Bell Ringer: September 8(9), 2016

1. A government that elects representatives to make choices for its people is a (democracy/republic).

2. In the early Roman empire, they believed in many gods, which is (polytheism/monotheism).

3. In the later Roman empire, the official religion was (Christianity/Judaism).

4. Roman architecture includes the (arch/dome/column).

Announcements:

1: Turn in your Chapter 6, Section 1 homework

2: Do you have your lanyard on?

3: Test retakes- WED, SEPT 14/THURS 15

You need:

1: Spiral and one blank sheet of paper

2: Copy of the “Watch and Write” sheet

3: Copy of the packet (CLASS SET, DON’T WRITE)

First Period Seating ChartTeacherDesk

Board Board Board Board Board Board Board Board

LissaGalvan

Andrea Tellez

TamarayGlover

Bryan Suastes

Aisle Marco Reza Jose Perez Mercedes Shaw

Miriam Resendez

EvelynEspericueta

Angie Barrios

Janet Orta Abigail Vasquez

Aisle JeimySanchez

Daisy Torres

Joseph Arkwright

Fernanda Rios

Ariel Torres Jazmin Torres Paz

DarianaDonoso

FredyVences

Aisle Guadalupe Rojas

Luis Ramos Jennifer Luria

Cassandra Rodriguez

Aisle Emma Rodriguez

Esmeralda Rodriguez

Second Period Seating ChartTeacherDesk

Board Board Board Board Board Board Board Board

Jordy Castro

Miriam Orozoco

Marla Perez RicardoLongoria

Aisle MayreMendez

Noel Garcia Paloma Garcia

CourtasiaWilliams

Karla Gonzalez

KendrickMurphy

Edson Quintero

EstebanGaona

Aisle Ashley Romero

AnnetteRios

Sergio Nieto

CinthiaVences

Melody Rivera

Alondra Reyna

IlariaMijares

Oscar Pena Aisle Luis Gamez Jared Paez Adan Soto Ricardo Mercardo

Aisle Ricardo Rodriguez

ZaineFranco

Macey Nealy

Fourth Period Seating ChartTeacherDesk

Board Board Board Board Board Board Board Board

Brenda Andrade

Jesus Gaytan

Rafael Vega PaolaGonzalez

Aisle ErikaBarrientos

Maria Hernandez

Carolina Romero

CrystalRocha

Jose Ramirez

DeniseLazaro

Diana Mora Elizabeth Rodriguez

Aisle CintiaRoque

Juan Nava Cristian Salazar

Lorena Torres

Christian Powell

MirnaDominguez-Deleon

Jesse Segura

Valeria Torres

Aisle YeseniaTorres

Rocio Vasquez

Aisle

Fifth Period Seating ChartTeacherDesk

Board Board Board Board Board Board Board Board

JanethPerez Lara

Jesus Gonzalez

Jesus Nava Fabian Cisneros

Aisle Anna Catalan

Miguel Garcia

JoseHernandez Rivas

D’VontaeRhone

LeslieVasquez-Cortes

Julio Osorio Cristian Lares

Rosa Davila Aisle Melissa Manriquez

Mauricio Valenzuela

Milton Garcia Gonzalez

Joe Avina

StepaniaGuerrero

Karla Rios Martinez

Leslie Santos

AaronRamos

Aisle Rachelle Alvarado

Ashley Lopez

Carlos Garcia

VanniaGamez

Aisle EzekielClark

JoseBarretoPonce

Michelle Barberena

Sixth Period Seating ChartTeacherDesk

Board Board Board Board Board Board Board Board

Gustavo Gonzalez

Leticia Garcia

Eunice Arevalo

Jennifer Gutierrez

Aisle Daniel Moreno

Cheyenne Jimenez

Kiara Matthews

Oscar Avila

Juan Romano

YanetTorres Hernandez

Ivan Luna YoanaJaimes-Sanchez

Aisle SebastianSalayandia

Leslie Salazar

David Corpus

Laura Gonzalez

Ruby Davis Kassandra Gutierrez

MiriamIsabel Estevane

Jonathan Gonzalez

Aisle BrianaFlores

Richard Gurrola

Victor Aguilar

Adela Moreno

Aisle Anna Guerreo

Diana Arriaga

LeunamDimas

Brigham C De Vaca

Aisle Marvin Fuentes

Eighth Period Seating Chart TeacherDesk

Board Board Board Board Board Board Board Board

Juan PradoBarraza

Oliver Real Rolando Tobias Macias

Cesar Alaniz

Aisle Jesus Uribe Juan Torres Puebla

Jesus Venegas Jimenez

Eric Ramirez

Ashley Reyes

BriannaRenfro

Alexis Rusk Robert Nooks

Aisle Josie Rodriguez

ImaniRedrick

Alvaro Alvarado Dominguez

Jaqueline Zuniga

Jennifer Garcia

ShirleySalinas-Galindo

Jesus Quinonez

Maria Carachure

Aisle Ashley Palacios

Christopher PugaAguirre

Bruno Lopez

JatziryChairez

Aisle EmmanuelContreras

Francisco Trevino

Sofia Rangel

Partners! <3

• The person sitting next to you is your new partner.

• Join pinkies with them and swear your love forever.

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antiguaRoma).

1. What are we learning?

• Rewrite the LO in your own words in the form of a question. • What are the…?

• How would you describe the…?

• Turn and talk with your partner and discuss what you wrote.

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antiguaRoma).

2. Why is it important?

• In what areas do you think the United States are influenced by the Romans? Government? Art? Language? Architecture? Philosophy?

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antiguaRoma).

4. How does it connect to

my life?

Ancient Rome was a

republic. Can you find a

connection between a

republic and your life?

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential question: how is the economic activity of Rome similar to that of Greece?

• cuestión esencial : ¿cómo es la actividad económica de Roma similar a la de Grecia?

Roman Geography

• Italian Peninsula (penínsulaitaliana) (present-day Italy)

• The Alps and the Mediterranean Sea (Alpes y el Mar Mediterráneo) protected (protegido) Rome from invasion

• Rome prospered due to trade (prosperado debido al comercio) on the Mediterranean Sea

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential question: how is the economic activity of Rome similar to that of Greece?

• cuestión esencial : ¿cómo es la actividad económica de Roma similar a la de Grecia?

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential question: What is the political structure of Rome and how does it differ from Greece?

• cuestión esencial : ¿Cuál es la estructura política de Roma y en qué se diferencia de Grecia ?

Roman Republic

• Republic (república) : ruleby the people (el gobiernodel pueblo)

• Representative democracy (democraciarepresentative): legislators (representatives) are elected by the citizens to represent their interests (legisladores elegidos por los ciudadanos para representarlos)

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential question: What is the political structure of Rome and how does it differ from Greece?

• cuestión esencial : ¿Cuál es la estructura política de Roma y en qué se diferencia de Grecia ?

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential question: what are the defining features of Roman architecture?

• cuestión esencial : ¿cuáles son las características que definen la arquitectura romana ?

Architecture

• Defining features of Roman architecture are arches and domes (arcos y bóvedas)

• Like the Greeks, Roman architecture was copied (arquitectura romanafue copiado)

Architecture Video

• https://www.youtube.com/watch?v=Hs45O_sO3r4

• Get out your “Watch and Write” sheet

• As we watch the video, complete the worksheet.

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential question: what are the defining features of Roman architecture?

• cuestión esencial : ¿cuáles son las características que definen la arquitectura romana ?

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential Question: describe the religions of Rome.

• cuestión esencial: describir las religiones de Roma.

Roman Religion

• In the beginning (comenzando) of the empire, Romans were polytheistic (politeísta) and believed in many gods

• Christianity (cristianismo) began to gain popularity, although Christians in the Roman Empire were initially persecuted-Christians could not worship emperors. (Los cristianos fueron perseguidos inicialmente)

• Christianity became the officialreligion of Rome before the empire fell (El cristianismo se convirtió en la religión oficial)

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential Question: describe the religions of Rome.

• cuestión esencial: describir las religiones de Roma.

Lesson Objective:

• The student will be able to describe (describir) the major political, religious/philosophical and cultural (política, religiosa / filosófico y cultural) influences of ancient Rome (antigua Roma).

• Essential Question: How did Rome influence the United States?

• cuestión esencial: ¿Cómo influyó Roma los Estados Unidos ?

DBQ Activity:

• Find a partner.

• For each document:• Answer the question

• Use the document to answer the question.

• Example: Document 1 • We do not say that a man who takes no interest in politics is a man who

minds his own business; we say that he has no business here at all.

1. What did Pericles think about citizens who did not participate in politics?

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SHEET

DBQ Activity:

• Find a partner.

• For each document:• Answer the question

• Use the document to answer the question.

• Example: Document 1 • We do not say that a man who takes no interest in politics is a man who

minds his own business; we say that he has no business here at all.

1. What did Pericles think about citizens who did not participate in politics?

Pericles thought that people who didn’t participate in business did not belong in Athens.

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DBQ Activity:

• Find a partner.

• For each document:• Answer the question

• Use the document to answer the question.

• Example: Document 1 • We do not say that a man who takes no interest in politics is a man who

minds his own business; we say that he has no business here at all.

1. What did Pericles think about citizens who did not participate in politics?

Pericles thought that people who didn’t participate in business did not belong in Athens.

2. Use the document to answer the question: “Describe Greek and Roman contributions to today’s world.”

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DBQ Activity:

• Find a partner.

• For each document:• Answer the question• Use the document to answer the question. • Example: Document 1

• We do not say that a man who takes no interest in politics is a man who minds his own business; we say that he has no business here at all.

1. What did Pericles think about citizens who did not participate in politics?Pericles thought that people who didn’t participate in business did not belong in Athens.

2. Use the document to answer the question: “Describe Greek and Roman contributions to today’s world.” In today’s world, every citizen has the right to vote. Pericles thought that “a man who takes no interest in politics…has no business here at all.” The Greeks wanted people to participate in government. In the United States, participating in your government is a right and is expected. People serve on juries, vote in elections, and pay taxes to their government.

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