remember that while our technology is much different today, much of what we have had its roots in ancient Greece . Express an opinion: Was the difference Hippocrates made in medicine an important one? Tell why you think as you do .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (table) and writing activities and review .

FURTHER RESEARCH In small groups, do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, create a group PowerPoint presentation of the information and share that information with the class . Topics: medicine in ancient Greece, ships in ancient Greece, architecture in ancient Greece

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Greek civilization Dates:

ca. 2800 bc Greeks begin making bronze tools and weapons .

ca. 800 bc Greeks develop an alphabet .

ca. 700 bc Triremes (warships) first built in Corinth .

ca. 700 bc First stone temples appear in Greece .

ca. 600 bc Greek start using coins instead of bartering .

ca. 530 bc Greeks begin making red figure pottery .

447–432 bc Greeks build the Parthenon in Athens .

ca. 400 bc Hippocrates develops new ideas about medicine .

ca. 300 bc Euclid writes the Elements .

280 bc Lighthouse at Alexandria built .

250 bc Archimedes invents the water screw .

240 bc Eratosthenes measures size of Earth . Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

rosendigital.com PEOPLE TO KNOW Have students fill out the biographical list sheet for the following names: Archimedes Euclid Hippocrates Pythagoras Herophilus Aristarchus Erasistratus

PLACES TO KNOW

Aegean Sea Mediterranean Sea Asia Minor Mount Olympus Athens Olympia Crete Sparta Ionian Sea Thrace Macedonia Troy

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Greek Technology Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Greek Technology Interactive eBook, have them locate the following elements and discuss how the technologies they show benefited the ancient Greeks . A photo of a carving showing people rowing a ship A video showing the details of a piece of pottery A video showing Athena with battle gear

rosendigital.com INVENTIONS IN ANCIENT GREECE

INVENTION USE IN ANCIENT GREECE HOW IT IS RELATED TO TODAY

rosendigital.com Spotlight on the Ancient Greek Economy Lesson Plan COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING artisans Tell the students that they will be reading to find out how to: Identify the components of the economy in ancient cargo Greece and tell how they were important to the civilization . ceramics If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space civilization timeline for the three civilizations with start and stop dates and distance from today . kiln ore INTRODUCE THE VOCABULARY oxygen Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not resources necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough symbol familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings .

GUIDED PRACTICE Resources: Spotlight on the Ancient Greek Economy Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 Why was farming difficult in ancient Greece? 6-7 Why was mining important to the ancient Greeks? 8-9 Why was there more than one type of coins in ancient Greece? 10-11 In ancient Greece, workers were artisans, general workers, or government workers . What jobs fit into each category? INDEPENDENT12-13 What is thePRACTICE process for making pottery? Possible14-15 Whysentences: was pottery Ask studentsso important to work to the in pairsancient or smallGreeks? groups to look at the selected pairs of related words from the list . Have them compare16-17 Why the sentenceswas making they and made selling previously cosmetics using and the oils related an important word pairs business with whatin Greece? they read in the text . Ask students to share their “possible18-19 What sentences” kept selling and thein the correct agora sentences honest? with another group . See page X for more information on Possible Sentences . 20-21 Why did the people of ancient Greece have to engage in trade? 22 Why was ship building so important for the ancient Greeks? Model Complete the table Resources and Goods in the Ancient Greek Economy .

76 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a Greek official at the open market . Tell about your day of watching trading . Find a problem during your day . Inform or Explain: In a short essay, explain about farming in ancient Greece . Express an opinion: Tell what type of job you would have wanted in ancient Greece and why .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (table) and writing activities and review .

FURTHER RESEARCH Research pottery in ancient Greece telling about different types and what we can learn from the pottery about life in ancient Greece . Write an essay sharing your findings . Be sure to use at least three sources . Have appropriate pictures in your report .

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Greek civilization Dates

500 bc Most city-states had coins Add pictures of some coins to timeline .

PEOPLE TO KNOW Have students fill out the biographical list sheet Pericles

PLACES TO KNOW On a map of the region identify the areas with which ancient Greeks traded: Syria, Rome, Egypt, North Africa, Carthage

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

rosendigital.com 77 INTERACTIVE WHITEBOARD Use The Ancient Greek Economy Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Greek Economy Interactive eBook, have them locate the following elements and discuss how they relate to the economy of ancient Greece . A photo showing daggers made from bronze. A video showing olive trees. A video showing the agora.

78 rosendigital.com RESOURCES AND GOODS IN THE ANCIENT GREEK ECONOMY

IMPORTANCE IN DAILY LIFE IMPORTANCE IN TRADE

Agricultural Resources

Olives For cooking and for oil Oil used in cosmetics that were traded

Natural Resources

Imported Goods

rosendigital.com 79 Spotlight on Ancient Roman Culture Lesson Plan

COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING aqueducts Tell the students that they will be reading to find out how to explain: how the Roman culture borrowed elements chariot from other cultures and changed them to suit Romans . civilization If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space conquered timeline for the three civilizations with start and stop dates and distance from today . emperors gladiators INTRODUCE THE VOCABULARY mosaics Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not pantheon necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough processions familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings . slaves spectators stadium

GUIDED PRACTICE Resources: Spotlight on Ancient Roman Culture Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 From whom did the Roman culture borrow? 6-7 What god and goddesses were included in the Roman pantheon and which were like Greek gods and goddesses? 8-9 What did Romans borrow from other cultures for religion in their homes and what was included to suit Romans? 10-11 How was the Roman state involved in religion? 12-13 Why were sports in ancient Rome called spectator sports? 14-15 What were two major schools of philosophy in ancient Rome and how did they interpret the nature of things? 16-17 Why were paintings and sculptures that were more realistic than Greek styles important to the ancient Romans? INDEPENDENT18-19 What were PRACTICE the new ideas in Roman architecture? 20-21 Why is the theme of the poem Aeneid important to the Romans? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare22 What the entertainments sentences they were made included previously in festivals? using the related word pairs with what they read in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Complete the chart Influences on Roman Culture .

80 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a gladiator in the stadium . Tell your story of the day you fought other men or animals and lived to have another day . Inform or Explain: In a short essay, explain the idea that ancient Roman culture drew from other cultures but created their own unique culture from borrowed elements . Express an opinion: Do you think comedies or tragedies would be the most likely plays to be performed at festivals or would they be performed in equal numbers? Support your answer with reasons .

SHARING/REFLECTION ASSESSMENT Have individuals or groups share and discuss their work with Collect completed formative assessment (chart) and writing the class . activities and review .

FURTHER RESEARCH Choose one historical site to investigate . Write a brief description of the site and tell how it represents an important part of Roman culture . Consult at least three sources .

INTERACTIVE TIMELINE PEOPLE TO KNOW Add the following dates to the timeline of ancient Roman Have students fill out the biographical list sheet civilization

166 bc Terence’s first play is performed . Gods and Goddesses: Jupiter, Juno, Mars, Venus, Minerva 55 bc The Theater of Pompey is built .

19 bc Virgil writes the Aeneid . People:

ad 8 Ovid finishes his most famous poem, the Metamorphoses. Hadrian, Augustus, Epicurus of Samos, Marcus Aurelius, Tacitus, Suetonius, Cicero, Pliny the Elder, Ovid, Juvenal, Horace, Virgil . ad 161 Marcus Aurelius becomes emperor . Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PLACES TO KNOW

Alps Circus Maximus Mediterranean Sea Apennine Mountains Colosseum Palatine Hill Arch of Titus Egypt Pantheon Britain Gaul Roman Forum Capitoline Hill Greece Temple of Vesta Carthage Italy

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

rosendigital.com 81 INTERACTIVE WHITEBOARD Use Ancient Roman Culture Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Roman Culture Interactive eBook, have them locate the following elements and discuss their significance to ancient Roman culture: A drawing of Ovid A video showing the Pantheon A video showing the Arch of Titus

82 rosendigital.com ELEMENTS OF ROMAN CULTURE

WAS IT BORROWED FROM CIVILIZATION FROM WHICH IT WAS CULTURAL ELEMENT ANOTHER CULTURE? BORROWED YES OR NO

Jupiter matches up to Greek god Zeus, Some Roman gods and goddesses Yes Juno is like the Greek goddess Hera

rosendigital.com 83 Spotlight on Ancient Roman Daily Life Lesson Plan

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING abandoned Tell the students that they will be reading to find out how to: Explain the characteristics of daily life in ancient ancestors Rome including the role of people in families, the homes, slavery, food, clothing, and sports and entertainment . citizens Tell them that they should think about how the lives of people in ancient Rome were like and different from life civilization in their families . conquered If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space dowry timeline for the three civilizations with start and stop dates and distance from today . exotic INTRODUCE THE VOCABULARY matrons Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and porridge pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not procession necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or property stopping to look up meanings . slaves

GUIDED PRACTICE Resources: Spotlight on Ancient Roman Daily Life Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 Who had power over the Roman family and who must obey him? 6-7 How did marriage change in ancient Rome? 8-9 What was the key role for women in ancient Rome and what did fulfilling that role gain for women in later times? 10-11 How was life for children in ancient Rome a lot like life for you and how was it different? 12-13 What was life like for slaves in ancient Rome? 14-15 How were the homes of most people different from the homes of the wealthy? 16-17 How were the meals of wealthy Romans different from the meals of poor Romans? INDEPENDENT18-19 What did PRACTICE ancient Romans do for entertainment? 20-21 How could you tell a woman in ancient Rome from a slave woman and a citizen from other noncitizens? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare22 How the were sentences the relationships they made in previouslythe community using connected the related to word the pairsrelationships with what in thethey family? read in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Have students complete the chart Looking at the Lives of People in the Household in Ancient Rome .

84 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are a child in ancient Rome . Write a story about one day in your life . Have something that is not just part of your usual day happen as well as usual events . Inform or Explain: In a short essay, explain the life of women in ancient Rome . Express an opinion: Did the slaves in each group of slaves (farm and mine workers, house slaves, educated slaves) feel the same about their slavery or different? Tell how they might have felt about slavery and support your answer with reasons .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (chart) and writing activities and review .

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Roman civilization Dates

ca. 800 bc Beginning of the Etruscan civilization in Italy .

753 bc Rome is founded on the Palatine Hill .

753–509 bc The Regal Period .

700 bc The first Roman shops are opened .

509–27 bc The Roman Republic .

509 bc Rome’s last king, Tarquinius Superbus, is driven out of Rome . Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW

Have students fill out the biographical list sheet and add appropriate information for the following people:

Augustus, Nero, Spartacus

rosendigital.com 85 PLACES TO KNOW Circus Maximus Pantheon Colosseum Pompeii Italy Rome Mediterranean Sea

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Roman Daily Life Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Roman Daily Life Interactive eBook, have them locate the following elements and discuss their significance in the daily life of ancient Romans: A photo of ancient Roman jewelry A video showing the ruins of the Domus Augustana A video showing a reenactment of a Roman banquet

86 rosendigital.com LOOKING AT THE LIVES OF PEOPLE IN THE HOUSEHOLD IN ANCIENT ROME

PERSON IN THE HOUSEHOLD ROLE AND ACTIVITIES

rosendigital.com 87 Spotlight on Ancient Roman Geography Lesson Plan

SPOTLIGHT ON ANCIENT ROMAN GEOGRAPHY COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING civilizations conquered Tell the students that they will be reading to find out how to: Link the geography of ancient Rome to how the Roman civilization spread throughout the region . climate If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space fertile timeline for the three civilizations with start and stop dates and distance from today . geography imported INTRODUCE THE VOCABULARY legions Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and natural resources pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not peninsula necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or plain stopping to look up meanings . stacked volcanic

GUIDED PRACTICE Resources: Spotlight on Ancient Roman Geography Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What do we mean by the term “Roman Empire”? 6-7 Why did Rome become so important when it was an inland city rather than on the coast? 8-9 What was the land like where Rome was built? 10-11 What two areas did the ancient Romans develop for farming? 12-13 What natural defenses did Rome have? 14-15 What resources did ancient Rome have for building? INDEPENDENT16-17 In what twoPRACTICE ways did the ancient Romans create Roman towns and cities in new places? Possible18-19 Whysentences: are roads Ask built students in ancient to work Roman in pairs times or stillsmall visible groups today? to look at the selected pairs of related words from the list . Have them compare20-21 Whatthe sentences were the characteristicsthey made previously of Roman using aqueducts? the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . 22 Why was ancient Rome said to be in the “perfect location?” Model Design a large map of ancient Rome, large enough to show the seven hills and include the Adriatic Sea and Tyrrhenian Sea . Use the maps on pages 4 and 9 to help you in your design . Remember to just show enough of the map of Italy and the seas to include Rome and the seas .

88 rosendigital .com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are walking around ancient Rome . Tell what you see during your walk as if you are telling your family about your walk . Inform or Explain: In a short essay, explain how geography allowed the city of ancient Rome to grow into a major empire . Express an opinion: How might the development of ancient Rome have been different if their natural resources had been different? Explain why you think your ideas are correct .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (map) and writing activities and review .

FURTHER RESEARCH Do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, write a report on what you learned including any pictures you collect or draw that are needed to clarify your report . Topics: The Roman roads, the Roman aqueducts, the Gauls sack Rome, The Alps and how they helped Rome, the military in ancient Rome

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Roman civilization Dates

ca. 800 bc Settlement begins along the Tiber River

ca. 390 bc Gauls sacked Rome

312 bc The first big Roman road, the Appian Way

218 bc Hannibal, a general from Rome’s enemy Carthage, crosses the Alps

146 bc Romans destroy Carthage, the city of one of their enemies

117 ad or ce Greatest extent of Roman Empire

300 ad or ce 11 Aqueducts supplied Rome with water Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW

Have students fill out the biographical list sheet and add appropriate information for the following people:

Hannibal

Hadrian

PLACES TO KNOW Create a map of the Roman Empire like the map on page 4 but add in the names of countries as they would be today . For the coast of Africa, you can label the region North Africa . Do label Egypt .

rosendigital .com 89 IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Roman Geography Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Roman Geography Interactive eBook, have them locate the following elements and discuss how they show the Romans adapting their geography to meet their needs . A photo of a hypocaust A video showing the Appian Way A video showing an aqueduct

90 rosendigital.com Spotlight on Ancient Roman Government Lesson Plan

VOCABULARY MINI LESSON censor ESTABLISH PURPOSE FOR READING civilization Tell the students that they will be reading to find out how to: Explain the early forms of government in ancient Rome and how it changed over time, and why that change is important to us today . conquered If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space culture timeline for the three civilizations with start and stop dates and distance from today . customs dictator INTRODUCE THE VOCABULARY elected Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point,it is not emperor necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough inspired familiarity with the terminology that they are able to read the passage without tripping over new words or magistrates stopping to look up meanings . provinces reforms

GUIDED PRACTICE Resources: Spotlight on Ancient Roman Government Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What was the big change in government in ancient Rome? 6-7 What is the story surrounding the founding of Rome and how is the story related to fact? 8-9 How did the Senate and the King exist together in ancient Rome? 10-11 What happened to the senate when Rome became a republic? 12-13 Who held the most power in the early Roman republic and how did that change? 14-15 How did the plebeians gain more power in ancient Rome and what happened when they did? 16-17 How did wars pull the Roman republic apart? INDEPENDENT18-19 What did PRACTICE the first emperor, Octavian, who took the name Augustus, do to help the empire and why could he do those things? 20-21 Why can we say that the rule of Rome’s emperors was sometimes good and sometimes bad for Rome? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare22 What the two sentences ideas from they the made Roman previously republic using were theimportant related toword the pairsfounders with ofwhat the theyUnited read States? in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Using a Venn diagram, compare the government of Rome in the times of the kings, the time of the republic, and the time of the emperors .

rosendigital.com 91 INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Write a story about a plebeian who withdrew from Rome to start the assembly so his group of people could have more say in their lives . You may write the story from the point of view of the plebeian, of a patrician, or of the wife of the plebeian . Inform or Explain: In a short essay, explain the changes over time in the government of Rome . Express an opinion: Is distributing power to many people a good idea? Support your opinion on this question with examples from ancient Rome and today in the United States . .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (Venn diagram) and writing activities and review .

FURTHER RESEARCH In small groups, do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, create a group poster of the information and share that information with the class . Topics: the story on the founding of Rome, the Etruscans, Roman consuls, Julius Caesar

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Roman civilization Dates

753 to 509 bc Seven kings are said to rule Rome

494 bc Plebeians withdraw from Rome to form their own assembly and get additional power

445 bc It becomes law that plebeians could marry patricians

450 bc Writing of the Law of the Twelve Tables

367 bc Plebeians win the right to be elected consul

287 bc The patricians agree that laws passed by the Plebeian Assembly will apply to all Romans

44 bc Julius Caesar is named dictator, or sole ruler, for life and is killed

27 bc Augustus takes power as the first emperor of Rome

14 bc Augustus dies and his stepson becomes emperor Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline

PEOPLE TO KNOW

Have students fill out the biographical list sheet and add appropriate information for the following people: Numa Pompilius, Tullus Hostilius, Tarquinius Superbus, Lucius Junius Brutus, Nero, Marcus Aurelius

92 rosendigital.com PLACES TO KNOW Alps Gaul Apennine Mountains Greece Arch of Titus Italy Britain Mediterranean Sea Capitoline Hill Palatine Hill Carthage Pantheon Circus Maximus Roman Forum Colosseum Temple of Vesta Egypt

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use Ancient Roman Government Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Roman Government Interactive eBook, have them locate the following elements and discuss their significance to the government of ancient Rome: A photo showing Roman money A video showing a reenactment of the Roman senate A video showing a reenactment of Roman soldiers

rosendigital.com 93 Spotlight on Ancient Roman Technology Lesson Plan

VOCABULARY MINI LESSON astronomers ESTABLISH PURPOSE FOR READING citizens Tell the students that they will be reading to find out how to: identify the role of technology in the life of ancient Rome and how the Roman inventions are still important to us today . civilization If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space conquered timeline for the three civilizations with start and stop dates and distance from today . flues imported INTRODUCE THE VOCABULARY hypocaust Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and ore pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not shafts necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough familiarity with the terminology that they are able to read the passage without tripping over new words or slaves stopping to look up meanings . surgery surveyors technology

GUIDED PRACTICE Resources: Spotlight on ancient Roman Technology Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What could the ancient Romans do because of the discovery of a new kind of concrete? 6-7 How are arches, vaults and domes related and why was their use important in ancient Rome? 8-9 How is the ancient Roman heating technology similar to and different from the forced-air heating we use today? 10-11 Why did the Romans use arcade bridges for aqueducts? 12-13 What were the construction techniques used to make the Roman highways? 14-15 How did the Romans work with metal? 16-17 What were the weapons used by soldiers in the legions? INDEPENDENT18-19 How did PRACTICE technology help the Romans win the war with Carthage? 20-21 How did the technology related to water supply impact the public health in ancient Rome? Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare22 How the do sentencesancient Romans they made still shape previously our world? using the related word pairs with what they read in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Complete the table titled Roman Inventions . Share the completed tables in small groups and then summarize findings with the whole class .

rosendigital .com 94 INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Pretend you are on a modern-day trip to Rome . Tell about the big building projects you see and the construction techniques used . At the end of your story, send an imaginary text message to your best friend about what you feel about what you are seeing . Inform or Explain: In a short essay, explain the process by which water was carried from outside the city to public fountains and baths and to the homes of the rich . Express an opinion: Should we continue to use a calendar from ancient Roman times or should we redo our calendar today? Support your opinion with clear reasons .

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (table) and writing activities and review .

FURTHER RESEARCH In small groups, do research on one of the following topics . Be sure to use at least three sources for your information . When you complete your research, create a group PowerPoint presentation of the information and share that information with the class . Topics: Roman concrete and its relationship to new forms of architecture, roads in ancient Rome, medicine in ancient Rome, the military and technology in ancient Rome

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Roman civilization Dates

264 bc Romans copied and improved on Carthaginian warship

44 bc The month of July was renamed in honor of Julius Caesar Have students, working as a class, choose from a selection of pictures the teacher gathers pictures to represent each topic . Add collected pictures to timeline .

PEOPLE TO KNOW

Have students fill out the biographical list sheet and add appropriate information for the following people: Titus, Trajan

PLACES TO KNOW Arch of Titus Greece Roman Forum Capitoline Hill Italy Rome Circus Maximus Mediterranean Sea Spain Colosseum Palatine Hill Tunisia Gaul Pantheon

rosendigital .com 95 IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

INTERACTIVE WHITEBOARD Use the Ancient Roman Technology Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Roman Technology Interactive eBook, have them locate the following elements and discuss their significance as technological advances in ancient Rome: A photo showing Roman jewelry A video showing a blacksmith at work A video showing the Colosseum

96 rosendigital.com INVENTIONS IN ANCIENT ROME

INVENTION USE IN ANCIENT ROME HOW IT IS RELATED TO TODAY

rosendigital.com 97 Spotlight on the Ancient Roman Economy Lesson Plan

SPOTLIGHT ON ANCIENT ROMAN ECONOMY COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXTS CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources . CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies .

VOCABULARY MINI LESSON ESTABLISH PURPOSE FOR READING citizens Tell the students that they will be reading to find out how to: Identify the components of the economy in ancient conquered Rome and tell how they were important to the civilization . harvest If this is the first lesson from the three sets of materials and all three sets will be used, create a floor space imported timeline for the three civilizations with start and stop dates and distance from today . kilns networks INTRODUCE THE VOCABULARY population Introduce the vocabulary by listing the words and phrases for students on the board . Go over each term and pronounce it several times . Ask the students to explain what they think the term means . At this point, it is not porridge necessary to teach the meanings of all words in depth . The purpose of this activity is to give students enough property familiarity with the terminology that they are able to read the passage without tripping over new words or stopping to look up meanings . provinces quarry resources

GUIDED PRACTICE Resources: Spotlight on the Ancient Roman Economy Read the book: Have students read the entire book at least once . Choose read aloud, guided, or independent format according to each student’s reading level . See page 8 for more information . Read and Discuss: Have students reread each section of the text and discuss the following: 4-5 What were the three main classes in ancient Rome and what were their roles in the economy? 6-7 How did having control over vast lands affect the ancient Roman economy? 8-9 What was the structure of farming in ancient Rome? 10-11 Why were wheat and bakeries important to the ancient Romans? 12-13 What kinds of shops were found in the markets of ancient Rome and why were markets often found on the ground floor of insulae or apartment blocks? 14-15 Why was construction an important part of the economy? 16-17 Why was having an empire important to the metalworking tasks of ancient Rome? INDEPENDENT18-19 How did PRACTICE the collecting of taxes help the Roman citizens? Possible20-21 Whatsentences: was the Ask role students of Roman to work women in pairs in early or smallancient groups Rome to and look how at the did selected that role pairs change? of related words from the list . Have them compare22 How the were sentences the growth they of made the empire previously and Rome’susing the strong related economy word pairs linked? with what they read in the text . Ask students to share their Model“possible sentences” and the correct sentences with another group . See page X for more information on Possible Sentences . Complete the table Classes in the Ancient Roman Economy

98 rosendigital.com INDEPENDENT PRACTICE Possible sentences: Ask students to work in pairs or small groups to look at the selected pairs of related words from the list . Have them compare the sentences they made previously using the related word pairs with what they read in the text . Ask students to share their “possible sentences” and the correct sentences with another group . See page 10 for more information on Possible Sentences .

WRITING ACTIVITIES Narrative: Write a story about the interaction between a person hired to collect taxes and a person who has to pay taxes . Be sure to think about the material on pages 18 and 19 as you develop your dialogue . Inform or Explain: In a short essay, explain about farming in ancient Rome . Express an opinion: How was the spread of the Roman Empire both important to and destructive of the areas conquered?

SHARING/REFLECTION Have individuals or groups share and discuss their work with the class .

ASSESSMENT Collect completed formative assessment (table) and writing activities and review .

FURTHER RESEARCH Research one of the following topics . Write an essay sharing your findings . Be sure to use at least three sources . Have appropriate pictures in your report . Topics: women in business in ancient Rome, coins in ancient Rome, Roman engineering, ancient Roman ships

INTERACTIVE TIMELINE Add the following dates to the timeline of ancient Roman civilization Dates

700s bc The first Roman shops are opened .

ca. 171 bc The first bakeries appear in Rome .

ad 72 The emperor Vespasian begins building the Colosseum .

ad 81 Domitian becomes emperor . Have students, working as teams, find and choose three pictures to represent one topic . Add collected pictures to timeline .

PEOPLE TO KNOW

Have students fill out the biographical list sheet and add appropriate information for the following people:

Domitian

PLACES TO KNOW On a map of the Roman empire, identify the areas with which the ancient Romans got goods and the goods they got from those areas . Have an appropriate key for the goods .

IMPORTANT POINTS TO KNOW Have students identify ten important details to know and justify their choices of those details using the Important Details sheet . Answers will vary .

rosendigital.com 99 INTERACTIVE WHITEBOARD Use Ancient Roman Economy Interactive eBook to project text, multimedia extensions, and blackline masters on an interactive whiteboard for maximum student engagement (page 5) .

MEDIA SCAVENGER HUNT If students have access to individual computers and the Ancient Roman Economy Interactive eBook, have them locate the following elements and discuss their significance to the ancient Roman economy: A photo showing Roman jewelry A video showing a blacksmith at work A video showing the Colosseum

100 rosendigital.com CLASSES IN THE ANCIENT ROMAN ECONOMY

CLASS ROLES

rosendigital.com 101