Christopher Scapens 2120635

Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Chris Scapens 2120635
Curriculum (Learning) Area of Lesson or Learning Task: History
Specific Topic of Lesson or Learning Task: Ancient Rome
Year Level/s: 7

Differentiation Choices
Mark the appropriate boxes

1. For this assignment, I have chosen to design a differentiated:

Learning Menu or Agenda
Choice Board
RAFT
Summative Assessment Task for Unit of Work
Lesson with Specific Adjustments for Students with Special Needs
Series of Tasks for Learning Centres or Stations
Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

Readiness
Interest
Learning profile preferences

Context

The title of this unit is The rise of Rome. Throughout the unit, students will be faced
with two inquiry questions: Why is Rome such an integral part of human history? and
What can we learn from the course of Roman history?. The unit objectives will allow
students to reflect on the impact of the Punic Wars and the role they played in the Rise
of Rome. Students will describe the effects of change on societies, individuals and
groups of the classical age. They will describe developments and events from the
various perspectives of people who lived at the time. Whilst students develop texts and
present findings within this lesson, they will engage with historical concepts and terms.
This lesson will be introduced earlier on in the unit and will lead onto the Roman Empire
period of history. This lesson will cater to student interest and learning profile
preferences.

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Learning Objectives
The big idea for this lesson is adapted from the following Australian Curriculum content description:

(ACDSEH040) Contacts and conflicts within and/or with other societies, resulting in
developments such as the expansion of trade, the rise of the Roman empire
(including its material remains), and the spread of religious beliefs
As a result of engaging with the differentiated lesson or task, students will:
understand that

Students will understand that the certain conflicts in history contribute to the rise and fall
of civilisations

Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

The Punic War Use historical terms and concepts (ACHHS206)

Republic Sequence historical events, developments and
Senate periods (ACHHS205)
Legions Identify a range of questions about the past to
Naval war inform a historical inquiry (ACHHS207)
Explain the role of groups and the significance
Classical age
of particular individuals in Roman society
Hannibal Locate, compare, select and use information
Scipio from a range of sources as evidence
Conquest (ACHHS210)
Importance of the Punic Wars Develop texts, particularly descriptions and
The growth of Rome from a republic explanations that use evidence from a range of
to an Empire sources that are acknowledged (ACHHS213)
Life of a Roman soldier Use a range of communication forms (oral,
graphic, written) and digital technologies
(ACHHS214)

Essential Questions

- How has the study of ancient Rome been such an integral part of human history?

- What can we learn from the course of Roman history?

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Name______________________________________________Class__________________Date_______________

The Rise of Rome Learning Menu

Essential Question:
What impact did the Punic Wars have on Rome?

Key Terms:
Republic Iberians Africa
Rome Senate Trade
Carthage Conquest Treaty
Hannibal Slavery Mercenary
Numidians Province Navy
Legions Siege Mediterranean

ENTREE: Choose A or B
A. Design a poster that illustrates the major places, events, and leaders of the Punic
Wars.
Requirements:
The poster must have a bold title.
All key terms must be included and explained.
At least 5 pictures must be included.
The poster must be neat, organized, and easy to understand.

B. Create a Prezi or PowerPoint presentation that teaches the major places, events, and
leaders of the Punic Wars.
Requirements:
All key terms must be included and explained.
The presentation needs to include 5-7 slides.
Minimum of 5 pictures must be included.
The presentation must have an opening, title slide.
The presentation needs to be organized and easy to understand.

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MAIN: Choose A, B, or C
A. War journal
You are a Roman legionary fighting against Carthage in the Punic Wars, and you decide to
write a journal of your experiences to one day share with your future relatives. Write a
minimum of 5 entries (1-2 paragraphs each). Make use of the correct setting in your entries
(Are you about to repel Hannibals siege? What are you feeling?) make sure to include real
life surroundings etc. (what does your armour feel like on your body marching all day?).

B. The heat of battle

You are Scipio, the Roman general who laid siege to Carthage at the end of the Punic Wars.
Your forces are about to lay waste to Carthage in a destructive siege. Formulate a speech
that will encourage your forces to win the battle. Design an introduction, at least 3
encouraging reasons and a conclusion. Make sure you include details on the battle of
Carthage as well as information of the Roman general, Scipio.

C. Historical article
You are an historian that has spent years studying both Rome and the Punic Wars. Write a
newspaper article that hypothesizes as to what the world would be like today if the
Carthaginian general, Hannibal had successfully conquered Rome. Based on your knowledge
of Rome, what would be different? Make effective use of an introduction, 3 problems/issues,
and a conclusion.

DESSERT: Choose 2
Draw (or find a picture of) a Roman legionnaire. Label the parts of his weaponry and
armour.

Write 5 multiple choice questions about the Punic Wars.

Compose an acrostic poem using the words Punic Wars. Use sentences rather than single
words.

Create a find a word using each of the given key terms. Use questions and clues rather than
giving away the answer.

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Self-Assessment
At the conclusion of the Learning Menu task, students will complete the following self-assessment task to assess
their learning.

Name: Class: Year:

Did I meet all the

What did I enjoy/dislike? How confident am I requirements in the
about the topic? Learning Menu?

Learning Task Closure/ Check for Understanding

The teacher will find closure at the conclusion of the lesson as students will have demonstrated their ability to:

Describe the effects of change on Roman society, individuals and groups during the Punic Wars
Develop texts, descriptions and explanations on the Rise of Rome and the Punic Wars

Students will be given entry cards upon the start of their next lesson to gauge their retention of the Rise of Rome
and further check for understanding.

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Explanation:

The learning menu has been structured in the form of a restaurant menu that consists of 4 separate courses that
students will have some options to complete and some that are mandatory. Each task will build upon the previous one
in order to expand student knowledge and challenge their learning. This particular menu is interest based as well as
caters to learning profiles of students. Specific core learning tasks will be completed throughout the duration of the
lesson, however there are also optional tasks to further challenge the students and compliment the core learning
objectives. This particular learning task has been formulated carefully to engage all students and as well as allowing
them to feel like they are the forefront and guide of their own learning.

Throughout the course of the learning menu task, the teacher will be encouraging students to interact with both each
other and with the teacher to facilitate 2-way formative feedback in order to provide, specific information to the student
and inform, extend and adjust their learning experience (Ritchhart, Church & Morrison 2011). Student to teacher
interaction is a pivotal component of effective teaching and learning in the scope of a differentiated classroom and
highlights the role this feedback plays in creating new evidence about how the students are going and what they need
to do next. The interaction between students and teachers produces effective feedback and is one of the most
acclaimed practices in regards to students learning (Williams, 2011).

The entre options cater to both students of a creative nature whilst not inhibiting those that are not so inclined. By
providing the poster task, students can express their creative side whilst also meeting the learning objectives. The
other option by creating a PowerPoint or Prezi, the students are able to meet the exact same requirements as the
poster but with the ability to express interest in using ICT as a learning aid.

The main course options contain the essential core learning tasks that every student must complete in order to
achieve the learning objectives. This learning menu has been differentiated to cater to student learning profiles and
interest. Research shows that when essential content is taught through student interest, an effective learning bridge is
constructed connecting students and critical knowledge, understanding and skills (Sousa & Tomlinson, 2011). In
further support of this, student interest is linked directly to student motivation to learn (Tomlinson & Imbeau, 2010). By
providing students with the choice to design their own unique journal, article or speech on the basis of their own
interest, learning is therefore improved and teachers will then discover students hidden strengths, questions, sense of
understanding and desire to create content (Tomlinson & Imbeau, 2010). The main course ties to the learning
objectives and students will be able to gain an understanding that the Punic Wars contributed to the Rise of Rome
before they were an Empire.

The learning menu has been designed for students to expand and deepen their learning throughout the completion of
the tasks. Students are able to select tasks based on their learning profile preferences. Research contains evidence
that students may have different preferences for exploring, taking in, coming at or expressing content (Sousa &
Tomlinson, 2010). Therefore, this learning menu and its given tasks are designed with careful consideration of
students interests and learning profiles through giving them the option of creating posters, PowerPoints, and drawings
to experiment with different techniques, processes and technologies to formulate something creative. The menu also
contains many other ways of engaging students by appealing to interest. Students will have the opportunity to create
acrostic poems, speeches, journals, and newspaper articles. These options all have cross-curriculum links to English
and will enable students with a keen interest in English to excel in these learning menu opportunities. General
capabilities such as ICT are also catered to in this learning menu.

Students will be assessed on their ability to complete the requirements under each learning task of the menu and will
also complete a self-assessment card to be handed back to the teacher before the end of the lesson. Students will
have the opportunity to express the areas they need assistance in or areas they liked and disliked. The teacher will be
able to gather this student feedback which will in turn, provide a valuable source of information for future assessment
and learning tasks in the unit.

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References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014) Humanities and
Social Sciences, 7-10 History. Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-
10?y=7&s=HKU&s=HS&layout=1

Ritchhart, R., Church, M., Morrison, K. (2011). Making thinking visible: How to promote
engagement, understanding and independence for all learners. San Francisco, JosseyBass.

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student interest. Chapter

7 in Differentiation and the brain: How neuroscience supports the learner-friendly classroom (pp.
111-134). Bloomington, IN: Solution Tree Press Inc.

Tomlinson, C.A. & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom.
Alexandria, VA: ASCD

Williams, D. (2011). Embedded Formative Assessment. USA: Solution Tree Press.

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