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B e n c h m a r k e d u c a t i o n c o m p a n y

Teacher’s GuidePRIMESOCIAL STUDIES

Level Q/40

Level X/60

* Essential Questions for each chapter drive the unit of study. These questions encourage students to think critically about the big ideas, or essential understandings, and to formulate further questions for inquiry. Students who have read the text with comprehension should be able to demonstrate their understanding through discussion and through the Putting It All Together activities at the end of each chapter.

** If you are using this text with ExC-ELL students, please refer to the ExC-ELL Vocabulary Strategies Card.

Citizenship in Ancient Times

skills & strategies

anchor comprehension strategy• Compare and contrast

essential understanding*The concept of citizenship that we have today originated in ancient Greece and developed in the Roman Republic and Empire.

social studies Objectives• Identify the Greek and Roman contributions

to the concept of citizenship, civic duty, and civil rights.

Metacognitive strategies• Determine text importance• Visualize

content Vocabulary• Glossary, page 46

Vocabulary strategy** • Use context clues to determine word

meanings

Word study• Word origins (Greek and Latin roots)• Prefixes

Language Forms and Functions• Adjectives and adverbs

Writing connection• How to write a letter to the editor, page 44

Graphic Features Focus • Maps and time lines

related resources • Citizenship in Ancient Times Interactive

Whiteboard Edition• Comprehension Strategy Assessments• Comprehension Question Card• Comprehension Power Tool Flip Chart• ExC-ELL Vocabulary Strategies Card**

Citizenship in AnCient times2

Introduce the BookWrite a Letter to the Editor: Introduce and Plan• Have students turn to pages 44–45. Read the writing

feature and model together.• Say:We will be writing a letter to the editor. A letter to

the editor is a way to express opinions or feelings on a topic and convince people to agree with your thinking. The persuasive letter that you write will focus on a topic related to citizenship and civic duty. What are some possible topics that relate to citizenship and civic duty? (Allow responses.)

• Ask:Where might you find examples of letters to the editor? Create a list of possible sources on chart paper or on the whiteboard. Sources might include newspaper opinion pages, magazine letters pages, online magazines, and journals.

• Review the explanation of how to write a letter to the editor and discuss consistent characteristics of persuasive letters (such as having topics that people find important; including supporting facts; making a main point clearly and early; keeping the letter brief; and so on). Have students use a persuasive letter planning guide like the one below to record their information and ideas.

• Generate ideas and conduct research. Have students think of a topic that relates to citizenship and civic duty. Ask them where they might find information to use in writing their letter to the editor. (Sources might include news articles, reports, research-supported Web sites, etc.)

• Using the anchor chart, review the characteristics of a letter to the editor.

CharacteristicsofaLettertotheEditor• Uses standard letter format• Written in first person• States a position on a topic or main point• Provides facts and figures to support a topic or main point• Closes with a suggested action or solution

• Ask students to use the Letter to the Editor Planning Guide (BLM 1) to record information and organize their letter.

• Confer with individual students and focus on their planning efforts. Have students suggested a topic that is relevant to the book? Have they thought about the information they can include that will support their main point?

HowtoWriteaLettertotheEditor

Problem What problem or issue do you want to make people aware of?

Audience Who will be reading this? Who do you want to reach?

Supporting Facts and Examples

What is your main point or idea? What facts and details support this point?

Solution How can the issue be best resolved in your opinion?

Make Connections/Build Background Build Social Studies Concepts and Vocabulary• Read the PRIME Questions on the inside front cover of

the book. Say:We often take being a citizen for granted. What are

the benefits of being a citizen of our country, state, city, and/or town?

Use the question to generate a class discussion and have students brainstorm a list of rights and responsibilities that people have as citizens.

Say:Now imagine you live in ancient Rome. You can be a citizen only if you are male, own land, and were born in the Roman Empire. What would your rights be?

• Create a Venn diagram that compares citizens’ rights then and now. Post as an anchor chart to support students’ use of concept terms throughout the unit. Feel free to add new words and ideas to this chart as you read the book.

Preview the Book• Invite students to flip through the book and view photos

(or project the whiteboard version of the text and preview the pages together).

• Have students turn to the Table of Contents and read the chapter heads and Essential Questions for each chapter.

• Invite students to read the book description and About the Author blurb on the back cover of the book. Ask: How do these features help you figure out what you’ll learn about in this book?

• Three-StepInterview: Focusing on the Table of Contents, ask students to conduct a Three-Step Interview to share information about their hypotheses about how the United States’ concept of citizenship was developed in ancient Greece and the Roman Empire. Have students work with a partner. Each student interviews the other. After partners have interviewed each other, each pair shares their hypotheses with another student pair.

Read Aloud the Book Introduction • Ask:What similarities do you see in these pictures? How

do the pictures represent the concept of citizenship? • Have students turn to the pictures of ancient Greek

and Roman political activities and symbols and their counterparts in American life on pages 4–5 (or display this page on your whiteboard). Ask students to describe what they observe in the picture.

• Read aloud the text on pages 4–5 or listen and follow along with the talking e-book in the whiteboard edition.

• Invite students to think of other ways American history and culture have been influenced by the ancient Greeks and Romans. Explain that students will learn more about how the concept of citizenship began and developed in ancient Greece and the Roman Republic, as well as how the concept of citizenship has changed over time, during this unit of study.

©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4509-4749-7

Citizenship in AnCient times©2011 Benchmark education Company, LLC 3

Chapter 1: Ancient Greece

Before Reading

Discuss the Essential Question: How did the concept of citizenship originate in the city-states of ancient Greece?• Poseaquestion:Ask students to turn to page 6. Read

the Essential Question on page 7 together. Ask:What does citizenship mean to you? What are some of your rights as a citizen of the United States? What do you think a city-state is? How have the ancient Greek and Roman’s ideas about citizenship affected Americans’ concepts of government and citizenship?

• Think/pair/share:Have students work in pairs or small groups to generate answers to the questions. Then bring students together and have them share their ideas as you write a class list on chart paper or on the whiteboard.

Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word MeaningsExC-ELL users, please refer to the ExC-ELL Vocabulary Strategies Card.• Point out the Essential Vocabulary on page 7.• Ask:What do you already know about each of these

words? Take a moment to jot down what you know in your journal. Have students draw a graphic organizer like the one below in their journals to evaluate their knowledge of the Essential Vocabulary words.

• Invite students to share and discuss their graphic organizers with a partner or the whole group.

• Model: If I’m unsure of a word or it’s unfamiliar, I can use context clues around the word to help me with the meaning. Sometimes there’s a direct definition. On page 8, I see the term city-state mentioned again in the second paragraph of the left column of text. By reading carefully, I find a definition and some examples. A city-state was a central city and the land and villages around it.

• Partnersearch:Have students work with a partner to find the Essential Vocabulary words in Chapter 1 and determine what context clues or definitions are available for each word. Have students record the direct definition of each word in their social studies journals.

• Reinforce the importance of using both context clues and direct definitions to determine word meanings.

Words I Know Words I Think I Know

Words I Don’t Know

• Invite students to share and discuss their graphic organizer with a partner or the whole group.

Share Essential Vocabulary Spanish/English Cognates If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these social studies words in their first language either.

• agora/el ágora • aristocrat/el aristócrata • assembly/la asamblea • citizenship/la ciudadanía • helot/el hilota• metic/el meteco • polis/el polis

Preview Text and Graphic Features: Maps and Time lines • Ask students to turn to page 10. Point to the map in the

bottom right corner.• Ask:What do you think this feature is? (Allow responses.) • Ask students to turn to page 16. Point to the time line at

the bottom of the page.• Ask:What do you think this feature is? (Allow responses.) • If necessary, say: These features are a map and a time

line. The map shows where the primary cities of the ancient Greek civilization were located. The time line indicates the major historical events that happened in ancient Greece between the years 750 B.C.E. and 338 B.C.E.

• Ask:Why do you think these graphic features are included here? How can they help you as a reader? (Allow responses.)

• Help students understand that using maps and time lines allow us to understand where and when in the course of history certain events happened. By looking at the time line, for example, we can better understand that democracy already existed in Athens well before Athens went to war with Sparta.

• Say:As you read this book, pay attention to the maps and time lines. These help add to your understanding of events.

Activate Metacognitive Strategies: Determine Text Importance• Remind students that good readers identify the most

important parts of a text as a strategy to help them understand the text.

• Say:Some details in a text are more important than others. Also, some words are more important than other words. Let me show you how to figure out which words and information are most important to this text about ancient Greece’s city-states.

• Model:Read aloud page 8. Say:As I read this page, I know that I need to pay special attention to information that relates to the heading and to the boldfaced words. These two features help me focus on the important parts of the text. The heading on page 8 indicates that this text will be about Greece’s first city-states. The first two paragraphs tell why city-states developed in ancient Greece, and what a city-state was. The rest of the paragraphs provide examples. The examples help me visualize how a city-state was organized but aren’t as important as the information that directly says what a city-state was.

MakeItComprehensibleforELsUse the following strategies to help ELs understand concepts and acquire academic language.• As you introduce concepts and vocabulary, use images

from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms.

• Pair ELs with fluent English speakers during small-group or partner discussions and activities.

• Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)

Citizenship in AnCient times4 ©2011 Benchmark education Company, LLC

Chapter 1 (continued)

• Ask:How will asking questions about the text help you comprehend what you are reading?

• Say:As you read Chapter 1, be sure to ask yourself questions before, during, and after your reading.

Set a Purpose for Reading• Say:As you are reading, you will use Q Notes to record

questions that you have about the book and then write answers to your questions. Q Notes help you focus on the most important information and are a way of jotting down answers to your questions. You will be looking at titles, chapter headings, and topic sentences and then turning these into questions. For example, the heading on page 14 is “Everyday Life in Athens.” You can turn this into a question like, “How was everyday life in Athens affected by the concepts of citizenship?” As you find answers to your questions in your reading, record them in the right-hand column of your Q Notes Guide. Use brief answers, bullets, and so on to help you organize your ideas. You don’t need to use complete sentences.

• Distribute the Q Notes Guide (BLM 2). Tell students that they will be using the left-hand column of their Q Notes chart to record their questions. As they read and discover answers, they can jot down answers in the right-hand column.

Read the ChapterChoose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of determining text importance to help them identify the main ideas in the chapter. • ReadwithaTeacher: Meet with small groups of

students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Use the anticipation guide to focus on key concepts.

• ReadwithaPartner: Have students read the text with a partner and complete the “Author” column of the anticipation guide together.

• ReadIndependently:Assign students the chapter to read on their own before the next class period. Students should complete the “Author” column of the anticipation guide for the chapter.

After ReadingChoose from the activities below to extend students’ social studies and content-literacy skills.

Discuss Key Concepts• Invite students to share the results of their Q Notes. What

questions did they ask for Chapter 1? Were they able to determine the most important parts of the text? Did students use headings, topic sentences, and boldfaced words to form their questions? Were they able to answer their questions based on their reading?

SuggestedAcademicSentenceFrames• Before reading the chapter, I thought ________. After

reading, I now understand that ________.

Model Comprehension Strategies: Compare and Contrast• Explain. Compare and contrast is a good comprehension

strategy to use when a text discusses two or more topics. When you compare things, you’re determining how they are alike. When you contrast things, you’re determining how they are different.

• Modelcompareandcontrast. Read aloud pages 11 and 13. Say:The main topics here are the two most well-known city-states of ancient Greece: Athens and Sparta. When I compare these two city-states to find similarities, I find that both considered certain people as citizens with rights and duties. The difference, or contrast, between these two city-states is that women of Sparta could own land while Athenian women could not.

• Say:Look at pages 11 and 13. What are some other factors mentioned here that could be used to compare and contrast the city-states of Athens and Sparta? (Allow responses. Possible answers: size and population, educational emphasis, requirements for citizenship)

• Say:As you are reading, think about the similarities and differences between things the book discusses. Comparing and contrasting helps you focus on key information.

Vocabulary/Word Study: Word Origins (Greek and Latin roots)• Tell students that many words come from Greek and

Latin words, and that knowing and understanding the Greek or Latin root in a word will help them understand the meaning of the word.

• Have students turn to page 8 and locate the Root of the Meaning feature. Point out that politics and political come from the Greek word polis, which means “city-state.”

• Write the words city, diagram, and astronaut on chart paper or on the whiteboard. Tell students that these words also have either a Greek root or a Latin root.

• Conduct a whole-group mini-lesson instructing students how to find a word’s etymology in a dictionary. As a class, look up the following words in a dictionary to determine their origin and the Greek or Latin meaning. (city: Latin civis, meaning “citizen”; diagram: Greek diagraphein, meaning “to mark out or write”; astronaut: Greek astro + nautus, meaning “star sailor”)

• Create a Greek and Latin Roots Word Chart and hang this in the classroom. Tell students that they can add to the chart as they find words with Greek or Latin roots.

Language Forms and Functions: Adjectives (with –y) • Read the following sentence from Chapter 1, page 10.• On-level&Bridges: The wealthy aristocrats led the polis.• Explain:The word wealthy describes someone who

has a lot of money. It is an adjective. The base word of wealthy is wealth. The word wealth is a noun and is another word for money or possessions. For example, “The generous woman used her wealth to build a home for animals.” When we add –y to the end of the word wealth, we create an adjective. Many adjectives in English are made by adding –y to a verb or a noun.


• Practice:What other adjectives used to describe people can be made by adding a –y to a base word? (Allow responses.) Adding –y changes nouns to adjectives. Adjectives describe nouns by telling what they’re like.

• Tell students to turn to the person sitting next to them and think of other adjectives made by adding –y to a base word. Invite students to share with the class as you record their examples. Provide clarification as needed.

Differentiated Collaborative Learning Invite partners or small groups to complete one of the Putting It All Together activities on page 17 to demonstrate their understanding of the essential information. Note that the activity choices accommodate learners with a range of learning styles.

Write a Letter to the Editor: Draft• Tell students they will be using the Letter to the Editor

Planning Guide (BLM 1) to begin drafting their letters to the editor.

• Discuss topics or ideas. Remind students that a letter to the editor (persuasive letter) is a letter that is convincing. Have students turn to pages 44–45 and review how to organize a persuasive letter to the editor. Say:Persuasive letters are letters that you can write to another person, a newspaper, or a television station to convince them to believe in your point of view or get them to act. Once you have the necessary facts and figures to support your point of view, you can use these and your outline to organize your letter. The next step will be to write a sentence stating your main point of view. You will also write one or two additional sentences that support your point of view and provide more information. Your letter should end with a suggestion of what the reader can do.

• Ask students to review their Letter to the Editor Planning Guides. Say:Have you decided on a topic for your letter? Are you writing down the important facts and figures to support your letter? Have you written your outline of important points?

• Conference with students as they complete their drafts. Use the Letter to the Editor Checklist (BLM 3) to draw students’ attention to characteristics they need to include. Focus on how students have organized their ideas and the voice of the writer. Did students select an appropriate topic for their persuasive letters? Have they organized the necessary facts and figures to support their topic? Have they written an outline of important points?

• Pair students for peer conferencing.

Home Connections: Constructed Response Journal Writing In their social studies journal, have students answer the text-dependent comprehension questions for Chapter 1 on BLM 4. These questions, at four text-dependent comprehension levels, help prepare students for the questions they will encounter on standardized content-area reading assessments. To model strategies for answering text-dependent comprehension questions, use the information and prompts provided on the Comprehension Power Tool Flip Chart. Answers for each question on BLM 4, along with additional questions, can be found on the Comprehension Question Card.

Before Reading

Discuss the Essential Question: How did the concept of citizenship develop in the early history of Rome?• Poseaquestion: Ask students to turn to page 19. Read

the Essential Question together. • Journalentry: Have students work independently

in their social studies journals to answer the Essential Question. Discuss students’ answers. As a whole-class activity, evaluate answers and predict which ones will most accurately reflect the answer.

Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word Meanings• Point out the Essential Vocabulary on page 19.• Say:Writers often use descriptions to help the reader

determine a word’s meaning. Descriptive words and phrases give even more information about a word and can help the reader visualize what a word means.

• Model:For example, on page 20, I see the term plebeians. The first paragraph describes plebeians as ordinary citizens, such as artisans, farmers, and merchants. This description helps me understand what plebeians were.

• Have students write each of the vocabulary words from Chapter 2 in their social studies journals and then work in pairs to find the descriptive context clues used to define each word.

• Bring students back together and have them share some of their descriptive definitions.

Share Spanish/English Cognates for Essential VocabularyIf you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these words in their first language either.

• patrician/el patricio • plebeian/el plebeyo• republic/la república• Senate/el senado

Preview Text and Graphic Features: Maps and Time lines • Ask students to turn to page 19. Point to the map at the

bottom of the page.• Ask:What do you think this feature is? (Allow

responses.) • Ask students to turn to page 26. Point to the time line at

the bottom of the page.• Ask:What do you think this feature is? (Allow

responses.)

Chapter 2: The Roman Republic





SuggestedSentenceFrames• You can add a -y to the base word ________.

Citizenship in AnCient times6 ©2011 Benchmark education Company, LLC


• If necessary, say:These features are a map and a time line. The map shows where the Etruscan, Latin, and Greek populations lived in what is now Italy from 753 B.C.E. The time line indicates the major historical events that happened in the Roman Republic between the years 753 B.C.E. and 133 B.C.E.

• Ask:Why do you think these graphic features are included here? How can they help you as a reader? (Allow responses.)

• Help students understand that using maps and time lines allow us to understand where and when in the course of history certain events happened. By looking at the map, for example, we can better understand that the Etruscan people established their advanced civilization in the northern part of Italy.

• Say:As you read this book, pay attention to the maps and time lines. These help add to your understanding of events.

Activate Metacognitive Strategies: Determine Text Importance, Visualize• Review.Remind students that when they read Chapter 1,

they used clues in the text to help them determine which parts of the text were most important. Say:Features of the text like headings, boldfaced print, tables, and charts are good strategies to use to help you determine the importance of text.

• Explain. Tell students that another effective reading strategy is visualization. Explain that when good readers visualize while they are reading, they mentally picture things that they are reading about.

• Model: Read aloud page 24. Say:As I’m reading, I’m picturing what everyday life was like in a Roman family’s house. When I create a picture in my mind of what I’m reading, it helps me understand. Visualizing also helps me connect to the text because it provides mental pictures of things.

• Ask:How will visualizing what you are reading help you become a better reader? (Allow responses.)

• Say:As you read Chapters 2 and 3, remember to visualize, or create mental pictures of, what you are reading. When you visualize the text during your reading, you become more active and involved with the text.

Set a Purpose for Reading• To set a purpose for reading, have students continue to

use the Q Notes Guide (BLM 2) to ask questions about the text and to jot down answers to their questions. Encourage them to also record some visual reminders in their answers.

Read the ChapterChoose the option below that meets the needs of your students. Prompt students to use the metacognitive strategies of determining text importance and asking questions to help them identify the main ideas in the chapter. • ReadwithaTeacher: Meet with small groups of


• ReadwithaPartner: Have students read the text with a partner and complete the “Author” column of the anticipation guide together.

• ReadIndependently: Assign students the chapter to read on their own before the next class period. Students should complete the “Author” column of the anticipation guide for the chapter.

After ReadingChoose from the activities below to extend students social studies and content-literacy skills.

Discuss Key ConceptsReturn to the anchor chart that you created before reading these two chapters. Invite students to share new information they learned while reading. Students can use their Q Notes to recall details. Were students able to determine the most important parts of the text? Did students use headings, topic sentences, and boldfaced words to form their questions? Were they able to answer their questions based on their reading?

SuggestedAcademicLanguageFrames• Before reading, I wanted to know ________. I learned that

________.

Practice Comprehension Strategies: Compare and Contrast• Ask:What does it mean to compare and contrast

information in the text? (Allow responses.)• Guidepractice. Let’s look at the heading on page 20.

What does the heading indicate about the information in these paragraphs?

• If necessary, say: When I read this heading, I see the word versus between the words Patricians and Plebeians. The word versus is used to show that two things are being compared and contrasted to show how they are alike and different.

• Say:The author also compared and contrasted the roles of men and women in society. What other things were compared or contrasted? (Allow responses.)

Vocabulary/Word Study: Prefixes un–, non–, dis– • Explain. Call students’ attention to the word unfairly

on page 20. Tell students that the word unfairlyhas the prefix un– at the beginning of the word. Explain that when a prefix appears before a root word, it changes the meaning of the word. The prefix un– means “not” or “the opposite of something.” Ask students what the prefix does to the meaning of the word fairly.

• Tell students that non– and dis– are also prefixes that mean “not” or “the opposite.”

• Have students look on page 23 for the word paidin the first paragraph. Ask:How does adding the prefix non– to the word paid change the meaning? Have students look on page 24 for the word obey in the second paragraph. Ask:How does adding the prefix dis– to the word obey change the meaning?

• Have students look through Chapters 2 and 3 to find other words with the prefixes un–, non–, and dis–. Create a Prefix Chart and tell students they can add more words with these prefixes as they read.


Language Forms and Functions: Adverbs ( with –ly)• Read the following sentence from Chapter 2, page 20.• On-level: Plebeians were also treated unfairly. • Bridges:They treated plebeians unfairly. • Explain: Write the word unfairlyon chart paper or on

the whiteboard. Say:This word describes how certain people were treated. This word is an adjective that describes a verb. We call this type of word an adverb. This word has been formed by adding –ly to the base word unfair.

• Turnandtalk:Write the words badly, slowly, and quickly on chart paper or on the whiteboard. Tell students to turn to someone sitting close by and identify the base word in each word and then explain how the words describe verbs.

• Write students’ responses on chart paper or on the whiteboard, identify the base words, and discuss the meaning of each adverb. Then encourage students to find more adverbs with –ly endings in the chapter. (freely, page 21; simply, page 23)

Before Reading

Share the Cartoonist’s Notebook• Have students read the Cartoonist’s Notebook spread

on pages 28 to 29 independently, with partners, or as a whole group. (You may wish to project the spread on your whiteboard.)

• Opendiscussion. Ask students to think about and discuss the following questions:

• What should he do? • Should he become a Roman citizen despite the strong

feelings of his family? • Should he obey his father’s wishes and remain loyal to

Britannia? • Makeagraphicorganizer. Have students create a

graphic organizer that illustrates the consequences of the decision to choose or not choose Roman citizenship.

Discuss the Essential Question: How did the Roman concept of citizenship change during the empire?• Ask students to turn to page 31. Read the Essential

Question together.• TurnandTalk. Have students turn and talk to answer

the Essential Question. Ask them to make predictions about how the Roman concept of citizenship changed over time.

• Shareideas. Have students share their answers and predictions.

Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings • Point out the Essential Vocabulary on page 31.• Have students record the Essential Vocabulary words in

their social studies journals on the Words I Know chart. • Remind students they have been using direct definitions

and descriptions to determine what a word means. • Ask:How can you recognize a direct definition? How can

you recognize a descriptive definition? (Allow responses.)• Model:On page 34, I see the term provinces. The text

explains that provinces were territories outside Italy that were controlled by Rome. On page 37, I see the term gladiators. The paragraph in which the word occurs is describing the public sports that took place in the Roman Coliseum. The sentence and the illustration tell that gladiators fought to entertain the people.

• Have students turn to page 35. Ask:What context clue is used on this page to define the Essential Vocabulary word? (equestrians—definition).

Differentiated Collaborative Learning Invite partners or small groups to complete one of the Putting It All Together activities on page 27 to demonstrate their understanding of the essential information.

Write a Letter to the Editor: Edit and Revise• Based on your observations of students’ writing, conduct

appropriate mini-lessons to help them improve. • Say:It is important in persuasive writing, such as a letter

to the editor, that you clearly express both your message and your opinion. One way to do this is to pay attention to word choice. Using clear and descriptive words that help paint a picture in the reader’s mind will make your letter more persuasive.

• Saythesesentencesaloud:1) I am asking that you do something to help the many poor people in our city. 2) I am imploring you to take quick action to help the hungry and suffering citizens in this great city, Rome. Ask:Which sentence is more persuasive? Why? How does word choice influence the effect of these sentences?

• Ask: • HaveIusedclearanddescriptivewordsthatpainta

picture in the reader’s mind? • HaveIusedwordsthatIreallylove? • HaveIusedanynewwords? • Canmyreadertellwhatmywordsmean? • DidItrynottorepeatwordstoomanytimes?

Home Connections: Constructed Response Journal Writing In their social studies journal, have students answer the text-dependent comprehension questions for Chapter 2 on BLM 4.

Chapter 3: The Roman Empire





SuggestedSentenceFrames• You can add -ly to the base word ________.

Citizenship in AnCient times ©2011 Benchmark education Company, LLC8


Share Spanish/English Cognates for Essential VocabularyIf you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these words in their first language either.• equestrian/el équite• gladiator/el gladiador• Pax Romana/la Paz romana• province/la provincia

Preview Text and Graphic Features: Time lines • Ask students to scan Chapter 3 and the Conclusion and

point out an example of a time line in this chapter. • Ask:Why do you think this graphic feature was included

here? How can it help you as a reader? (Allow responses.) • Help students understand that using a time line allows

us to understand where in the course of history certain events happened. By looking at the time line, for example, we can see how many years passed from the time of Julius Caesar’s rule until the Roman Empire fell.

Review and Discuss Metacognitive Strategies: Determine Text Importance, Visualize• Say:An important reading strategy is to determine text

importance. What does this mean? What features in the text help you determine the important parts? (Allow responses.) Engage students in a discussion of how they can use headings, boldfaced words, phrases, and graphics to determine text importance.

• Say:Using visualization strategies is also an important reading strategy. What does it mean to visualize what you are reading? (Allow responses.) When you visualize while you are reading, you’re creating pictures in your mind, or mental images. When you visualize during reading, it’s easier to connect to the text and become an active reader. Engage students in a discussion of how they used visualization strategies as they read.

Set a Purpose for Reading• To help students set a purpose for reading, have them

continue to use their Q Notes Guide (BLM 2) as they read Chapter 3 and the Conclusion. Remind them to form questions based on the section subheadings and to jot down answers as they find them.

Read the ChapterChoose the option below that meets the needs of your students. Prompt students to use the metacognitive strategies of determining text importance and visualizing to help them identify the main ideas in the chapter. • ReadwithaTeacher. Meet with small groups of


• ReadwithaPartner. Have students read the text with a partner and complete the “Author” column of the anticipation guide together.

• ReadIndependently. Assign students the chapter to read on their own before the next class period. Students should complete the “Author” column of the anticipation guide for the chapter.

After ReadingChoose from the activities below to extend students social studies and content-literacy skills.

Discuss Key ConceptsHave students share the results of Q Notes Guide (BLM 2). Were students able to write appropriate questions based on chapter headings and subheadings? Did they answer questions using notes, bullets, dashes, or a visual graphic?

Review and Discuss Comprehension Strategies: Compare and Contrast• Ask:What does it mean to compare and contrast

different points made in a book? How does it help your understanding of what you are reading when you compare and contrast information? (Allow responses.)

• Say:It’s important to know how to compare and contrast information so that you can see any similarities and/or differences between two or more topics.

• Ask:What did you learn about the ancient Greek and Roman concepts of citizenship? How did those ancient concepts affect our modern ideas of citizenship and civic duty? (Allow responses.)

Vocabulary/Word Study: Word Origins (Greek and Latin roots)• Remind students they have been learning about words

with either Greek or Latin roots. Reinforce that they will be able to better understand a word’s meaning if they know the Greek or Latin root in a word and what it means.

• Write the words civic, dialogue, and astronomyon the Greek and Latin Roots Word Chart you created for Chapter 1. Underline the Greek and/or Latin root in each word (civ, dia, astro). Ask students to recall or predict the meaning of each root.

• Have students locate each word in the dictionary and find the meaning of the Greek and Latin roots. Have students write the word meanings in their journals and then share with the group.

Language Forms and Functions: Adjectives and Adverbs• Read the sidebar at the bottom of page 31 of Chapter 3.• Explain.Say:Remember we learned that adjectives

describe nouns and adverbs describe adjectives. While many adjectives end in –y, some adjectives do not. This sidebar contains a few adjectives that do not end in –y. It also contains some adverbs.

• Model. Write this sentence on chart paper or use your whiteboard to display the sentence.

• On-levelandBridges:A freeborn Roman man usually had three names.

• Model.Say:The words freeborn and Roman are adjectives. They describe the word man, which is a noun. The word usually is an adverb. It describes, or modifies, the word had, which is past tense for the verb to have.

• Practice.Say:What are the other adjectives and adverbs in this chapter? How do you know? What words do they describe? (Adjectives: close,middle,few,large; Adverb: commonly,only)


• After they complete finding the other examples in the sidebar, have student pairs look through the rest of the chapter and locate other adjectives and adverbs and share and discuss their findings with the class. (Adjectives: hot,comfortable,public,rebellious;Adverbs:quickly,strictly,fiercely,mainly) Extend learning by asking students to convert adjectives to adverbs by adding a –ly ending, and convert adverbs to adjectives by removing the –ly ending.

Synthesize and AssessUse the suggestions below to synthesize the information from the text and to evaluate and extend students’ content knowledge, comprehension, and vocabulary knowledge.

Read Aloud the ConclusionRead aloud the Conclusion on pages 42–43 and invite students to summarize the key concepts and conclusions they can draw from the text. Encourage students to use key vocabulary terms they have learned.

Text-Dependent Comprehension Assessment• Review students’ answers to the text-dependent

questions for BLM 4. If necessary, support their text-dependent comprehension strategies by answering additional questions (from the Comprehension Question Card) as a group.

Performance-Based Assessment• Invite students to complete the culminating activity

shown on the inside back cover of the book. This activity provides an opportunity for students to demonstrate their understanding of the key concepts developed in the text.

Vocabulary Challenge• Write each Essential Vocabulary word on an index card.• Divide the class into three to four teams.• Each team gets an equal number of opportunities to

define an Essential Vocabulary term and use it in a sentence.

• The team that scores the most points wins. Or use the IWB Games Feature to assess content knowledge.

Write a Letter to the Editor: Publish and Share• Explain:When you write a persuasive letter, such as a

letter to the editor, you are presenting a topic that you feel strongly about and are using it to convince readers of your way of thinking. When writing persuasive letters, consider your audience, include a sentence stating your main point, write one or two sentences that support your topic, provide additional information or facts, and give a suggestion for something the reader can do.

• Use one or more of the ideas below for sharing students’ diary entries.

• Have students read their diary entries to the class. • Make a class display of students’ diary entries.

Assessment • Have students complete the formal Content Assessment

(BLMs 5 and 6). This assessment helps you evaluate students’ understanding of the standards-based concepts developed in this text. There are three test items for each “chunk” of the text as divided in this Teacher’s Guide. For each chapter, there are three types of questions, representing the different kinds of questions students will encounter on standardized content assessments.

Differentiated Collaborative Learning Invite partners or small groups to complete one of the Putting It All Together activities on page 41 to demonstrate their understanding of the essential information.

Write a Letter to the Editor: Create Final Draft • Have students either rewrite or type their letter to the

editor.• Make sure that students have formatted their letter to

the editor correctly.• Have students include their main point sentence and one

or two sentences to support their main point. • Conference with students regarding their publishing plans

and deadlines.

Home Connections: Constructed Response Journal Writing In their social studies journal, have students answer the text-dependent comprehension questions for Chapter 3 on BLM 4.

SuggestedAcademicLanguageFrames• The word ________ is an ________. • The word ________ means ________.

Conclusion & Assessment

©2011 Benchmark education Company, LLC Citizenship in AnCient times

Assessment (continued)

QuestionTypesandExplanations•Recall. Students answer questions based on content concepts

learned from the text. Students are not allowed to look in the book for answers.

• Application. Students must transfer their understanding of concepts learned in the book to new, real-life situations.

• Thinkaboutit. Students must read and interpret this question carefully. They must consider information provided in the question and information from the book to formulate an answer.

• Writeapassage. Students demonstrate their content knowledge by constructing a short text using a bank of academic vocabulary words provided. Students are scored using the rubric provided.

Answer Key: Comprehension Questions

1. only free Greek men, page 10 2. He had to be a free man born in Attica. This was the

region around Athens, page 113. to help explain why women were given so much power

in Sparta compared to women in Athens4. only free citizens, page 215. both groups voted for their leaders and had rights

and duties such as paying taxes and serving in the military, but the patricians were rich and powerful and controlled the Senate and the plebeians were often poor and were not treated fairly, page 20

6. they would rather spend their money than live simply; Clues/evidence: Wealthy Romans lived in great luxury.

7. Caesar’s great-nephew and adopted son Octavian, who later was given the name Augustus, page 32

8. The bread was free grain and the circuses were sports and public games. The government used these events to distract people from the issues in government and keep people occupied, page 37

9. He understood that Roman citizens had a hard time. Clues/evidence: Caesar worked to make life better for Roman citizens. He knew the citizens needed to earn a living.

Answer Key: Content Assessment

1. The agora was an open marketplace where people sold food, discussed politics, and did business.

2. You could be a full citizen, which meant you could own land, hold public office, vote in the assembly, serve on a jury, sue a person in court, and could not be sold into slavery.

3. Answers may vary. Spartan women had more rights and responsibilities than Athenian women. Women could manage farms, businesses, and households. Spartan women could also own land and property. They were also trained as fighters and had more freedom and education.

4. patricians and plebeians5. Answers may vary. Citizens work for the common good.

They volunteer and donate time or money to help others. They pay taxes. They vote. They serve in public office or as government leaders. They serve on juries. They serve in the military.

6. The Roman laws written down were called the Twelve Tables. The patricians that controlled the Roman government agreed to write these laws down after plebeians led a fifty year struggle fighting for their rights. Having written laws protected the rights of citizens because now all citizens were held to the same written code and people could not be punished unfairly or treated differently solely based on their social status.

7. Pax Romana means “Roman Peace” and it describes the roughly 200 year period (beginning with the rule of Augustus in about 27 B.C.E. and ending in 180 C.E.) when Europe was at peace and the Roman Empire flourished.

8. Answers may vary. Allowing conquered peoples to continue practicing their own religious customs as long as they honored Roman gods allowed people in the provinces to maintain their beliefs and kept peace in the empire.

9. Answers may vary. The Britons that had lived in 43 B.C.E. rebelled against Roman rule. They fought hard against the Roman invaders. But by 212 C.E., many Britons had become assimilated to Roman ways and wanted the opportunity to become citizens and wanted to enjoy the full rights of citizenship the empire granted.

10. Answers will vary. Citizenship is a membership in a political community. Citizenship comes with certain legal rights and responsibilities. In ancient Greece, each city-state had different ways to define citizenship. Each polis, or city-state, had different rules for who could become a citizen. Only free men could be full citizens in ancient Greece. Female citizens had few rights. Citizens there could vote in the assembly. But citizens were not equal in wealth or power. Wealthy, upper class, land-owning citizens were called aristocrats. Craftsmen, farmers, and traders were middle class. The lowest class were poor farmers. Ancient Rome was a republic. In this type of government citizens elect their leaders. Rome had two main social classes. Patricians were wealthy nobles. Plebeians were farmers, merchants, and artisans. Women and slaves were not citizens.Both ancient Greece and ancient Rome valued civic duties such as voting, paying taxes, and serving in government and the military. Today, many of the civic virtues, duties, and ideals that define citizens of the United States come from ancient Greece and ancient Rome.

10

Rating Scale Characteristics

4Student demonstrates mastery of key concepts. Content is well organized around a clear unifying concept, and all essential vocabulary is used appropriately and effectively.

3Student demonstrates mastery of most concepts. Content has a clear organization, and most essential vocabulary is used appropriately.

2Student demonstrates partial understanding of some concepts and vocabulary. Content is not well organized, and there are some errors in content knowledge.

1Student does not demonstrate knowledge of key concepts and vocabulary. Content organization is lacking.

©2011 Benchmark education Company, LLCCitizenship in AnCient times

Name _______________________________________________________ Date _________________________________

BLm 1

Name _______________________________________________________ Date _________________________________

Letter to the Editor Planning GuideDirections: Use this planning guide to record information and plan your editorial.

Topic

Facts, Figures, and Information Outline

I. Main Point:

II. Supporting Sentence 1:

III. Supporting Sentence 2:

IV. My Suggestion for a Solution:

V. My Contact Information:

Name _______________________________________________________ Date ______________________________

Citizenship in AnCient times ©2011 Benchmark education Company, LLC

Q Notes Guide

Name _______________________________________________________ Date _________________________________

Directions: Turn chapter titles, subheadings, and topic sentences into questions. Write these on the left. Write answers to your questions on the right. Use bullets, dashes, symbols, abbreviations, or jotted notes for your answers.

Questions Answers

BLm 2


Name _______________________________________________________ Date _________________________________

BLm 3

Name _______________________________________________________ Date _________________________________

Letter to the Editor Checklist

Features of a Persuasive Letter to the Editor YES NO

1. I selected a topic that I feel passionate about. ❍ ❍

2. I collected facts and figures to support my topic. ❍ ❍

3. I wrote a sentence stating my main point. ❍ ❍

4. I wrote one or two sentences to support my main point and to give additional information. ❍ ❍

5. I wrote a suggestion at the end of my letter for what the reader could do to help support my topic. ❍ ❍

6. I stated whom my letter is to in the greeting. ❍ ❍

7. I signed my name and gave contact information. ❍ ❍

8. I used clear, direct language and careful word-choice to make my point in a clear, concise, and memorable way. ❍ ❍

Read and Revise YES NO

I looked for and corrected . . .

• run-on sentences ❍ ❍• sentence fragments ❍ ❍• subject-verb agreement ❍ ❍• correct verb tense ❍ ❍• punctuation ❍ ❍• capitalization ❍ ❍• spelling ❍ ❍• indented paragraphs ❍ ❍

Name _______________________________________________________ Date ______________________________


Name _______________________________________________________ Date ______________________________

Citizenship in Ancient Times: Comprehension Questions

Chapter 11. In most Greek city-states, who were the only people who could be citizens?

2. Why were only ten percent of Athenians full citizens?

3. On page 13, the author says that Spartan men were often away at war, so women managed the farms and households. Why did the author include this sentence?

Chapter 2 4. Who could be soldiers in the Roman army?

5. How were patricians and plebeians alike and different before 494 B.C.E.?

6. On page 23, the author says that Romans, even the wealthy, were to live simply. The author also says that in later years Romans forgot these values. What can you infer from these two sentences about wealthy Romans?

Chapter 37. Who became Rome’s leader after Caesar’s murder?

8. What was a “bread and circus” and what purpose did it serve?

9. What can you tell about Caesar from the information on page 31?

Directions: Reread the text to answer each question. Provide clues and evidence from the text to support your answers. Indicate the page(s) where you found your clues and evidence.

BLm 4


Name _______________________________________________________ Date _________________________________

Citizenship in Ancient Times: Content Assessment

Directions: Use what you have learned to answer the questions below.

Chapter 1 1. What was the agora?

2. If you were a free man, born in Attica, what rights did you hold in ancient Athens?

3. If you were a woman living in ancient Greece, would you rather live in the city-state of Athens or Sparta? Why?

Chapter 2

4. What were the two main classes of Roman citizens?

5. What are some Roman civic duties that American citizens also consider part of their civic duty?

6. In 451 B.C.E., Roman laws were finally written down. What were the laws called? What caused the Roman government to finally write these laws down and why was it important for citizens to have written laws?

Name _______________________________________________________ Date _________________________________

BLm 5

Name _______________________________________________________ Date ______________________________


7. What does the term Pax Romana describe?

8. Why was religious tolerance so important to keeping peace in the Roman Empire?

9. How was the life of a Briton living in the Roman province of Britannia in 212 C.E. different from a Briton that had lived in 43 B.C.E.?

10. Use the word bank to write a passage describing citizenship in ancient Greece and Rome.

Word Bankaristocrat

assembly

citizen

citizenship

city-state

civic duty

community

patricians

plebeians

republic

Name _______________________________________________________ Date _________________________________

BLm 6

citizenship in ancient times - s3.amazonaws.com€¦ · • comprehension power tool flip chart ......

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