T.E.M.P.U.S. Agent Training (1).pdf

Agent Training Temporal Exploration, Monitoring, Preservation, and Understanding Squad TEMPUS Agent Skill Tests: ❏ History Skill 1, Critical Thinking and Interpretation: Agent is able to objectively analyze and evaluate an issue in order to form a logical judgment. ❏ History...

Agent Training Temporal Exploration, Monitoring, Preservation, and Understanding Squad TEMPUS Agent Skill Tests: ❏ History Skill 1, Critical Thinking and Interpretation: Agent is able to objectively analyze and evaluate an issue in order to form a logical judgment. ❏ History Skill 2, Research, Evidence, and Point of View: Agent can frame evidence-based questions, distinguish fact from opinion, distinguish relevant from irrelevant information, assess the credibility of primary and secondary sources and draw sound conclusions from them, and detect the different historical points of view on historical events and determine the context in which the historical statements were made ❏ History Skill 3, Chronological and Spatial Thinking : Agents can explain how major events are related to one another in time, construct various timelines of key events, people, and periods of the historical era they are studying, use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems HOW DO WE KNOW?! What information do we ask of the past? ○ What? ○ Where? ○ When? ○ Who? ○ Why? ○ How? IDENTIFY: What are the facts? What happened? Where? When? Who was involved? ANALYZE: HOW do we know what happened really happened? WHY did it happen the way it happened? What were the CAUSES and CONSEQUENCES/EFFECTS of what happened? EVALUATE: WHY does it matter? How can we find out what happened? How do we evaluate evidence?  CaT CUT WHAT historians look at! (thinking like a historian)  Ca: “Cause and Effect” What were the short/long-term CAUSES of this event? What were the short/long-term EFFECTS/CONSEQUENCES?  T: “Through Their Eyes” How did people at the time of the event view it? What multiple perspectives on this event were there? Why?  C: “Change and Continuity” How did people at the time of the event view it? What multiple perspectives on this event were there? Why?  U: “Using the Past” How does the past help us make sense of the present? What similarities/differences between this event and modern day do you see?  T: “Turning Points” How does the past help us make sense of the present? What similarities/differences between this event and modern day do you see? (CaT CUT) (CaT CUT) Practice Activity! With your group, use Google and the primary document of the Declaration of Independence to answer the questions for your piece of the CaT CUT puzzle! Be sure to include 2-3 quotes to support your answers. When you are finished, have a person from your group NEATLY write your answers and evidence on the board in the appropriate space. The 5 Key Questions of History WHY it matters, and HOW to make sense of it! THE KEY QUESTIONS OF HISTORY! WHAT ARE THE GROUPS? How does group membership shape viewpoint and values? Ethnicities? Cultures? Nations? Classes? Age groups? Religious affiliation? Political groups? Professional groups? Clubs? Etc EXAMPLES: American, Roman, upper-class, African-American, millennial, female etc WHAT ARE THE STORIES PEOPLE TELL? I. What are the groups? What are the attitudes, beliefs, or experiences that shape how groups and individuals looks at the world? II. What are the (EXAMPLES: “Jupiter demands I conquer my enemies!” “If I don’t make a name for myself on the battlefield [dignitas], I will be shamed!” “That nation took my father’s land! They will pay!”) stories PEOPLE How do these stories people tell themselves create or prevent conflict between people? TELL? III. Who has the WHO HAS THE STUFF? stuff? Who has the important stuff they need? Who doesn’t? What are people williung to do to get it? Who is rich? Who IV. Who has the is poor? Sure, but…stuff isn’t just money! Who has the important resources? Who has the best technology? How power? does this change things? V. Who benefits? WHO HAS THE POWER? (CuI BONO?) Which groups and individuals have the most power in a society? What different kinds of power are there? Who has more of it and who has less of it? How does “the stuff” impact who has “the power”? How did people get it? WHO BENEFITS? ( CUI BONO? ) When looking for the causes and consequences of specific events, ask: who stands to gain? Why did they start a conflict or decide to do a certain thing? What was the end result? How did that improve/worsen their situation?  WHAT ARE THE GROUPS? How does group membership shape viewpoint and values? Ethnicities? Cultures? Nations? Classes? Age groups? Religious affiliation? Political groups? Professional groups? Clubs? Etc EXAMPLES: American, Roman, upper-class, African-American, millennial, female etc Key History Question 1: What are the groups? Ave et salve! My name is Bobicus Maximus. I’m a Legionary, a soldier in the Roman army. I left my wife and my son at my humble farm when Julius Caesar, Ethnicities? Cultures? Nations? the great Classes? Roman general, Age offered megroups? gold and land and servants if Religious affiliation? Political I agreed groups? to fight the GaulsProfessional with him. groups? Clubs? Etc EXAMPLES: American, Roman, upper-class, African-American, millennial, etc GROUP TURN AND TALK: How does group membership shape viewpoint and values? Which “GROUPS” do I belong to? Which identities do I have? Discuss and share out! Brainstorm as many as you can. Examples: Nationality, class, gender, etc  I am a Roman! (Ego sum What are the groups? Romanus!) I am a soldier! (Ego miles sum!) I am a husband and a father! (Ego maritus et pater sum!) And lastly, I am a farmer! (Agricolus sum.) What are the groups? GROUP TASK! To whom do I have the most loyalty? Order these groups 1-5 from most to least importance Roman in my decision making. Tell me why you made the choice you made. soldier Husband Father Farmer  Alea iacta est! The die is cast! What are the groups? XX Uh oh! Caesar has crossed the Rubicon river and wants us to attack our home of Rome! He’s gone mad Dude, with power! Caesar…this is no time for D&D. But the Senate told us we shouldn’t do that! GROUP VOTE! HEY! No fair! We said no conquering Rome! BAD Which group do I have the Caesar! BAD! most loyalty to? Who will I support? Well, I’m supposed to follow Rome’s laws, but… …my main man Caesar gave me gold and land and slaves for helping him out against the Gauls, and the Senate isn’t in charge of that… …and getting paid will help me feed my wife and kid… …plus it’ll be nice to add on to the ol’ farm back home, so… XX CHARGE!!!  GROUPS I have been taught to never give up and that I must earn glory. I will focus on brute ROMAN force over brains. More land means more glory and strength for Rome and for me. In Rome, I have privileges as a MAN man. I can own land, fight, and hold political office. I feel I have a voice. Bobicus Maximus As a wealthy patrician, I can join the PATRICIAN army, hold office, own land, and vote. I want to keep power and glory. As one of Rome’s two military CONSUL leaders, I need to win battles for glory. I will take chances and never give up.  WHAT ARE THE STORIES PEOPLE TELL? What are the attitudes, beliefs, or experiences that shape how groups and individuals looks at the world? How do these stories people tell themselves create or prevent conflict between people? TURN AND TALK: What is a core belief you have about how the world is or should be? How has that influenced how you live your life? Key History Question 2: What are the stories people tell themselves? Welp…we did it! We attacked and conquered Rome and Caesar is dictator for life now! But, hey…only the strong prevail! If you want to make an omelette, you gotta break some eggs, amirite?! To the victor go the spoils! The gods smile upon the bold! And now my man Caesar is the top dog in Rome! My wife and kid have everything they need. I got paid for my loyal service to Caesar. A Roman’s got to eat, right? All is well! Me bene habeo! Besides, the Senate will get over it!  But what other stories are being told in Oh. the heads of the other characters in this Oops. story? Why did the Senate act the way they did? Why did Caesar act the way he did? How could Brutus and the other How could Caesar attack Rome and senators betray me?! become a tyrant?! Doesn’t he Don’t they know I’m an awesome remember Romulus and the tyrant military genius god emperor…oh, kings of old? Doesn’t he care about wait…I hear it now. My bad. the Roman Republic?! But I would have been a good leader! Promise! Key History Question 3: Who has the stuff? Carthaginian slaves Roman slave Julius Caesar plebeian woman/man patrician woman/man legionary (plebeian) senator (patrician) Emperor Augustus Key History Question 4: Who has the POWER? Carthaginian slaves Roman slave Julius Caesar plebeian woman/man patrician woman/man legionnaire (plebeian) senator (patrician) Emperor Augustus  Key History Question 3: Who has the stuff? (TECHNOLOGY) A) Ancient B) a modern Roman speedboat warship Two ships are traveling to London (Londinium) from Rome (Roma). Which one is getting there first?  A) Ancient B) a modern Roman speedboat warship Can move 15 Can move 5 steps every 5 steps every 5 seconds seconds  Carthage (world’s best navy from a civilization of sailors and traders) Rome (no real navy to speak of, copies Carthage like a student who forgot to study) CORVUS Key History Question 5: Who benefits? (Cui bono?) From “Pleb[e]ians”, PBS.org THE KEY QUESTIONS OF HISTORY! WHAT ARE THE ? WHAT ARE THE ? I. What are the ? II. What are the ? III. Who has the ? WHO HAS THE ? IV. Who has the ? V. Who ? (CuI BONO?) WHO HAS THE ? WHO ? ( CUI BONO? ) Mastery Activity! With your group, create a 1-2 minute skit that does the following: Introduces the Key Question you will be showing Has a role for everyone Recreates an important historical event (group choice) Includes a narrator who shows the question in action and explains the lessons (how it helps to better understand the event you chose) PART I: Critical Thinking and Interpretation  History Skills Mission 1.1: Cause and Consequence Your Mission: ^aka “Effect” 1. Watch the short video at the link below. Please take notes (Cornell style) 2. Then, go to the “10 Examples of Cause and Effect” article. Pick an example and use the Causes and Consequences Log to identify the important event(s), describe what happened, and evaluate what the consequences (effects) of these actions were. (Google is your friend!) 3. Reflect on a time when you or someone you know made a decision that had lasting effects. What caused them to make that decision? What were the consequences (good or bad)? MISSION FILES: ❏ Historical Causes and Consequences Explained ❏ Video ❏ 10 Examples of Cause and Effect ❏ Causes and Consequences Log  History Skills Mission 1.2: He Said, She Said (Differing Interpretations) Your Mission: 1. As a class, read the He Said She Said slideshow and fill out the worksheet about the breakup of Liz and Michael. 2. Then, split the two American Revolution readings with a partner. As you read, annotate any evidence for that author’s perspective of the American Revolution you can find. 3. Share out your findings with your partner. As you share, fill out the perspective sheet from the two different points of view for the American Revolution in your readings. 4. OPTIONAL: If you have down time, skim the article about teaching the American Revolution in the UK. (It’s super short and talks about how they teach this historical event in Britain and America today). What familiar or differing perspectives on the American Revolutionary War do you see? MISSION FILES: ❏ He Said, She Said (Evaluating Perspectives for Historical Evidence): A Slideshow ❏ He Said, She Said Worksheet ❏ Perspective Sheet ❏ Teaching the American Revolution in the UK (optional)  American Revolution Sources Thomas Jefferson’s The King George III’s Declaration Declaration of Independence of Rebellion (1775) (1776)  History Skills Mission 1.3: Time Travel Detectives Your Mission: Check out the supplied slideshow of “historical artifacts” to make conclusions about Mr. Maggi’s personal “history” using CaT CUT and the 5 Key Questions of History. Split the following tasks among your team: Sketch out a timeline for Mr. Maggi’s “history” with at least 5 events with specific dates Provide at least one answer for the 5 Key Questions of History according to Mr. Maggi’s history. (Explain, don’t just identify. Why is it important? What’s the takeaway?) Identify at least one example in the artifacts that show one or more of the CaT CUT skills (more is fine!) MISSION FILES: ❏ Mr. Maggi Historical Artifacts ❏ The 5 Key Questions of History ❏ CaT CUT Sheet (fill out individually) PART II: Research, Evidence, and Point of View  How Do I Know What to Believe? Your Mission: Use the CAARP test to assess whether a piece of evidence is reliable. Do you see evidence of bias? Making things up? Being misleading? Using direct evidence? Let’s explore! CARL SAGAN (super awesome ECREE! scientist guy) ECREE ARTICLE LINK HERE 0 1 2  WHY?! SHOW ME EVIDENCE AND EXAMPLES TO BACK UP YOUR REASONING! FINAL SCORE? 0/1/2 + 0/1/2 + 0/1/2 + 0/1/2 + 0/1/2 = ??/10  WHY?! SHOW ME EVIDENCE AND EXAMPLES TO BACK UP YOUR REASONING!  History Skills Mission 2.1: Asking HIstorical Q’s 10 points Your Mission: Together as a group, draft (write) and revise a historical research question you want to know the answer to about history that SOARs. In other words, it is: Specific Open-ended (not a “yes” or “no” or single answer) Applicable (historically relevant to your topic) Researchable (it’s possible to find multiple specific answers and evidence) MISSION FILES: ❏ HS 2.1: Forming Historical Research Questions worksheet  History Skills Mission 2.2: Assessing Sources, Doing Research Your Mission: 1. As a group, make a copy of your HS 2.1: Forming Historical Research Questions worksheet with your revised research question you and your team wrote and attach it to HS 2.2 in Google Classroom. 2. As a group or by yourself, start to research and find reliable primary and/or secondary evidence sources about ancient Rome. Record your sources in your worksheet attached to HS 2.2 n the purple section. Use Easy Bib to get the MLA citation for each source and tell me: Identify: Is it a primary or secondary source? Assess: Is the source good, fishy, or in between? (Give me the CAARP test score out of 10!) Record: 3+ relevant and significant historical facts or quotes that help you to answer your research question (if you don’t find answers…keep looking! Don’t give up!) 3. When you are done researching, in the green section, write a 1-2 sentence thesis statement summarizing your new findings for your question. MISSION FILES: ❏ HS 2.2 Tutorial Video ❏ HS 2.1: Forming Historical Research Questions worksheet ❏ Easybib.com (automatically makes MLA citations) ❏ Purdue Online Writing Lab (OWL) MLA Format Guide  History Skills Mission 2.3: Time Traveller Disguise Fashion Show Your Mission: If we want to study the Romans as time travelers…we’ll need to blend in and do as the Romans do! With your group, study the Mission Files on Roman fashion and culture for your social class (Senator, Equestrian, Patrician, Plebeian, Slave, Free person). Then, have your group design a “Roman disguise” and decide what you’ll have to do and say to blend in with the ancient Romans. Choose ONE model to show off your final product! (Please be prepared to share the evidence that led you to make the decisions you did in constructing your disguise). YOU WILL ALL NEED TO WORK TOGETHER TO BRING MATERIALS FOR YOUR DISGUISE! And, yes, even if you are not the model, you can make your OWN toga and wear it to class! MISSION FILES (these should get you started on researching your disguise): ❏ Social Classes of Ancient Rome* ❏ Consuls in Rome* ❏ OPTIONAL ❏ Culture of Ancient Rome (wikipedia) ❏ Ancient Roman Clothing (The Collector) ❏ Romans-Clothing (History on the Net) ❏ Roman Fashion Pinterest Page *mandatory  History Skills Mission 2.3: Cartographers Directions: 1. Your table group will be given one type of Roman person that you will be making a disguise for: Emperor, patrician, plebeian, equestrian, senator, consul, soldier (legionnaire), servants (freed) 2. Read and take notes on “Social Classes of Ancient Rome” to research your team’s type of Roman. Take notes on fashion, social status, jobs, and quality of life so you can design an authentic outfit and performance for your “fashion model” 3. Write and plan a brief skit (1-2 minutes) that your model can act out to show what a day in the life of your person would look like. Include specific historically accurate details and at least one phrase translated into Latin for them to say that shows what their type of Roman would have been like!  History Skills Mission 2.3: Quotemongers Directions: 1. Your table group will be given one type of Roman person that you will be making a disguise for: Emperor, patrician, plebeian, equestrian, senator, consul, soldier (legionnaire), servants (freed) 2. Read “Social Classes of Ancient Rome” and take notes for your team’s type of Roman. Pay attention to fashion, social status, jobs, and daily life details so you can design an authentic outfit and performance for your “fashion model”. 3. Find as many specific examples as you can! (Aim for at least 5). Feel free to go to other CAARP’d sources for information. Copy/paste as many images, details, or examples into your group sheet for HS 2.3 to help plan your model’s disguise design. (Your Chronologist will be the actual designer).  History Skills Mission 2.3: Chronologists Directions: 1. Your table group will be given one type of Roman person that you will be making a disguise for: Emperor, patrician, plebeian, equestrian, senator, consul, soldier (legionnaire), servants (freed) 2. Read and take notes on “Social Classes of Ancient Rome” to research your team’s type of Roman. Take notes on fashion, social status, jobs, and quality of life so you can design an authentic outfit and performance for your “fashion model” 3. Use the images and notes from your Quotemonger to plan a historically accurate “disguise” as your type of Roman that is doable and historically accurate. Sketch out a design. 4. Make a list of materials your will need to make your design. (Your group can work together to get these materials, but let me know if you can’t get something you need).  History Skills Mission 2.3: Philosophers Directions: 1. Your table group will be given one type of Roman person that you will be making a disguise for: Emperor, patrician, plebeian, equestrian, senator, consul, soldier (legionnaire), servants (freed) 2. Congratulations! You are your group’s model! Read “Social Classes of Ancient Rome” with your group to get ideas for what your type of Roman would wear, do, think, etc. 3. On the day of our Roman Fashion Show, you will wear the “disguise” your team has made, act out a brief “day in the life” skit, and say at least one phrase in Latin that shows us what your character is like. Rehearse your catwalk skit for the day of our Fashion Show. (Think about good presentation skills). 4. Think of ways to make your performance feel authentic and unique! What would it actually be like to be this person in ancient Rome?  FINAL ROMAN FASHION SHOW RUBRIC (30 points) Write and plan a brief skit (1-2 minutes long) showing a “day in the life” of your class of Roman 5 points Include specific historically accurate details Cartographer Include at least one phrase translated into Latin for your model to say that shows what their life would have been like Proofread and polish! Make it good :) Find as many specific, historically accurate examples and as many images or examples for your disguise design as you can. 5 points Work with your Chronologist to make sure they have all of the period-accurate information and images they need to inspire Quotemonger their final design. Make a list of suggestions of materials/elements you think would be good to include in the final design Use the images and notes from your Quotemonger to plan a historically accurate “disguise” as your type of Roman. 5 points Chronologist Sketch out a design and make a list of materials you will need to make it. (Your group can work together to get these materials, but let me know if you can’t get something you need). Read “Social Classes of Ancient Rome” with your group to get ideas for what your type of Roman would wear, do, think, etc. 5 points On the day of our Roman Fashion Show, you will wear the “disguise” your team has made, act out a brief “day in the life” skit, and say at least one phrase in Latin that shows us what your character is like. Philosopher Rehearse your catwalk skit for the day of our Fashion Show. Think of ways to make your performance fee authentic and unique! What would it actually be like to be this person in ancient Rome? Try to blend into the role! Everyone has done the reading/notes 10 points Everyone is doing their work as a team with MAXIMUM EFFORT and ongoing growth and improvement Group Everyone is focused and on task Professionalism Model skits are well-rehearsed (no or minimal notes needed) and Presentation The disguise is period-accurate, and designed to the best of our ability Skills Every member of the group is able to answer questions about their team’s design choices and the historical details that inspired them (notes are ok) ONE person should record your performance and share it with your group so you can add to your assignment. TOGA PARTY! Today... We are going to learn to make our own togas! But first… A few FAQs (Frequently Asked Questions) A bit about fashion in ancient Rome! Step-by-step instructions to make YOUR toga (super simple!) FAQs (aka “Frequently Asked Questions, aka “Saepe Quaesivit Quaestiones”) 01 02 Do I HAVE to make a toga? What if I can’t get the material? Nope! If you are not the model and you Talk to Mr. Maggi! If you informed him ahead of choose not to make a toga, that is fine. (But time, he should have something to hook you up with, but if not we can make arrangements to you won’t have it to wear at our banquet!) get you your cloth. 03 04 Can I wear this to class every day? Can I add to my toga? Yes, if you want! (Just make sure Sure! Feel free to continue to follow the dress code, too). adding decorations!  II A Bit About Roman Fashion Roman fashion... Did you know that toga is a catch-all phrase for the robes Romans (and Greeks) would sometimes wear? But there was much more to it than that! The Romans didn’t just wear togas, and some garments (like tunics or Greek chitons) are inaccurately called togas. The TOGA Only male citizens of Rome were allowed to wear togas (but we don’t abide by that here) Made out of wool and were very large, draped around the body and over one arm Expensive! It was the law that all citizens wore togas for public events! They were even told which colour of toga they had to wear: ○ A plain white toga was worn by all adult male citizens ○ An off-white toga with a purple border was worn by magistrates and upper class boys ○ A toga made of dark coloured wool was worn after someone had died ○ A bleached toga was worn by politicians ○ A purple toga with gold embroidery was worn by a victorious general and later by emperors. The TUNIC Standard dress for all men from slaves to the nobles (boo slavery!!!) Could be worn plain, belted at the waist or under a cloak Citizens of Rome would wear a tunic under their toga Could be made of linen or even silk (if you could afford it). The tunic would be worn belted at the waist and just covering the knees. DID YOU KNOW… Both men and women wore a simple loincloth called a subligaculum under their clothes. So...YES! THERE WAS ROMAN UNDERWEAR!!! “Semper ubi sub ubi...” Roman Footwear INDOORS: the Romans wore open-toed sandals OUTDOORS: they preferred to wear shoes that covered their toes The Romans made shoes and sandals by fixing strips of leather to a tough leather or cork base. Shoes for walking, for winter or for soldiers had many more leather strips to cover the toes and provide more warmth. Roman Jewelry Men were only allowed to wear one piece of jewelry – a ring that was used to make a mark in wax for sealing documents. (This is called a signet ring) However, many ignored the rules and wore several rings and brooches to pin their cloaks. Roman Hairstyles All men had their hair cut short and shaved. (After the time of Hadrian some men began growing beards). Women often wore wigs (whether they were bald or not), but typically wore hair longer and pinned up. Women also often wore veils  III How to Make a Toga Want to try another more authentic style at home? READ MORE HERE! PART III: Chronological and Spatial Thinking  History Skills Mission 3.1: Reading Maps 10 points Your Mission: 1. Take the maps and your Chromebook to help you navigate. You will also need highlighters or markers in four different colors. (Today AOM is the Mediterranean region and 1604 is ROME! Look to see which locations match on both maps). 2. Look for the FIRST STATION outside. There is a mysterious scroll left by some ancient Roman historian! 3. Read what you find there carefully. Take notes about important information and bolded information on the back of your map. 4. When you have finished the reading, highlight the area of your map that shows where Rome expanded to during this period (make sure to be clear on your key which colors show which periods of expansion). 5. Follow the clue to the next station! 6. Repeat until you’ve visited all four stations. Now you are done! Come on back to Rome) MISSION FILES: ❏ Maps and Station Readings ❏ TCI: “From Republic to Empire, an Overview” FILL ME OUT! FILL ME OUT!  History Skills Mission 3.2: Making Timelines 20 points Your Mission: Use the article provided to create a timeline (you can do this on paper and submit a screenshot or do a digital copy on Google Drawing or another app) with at least 5 important events during the Roman Empire (c. 31 BCE-476 CE). Each event should have: date(s) a title, 2-3 sentence explanation a picture How the events are connected (Think back to HS 1.2, Cause and Effect/Consequence: how did each event influence or cause the others?) MISSION FILES: ❏ Roman Empire: Important Events!  Timeline of the Roman Empire! 753 BCE 44 BCE c. 476 CE Legend says Rome Powerful general Julius Caesar crosses the Traditionally, this is marked as the date of was founded by the Rubicon and conquers Rome with his army, the Fall of the Western Roman Empire. brothers Romulus declaring himself dictator for life. Rome fell for a variety of reasons, and Remus, who Subsequently, he is assassinated by including internal corruption, outside were raised by a senators.This also marks the beginning of the attacks by other tribes, and she-wolf. civil wars and the transition from Republic to overexpansion. Empire. 750 BCE 44 BCE 476 CE Caesar’s death led to civil wars, led to Rome’s founding led Abuse of power = Popular generals with Empire, which eventually gave way to to power-hungry Republic, consuls, small personal armies = corruption and unsustainable growth. kings shared limited power seizing power again!  History Skills Mission 3.3: Making Connections in Time and Space 30 points Your Mission: Create a fake Roman newspaper article titled “Rome: An Empire in Review!”. Pick at least 3 events from our class timeline and research specific ways these events are connected. How did they influence each other? What were their causes and effects for Rome? For others? ❏ 500+ word count ❏ Proofread (spelling, grammar, and punctuation count!) ❏ Pictures! ❏ Important names and dates MISSION FILES: ❏  History Skills Mission 3.3: The Key Questions of History 30 points Your Mission: Fill out the notes and follow along with the activities with Mr. Maggi on the following slides. (And yes…there will be a test!) MISSION FILES: ❏ Key Questions of History Notes Key History Question 1: What are the groups? Ave et salve! My name is Bobicus Maximus. I’m a Legionary, a soldier in the Roman army. I left my wife and my son at my humble farm when Julius Caesar, Ethnicities? Cultures? Nations? the great Classes? Roman general, Age offered megroups? gold and land and servants if Religious affiliation? Political I agreed groups? to fight the GaulsProfessional with him. groups? Clubs? Etc EXAMPLES: American, Roman, upper-class, African-American, millennial, etc GROUP TURN AND TALK: How does group membership shape viewpoint and values? Which “GROUPS” do I belong to? Which identities do I have? Discuss and share out! Brainstorm as many as you can. Examples: Nationality, class, gender, etc  I am a Roman! (Ego sum What are the groups? Romanus!) I am a soldier! (Ego miles sum!) I am a husband and a father! (Ego maritus et pater sum!) And lastly, I am a farmer! (Agricolus sum.) What are the groups? GROUP TASK! To whom do I have the most loyalty? Order these groups 1-5 from most to least importance Roman in my decision making. Tell me why you made the choice you made. soldier Husband Father Farmer  Alea iacta est! The die is cast! What are the groups? XX Uh oh! Caesar has crossed the Rubicon river and wants us to attack our home of Rome! He’s gone mad Dude, with power! Caesar…this is no time for D&D. But the Senate told us we shouldn’t do that! GROUP VOTE! HEY! No fair! We said no conquering Rome! BAD Which group do I have the Caesar! BAD! most loyalty to? Who will I support? Well, I’m supposed to follow Rome’s laws, but… …my main man Caesar gave me gold and land and slaves for helping him out against the Gauls, and the Senate isn’t in charge of that… …and getting paid will help me feed my wife and kid… …plus it’ll be nice to add on to the ol’ farm back home, so… XX CHARGE!!! Key History Question 2: What are the stories people tell themselves? Welp…we did it! We attacked and conquered Rome and Caesar is dictator for life now! But, hey…only the strong prevail! If you want to make an omelette, you gotta break some eggs, amirite?! To the victor go the spoils! The gods smile upon the bold! And now my man Caesar is the top dog in Rome! My wife and kid have everything they need. I got paid for my loyal service to Caesar. A Roman’s got to eat, right? All is well! Me bene habeo! Besides, the Senate will get over it!  But what other stories are being told in Oh. the heads of the other characters in this Oops. story? Why did the Senate act the way they did? Why did Caesar act the way he did? How could Brutus and the other How could Caesar attack Rome and senators betray me?! become a tyrant?! Doesn’t he Don’t they know I’m an awesome remember Romulus and the tyrant military genius god emperor…oh, kings of old? Doesn’t he care about wait…I hear it now. My bad. the Roman Republic?! But I would have been a good leader! Promise! Key History Question 3: Who has the stuff? Carthaginian slaves Roman slave Julius Caesar plebeian woman/man patrician woman/man legionary (plebeian) senator (patrician) Emperor Augustus Key History Question 4: Who has the POWER? Carthaginian slaves Roman slave Julius Caesar plebeian woman/man patrician woman/man legionnaire (plebeian) senator (patrician) Emperor Augustus  Key History Question 3: Who has the stuff? (TECHNOLOGY) A) Ancient B) a modern Roman speedboat warship Two ships are traveling to London (Londinium) from Rome (Roma). Which one is getting there first?  A) Ancient B) a modern Roman speedboat warship Can move 15 Can move 5 steps every 5 steps every 5 seconds seconds  Carthage (world’s best navy from a civilization of sailors and traders) Rome (no real navy to speak of, copies Carthage like a student who forgot to study) CORVUS Key History Question 5: Who benefits? (Cui bono?) From “Pleb[e]ians”, PBS.org THE KEY QUESTIONS OF HISTORY! WHAT ARE THE GROUPS? Ethnicities? Cultures? Nations? Classes? Age groups? Religious affiliation? Political groups? Professional groups? Clubs? Etc EXAMPLES: American, Roman, upper-class, African-American, millennial, female etc How does group membership shape viewpoint and values? WHAT ARE THE STORIES PEOPLE TELL THEMSELVES? I. What are the groups? What are the attitudes, beliefs, or experiences that shape how groups and individuals looks at the world? II. What are the (EXAMPLES: “Jupiter demands I conquer my enemies!” “If I don’t make a name for myself on the battlefield [dignitas], I will be shamed!” “That nation took my father’s land! They will pay!”) stories PEOPLE How do these stories people tell themselves create or prevent conflict between people? TELL THEMSELVES? WHO HAS THE STUFF? III. Who has the A lot of the problems (and solutions!) in history comes down to who has “the stuff”! Who has the important stuff? resources? Who is rich? Who is poor? Who has the best technology? How does this change things? IV. Who has the power? WHO HAS THE POWER? V. Who benefits? (CuI BONO?) Which groups and individuals wield the most power in a society? In a region? In the world? How did they get it? Does it have to do with the stuff they have? Technology? Corruption? Location? Who wins battles? WHO BENEFITS? ( CUI BONO? ) When looking for the causes and consequences of specific events, ask: who stands to gain? Why did they start a conflict or decide to do a certain thing? What was the end result? How did that improve/worsen their situation? PART IV: TEMPUS Agent Training Final Project  PART IV: TEMPUS Agent Training Final Project (due Friday, September 23rd) 50 points TEMPUS Time Traveler Agent Badge! Your Mission: Design, polish, and present a creative project that shows your mastery of the following TEMPUS Historian Skills on a historical research question of your choice: ❏ Critical Thinking and Historical Interpretation: Student is able to objectively analyze and evaluate research question in order to form a logical judgment. ❏ Research, Evidence, and Point of View: Student is able to use primary and secondary sources (cited in MLA format) to demonstrate answers to their question from multiple perspectives. ❏ Chronological and Spatial Thinking: Student is able to show how geography impacted the subject of their historical research question. Student is able to identify important causes and effects of historical events, and draw modern day lessons. MISSION FILES: ❏  PART IV: TEMPUS Agent Training Final Project RUBRIC (50 points) Critical Thinking ❏ Student uses evidence to show understanding of cause, effect, sequence, and correlation of 3-5 historical 15 and Interpretation events pts Skills ❏ Student connects historical consequences and patterns to modern examples, explaining the lessons learned ❏ Student has commented on the economic ($) and political impacts of the events within the scope of their question Research, ❏ Student frames historical research questions that can be answered by historical study and research. 15 Evidence, and ❏ Student distinguishes fact from opinion in historical narratives and stories. pts Point of View ❏ Student distinguishes relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information ❏ Student assesses the credibility of primary and secondary sources and draw sound conclusions from them using CRAAP test ❏ Students detect the different historical points of view on historical events and determine the context in which the historical statements were made Chronological ❏ Student explains how major events are related to one another in time. 15 and Spatial ❏ Student constructs a timeline of key events, people, and periods of the historical era they are studying. pts Thinking ❏ Student uses a variety of maps and documents to identify important physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems Professionalism ❏ Example of student’s best work to date 5 pts and Effort ❏ Maximum effort and improvement is evident ❏ Spelling, grammar, and punctuation have been checked; minimal or no mistakes ❏ Student uses professional, academic language ❏ At least 3 pieces of direct evidence from reputable primary and secondary sources ❏ All sources are collected in an MLA-style Works Cited page, with proper MLA in-text citations as appropriate