Hail Caesar! and it's on to the Roman Empire. Students are looking forward to working in groups to design Game Boards after creating higher-level statement cards. We will be creating 5 cards per day, which means that each group will have 45 cards for each game at the end of 9 days. This information has been emailed as well as posting it on the Ancient Rome tab. If you have not received this email, please email me and i will forward it to you. Each group will need a poster board for their game, and at least 45 index cards. More will follow once we begin the unit (Ch. 11-12)
“Hail Caesar!” – The Roman Empire Game Board Guidelines:
Create Game cards:
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Criterion D: Thinking critically – Ancient Rome- Game Board
Individuals and Societies MYP 1
Maximum: 8
At the end of year 1, students should be able to:
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
You did not reach a standard described by any of the descriptors below.
1-2
You:
i Created at least 40- 45 cards containing some higher level thinking skill statements (50%-approx. 23-33 vocab)with appropriate direction
ii. Game board was created to reflect Ancient Rome with an unclear pattern of movement in an artistic, organized, aesthetic manner
3-4
You:
i Created 45 cards containing higher level thinking skill statements (60%-approx. 33-38 vocab ) with appropriate direction
ii. Game board was created to reflect Ancient Rome and a relatively clear pattern of movement in an artistic, organized, aesthetic manner
5-6
You:
i Created 45 cards or more containing higher level thinking skill statements (75%-approx. 39-44 vocab) with appropriate direction
ii. Game board was created to reflect Ancient Rome and a clear pattern of movement in an artistic, organized, aesthetic manner
7-8
You:
i Created 45 cards or more containing higher level thinking skill statements (76%-100%- 70 or more vocab) with appropriate direction
ii. Game board was created to reflect Ancient Rome and a clear pattern of movement in an artistic, organized, aesthetic manner
Name:______________________ Class_________ Score:
IB :___/8___
Academic Grade: ____%
Comments/ Reflection:
Roman Empire- Chap. 11
Vocabulary:
republic
legion
artifact
Latin
citizenship
consul
veto
praetors
legislature
Senate
Assembly of Centuries
Tribunes
Civic duty
Dictator
Twelve Tables
Law of Nations
Rule of law
Innovation-
small moveable bridge
latifundia
triumvirate
Pax Romana
Proconsul
Aqueducts
Veni vidi vici
Pilum
gladius
People:
Romulus
Remus
Virgil (The Aeneid)
Aeneas
Etruscans
Roman legionary
Roman Confederation
Patricians
Plebians
Cincinnatus
Hannibal (Carthaginian)
Scipio
Tiberius Gracchus
Gaius Gracchus
Marius
Sulla
Crassus
Pompey
Julius Caesar
The Celts
Brutus
Cassius
Anthony
Cleopatra
Octavian (Augustus)
“I found Rome a city of brick, and left it a city of marble”
Cicero
Tiberius
Caligula
Claudius
Nero
Vespasian
Titus
Domitian
Events/ Places:
Tiber River
Latium
Grape and olive farming
The Forum
Punic Wars (1st, 2nd, and 3rd)
Carthage
Sicily
Battle of Cannae
Battle of Zama
Mediterranean Sea
Gaul
Rubicon River
Reforms by Caesar (p. 325)
The “Ides of March”
Julian Calendar
Gregorian Calendar
Coliseum
Pompeii
5 Good Emperors:
Nerva (A.D.96-A.D.98)
Trajan (A.D.98-A.D. 117
Hadrian (A.D. 117-A.D.138)
Antonius Pius
(A.D.138-A.D.161)
Marcus Aurelius
(A.D.161-A.D.180)
“Hail Caesar!” – The Roman Empire Game Board Guidelines:
- Game board must have at least 45 squares arranged in a cohesive path from “Start” square” to “End” square (Check email for actual graphics)
- Design the background before adding any “squares”; Add squares to create a path (Appearance of game board- 5% of your score)
Create Game cards:
- Use vocabulary, people, events, and places as the content of your game cards. (95% of your score)
- Create at least 45 game cards. – Each card must contain a higher-level statement that reflects understanding of events, people, places, and vocabulary related to the beginning, the rise, and the decline of the Roman Empire. (List is on the class website)We will do 5 cards per day in class
- Decide if your statement had a positive or negative effect on the Roman Empire.
- If the effect is positive, your card should direct the player to move ahead a determined number of spaces. For a negative effect, move back a determined number of spaces. You may also include 1 or 2 “start over” cards.
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Criterion D: Thinking critically – Ancient Rome- Game Board
Individuals and Societies MYP 1
Maximum: 8
At the end of year 1, students should be able to:
- identify the main points of ideas, events, visual representation or arguments
- use information to give an opinion
- identify and analyze a range of sources/data in terms of origin and purpose
- identify different views and their implications.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
You did not reach a standard described by any of the descriptors below.
1-2
You:
i Created at least 40- 45 cards containing some higher level thinking skill statements (50%-approx. 23-33 vocab)with appropriate direction
ii. Game board was created to reflect Ancient Rome with an unclear pattern of movement in an artistic, organized, aesthetic manner
3-4
You:
i Created 45 cards containing higher level thinking skill statements (60%-approx. 33-38 vocab ) with appropriate direction
ii. Game board was created to reflect Ancient Rome and a relatively clear pattern of movement in an artistic, organized, aesthetic manner
5-6
You:
i Created 45 cards or more containing higher level thinking skill statements (75%-approx. 39-44 vocab) with appropriate direction
ii. Game board was created to reflect Ancient Rome and a clear pattern of movement in an artistic, organized, aesthetic manner
7-8
You:
i Created 45 cards or more containing higher level thinking skill statements (76%-100%- 70 or more vocab) with appropriate direction
ii. Game board was created to reflect Ancient Rome and a clear pattern of movement in an artistic, organized, aesthetic manner
Name:______________________ Class_________ Score:
IB :___/8___
Academic Grade: ____%
Comments/ Reflection:
Roman Empire- Chap. 11
Vocabulary:
republic
legion
artifact
Latin
citizenship
consul
veto
praetors
legislature
Senate
Assembly of Centuries
Tribunes
Civic duty
Dictator
Twelve Tables
Law of Nations
Rule of law
Innovation-
small moveable bridge
latifundia
triumvirate
Pax Romana
Proconsul
Aqueducts
Veni vidi vici
Pilum
gladius
People:
Romulus
Remus
Virgil (The Aeneid)
Aeneas
Etruscans
Roman legionary
Roman Confederation
Patricians
Plebians
Cincinnatus
Hannibal (Carthaginian)
Scipio
Tiberius Gracchus
Gaius Gracchus
Marius
Sulla
Crassus
Pompey
Julius Caesar
The Celts
Brutus
Cassius
Anthony
Cleopatra
Octavian (Augustus)
“I found Rome a city of brick, and left it a city of marble”
Cicero
Tiberius
Caligula
Claudius
Nero
Vespasian
Titus
Domitian
Events/ Places:
Tiber River
Latium
Grape and olive farming
The Forum
Punic Wars (1st, 2nd, and 3rd)
Carthage
Sicily
Battle of Cannae
Battle of Zama
Mediterranean Sea
Gaul
Rubicon River
Reforms by Caesar (p. 325)
The “Ides of March”
Julian Calendar
Gregorian Calendar
Coliseum
Pompeii
5 Good Emperors:
Nerva (A.D.96-A.D.98)
Trajan (A.D.98-A.D. 117
Hadrian (A.D. 117-A.D.138)
Antonius Pius
(A.D.138-A.D.161)
Marcus Aurelius
(A.D.161-A.D.180)