World History To 1500 Inquiry Which Caesar Was A Better-Books Pdf

World History to 1500 Inquiry Which Caesar was a Better
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FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Overview Leadership and the Ancient Roman Empire, Which Caesar was a better leader. VA SOL Content, Standard WHI 6 The student will apply social science skills to understand ancient Rome from about 700. B C B C E to 500 A D C E in terms of its impact on Western civilization. VA SOL Skills 1a Using Information Sources 1c Interpreting Information 1d Questioning Summarizing POV 1e. Standard 1 Comparing Contrasting 1h Using a decision making model 1j Using Content Vocabulary. Portrait of a, Correlations, HOOK Discuss leadership qualities positive and negative of political and non political leaders. Introducing the Students should describe and rank their leadership qualities. Image bank Photographs of leaders from the 20th and 21st centuries Leadership visuals. Supporting Questions These are Used to Structure and Develop the Inquiry. Supporting Question 1 Supporting Question 2 Supporting Question 3. How would you describe the How would you describe the Who created better reforms and. leadership of Julius Caesar leadership of Augustus Caesar policies for Rome Julius or. Augustus Caesar, Formative Formative Formative, Performance Task Performance Task Performance Task. Create a T chart listing all the Write a summary detailing their Create a Venn Diagram comparing. good and bad qualities of Julius understanding of the leadership of and contrasting the reforms and. Caesar and draw a visual Augustus Caesar policies of Julius Caesar. representing each category of, Featured Sources Featured Sources Featured Sources.
A Excerpt letter of Clerick del A Map of the Roman Empire in the A Ancient History Augustus. Agostakos to family 48 BCE time of Augustus http www ancient eu augustus. B Excerpt A Man of Unlimited B Coins from Roman Empire. Ambition Julius Caesar Plutarch C Cassius Dio Dio C B Ancient History Julius Caesar. c 44BCE Roman History p 234 http www ancient eu Julius Caes. C Excerpt from The Life of Caesar, by Suetonius 121 A D. ARGUMENT Construct a written argument that addresses the compelling question Which Caesar. Summative was a better leader using specific claims and relevant evidence from historical sources while. Performance acknowledging competing views, EXTENSION Students create a publicity plan supporting either or both of the Caesars. Taking Students create a This I believe statement expressing their understanding of effective leadership and. Informed noting what type of leader they think they are. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Students should identify the leadership styles and qualities they encountered in the lesson. both in the staging of the inquiry and then through their exploration of the leadership of both. Using the UN Sustainable Development Goals students will select one of the goals they want to. focus on Students create a plan on how the school community can impact positive change. Taking Plans will be presented to school leadership a club PTA or other group for consideration and. Informed implementation, Sustainable, Development Students should identify the leadership styles and qualities they encountered in the lesson. Goals both in the staging of the inquiry and then through their exploration of the leadership of both. General Types of Supports, FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Optional Background Resources, PBS The Roman Empire http www pbs org empires romans empire emperors html.
Crash Course Roman Empire or Republic, https www youtube com watch v oPf27gAup9U index 10 list PLBDA2E52FB1EF80C9. History Channel Augustus http www history com topics ancient history emperor augustus. History Channel Julius Caesar http www history com topics ancient history julius caesar. General Types of Supports, Introducing the Compelling Question The Hook 25 minutes. Compelling Question Which Caesar was a better leader. Source A Image bank Photographs of Political and Non Political Leaders from the 20th and 21st. Featured Source s centuries, Source B Leadership Style Type and Quality Visuals. INSTRUCTIONS PROCESS FOR INTRODUCING THE COMPELLING QUESTION. Teacher asks the question Which Caesar was a better leader. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Teacher will ask students to analyze the rule of both Julius and Augustus Caesar To help get students warmed up for the. inquiry it will be important to have them start thinking about the qualities of an effective leaders. Share these two quotes for students to consider and discuss with shoulder partner. If your actions inspire others to I am not afraid of an army of A leader is best when people barely. dream more learn more do more lions led by a sheep I am afraid of know he exists when his work is. and become more you are a leader an army of sheep led by a lion done his aim fulfilled they will say. John Quincy Adams Alexander the Great we did it ourselves Lao Tzu. As a class ask students to identify leaders in their community Then share the following images of leaders Using the. leadership visuals students will discuss their leadership qualities and styles and plot where they think the leaders rank. Introducing the Compelling Question Featured Sources. Source A Image bank Photographs of Leaders, Featured Source. Source B Leadership Style Type and Quality Visuals. Image 1 President Barack Image 2 President Nelson Mandela Image 3 Steve Jobs co founder of. Obama 44th President of the former President of South Africa Apple Computers. United States http www britannica com biograph, http www biography com people st.
https www whitehouse gov ad y Nelson Mandela, ministration president obama eve jobs 9354805. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Image 4 Adolf Hitler Dictator of Image 5 Mahatma Ghandi Image 6 Kim Jong Un Leader of. Germany and Leader of the Leader of Indian independence North Korea. National Socialist Nazi Party movement http www biography com peopl. http www britannica com biogr http www history co uk biogra e kim jong un 21125351. aphy Adolf Hitler phies mahatma gandhi, Image 7 Hillary Clinton Former Image 8 Oprah Winfrey Talk Image 9 Bill Belichick New. Senator Secretary of State show host actress publisher and England Patriots Coach. Candidate for president of the philanthropist http www biography com peop. USA http www biography com peop le bill belichick 20967651. https upload wikimedia org wikipedia c, le oprah winfrey 9534419. ommons 2 27 Hillary Clinton official Se, cretary of State portrait crop jpg. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Leadership Styles Types, Leadership Qualities, FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1.
Student Generated Questions, It is important to have students involved in the inquiry process because of this ask students to share questions and curiosities they. have regarding the compelling question These questions can be recorded during the inquiry process Below are some suggested. prompts to ask students, What questions came up during class. What are you wondering about, What information do you still need to answer the compelling question. How can you further your understanding of this topic. Where can you access additional sources or information on this topic. Who could be an additional resource for your inquiry. Record student questions in a parking lot on a poster white board google doc so that the class can readily access them. Throughout the inquiry return to these questions and if possible weave them into your instruction and formative assessment By. intentionally soliciting and then addressing using students questions you develop their ability to ask questions plan for future. steps and think about their thinking metacognition. NOTE It is possible to use these students questions as the supporting questions for the inquiry If you do you may need to make. adjustments to your teaching and the resources identified for this inquiry. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Supporting Question 1 45 minutes, Supporting, How would you describe the leadership of Julius Caesar. Students will read and interpret various primary sources They will then create a T chart listing. Formative how the people of Rome viewed Julius Caesar and draw a visual based on the information found. Performance Task in the primary sources See Appendix D Students will then share their conclusion with a. 1 Source A Primary source Excerpt of letter of Clerick del Agostakos to family 48BCE. 2 Source B Primary source Excerpt from A Man of Unlimited Ambition Julius Caesar. Featured Source s Plutarch c a 44 B C, 3 Source C Primary source Excerpt from The Life of Caesar by Suetonius 121 A D.
Process and Formative Performance Task, Students will read primary sources describing Julius Caesar As they are reading they will create a T chart that lists the. good qualities and bad qualities of Julius Caesar See Appendix D. After they have read the sources and created a T chart students will then create a visual representing all the good. qualities and bad qualities of Julius Caesar, FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Featured Sources, FEATURED SOURCE A, FEATURED SOURCE B. Excerpt from A Man of Unlimited Ambition Julius Caesar Plutarch c a 44 B C. But that which brought upon him the most apparent and mortal hatred was his desire of being king which gave the. common people the first occasion to quarrel with him and proved the most specious pretense to those who had been. his secret enemies all along, Credits Plutarch Parallel Lives Julius Caesar trans John Dryden rev Arthur Hugh Clough New York Modern Library n d 888. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. FEATURED SOURCE C, Excerpt from The Life of Caesar by Suetonius 121 A D.
Caesar was a most skillful swordsman and horseman and showed surprising powers of endurance He always led his. army more often on foot than in the saddle went bareheaded in sun and rain alike and could travel for long distances. at incredible speed If Caesar s troops gave ground he would often rally them in person catching individual fugitives by. the throat and forcing them round to face the enemy again He always addressed his soldiers not with My men but. with Comrades which put them into a better humor He fixed the daily pay of the regular soldiers at double what it. had been and occasionally gave each man a slave, Student Generated Questions. It is important to have students involved in the inquiry process because of this ask students to share questions and curiosities they. have regarding the compelling question These questions can be recorded during the inquiry process Below are some suggested. prompts to ask students, What questions came up during class. What are you wondering about, What information do you still need to answer the compelling question. How can you further your understanding of this topic. Where can you access additional sources or information on this topic. Who could be an additional resource for your inquiry. Record student questions in a parking lot on a poster white board google doc so that the class can readily access them. Throughout the inquiry return to these questions and if possible weave them into your instruction and formative assessment By. intentionally soliciting and then addressing using students questions you develop their ability to ask questions plan for future. steps and think about their thinking metacognition. NOTE It is possible to use these students questions as the supporting questions for the inquiry If you do you may need to make. adjustments to your teaching and the resources identified for this inquiry. Additional Support Scaffolds Extensions, Teacher will initiate discussion further if time allows and have partners share their conclusions. Teacher can also pair up specific students according to their reading levels high low. See Appendix A for vocabulary definitions from sources. FA IR FA X CO UN T Y P UB LI C SC HO OL S S O CI AL S T U DIE S C3 INQ UI R Y LE S S ON F O R W OR LD HI S TO R Y 1. Supporting Question 2 45 minutes, Supporting, Question How would you describe the leadership of Augustus Caesar.
Formative Students will examine multiple sources describing the work of Augustus Caesar They will then. Performance Task write a summary detailing their understanding of the leadership of Augustus Caesar. 1 Source A Secondary Source Map of the Roman Empire in the time of Augustus. 2 Source B Primary Source Coins from Roman Empire, Featured Source s. 3 Source C Primary Source Cassius Dio Dio C Roman History p 234. Process and Formative Performance Task, Students will analyze Sources A B and C Students will then write 2 3 sentences describing how Augustus Caesar was. viewed as a leader based on their analysis of the featured sources. World History to 1500 Inquiry 180 270 minutes Which Caesar was a Better Leader Excerpt from A Man of Unlimited Ambition Julius Caesar Plutarch c a 44 B C ut that which brought upon him the most apparent and mortal hatred was his desire of being king which gave the common people the first occasion to quarrel with him and proved the most specious pretense to those who had

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