California Council for the Social Studies Annual Conference

March 5, 2011

Augustus Builds a Roman EmpireA Classroom Application for Ancient Civilizations

Fran Sheppard, Albany Middle School, fsheppard@ausdk12.orgAlison Waterman, Orinda Intermediate School, awaterman@orinda.k12.ca.us

Phyllis James, Special Project Administrator for Vallejo USD, pjames@vallejo.k12.ca.us

The UC Berkeley History-Social Science ProjectDepartment of History • 2407 Dwinelle Hall #2550 • Berkeley, CA 94720-2550

Phone: 510-643-0897 • Fax: 510-643-2353E-mail: ucbhssp@berkeley.edu

Website: http://history.berkeley.edu/ucbhssp

Discussion Prompt

• How do you use primary sources to teach history in your classroom?

• What are the challenges you face using primary sources?

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California Content Standards for 6th Grade6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome. •Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. •Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty). •Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes. •Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire. •Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem. •Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation). •Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories. •Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

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California Content Standards for 7th Grade7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. •Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news). •Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion. •Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.

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California Content Standards for 10th Grade

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. •Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. •Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics. •Consider the influence of the U.S. Constitution on political systems in the contemporary world.

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Backwards Planning

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UC Berkeley History-Social Science ProjectCycle of Instruction

OUR PREMISE

Knowledge of the Discipline:

History Content

Process of Historical Investigation

Knowledge of Discipline-Specific

Literacy Skills:

Building Academic Literacy through

History

Improving Student Achievement

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BACKWARDS PLANNING CYCLE OF INSTRUCTIONStep 1: FRAMING INSTRUCTION• TOPIC/ ISSUES •MATERIALS •STANDARDS •FOCUS QUESTION./ Teaching Thesis

Step 2: Map the Lessons•Accessible steps•Focus question for each lesson• SKILLS: reading, writing, anddiscipline-specific analysis skills

Step 4: Design the Assessment(s)•Writing prompt•Expectations for students•Rubric or scoring guide

Classroom Application

Step 5: Instruction, Learning, Practice•Reading and writing strategies •Oral language and critical thinking skills development•Content Acquisition

Model - Guided practice - Independent Practice

Step 6: Administer the Assessment•Have students complete the assessment•Use the rubric•Provide feedback

Step 7: Analyze the Data•Analyze student work to plan instruction•Do protocol with colleagues•Revise or re-teach as needed•Revise unit for future use

Adapted from Michelle M. Herczog, Consultant, History/Social Science, Los Angeles County Office of Education

Step 3: Identify Challenges and Opportunities to Increase Understanding of Content•Unlocking text and content•Analyzing historical argument •Writing to a focus question

PLANNING

STRATEGIES

ASSESSMENT

INSTRUCTION

REFLECTION

Follow up

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Planning GoalsIdentify challenges of and opportunities for teaching reading, writing, and historical analysis skills within the content standards framework by:

–Using focus questions to plan and frame content, reading and writing instruction, and assessment

–Establishing a teaching thesis to determine the scope of instruction

–Introducing instructional strategies for teaching reading, writing, and historical analysis skills within the content standards framework

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Unit Focus Question: (Getting at the heart of the matter--Unifying a broad range of information)Unit Teaching Thesis: (A concise answer to my Unit Focus Question)

Unit Assessment: How will students express their learning? How will we measure student learning?

What do the students need to know to answer the focus question?Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 etc.

Lesson Focus ? What will students need to know?

Materials What resources will students use to access the information/content?

Skills What literacy and thinking skills will students need?

Activity How will students interact with the materials/content?What reading and writing strategies will help students accomplish these tasks? What vocabulary knowledge is needed?

Lesson Assessment How will students express their learning? How will we measure student learning?

Planning Strategically

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Designing a Focus Question

Criteria for Focus Questions• Provides a focus for student learning on a standards-

based issue• Creates connections among the issues and topic• Requires students to utilize critical thinking and

writing skills• Elicits an explanation or argument that will be used to

generate a thesis statement supported by evidence (i.e. how, why and what role questions do this)

• Elicits more than one answer

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Writing a Teaching Thesis

• Focuses on the significance of unit/lesson • Answers the Focus Question• What you want the students to know• Establishes learning goal • Directs assessment

Note: Take into account whether students will be able to get this information from the materials and texts you have planned for the unit or lesson.

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Model Unit PlanUnit Topic Growth and Strengthening of Roman: Republic to Empire

ContentStandard

History-Social Science 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.Analysis Skills HI 3 Explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.Analysis REPV 4 Students assess the credibility of primary and secondary sources & draw sound conclusions from them.

Text/Sources Roman statues, coins, Virgil’s Aeneid. Appropriate textbook pages.

Unit Focus Question

How did Rome expand from a tiny republic in central Italy to a thriving center of a vast empire that encircled the Mediterranean Sea and included most of Europe?

Lesson Teaching Thesis

Augustus manipulated Roman religious symbols and beliefs to portray himself not only as a model Roman citizen, but also as a man with godlike qualities – perhaps one sent by the gods to serve Rome. He used public statues to portray himself as both an idealized military leader and a priest; he used images of himself on coins to suggest his divinity; and he appears in Virgil’s epic poem the Aeneid as the fulfillment of Rome’s destiny and the descendant of a god.

Lesson Focus

Question

How did Augustus use Roman religious symbols and religious beliefs to strengthen his role as emperor?

Activity Analyze primary sources (artifacts and text passage)

Lesson Assessment

Students will answer the lesson focus question by writing a paragraph with a thesis statement, two or three pieces of supporting evidence, and a conclusion. Advanced students will include analysis in addition to specific evidence.

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Ancient Rome Unit Focus Question:

How did Rome expand from a tiny republic in central Italy to the center of a vast empire that encircled the Mediterranean Sea and included most of Europe?

http://www.allempires.com/article/index.php?q=social_reform_and_civil_war

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Caesar Augustus Lesson Focus Question:

How did Augustus use Roman religious symbols and beliefs to strengthen his role as emperor?

portraits of Caesar and Augustus compared

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Two statues of Augustus

left: in military dress

right: as pontifex maximus

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typical coin of Roman Republic:left: bust of goddess Roma; right: Dioscuri on horseback

silver, 190 BC

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Octavian coin series 1:top: portraits of Octavian

bottom, from left to right: goddesses Pax (Peace), Venus, Victoria (Victory)

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Octavian coin series 2:top: portraits of Pax, Venus, and Victoria

bottom: Octavian addressing army; giving signal to attack; triumphal statue

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Roman Statue.How is Caesar Augustus being portrayed?:

Observations: (What do you see here? Use bullet points and describe each of these statues as evidence of Caesar Augustus’ portrayal.)

Statements: (Revise and combine your observations into sentences, summarizing your evidence.) What is the statue trying to tell the viewer about Caesar Augustus?

Caesar Augustus -

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-

-

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This statue shows Augustus as __________________

___________________________________________________

The evidence of that is __________________________

___________________________________________

___________________________________________________

This portrayal is important because ____________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Roman Artifact Notes Name ______________________

Focus Question: How did Caesar Augustus use Roman religious symbols and beliefs to strengthen his role as emperor?

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Roman coins changed when Caesar Augustus was emperor. How do the changes in Roman coins show Caesar Augustus’ role being portrayed?

Observations: (What do you see here? Use bullet points and describe each of these sets of coins as evidence of how Caesar Augustus wanted to be seen.)

Statements: (Restate and combine your observations as sentences, summarizing your evidence.) What messages are the coins trying to tell the viewer?

Typical Roman Coin, silver, 190 B.C. (Republic)(goddess Roma on front, Dioscuri on back)

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This coin shows ____________________________

________________________________________________

and tells us that ____________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Octavian (Augustus) coin series, top: portraits of goddesses: Pax, Venus, and Victoria, bottom: Octavian addressing army; giving signal to attack; triumphal statue (Ca. 30 B.C.) Empire

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These coins show __________________________

________________________________________________

and are important because ____________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Aeneid Excerpt

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This is the man, this is him, whom you have often heard promised:

Augustus Caesar, descendant of a god, who will againestablish

The golden ages which once reigned in the field of Latium [original area where Rome was founded]Under Saturn of old, and who will carry forward empireOver the Garamantes (Libyans) and Indians (southeast Asians)…

-Virgil, The Aeneid, book VI, lines 790-796Excerpt from A. Wallace-Hadrill, Augustan Rome, (London: Bristol Classical Press, 1993), 92

WRITTEN BETWEEN 29 – 19 BCE

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again… carry forward …

Overall Evidence:-

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-

________________________________________________

Augustus

Descendant of a god

Aeneid Graphic OrganizerVirgil, The Aeneid, book VI, lines 790-796, Excerpt from A. Wallace-Hadrill, Augustan Rome, (London: Bristol Classical Press, 1993), 92

________________________________________________

Overall Evidence:-

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-

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again… carry forward…

Overall Evidence:

1. Coin: Roman Republic depicting Roma and the Dioscuri

2. Virgil’s Aeneid

Overall Evidence:

1.Statue of Augustus as pontifex maximus (as a priest)

2.Augustus/Roman goddess coins

3. Virgil’s Aeneid

-again establish a golden age- once reigned in the field of Latium [original area in which Rome was founded]-Saturn of old

-carry forward the empire -over the Garamantes [Libyans] and Indians [southeast Asians]

Augustus

Descendant of a god

Aeneid Graphic Organizer – KEYVirgil, The Aeneid, book VI, lines 790-796, Excerpt from A. Wallace-Hadrill, Augustan Rome, (London: Bristol Classical Press, 1993), 92

The PastRoman Republic

The FutureRoman Empire

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Basic Thesis & Evidence Paragraph OutlineFocus Question: How did Augustus use Roman religious symbols and religious beliefs to strengthen his role as

emperor? Give at least two examples.

Thesis statement: Augustus used religious symbols and religious beliefs to strengthen his role as emperor by showing

himself as a man with godlike qualities.

_________________________________________________________________________________________________________________

Evidence #1: One way Augustus strengthened his power was by the use of

___________________________________________

which showed __________________________________________________________________________________________________

Evidence #2: Another way Augustus strengthened his power was through

____________________________________________

showing ________________________________________________________________________________________________________

Evidence #3: And finally, Augustus’ power was strengthened by

____________________________________________________

This shows that __________________________________________________________________________________________________

Concluding statement: In conclusion, ____________________________________________________________________________

_________________________________________________________________________________________________________________

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Basic Thesis & Evidence Paragraph Outline - KEYAugustus used religious symbols and religious beliefs to

strengthen his role as emperor by showing himself as a man with godlike qualities. One way Augustus strengthened his power was by the use of statues which showed him as a priest. Another way Augustus strengthened his power was by having coins printed with his face on one side and Roman goddesses on the other (or by showing him in his jobs as emperor on one side and the other side were the faces of the Roman goddesses.). And finally, Augustus’ power was strengthened by the poem Virgil wrote, The Aeneid. [This shows that] Virgil wrote about Augustus connecting the past Republic to the future of the Roman Empire. In conclusion, Augustus was seen as a strong Roman emperor because the ancient Roman people saw him in a variety of places carrying out the religion of the Roman Republic.

Advanced Thesis & Evidence Paragraph Outline

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Focus Question: How did Augustus use Roman religious symbols and religious beliefs to strengthen his role as emperor? Give at least two

examples.

Thesis statement: Augustus used religious symbols to strengthen his role as emperor by __________________________________________

_________________________________________________________________________________________________________________

Specific Evidence #1: One way Augustus _______________________________________________________________________________

_________________________________________________________________________________________________________________

Analysis: This showed ______________________________________________________________________________________________

_________________________________________________________________________________________________________________

Specific Evidence #2: Another way Augustus ____________________________________________________________________________

_________________________________________________________________________________________________________________

Analysis: This showed ______________________________________________________________________________________________

Specific Evidence #3: And finally, Augustus

_____________________________________________________________________________

_________________________________________________________________________________________________________________

Analysis: This showed ______________________________________________________________________________________________

_________________________________________________________________________________________________________________

Concluding statement: In conclusion, _________________________________________________________________________________

_________________________________________________________________________________________________________________

Note: Basic version omits analysis. More advanced version could include more generalized examples with specific evidence and analysis to

support or elaborate upon the generalizations. See example below.

Advanced Thesis & Evidence Paragraph Outline

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Augustus used Roman religious symbols and religious beliefs to strengthen his role as emperor by portraying himself as a man with godlike qualities and god-given authority. One way Augustus did this was by having statues made of him as a priest. This showed that he was pious, a Roman virtue. Another way Augustus strengthened his role as emperor was that he had coins minted with his image stamped on them. This practice [or This] encouraged his people to view him as godlike because Roman practice during the Republic was to mint coins with images of gods on them. Augustus followed the practice begun by Julius Caesar of minting coins with his picture on them. Later, Augustus minted coins with a goddess on one side, and with Augustus’s head on the other. Romans who used such coins all over the empire saw their emperor as more than a mere man. And finally, Augustus’ power was further strengthened by Virgil’s epic poem, The Aeneid. These passages said [showed] that “Augustus Caesar, descendant of a god…will once again establish the golden ages which once reigned…and will carry forward empire…” (6.791-5). In conclusion, although we cannot be certain that Augustus authorized Virgil’s portrayal of him in this way, we can say that Augustus used this important literary work, along with other aspects of Roman culture, to strengthen his position as emperor by presenting himself as a virtuous and godlike man sent to save and extend Roman power.

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Analytical Paragraph TerminologyTHESIS (T) or Topic Sentence (TS)

This is often the first sentence in a paragraph. It must answer the question or prompt and be the main idea of the paragraph. It has a subject and an argument, claim, or position. It does for a paragraph what a thesis does for an essay.

EVIDENCE (EV) orCONCRETE DETAILS (CD)

These are the details that form the backbone or core of the paragraph. These are the FACTS, EXAMPLES, or SUPPORT. They provide the proof for the thesis. They can be generalizations.

SPECIFIC EVIDENCE (SEV)CONCRETE DETAILS (CD)

The specific evidence builds upon the evidence sentence by providing greater detail or a concrete example. These are often NUMBERS, STATISTICS, QUOTATIONS, or DETAILS. These are needed to support the generalizations and really prove the thesis.

ANALYSIS (AN) orCOMMENTARY (CM) 

This is the analysis, reasoning or commentary about the evidence and specific evidence. This is the EXPLANATION, INTERPRETATION, EVALUATION, or INSIGHT. This answers the question: “So what?” or “Why is this significant?”. They ensure the specific evidence, especially quotations, will be analyzed, not just dropped into the paragraph. The analysis sentence should forge the link between the evidence and the thesis.

CONCLUDING SENTENCE (CS)

This is the last sentence of the paragraph. It often restates the thesis without using key words. It also reviews what has been proven in the paragraph and reconnects it to the thesis. It gives a completed or finished feeling to the paragraph.

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WHEN & WHEREPlace and Time: Where and When was it published?

Historical Context: What was going on during this event or era/period?

WHOAuthor: background, sex, race, social class, education; credibility; expertise. What is his/her perspective?

Audience: Who is the intended audience?

OBSERVATIONS

DESCRIPTION OF SOURCEWhat I see…Evidence of...

MEANINGWhat the objects, words, etc. mean

MESSAGE/ARGUMENTThe author is trying to tell me…

QUESTIONSI wonder…My reaction to the source is…

ANALYZING A PRIMARY SOURCE

Focus Question: ______________________________________________________________________________________________________

Title of Source: ____________________________________ Author: ___________________ Genre (letter, cartoon, photo?): ________________

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APPLYING THE SOURCE

I think I can use this source in my essay because…

WRITING USING THE PRIMARY SOURCEFocus Question: ___________________________________________________________________________________________________

_________________________________________________ tells us that _____________________________________________________(title of source OR author) (author OR subject)

thought _________________________________________________________________________________________________________(the primary source’s message, what it is trying to tell me)

________________________________________________________________________________________________________________

because __________________________________________________________________________________________________________(evidence in the primary source)

_________________________________________________________________________________________________________________.

This primary source relates to the focus question because ___________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________.

IDENTIFYING THE MAIN IDEALooking at your observations of the primary source, what is the main idea or message of the source?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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Discussion Prompts

• How do you think you might be able to implement these strategies in your classroom?

• How might you adapt one of these strategies to meet your students’ needs?