i direzione didattica l. capuana barcellona pozzo di gotto messina progetto ricerca-azione classe quinta d

1:  I° DIREZIONE DIDATTICA “L. CAPUANA”BARCELLONA POZZO DI GOTTO (MESSINA)  Progetto Ricerca-Azione Classe quinta D Insegnanti: Maggiore Silvana (inglese) Gregorio Maria Ausilia (storia)

4: Glossary Brainstorming Map

5: TIMELINE

6: Put the events in the right order 753 BC Foundation of Rome 264 BC First gladiatorial games 64 AD Fire of Rome; first persecution of Christians 80 AD Colosseum 49-45 BC Caesar wins civil war against Pompey and republicans 312 BC Appian Way built

7: BIRTH OF ROME HOW DID ROME GET ITS NAME ? Rome is the capital city of Italy. Building started in 753 B.C. and the Romans have a story to explain how this happened. Twin boys, Romulus and Remus, were taken from their mother and left by the river Tiber to starve. A mother wolf found the babies and looked after them until they were old enough to take care of themselves. Years later, Mars (the Roman God of war) told the boys to build a city where they had been found. The two boys built this city, but they fought each other. Romulus won the battle and the city became known as Rome. Today, historians and archaeologists agree that people started living in Rome long before the time of Romulus and Remus, but many people still believe in their legend. FIND the key words UNDERLINE the most significant sentences SUMMARIZE the text

8: The story of Romulus and Remus

10: To the Romans their gods were an important part of their lives and were treated as part of their families. The ancient Romans had gods for nearly everything. There were temples all over the Roman Empire. There was a temple in the Forum.

11: Who was it? …………..was the God of War …………...was king of the Gods ……………was the God of the underworld ……………the God of Love ……………was the Goddess of love and beauty Mars - Jupiter - Venus - Cupid - Pluto

12: THE ARMY

13: CENTURION TASK ONE You are a Centurion in the Roman army. What is your Roman name? Draw a picture of yourself in your uniform. TASK TWO You are serving in a special regiment. Each regiment has its own symbol. Draw your own regiment’s special symbol.

14: We are all Centurions

16: Town Tour In all the lands they conquered, the Romans built towns that they could feel at home in. The Romans liked everything to be organised and orderly. The streets were laid out in a criss cross pattern. Usually they would have two main streets that divide the town.

19: WHAT IS IT? ………………… like a town square: It was often the centre of the city where people met and did business. ………………….where the Romans went to pray their gods: Romans believed in many different gods. ………………….were not only places for washing but some people went there to meet friends. ………………….where shows were put on, some of these very cruel. People could watch wild animals fighting each other or attacking people. …………………..in the centre of the town and it was like a town hall. Important government buildings and offices were built inside. …………………..place to worship God. …………………..rich people lived in houses (domus) but poor people lived in blocks of flats (insula) sometimes three or four storeys high. …………………..many towns had walls around them to let people and animals in. Amphitheatre North Gate Christian Church Basilica Town House Temple Baths Forum

20: Food There was a great difference between the food that poor Romans ate and the food that wealthy Romans had. Poor people ate very simple food. Rich Romans could afford to buy lots of different food, from all over the Empire.

21: Match the two parts of sentences The lower class Romans (plebeians) might have a breakfast of…………………………… The upper class Romans (patricians) enjoyed……………………………………………… Slaves cut their food for them,……………………………………………………………… Luncheon was usually a cold meal, eaten…………………………………………………… After lunch, the ancient Romans enjoyed…………………………………………………… Table knives and forks were unknown……………………………………………………… The upper class Romans (patricians)……………………………………………………… Quite often, the men's dinner parties had entertainment…………………………………… … but the Romans had spoons like ours today. … fresh meat, fish, fruits, vegetables, bread, and used honey to sweeten food. … bread, dry or dipped in wine, and water. …as they didn't use forks or knives, but ate with their fingers …at about 11 o'clock in the morning …had dinners that were quite elaborate. …a midday rest or siesta. …such as dancing girls or a play, or both.

22: Roman Schools Rome didn't have any public schools. Most children went to private school or studied at home. Their subjects were reading, writing, and arithmetic. Before the age of fourteen, they studied Latin and Greek, “grammar” school. Most schools had only one room and only one class. There were about twelve pupils. Schoolboys would write on wax tablets with a pointed stick called stylus, they then rubbed the wax smooth and started again. At the end of the school day children loved to play games.

23: Doing Math the Roman Way 1.     XIV      + VII = 2.     IX      - VII = 3.     XVI      - IV = 4.    XXII     + XIII = 5.    XXXVI       - XXX =

24: Roman House

26: Monarchy, 753 BC to 509 BC  Republic, 509 BC to 27 BC Empire, 27 BC to AD 476

27: ROMAN EMPIRE

28: Using maps : Roman Britain When working on The Romans in Britain, modern road atlas are the basis for developing an understanding of the pattern of Roman settlement in Britain

29: ROMAN BRITAIN Why did the Romans want to invade Britain? What did it offer?

32: Considerazioni finali Questa esperienza ha sicuramente lasciato un segno nei nostri alunni; gli ottimi risultati ottenuti si evincono facilmente sia dalle prove orali e scritte e sia dalle autovalutazioni che i ragazzi stessi hanno prodotto. Il nostro viaggio attraverso la civiltà romana ha realmente coinvolto i nostri alunni i quali hanno potuto sperimentare come l’inglese non sia stato un ostacolo alla comprensione dell’argomento storico, anzi, in un certo qual modo, è servito da stimolo e ha dato a tutti la possibilità di raggiungere gli obiettivi che noi insegnanti ci eravamo proposte. Gli argomenti man mano affrontati, venivano “lavorati” in modi differenti e la tecnica laboratoriale, spesso utilizzata nel nostro progetto, ha permesso di mantenere sempre vivo l’interesse e la motivazione: la metodologia delle intelligenze multiple ha avuto un ruolo di primo piano che ne ha confermato l’importanza in un apprendimento stimolante. Il coinvolgimento dei nostri alunni in questo progetto CLIL ha certamente contribuito a migliorare la nostra pratica didattica facendoci crescere professionalmente, ci ha inoltre dimostrato come una sinergia di interventi ben progettati possa portare ad un lavoro realmente motivante che favorisce il processo di integrazione tra le due lingue facilitando il trasferimento di conoscenze e di abilità.

33: Materiale utilizzato Tutto il materiale utilizzato a scopo prettamente didattico e per la pubblicazione del presente lavoro, è stato frutto di consultazioni; buona parte di testi ed immagini sono stati scaricati da siti scolastici inglesi ed australiani (scuole primarie) e dalla BBC History for kids, altri sono stati tradotti da testi scolastici italiani. Si ringraziano i responsabili dei siti sottoelencati ricchi di materiali e utilissimi per la varietà di input disponibili L’inserimento delle foto dei ragazzi partecipanti al progetto è stato autorizzato dalle famiglie.

34: SITOGRAFIA http://www.brims.co.uk/romans/tutorial.html http://www.bbc.co.uk/schools/romans/teachers/index.shtml http://atschool.eduweb.co.uk/nettsch/time/empire.html http://www.socialstudiesforkids.com/subjects/ancientrome.htm http://www.bbc.co.uk/scotland/education/sysm/romans/teachers.shtml http://www.vroma.org/~bmcmanus/house.html http://socialstudies.com/article.html?article@FG215B+af@donn http://ancienthistory.pppst.com/rome.html http://www.internet-at-work.com/hos_mcgrane/rome/eg_rome_menu1.html http://www.coloring.ws/rome.htm http://ancienthistory.mrdonn.org/AncientRome.html http://en.wikipedia.org/wiki/History_of_London http://www.britannia.com/history/londonhistory/index.html http://www.primaryresources.co.uk/history/pdfs/9romanws.pdf http://museums.ncl.ac.uk/reticulum/ThisWaySub.htm http://www.primaryhistory.org/ http://www.historyforkids.org/teachers/guides/romeguide.htm http://www.nkjo.net.pl/history/roman_britain.jpg http://www.education-world.com/a_lesson/lesson276.shtml

35: CLIL is fun…