Annotated Bibliography

Fiction:

1. Forward, T. (2009). Gladiators. London, UK: Walker Books Ltd.

This text is an excellent mixture of fiction and non-fiction. The text comes in two main sections, the first is a pop-up scaled model of the Roman colosseum and the second is a fiction text interwoven with informative sections, providing contextual information about the story. The story is about a young man that becomes a gladiator. The text describes his daily life before becoming a gladiator and the people he meets once he begins to train inside the colosseum. The informative sections of the text describe details such as types of gladiators (hoplomachus, retiarius and murmillo) but also general contextual information such as what typical Roman fashion looked like and definitions of basic Roman vocabulary. The text provides many key links to the integrated unit of work, particularly in the gladiator activity in History, as it provides illustrated definitions of many key words and similarly, provides a relevant immersive fiction text for Guided Reading sessions in Literacy. The text could also be used to support visual learners, especially as the pop-up colosseum is impressive and highly detailed. The strengths of the text are that it is multimodal and a mixture of both fiction and non-fiction. Children could very easily understand which parts of the fiction are based on truth, due to the frequent informative paragraphs that accompany the story. There are few limitations but one is that children who have low comprehension abilities may find its layout confusing, but this is easily remedied by selecting passages of the text and providing the informative sections on separate pieces of paper, so that weaker children do not need to try and switch between fiction and non-fiction so adeptly.

2. Philip, N. (1999). Myths & legends. London, UK: Dorling Kindersley.

This text is a compendium of myths and legends from various cultures and societies around the world. It includes Ancient Greece and Rome, Egypt and Sumeria as well as areas such as Australia, Polynesia, the Caribbean, Central America and West Africa. It provides children with a very structured look at myths and legends from the chosen area and also displays artworks that relate to the stories being told. As with the previous text, it has inextricable non-fiction information within each page, which works as a strong advantage when using this text in a classroom environment. The factual information allows children to constantly remind themselves that this was a belief system in an ancient culture and also clarifies any confusion over names, themes or general understanding of the plot of said myths and legends. A limitation to this text is that it has a small selection of Ancient Roman myths and most are closely intertwined with Ancient Greek myths and gods. However, this is not solely a limitation as the inclusion of Australian myths and legends allows for close comparisons between creation stories and fables of both cultures. This could be implemented in an English classroom as an exemplar text on various text structures, genres, and tropes or as an exercise in comparing and contrasting various cultures belief systems.

3. Reid, S. (2008). My story Pompeii: A Roman girls diary AD 78-79. London, UK: Scholastic UK.

Reids 2008 story is a diary written by a thirteen-year-old Roman girl who lives in Pompeii. It takes place during the year before Mt Vesuvius erupted, AD 78 to 79. The text provides a more personalised perspective of daily life in Pompeii and the impending disaster of the volcanic eruption. While not as factual as the other texts in the fiction list, it engages the readers through Claudias point of view. An advantage of this text is that it has a female main character, which may be important for some of the female class members. When units of work consider Ancient Rome, many immediately think of brutal gladiators and chariot racing, however, women had an important role in Ancient Roman times, hence the focus on gladiatrices as well as gladiators and the selection of this particular novel for the class. A limitation,

therefore, is that some male class members may not relate to the female perspective, but this could be considered an advantage as they will be asked to write their own diary entry and could use the structure of Claudias diary to inspire and motivate them to tell their own version of events. The text would be appropriate for a range of readers as it is not overly complicated but uses some historical terms. The text definitely has merit in a literacy and History environment as it provides more information in a relatable, readable and relevant structure.

4. Seuss, Dr. (2005). Cattus petasatus: The cat in the hat in Latin. (J. Tunberg & T. Tunberg, Trans.). Illinois, United States: Bolchazy-Carducci Publishers. (Original work published 1957).

This text is quite different from the other texts on the reference list as it is The Cat in the Hat translated into Latin. The translation is extremely clever and surprisingly complex but this text works well as a challenge for a Year 7 class. Ideally, the original text would be provided alongside Tunberg and Tunbergs text and students could use them both to expand their vocabulary and observe any patterns with regards to Latin root words. The text also features a detailed glossary at the end of the book, so children could pick a word from there and brainstorm other words they know that are based on the root word. For example, durus meaning hard durable, commovi meaning to shake up or rouse commotion or nomino meaning to name nominate or nominee. One main advantage of this text is that it exposes the children to Latin in a problem-solving manner. The students would be able to pick and choose the patterns they observe, or focus on one Latin root word and trace it through to our modern day English. A limitation is that it does require higherlevel understanding and the ability to look beyond the word printed on the page and make links between modern derivations. As such, it would not be a compulsory text for the class but one in which the students would choose to explore and develop their vocabulary and Latin root word understandings.

Non-Fiction:

1. Deary, T. (2007). Horrible histories: The rotten Romans (2nd ed.). London, UK: Scholastic.

As with Forwards (2009) text, Gladiators, Terry Dearys Horrible Histories series is an excellent combination of factoids and meatier passages. In this edition, Deary manages to bring together hundreds of various facts into a compendium about how rotten the Ancient Romans were. This is an effective text to introduce children to the era, as it provides a very expansive array of knowledge on a multitude of topics, for example education, entertainment, daily life and religion. Another useful aspect of Dearys text is it utilises illustrations in a very engaging manner. An advantage of using these illustrations is that low motivated students would be compelled to keep reading as the pages are littered with characters and funny factual comics. These would draw those that are less interested in the more dry nonfiction texts and encourage them to see the more interesting side of History if they have expectations that it is all about rote learning dates and names. A possible limitation of the text is that it does not delve deeply into many subjects but instead provides overviews of multiple aspects of Ancient Roman life. More avid readers may find it a quick read and need something more substantial. However, it is extremely useful for Guided Reading activities and as an exemplar text on how to present information in a myriad of ways.

2. Gifford, C. (2013). Food and cooking in Roman times: Learn to cook Roman recipes. Sydney, NSW: Wayland Australia.

This text is an excellent example of integrating literacy and numeracy within the classroom. As mentioned in the forward planning document, this text could be used in under the Number and Algebra strand of the Australian Curriculum, as students need to convert simple fractions, percentages and decimals. As this can be a complex concept to understand, providing the class with a real world scenario where this is relevant allows them to connect experiences to more abstract understandings. The text not only provides Ancient Roman recipes to try in class, but

it suggests times or events when each dish would be eaten and why they were significant to Roman citizens. For example, the cake (Libum) mentioned in the mathematics activity in the integrated unit plan was used to honour the gods and spirits within the household. Similarly, it allows for links to be drawn with other areas as it mentions festivals that could be noted on a calendar, one of the legacies of Ancient Rome referenced in the History plan.

References
ACARA. (2013). Australian Curriculum v5.1. Retrieved from http://www.australiancurriculum.edu.au/ Curriculum Council. (2005). Curriculum framework curriculum guide Society and environment. Retrieved from http://k10outline.scsa.wa.edu.au/_Documents/CF_Resources/SAE_Curriculum _Guide.pdf Deary, T. (2007). Horrible histories: The rotten Romans (2nd ed.). London, UK: Scholastic. Demibooks Inc. (2013). Demibooks Storytime (V 1.5) [Mobile application software]. Retrieved from http://itunes.apple.com Forward, T. (2009). Gladiators. London, UK: Walker Books Ltd. Gifford, C. (2013). Food and cooking in Roman times: Learn to cook Roman recipes. Sydney, NSW: Wayland Australia. Laurence, R. (2012, October 29). A glimpse of teenage life in Ancient Rome [Video file]. Retrieved from https://www.youtube.com/watch?v=juWYhMoDTN0 Laurence, R. (2013, May 14). Four sisters in Ancient Rome [Video file]. Retrieved from https://www.youtube.com/watch?v=RQMgLxVxsrw Malam, J. (2011). Lost and found: Pompeii and other lost cities. London, UK: QED Publishing. Philip, N. (1999). Myths & legends. London, UK: Dorling Kindersley. popperslist. (2011, June 25). Colosseum A gladiators story *Video file+. Retrieved from https://www.youtube.com/watch?v=I0fRqc_pChY

Reid, S. (2008). My story Pompeii: A Roman girls diary AD 78. London, UK: Scholastic UK. Seuss, Dr. (2000). Cattus petasatus: The cat in the hat in Latin. (J. Tunberg & T. Tunberg, Trans.). United States: Bolchazy-Carducci Publishers. (Original work published 1957). Tarr, R. (2013). Fakebook: Create a fake profile for a fictional/historical character. Retrieved from http://www.classtools.net/FB/home-page TimeToast. (2013). Retrieved from www.timetoast.com xpt Software & Consulting. (2013). SimpleMinds+ (V 1.7.0) [Mobile application software]. Retrieved from http://itunes.apple.com

What have the Ancient Romans done for us anyway?

The legacy of Ancient Rome.
mike

AMY EDMONDS Assignment 1 for Integrated Studies from K-7: Society and Environment Focus20305263Master of Teaching (Primary)

Integrated Unit of Work: What have the Romans done for us anyway? The legacy of Ancient Rome. Year: 7
Purpose and Context

The purpose of this integrated unit of work is to aid a Year 7 class to continue developing selected historical skills as they research and learn about an ancient civilisation.

The unit of work focuses on the following vital historical skills, as outlined in the Australian Curriculum: Sequencing historical events; Using historical vocabulary; Researching, describing and evaluating relevant sources; Using said sources to inform an historical inquiry; Evaluating historical points of view and their significance to research and our understanding of the world.

The historical context of this integrated program is the civilisation of Ancient Rome 753 BC to 476 AD, from the founding of Rome to the fall of the Roman Empire. The unit does not go into detail with regards to Roman politics but instead uses the time period to explore the various inventions, discoveries and systems that still persist in contemporary Western civilisation today.

In particular, this unit of work asks children to consider the following inquiry question: What have the Romans done for us anyway?

Using this question as a springboard, Year 7s will research the great legacies that the Ancient Roman civilisation has left the modern world. These legacies include modern government, aqueducts, sewerage systems, concrete, roads, the Julian calendar, the Latin language, Catholicism, newspapers and disinfecting surgical instruments. The students will be given the opportunity to evaluate the importance of preserving history in the modern age.

The integrated unit of work allows for many curriculum areas to be implemented and provides opportunities for cross-curriculum priorities (Aboriginal and Torres Strait Islander histories, sustainability) and general curriculum capabilities (literacy, numeracy, ICT capability, critical and creative thinking and intercultural understanding).

Knowledge and Understanding

History: Students will know how to access primary and secondary sources from various offline and online sources and use these to construct an informed historical inquiry. Students will develop the skills to critique sources and consider the points of view presented. Students will be able to sequence historical events through the creation of timelines and they will use historical vocabulary when describing their research. Students will research case studies on the archaeological excavation of Pompeii and the significance of Julius Caesar in the history of Ancient Rome. They will display their knowledge in multiple ways including e-books, online websites, dioramas, historical faction (diary entries), slideshows and informational diagrams.

Geography: Students will develop their mapping skills through the creation and interpretation of Ancient Rome maps. Comparisons between maps of ancient and contemporary Rome will provide students with the opportunity to question the evolution of the civilisation and patterns of settlement regarding access to water sources. Similarly, students will use this pattern of settlement to draw conclusions from maps of modern Australian state capitals and their major river water sources. Students will then extend their understanding of the importance of water sources

and consider the impact that the water sanitation system had on the development of Ancient Rome and other societies.

Literacy: Students will extend their vocabulary by reading various texts on Ancient Rome and will analyse the Latin roots of many common words. They will analyse Roman mythology and make comparisons to the creation stories of the Aboriginal and Torres Strait Islander people of Australia. Students will continue to refine their comprehension strategies when considering different text types, including fictional and informative texts. Students will create their own multimodal texts, which include using ICT mediums. In the Speaking and Listening strand, students will practice making presentations and tailoring them to suit the audience and purpose. In the Viewing strand, students will consider the value of texts and varying perspectives and how these affect the overall purpose. In Writing, students will create texts that are inspired by the structure of selected texts, for example poetry, diary entries and informative diagrams.

Mathematics: Students will know how to round decimals, simplify ratios and work out the best buys when provided with a selection of prices. They will practice these skills by creating an Ancient Roman marketplace with a small group, where one student is the vendor and the others are the consumers. Students will convert simple fractions, percentages and decimals using a modified version of tic tac toe, which originated in Ancient Rome. Students will be able to plot points on a map and locate grid coordinates. They will practice these skills by completing grid overlays of Ancient Rome and identifying the location of key features. When creating their Roman villa dioramas, students will practice finding the area of a rectangle, triangle and parallelogram. Students will practice calculating mean, median, mode and range using various population data. Students will develop mathematical language as they describe patterns they observe in said population data.

Skills

Skills History: Students will sequence historical events (Ancient Roman timeline); Students will be able to evaluate the usefulness of primary and secondary sources, taking into consideration point of view and purpose; Students will develop an historical vocabulary, including Latin root words; Students will develop comprehension strategies to process information in varying texts; Students will identify key themes and concepts of a topic and use these to construct an historical inquiry (the legacies of Ancient Rome); Students will present their research and understanding in various forms, including ICT.

Skills Geography: Students will practice their map creating, reading and interpreting skills (Ancient Roman maps); Draw comparisons between the settlement patterns of ancient civilisations and modern cities; Identify water as an integral natural factor for new settlements; Evaluate the importance of water sources for new settlements and suggests reasons why this is the case.

Skills Literacy: Students will continue to refine comprehension strategies when reading a range of texts; Students will extend their vocabulary by investigating the roots of known and unknown words;

Students will present their knowledge and understanding in a variety of modes and consider the purpose and audience of their content; Students will use ICT to create and present content.

Skills Numeracy: Students will round decimals, simplify ratios and work out the best buys when provided with a selection of prices; Students will plot points on a map and locate grid coordinates; Students will find the area of a rectangle, triangle and parallelogram; Students will calculate the mean, median, mode and range when presented with data; Students will use mathematical language when describing data given; Students will convert simple fractions, percentages and decimals.

Skills ICT: Students will use ICT to communicate and present their knowledge and understanding (through DemiBooks, TimeToast and PowerPoint); Students will utilise ICT mediums to research information to use in their historical inquiries and tasks.