Mount Carmel Saint Anthony

Mount Carmel Saint Anthony

Ms. Di Luzio

Grade 6

Horses are Lousy Lawmakers

notice a similarity ????

Ancient Rome-

Lack of Competent Leadership

theme - political system

Introduction

You, and the members of your group are plebians in ancient Rome 37 AD. The patricians are the aristocracy that makes the laws that govern your life as a plebian. You recently went through a stage peace called the "Pax Romano". Unfortunately, that peace is endangered. The empire is about to be plagued by a slew of incompetent leaders.

Caligula, the new ruler, is cruel and mentally unstable. He's crazy! He declared himself a God and tried to have his horse made a senator. You and your friends decide that you must stop this ruler now. You remember how prosperous your society was with good rulers such as Julius Ceaser and Augustus. It is your responsibility to start a campaign to let fellow plebians know about the corruption in their government. By writing letters, creating flyers and holding meetings, you may convince all plebians to take action. This may allow them to discover a way to take control and prevent the inevitable trend of bad leaders and, ultimately,

the fall of Rome.

OK Lets get started

Your task is to create a campaign informing fellow plebians about this situation. First, you must research this topic to find out more about this problem. You and your group, must, then, create a barrage of items as a way of informing others.

Process

v Write a letter to another plebian discussing the craziness of the new ruler.

v You must create a flyer that you will hand out as a way of attracting plebians to come to meetings. In these flyers, you will state only important facts in an enticing way

v You will also create a poster that displays all you are trying to convey

v Next, you must create an informative newspaper that reveals all aspects of the problem of our incompetent leader.

ü In this newspaper, you must include reasons why he is a bad leader

ü State what may have lead to his decline. Was he always bad?

ü Explain what finally happened to Caligula?

ü Discus what eventually occurred in Rome?

news article: this article must be factual, and describe a major news event from the time. The article should outline what happened in detail, who was involved, where it happened and what the causes of the event were.

editorial : An editorial expresses a persons opinion on an event or topic. The opinion should be based on history. The opinion should reflect what people actually thought at that time rather than your own personal opinion on the topic.

biography: This article should talk about the rulers. It must talk about the way they ruled. You should also include hand-drawn or publicly available web graphics in part of the newspaper.

advertisement: This article can be a drawing or an announcement that is appropriate to the event or the time period. It can also take the form of a tabloid article that spreads rumors or sensational information about an event or person. Such an article might target the Rulers at the time. Your ad can include some thing that has been drawn, traced, or developed on the computer.

You will use the information gathered in your research to complete the steps listed in the American History Public Policy Analysis (AHPPA). These steps will help you to identify the causes of the Fall of Rome, the poor actions that leaders such as Caligula took as well as the responses of the people, and help you to organize your research. To access the steps, click on the following categories below:

Use these steps for your project

Resources

Map of Italy

http://www.roman-empire.net/children/gods.html

http://www.geosites.com/Athens/parthenon/7094/caligula.html

http://www.sfsocialstudies.com

http://www.hbschool.com

http://www.phschool.com

Grading

Your grade will be based on items on this rubric.

All group members must have equal contributions.

You must present your project to the class.

CATEGORY	4	3	2	1
Brainstorming - Problems	Students identify more than 4 reasonable, insightful barriers/problems that need to change.	Students identify at least 4 reasonable, insightful barriers/problems that need to change.	Students identify at least 3 reasonable, insightful barriers/problems that need to change.	Students identify fewer than 3 reasonable, insightful barriers/problems that need to change.
Research/Statistical Data	Students include 4 or more high-quality examples or pieces of data to support their campaign.	Students include at least 3 high-quality examples or pieces of data to support their campaign.	Students include at least 2 high-quality examples or pieces of data to support their campaign.	Students include fewer than 2 high-quality examples or pieces of data to support their campaign.
Brainstorming - Solutions	Students identify more than 4 reasonable, insightful possible solutions/strategies to encourage change.	Students identify at least 4 reasonable, insightful possible solutions/strategies to encourage change .	Students identify at least 3 reasonable, insightful possible solutions/strategies to encourage change .	Students identify fewer than 3 reasonable, insightful possible solutions/strategies to encourage change.
presentation	Students create a project with eye catching graphics, well written captures, sucessful layout and neat appearence	Students create 3 out 4 presentation requirements	Students create 2 out of 4 presentation requirements	Students create fewer than 2 requirements for presentation

CATEGORY	4	3	2	1
Layout - Headlines & Captions	All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.	All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.	Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.	Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.
Articles - Purpose	90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
Articles - Supporting Details	The details in the articles are clear, effective, and vivid 80-100% of the time.	The details in the articles are clear and pertinent 90-100% of the time.	The details in the articles are clear and pertinent 75-89% of the time.	The details in more than 25% of the articles are neither clear nor pertinent.
Graphics	Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.	Graphics are in focus and are clearly related to the articles they accompany.	80-100% of the graphics are clearly related to the articles they accompany.	More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Who, What, When, Where & How	All articles adequately address the 5 W's (who, what, when, where and how).	90-99% of the articles adequately address the 5 W's (who, what, when, where and how).	75-89% of the articles adequately address the 5 W's (who, what, when, where and how).	Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).
Requirements	All of the required content was present.	Almost all the required content was present.	At least 75% of the required content was present.	Less than 75% of the required content was present.
Contributions of Group Members	Each person in the group has contributed at least two articles and one graphic without prompting from teachers or peers.	Each person in the group has contributed at least one article and one graphic with a few reminders from peers.	Each person in the group has contributed at least one article with some minimal assistance from peers.	One or more students in the group required quite a lot of assistance from peers before contributing one article.

NY State Standards

Social Studies

English Language Arts

Art