Subject: Social Studies: Global History
Grade Level: 9-12
Materials: Computers with an Internet connection, mini DV camcorder, mini DV videotapes (at least 2), DVDRs, a computer that can record onto DVDRs, materials for backgrounds of news broadcast, a microphone, recordable CDs or flash drives, Sonic Media Player program for Windows, FireWire to connect computer to Mini DV Camcorder to sync data, and a television and DVD player to play news broadcasts
About: Students utilize the web to read documents. There are several other sites to obtain further knowledge. Students summarize at least one document. All sites must be read and summarized by the group. Students listen to podcasts at http://anders.com/lectures/lars_brownworth/12_byzantine_rulers/ and summarize the selections. Students keep all summaries in a group portfolio. Each Group creates a 5 - 10 minute news show about their particular emperor. This is recorded onto a DVD and shown to the class. Students can vary the program: talk show, investigative reporters in field, CNN-type or political talking heads. A copy of the skit / outline is included in the group portfolio showing relatively equal roles for each member.
Each group creates a 5-10 minute news show about their particular emperor that is recorded onto a DVD and shown to the class.
Students gain important historical insight while developing their technology and presentation skills.
Ensure that there is time set aside outside of the classroom to shoot the videos of the students. Give yourself plenty of time to copy the information to sonic media player, etc. Do trial runs of smaller versions of this project long before you try this project to determine your students needs. Be prepared to make lots of adjustments to the project to suit your needs in the classroom.
http://TeacherWeb.com/NY/BaysideHighSchool/TheOtherRomanEmpire/
Students interpret their findings from resources. |
Students explain each Eastern Roman Emperors policies. |
Students compare Eastern and Western Roman Empires. |
Students create a scenario or skit to explain findings in an imaginative and meaningful way. |
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Describe the relationships between people and environments and the connections between people and places. |
9-12 |
Global History |
Understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world. |
9-12 |
Global History |
Analyze how the forces of cooperation and conflict among people influence the division and control of the Earths surface. |
9-12 |
Global History |
Know some important historic events and developments of past civilizations. |
9-12 |
Global History |
Interpret and analyze documents and artifacts related to significant developments and events in world history. |
9-12 |
Global History |
Understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time. |
9-12 |
Global History |
Analyze historic events from around the world by examining accounts written from different perspectives. |
9-12 |
Global History |
Understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras. |
9-12 |
Global History |
Analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective. |
9-12 |
Global History |
Analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities. |
9-12 |
Global History |
Plan and organize historical research projects related to regional or global interdependence. |
9-12 |
Global History |
Analyze different interpretations of important events, issues, or developments in history by studying the social, political, and economic context in which they were developed; test the data source for reliability and validity, credibility, authority, authenticity, and completeness; and detect bias, distortion of facts, and propaganda by omission, suppression, or invention of facts. |
9-12 |
Global History |
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Day 1: Introduction to the Byzantium Empire |
Understand that the Byzantium Empire was a continuation of the Roman Empire. |
Explain how the transfer of power from the Western Roman Empire to the Eastern Roman Empire took place. |
Compare rulers of the Western Roman Empire to that of the Eastern Roman Empire. |
Undestand project outcomes. |
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Newspaper article on podcasts of Byzantine emperors |
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Review Newsday article. |
Discuss the split between Eastern and Western emperors. |
Discuss different Eastern Roman emperors. |
Explain "The Other Roman Empire" project. |
Divide students into groups with a specific Eastern Roman emperor (Diocletian, Constantine, Julian, Zeno, Justinian, Heraclius, Irene, Basil I, and Basil II). |
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Listen to podcasts of chosen emperor and write a summary (summary sheet given). |
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Group go to Webquest Website and review, summarize, and interpret the different web documents for their chosen emperor. Summary sheets will be provided. |
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Computers with an Internet connection |
Disks for saving materials |
Printers |
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Group must go to Webquest Website and review, summarize, and interpret the different web documents for their chosen emperor. Summary sheets will be provided. |
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Cooperative learning - compare and share |
Explain important events that effected the chosen emperor and the country. |
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Paper |
Pens |
Documents and summaries from previous day's work |
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Get into groups to compare and share. |
Arrange roles of each individual. |
Create a script. |
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Finalize script and prepare for filming. |
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Interpret events of Eastern Roman Empire. |
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Mini DV camcorder with tapes and tripod |
Proper attire for news broadcast |
Microphone (optional) |
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Film skit onto camcorder |
Transfer skit from camcorder (through a FireWire) to DVD utilizing Sonic Media or other movie-producing software. |
optional: add background sounds, etc. |
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Explain how the Eastern Roman Empire changed over time. |
Compare and contrast Eastern and Western Roman Empires. |
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Students watch all broadcasts. |
While watching, students utilize a rubric to grade the broadcasts. |
Discussion topic to follow the broadcasts. |
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Imagine if there were a time machine and you could visit one of these Eastern Roman Emperors. You could ONLY observe. Who would you want to observe, and why? Write a journal of what you observed while visiting. |
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John J. Pettorino
mr_pettorino@yahoo.com
Bayside High School
3224 Corporal Kennedy St.
Bayside, NY 11361
I am a second-year Social Studies at Bayside High School. I have found that students enjoy learning with technology in the form of projects and I attempt to incorporate as many cooperative technology projects as possible in the classroom.
Important documents for this lesson plan.
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