Case Study Ashley Conrad

VOCABULARY
AND
READING
COMPREHENSION IN
CONTENT-AREA
LITERACY: A CASE
STUDY
Ashley Conrad 04/28/2014
0|Page
TE 846:
Accommodating
Difference in
Literacy Learners
Michigan State
University
Table of Contents
Background Information ......................................................................................................................................... 2
Design of Case Study .............................................................................................................................................. 4
The Pre-Assessments .............................................................................................................................................. 6
Lesson 1: Focus on Vocabulary .............................................................................................................................. 7
Lesson 2: Reading Comprehension Strategies ........................................................................................................ 9
Post-Assessment.................................................................................................................................................... 11
Changes after Lesson Implementation and Reflection on Lessons ....................................................................... 12
Final Thoughts ...................................................................................................................................................... 14
Works Cited .......................................................................................................................................................... 16
Appendix A: Initial Survey Information ............................................................................................................... 17
Appendix B: Pre-and Post-Tests and Results........................................................................................................ 22
Chapter 9: The Greek World ............................................................................................................................. 24
Key Term Quiz ................................................................................................................................................... 24
Chapter 10: The Roman Republic...................................................................................................................... 25
Key Term and Map Quiz .................................................................................................................................... 25
Chapter 11 sec. 1 ............................................................................................................................................... 27
Chapter 11: The Roman Empire ........................................................................................................................ 29
Key Term and Map Quiz .................................................................................................................................... 29
Appendix C: Lesson 1 Materials ........................................................................................................................... 31
Vocabulary Lesson............................................................................................................................................. 31
Chapter 10 Key Terms: The Roman Republic .................................................................................................... 34
Use These Latin Words in English Conversations.................................................................................................. 39
Latin Words in English ....................................................................................................................................... 47
Appendix D: Lesson 2 Materials........................................................................................................................... 49
Reading Comprehension Lesson ....................................................................................................................... 49
Chapter 11 Key Terms: The Roman Empire and Christianity ............................................................................ 52
Chapter 10 Sec. 3 .............................................................................................................................................. 55
The Late Republic .............................................................................................................................................. 55
Ancient Civilization Common Reading/Writing Activity.................................................................................... 56
1|Page
Background Information
From the beginning of the year, one of my students, who I will call Maya, has been
struggling in my 7th grade Social Studies class. When I first mentioned to her mother that her struggle
might involve reading comprehension, her mother said that this was not the case, that her daughter was
a strong reader. At this time I offered to have Maya come in before or after school for extra help, but
she never ended up coming in. After this conference, I looked at Mayas schedule and noted that she
was in the lowest-level 7th grade Language Arts class and wondered if this class, with its extended
format was helping her to the extent that she no longer struggled with reading or if literacy was truly a
struggle for her. At spring conferences, I spoke with Mayas mother again and made the same offer of
extra help. This time Mayas mother was interested, and Maya came in for extra help one or two days
each week throughout the month of March 2014. It is during this time that I got to know Maya better
and was better able to deeply examine what factors were hindering Mayas success in my class.
This is my first year teaching 7th grade Social Studies. The class covers the history of the world
from pre-history through the Middle Ages, and spans four continents. This course is very challenging
for most students, as there is an enormous amount of content within the required curriculum, most of
which is very unfamiliar to twelve-year-olds. As prior knowledge [is] one of the cornerstones of
comprehension, my students reading comprehension skills are truly put to the test (Pearson &
Hamm, 2005, p. 25) When I was given this course to teach, I was told that one of the courses main
goals is to focus on literacy; that students need to improve their skills for reading informational text.
Because of this, the class is very reading-based. Students pre-read sections when they are assigned key
term cards, which require students to pull from the textbook a definition for each vocabulary word, the
persons/items significance or context within the chapter, and a picture to help represent that word.
We then read each section together as a class, pausing to summarize, discuss, and analyze different
portions of the text with the goal that this structured modeling and guided practice with interpreting
2|Page
informational text will lead students to internalize these skills to then use when reading independently.
After we have finished a section as a class, students are assigned a reading guide to go back into the
book and respond to questions dealing with that section. While our discussions can become profound
engaging higher-level students, the class is structured with the goal of a providing support so that even
struggling readers are able to leave the class understanding the key ideas of the content. (Standards II
& IV)
As I said previously, I identified Maya early on as a student who was struggling with the class.
She scored very low on both her key term quizzes and her chapter tests. In addition, she often scored
poorly on her reading guides. Her answers often did not answer the questions being asked and were
often difficult to understand. This was very confusing to me since we had discussed each of these
questions in in-class discussion before she was required to answer them. Maya also showed no
enthusiasm for learning; she did not seem to enjoy the class and she could not understand why we were
talking about all of these things that happened so far away and long ago. She also seemed to struggle
with understanding exactly what was going on with the events we were learning about, but she rarely
asked questions to try to increase her understanding.
On May 13, 2014, I gave my students a reading attitude survey (Appendix A) and a reading
strategies survey (Appendix A) to fill out. On Mayas reading attitude survey, she disagreed that
When I have free time, I am more likely to pick up a book than turn on the television. She was
undecided about the statement I like to read but literature is often too difficult to understand and
read. She agreed with the statement, I only read when I have to. On Mayas reading strategy survey,
I was surprised to see that she said that she could understand about 80% of the things she read in her
textbook. I know that she is excellent about turning in homework and that in order to do that
homework, Maya has to read her book, so I know Maya is reading. In my mind there was no way that
Maya could possibly be understanding 80% of what she read and then receiving such poor scores on
3|Page
her assessments. Later in the survey she said that she reads informational texts the same way that she
reads a story, which means she has little knowledge about how a literary text differs from an
informational text or how it might be necessary to read them differently. When asked what she does if
what she is reading is difficult she wrote, I will just try my best. I will read a paragraph and think
about what I just read. This statement indicated to me that Maya really had no systems or strategies in
place to help her independently improve her comprehension of a text. (Standard III)
Design of Case Study

One of the first times that I met with Maya after school, I worked on her key term cards with
her. She would read the text aloud, and then we would discuss what to put down for the definition and
significance for each person. As we went through this process, I was amazed that she truly had no idea
what to put down. When we went back over the text together and I reread different parts and asked her
if there was anything in the section that I read that would be good information to put down on one of
her key term cards, she was still unsure of what information to put down. As we went through and
broke down what the book was saying sentence by sentence, I realized that her struggles with reading
were far greater than I had anticipated. Through this meeting, I realized the Mayas first problem in
reading was vocabulary. She simply did not understand a significant portion of the words that were in
the textbook, and many of the words she thought she knew were used in the textbook in unfamiliar
ways. A second crucial problem for Maya was reading comprehension. Maya was not understanding
hardly any of what she was reading. The information did not make any sense to her, and she was
passively continuing to read on.
Based on these observations I decided to focus my case study around the literacy issues of
vocabulary and reading comprehension. While reading comprehension is the most critical item for
success in a content area class, vocabulary is critically important as well since, [a] persons
4|Page
knowledge of word meanings in strongly related to his or her ability to comprehend text (Stahl, 2003,
p. 246). Furthermore, [a]s children learn more words, they learn to think about the world in more
sophisticated ways. It is this sophisticationthat leads to understanding (Stahl, 2003, p. 246) The
lessons that I designed for Maya would be primarily one-on-one after school tutoring sessions with one
portion of the vocabulary lesson done with the whole class. For the vocabulary lessons, I wanted to
teach her a concept mapping strategy to help her to learn her history specific vocabulary not just by
definition but also in relation to other words. Research has shown that word knowledge is more than
just word meaning, but is related to the knowledge domain that a word relates to (Stahl, 2003, p. 245).
This deeper knowledge of the vocabulary is essential to understanding of the content taught in the
class: it is critical for learners to acquire the vocabularies of specific academic domains if they are to
understand and learn the body of domain knowledge (Baumann & Graves, 2010, p. 6) In order to help
Maya expand her academic vocabulary, as part of a whole-class lesson, I showed my students a
number of different words that are derived from Latin as well as many Latin prefixes and suffixes.
Mayas growth was measured using a combination of key term quiz, chapter test, and reading guide
scores. (Standard I)
For Mayas reading comprehension lessons, Maya and I would work together on whatever
assignment I had currently assigned for the class. As we went through the reading for it, I would work
with her on simple comprehension strategies like rereading, breaking down confusing parts, looking up
unfamiliar words, annotating, and placing what she was reading in the context of the entire section or
article. Also as a part of here reading comprehension lessons, I worked with her on morphology, and
using morphology to help her connect the meaning of unfamiliar words with familiar ones. Using
morphology to help expand Mayas vocabulary makes sense because morphology is one of the key
sources of information immediately available to a reader who comes across a new word (Carlisle,
5|Page
2007, p. 83). In addition almost 75% of the words that students learn in elementary and middle school
are able to be decoded using morphology (Carlisle, 2007, p. 84). (Standard I)
The Pre-Assessments
Because in a social studies class literacy is less valued as an end unto itself, but instead as a
means to the end of better understanding the classs content information, I used the chapter key term
quizzes and chapter tests as my assessments. For the key term quizzes, Maya would have to match up
key terms with their definition and/or significance. If Maya did not have a good grasp of the key term
words for each chapter, she would not be able to be very successful (as had been the case in the past).
Maya would also have to possess a level of reading comprehension to understand what was being said
about each term. Additionally, the chapter tests would reflect Mayas comprehension of the material
and her reading comprehension, as she would have to be able to understand both the questions and the
possible responses. Mayas reading guide scores would also serve to show growth in reading
comprehension if she was better able to read both the book and the questions, she might be able to
effectively answer questions with logical answers. These scores, however, are more difficult to use as
her scores are very inconsistent based on how much her parents worked with her on a particular
assignment. (Standard V)
Prior to beginning our after school work together, Mayas scores on all of these items were
consistently low, with a few exceptions on the reading guides when her parents would work with her
on them. As shown in Table 1, her average key term quiz score was a 66%, her average test score was
a 67%, and her average reading guide score was an 85%. As this class in not intended to be extremely
challenging, the fact that these scores are so low, indicates there are significant deficiencies in Mayas
understanding of the material, which connects directly back to her ability to read and comprehend the
text.
6|Page
Category of
Name of Assignment
Score
Percentage Category
Assignment
Key Term Quizzes
Chapter Tests
Reading Guides
average
Chapter 8 Key Term Quiz
15/22
68%
16/25
64%
Chapter 8 Test
37/50
74%
Chapter 9 Test
30/50
60%
Chapter 8 Section 1 Reading Guide
12/15
80%
12/14
86%
14/16
87%
16/19
84%
17/28
61%
17/18
94%
16/16
100%
66%
67%
85%
Table 1: Maya's Scores Prior to Intervention
Lesson 1: Focus on Vocabulary

The first lessons focus that Maya and I worked on was vocabulary. Over a number of different
days, we worked on vocabulary in two different ways: looking at deeper meanings of history-specific
vocabulary using a mind map and expanding academic vocabulary by examining Latin prefixes, roots,
and suffixes.
One of the key findings in vocabulary research is that there is more than one level of
knowledge about words. One of Mayas mothers concerns was that Maya was having difficulty
remembering all of the different key terms for each chapter. In order to help her remember them all, I
showed her how she could use a mind map to connect all of the key terms together so that instead of
learning 30 words individually, if she could connect them together she would be learning one large
7|Page
web. Together we went through chapter 10 of the textbook and every time we came to a key term, I
would ask her where we should put it on our concept map about the Roman Republic and why. As we
were going, I would have her go back and explain some of the previous connections that we had made.
At the end of the lesson, she had a concept map with all of the key terms on it and she could explain
how they all connected to one another. Maya responded very positively to this lesson. She said that it
was extremely helpful in learning the information and that making the connections made knowing all
of the key terms less overwhelming. (Standard V& VI)
At the time, I thought that this lesson went very well, but looking back, I can see a few issues
with the instruction that I provided. While we worked together to create a web of connected key terms,
I did a lot of modeling throughout the process, as this was a new strategy for Maya. I did not, however,
progressively release the responsibility to her. Were I to do this lesson again, I would need to do it over
several sessions, so that she could try this technique on her own but with my support, as I am not sure
that at this point she could create this type of organizer completely independently.
The second part of the vocabulary focus lesson was built on expanding students (and Mayas
specifically) academic vocabulary. Academic vocabulary knowledge is critical for students as these are
often words that are used very frequently in the classroom but that students are less likely to hear
outside of school. As many academic vocabulary words come from Latin or Greek, it made sense to
teach my students about these ever-so-important words while we were studying Ancient Greece and
Ancient Rome. During our chapter on Ancient Rome, the textbook has a section on Roman
achievements and discusses the fact that Latin words are used in English today. After reading through
this section, I explained that certain topics like medicine and law are known for using large numbers of
Latin words. I then gave students a packet full of different prefixes, roots, suffixes, abbreviations, and
expressions that come from Latin and a worksheet where they were two list at least 10 words that they
already knew and used, 10 words that they have heard used but dont really understand, and 10 words
8|Page
that they were still confused about. After they filled out the cart we discussed the words together, and I
explained and gave usage examples of the words that students were still confused about. I then had
students take a minute and study the prefixes page. I then asked them turn over the activity page. I put
a countdown timer on the screen at the front of the room and had them list as many words as they
could come up with for each of the prefixes listed. After two minutes, I had students share out the
words and count up their totals to see who had won by having the most words. I followed the same
procedure with the suffixes. (Standard V & VI)
Overall, I think that this was a valuable activity in helping students to see how ancient history
affects the way people live today. In addition, it exposed students to large amounts of academic
vocabulary and even allowed them to play with the use of suffixes and prefixes and to connect those
suffixes and prefixes to specific meanings. The students really seemed to enjoy this activity as well. I
really felt that students embraced an enthusiasm for words and word-play that I have not seen from
them before. While I dont think that students walked out of my class knowing huge lists of new
words, it is my hope that they may have understood a few new words and have a greater curiosity
about how words are put together.
Lesson 2: Reading Comprehension Strategies

The second set of lessons focused on multiple elements of reading comprehension. For these
lessons, I would work with Maya on whatever text-based assignment she was working on. During one
lesson we went through the textbook section to find the necessary information to create key term cards
including each terms definition (what is it?), its significance (why is it presented in this section? why
is it important? and how does it connect to the other key terms in this section?), and a picture. During
another lesson, we read through the textbook section to answer the questions in the reading guide. In
9|Page
the last lesson, I helped Maya read through and annotate a primary source that she was going to need to
cite in an essay.
As we went through the readings, Maya would read aloud, and I would ask her understanding
questions. I would specifically have Maya read to practice her fluency and because her reading of the
various words it helped me to anticipate words that she was not understanding. When she was not able
to correctly answer basic questions about a paragraph or two of the text, I would reread it to her,
pausing to work with her on simple comprehension strategies like rereading, breaking down confusing
parts, looking up unfamiliar words, annotating, and placing what she was reading in the context of the
entire section or article. Also as a part of here reading comprehension lessons, I worked with her on
morphology, and using morphology to help her connect the meaning of unfamiliar words with familiar
ones. In the last lesson, I also encouraged her to not only look up the words that she did not
understand, but to write them down in the text so they would be there if she needed to come back to
that part of the text. (Standards V & VI)
Overall, these lessons were difficult and slow-going. Much of the material, including the
textbook, that are used for the class are far above the Mayas reading level, so she was trying to
implement these strategies with less success since the material was really too challenging for her.
While I walked her through the process of checking for understanding, rereading, breaking down
confusing parts, and contextualizing, I do not think that I focused enough on how for her to work with
a text independently. Maya is a very passive reader, continuing on even when she does not understand.
I needed to really help her focus on reading as an active process, and that she constantly needs to selfmonitor for understanding. Teaching her the best strategies in reading will do Maya no good if she
does not take the time to determine if she is understanding the material in order to know that she needs
to employ a reading strategy. I also needed to work with her using more of a gradual release of
10 | P a g e
responsibility model, though I do believe that this would have to have been done over several
additional sessions or employing texts closer to her reading level.
The attempt to get Maya to think about words in terms of their morphology, using similarly
spelled or sounding words to connect to the unfamiliar words in the text was also less than completely
successful. As we read through the text and came to unfamiliar words, I would ask her if she knew the
meaning of other words in the same family. For example, if the word was confrontation, I would ask
her if knew what confront meant or what someone did when they confronted someone else.
Unfortunately, Maya was unfamiliar with almost all of the words that I tried to connect the unfamiliar
words to, so she could not really see how this strategy could work effectively.
Post-Assessment
Looking at the averages for Mayas assignments during and after her interventions (shown in
Table 2 below), a few interesting patterns emerge. The lesson using the vocabulary web was in
preparation for her Chapter 10 Key Term Quiz, on which she received an 80%. This indicates that our
sitting down together and creating this key term map was effective in helping prepare her for her key
term quiz. However, she took the Chapter 11 Key Term Quiz without the two of us sitting down and
creating a key term map together and she received a 64%, more comparable with her grades prior to
her interventions. To me this shows that while this strategy was effective with teacher support, Maya
has either not mastered the skill of effectively creating a key term map on her own, or simply chose not
to attempt to create one in preparation for studying for this quiz.
Maya did see a slight increase on her test score on the Chapter 10 Test, where she received a
71%. It is during Chapter 10 that I did the most work with Maya, so I would expect to see some
increase here as we carefully went through the information together. It will be interesting, however, to
see if an improvement continues on the Chapter 11 Test, as Maya has not come in to work with me as
11 | P a g e
much during this time. I am concerned that my lessons did not do enough to move Maya to using the
strategies that I showed her independently, and because of this, she will not feel comfortable
implementing these strategies independently. Without actively using the strategies, she scores would
drop back down to where they were previously.
With the reading guides, Maya continues to be inconsistent; doing very well on one and then
doing poorly on the next. This again indicates to me that the strategies that we went over are not being
used as Maya is working independently. This may connect directly back to Maya not being actively
self-monitoring as she is reading either the text or the questions in the reading guide. It may also be a
case where the book is so far beyond her reading level that even with the strategies she is not
understanding enough of what she reads to consistently be able to answer questions about it.
Category of
Name of Assignment
Score
Percentage Category
Assignment
average
20/25
80%
16/25
64%
Chapter Tests
Chapter 10 Test
34/48
71%
Reading Guides
15.5/21
74%
11.5/18
64%
10/11
91%
19/25
76%
Key Term Quizzes
72%
71%
76%
Table 2: Maya's Scores During and After Intervention
Changes after Lesson Implementation and Reflection on Lessons

Looking at the changes in each category (found in Table 3 below), there was only a slight
increase in Key Term Quizzes and Chapter Tests and there was a decrease in Mayas reading guide
scores. Based on these scores, I would conclude that Maya saw very little improvement in literacy, if
any at all. There are several factors that may have prevented a significant improvement in Mayas
12 | P a g e
content-area vocabulary and reading comprehension. First of all, the lessons primarily consisted of
modeling with a little guided practice and did not provide enough of a transition into implementing
these strategies independently. The lessons also needed to focus more on the importance of being an
active reader and constantly self-monitoring while Maya is reading. As I said previously, Maya
continues reading and often even claims that she understands the text when this is simply not the case.
Until Maya acknowledges that there is a problem with her understanding, she will not see a purpose for
implementing any strategy nor would she be able to assess the effectiveness of the strategy for her task.
In addition to these factors, Maya is very low in terms of her reading abilities and is being
asked to interact with a text that is well beyond her reading level. As a struggling reader, it takes
exceptional amounts of energy and focus to implement strategies successfully when confronted with a
text that is at the correct reading level. The fact that this text is extra challenging makes it especially
difficult, and I believe that Maya does not always see the value in putting in the excessive amounts of
time and energy that are required for comprehension of texts above her level. This combined with a
work load that is more suited to students with reading levels closer to that of the textbook, can make
her feel like understanding the text is an insurmountable task.
While it is my sincere hope that exposure to the strategies in the lessons above will help Maya
as she moves forward and that she will continue to try to implement them and to request additional
help, I am disappointed that I did not accurately enough assess her needs to focus first on selfmonitoring and to allow her more scaffolding with each strategy to try to work her towards
independent implementation.
13 | P a g e
Category of Assignment
Category Average Before
Category Average During and
Intervention
After Intervention
Key Term Quizzes
66%
72%
Chapter Tests
67%
71%
Reading Guides
85%
76%
Table 3: Comparison of Maya's Scores Before and During/After Intervention
Final Thoughts
While I was not as successful as I had hoped to be in improving Mayas content-area literacy
skills, I have learned a great deal that will help me to create more effective lessons in the future. In
assessing where students are with reading, listening to them read out loud and assessing their fluency
can be very helpful, however, it is also necessary to ask students about what processes they engage in
while reading. It is critical to teach students to be active, rather than passive readers. Using
metacognition strategies to get students to self-monitor their understanding of a text is critical. Then it
is crucial to teach students how to determine when to implement the various reading comprehension
strategies that they learn and how to determine if a particular strategy is effective. By only teaching
Maya strategies and not to self-monitor for understanding or to know how to select a strategy, I gave
Maya the tools for reading without showing her how or when to use them. Without knowing how and
when to use strategies, they are useless and simply do not improve student learning. (Standard I)
Through this case study, I have learned to examine more closely what students tell me about
what they understand. Throughout this process, Maya continued to assure me that she understood the
texts she was reading but could not answer even simple questions about them even after having read
through them and hearing them read aloud. Additionally, while Maya told me that she understood the
strategies that we covered in each session and felt comfortable going home and trying them on her
own, based on her score results, I doubt this was the case. This truly shows how critical it is for
14 | P a g e
students to be assessed on skills before moving on to new ones and on slowly progressing to each
student independently and successfully using each strategy.
15 | P a g e
Works Cited
Baumann, J. F., & Graves, M. F. (2010, September). What is Academic Vocabulary? Journal of
Adolescent & Adult Literacy, Vol. 54, No. 1, pp. 4-12.
Carlisle, J. F. (2007). Fostering Morphological Processing, Vocabulary Development, and Reading
Comprehension. In R. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary acquisition:
Implications for reading comprehension (pp. 78-103). New York: The Guilford Press.
Pearson, P. D., & Hamm, D. N. (2005). The Assessment of Reading Comprehension: A Review of
Practices-Past, Present, and Future. In S. G. Paris, & S. A. Stahl (Eds.), Children's Reading
Comprehension and Assessment (pp. 13-64). Mahwah, New Jersey: Lawrence Erlbaum
Associates, Publishers.
Stahl, S. A. (2003, July-September). Vocabulary and Readability: How Knowing Word Meanins
Affects Comprehension. Topics in Language Disorders, pp. 241-247.
16 | P a g e
Appendix A: Initial Survey Information
17 | P a g e
18 | P a g e
19 | P a g e
20 | P a g e
21 | P a g e
Appendix B: Pre-and Post-Tests and Results
Category of
Assignment
Key Term Quizzes
Chapter Tests
Reading Guides
Name of Assignment
Score

Chapter 8 Test
Chapter 9 Test
15/22
16/25
37/50
30/50
12/15
12/14
14/16
16/19
17/28
17/18
16/16
Percentage Category
average
68%
66%
64%
74%
67%
60%
80%
85%
86%
87%
84%
61%
94%
100%
Table 4: Maya's Scores Prior to Intervention
Category of
Assignment
Key Term Quizzes
Chapter Tests
Reading Guides
Name of Assignment
Score

Chapter 10 Test
Chapter 10 Section 1 Reading
Guide
Guide
Guide
Guide
20/25
16/25
34/48
15.5/21
11.5/18
10/11
19/25
Percentage Category
average
80%
72%
64%
71%
71%
74%
64%
76%
91%
76%
Table 5: Maya's Scores During and After Intervention
Category of Assignment
Key Term Quizzes
Chapter Tests
Reading Guides
Category Average Before

Intervention
66%
67%
85%
Table 6: Comparison of Maya's Scores Before and During/After Intervention
22 | P a g e
Category Average During and

After Intervention
72%
71%
76%
23 | P a g e
Name: ______________________
Date: __________________
Hour: __________
Chapter 9: The Greek World

Key Term Quiz
____ 1. one of the worlds greatest mathematicians; he lived and taught in Alexandria,
Egypt and made significant advances in geometry
a. Aesop
b.
Alexander the Great
____ 2. a group of Greek warriors who stood close together in a square formation
c. alliance
____ 3. the son of Philip II, he was one of the greatest conquerors in history; he worked
d. Archimedes
to spread Greek culture in the largest empire the world had ever seen.
____ 4. the first great emperor of Persia; his victory over the Medes marked the
beginning of the Persia Empire
____ 5. the emperor of Persia after Cambyses; he worked to restore order in Persia after
a period of civil war; he divided the kingdom into regions and built the royal road.
____ 6. a brilliant military leader and the king of Macedonia from 359-336BC; the
conquered the Greeks, but died before taking on Persia.
e. Aristotle
f.
Cambyses
g. cavalry
h. Cyrus the Great
i.
Darius I
j.
Euclid
k. Hellenistic
____ 7. a unit of soldiers who ride horses; the Persian army had a powerful one of these.
l.
____ 8. a student of Plato and perhaps the greatest Greek thinker; he believed people
m. Homer
should use reason to govern their lives

____ 9. the greatest Greek doctor: he is best known today for his ideas about how
doctors should behave.
Hippocrates
n. Lycurgus
o. Peloponnesian War
p. Persian Wars
____ 10. a series of wars between Persia and Greece in the 400s BC; the Greeks won.
q. phalanx
____ 11. a Greek philosopher and student of Socrates; he created a school called the
r.
Academy and wrote a book called The Republic describing an ideal society.
____ 12. one of the greatest Greek philosophers; he believed that people must never
stop looking for knowledge and taught through questions.
Philip II
s. Plato
t.
reason
u. satrap
____ 13. Greek-like; heavily influenced by Greek ideas
v.
Socrates
____ 14. a war between Athens and Sparta in the 400s BC; Sparta won.
w. Xerxes
x. Zoroastrianism
24 | P a g e
Name: ______________________
Date: __________________
Hour: __________
Chapter 10: The Roman Republic

Key Term and Map Quiz
____ 1. a legendary Trojan hero; the Romans believed their history could be traced back a. acropolis
to him. Virgil wrote an epic poem about him.
____ 2. groups of up to 6,000 Roman soldiers; this organization allowed the army to be
very flexible.
____ 3. elected officials in Rome; some were judges while others managed Romes
finances or organized games and festivals.
____ 4. a Roman public meeting place; the Twelve Tables were kept here, and it was the
site of important government buildings and temples.
b. Aeneas
c. checks and balances
d. Cincinnatus
e. consuls
f.
dictators
g. Etruscans
h. Forum
____ 5. one of Romes famous dictators who gained power in 458 BC; although he was a i.
Gaius Marius
farmer he was chosen to become dictator during a time of war. After the war, he
j.
Greek
resigned as dictator and went back to his farm.
k. Hannibal
____ 6. a series of wars between Rome and Carthage in the 200s and 100s BC
l.
____ 7. the common people of Ancient Rome; they wanted more of a say in how Rome
m. legions
was run.
____ 8. a council of wealthy and powerful citizens who advised Romes leaders; they held
office for life and over time gained control of Romes finances.
____ 9. Carthaginian general who began the Second Punic War by attacking one of
n.
Latin
Lucius Cornelius Sulla
o. magistrates
p. patricians
q. Peloponnesian Wars
Romes allies in Spain; he is considered one of the greatest general of the ancient
r.
world.
s. Punic Wars
____ 10. a political system in which people elect leaders to govern them; in 509 BC the
Romans instituted one of these after they became tired of difficult kings.
____ 11. a Roman consul who encouraged poor people to join the army; because he was
a good general, his troops were more loyal to him than they were to Rome.
t.
plebeians
republic
u. Roman senate
v.
Romulus
w. Spartacus
____ 12. the language of the Romans
x. Twelve Tables
____ 13. the two most powerful officials in Rome; they were elected each year to run the
y. veto
city and lead the army.

____ 14. a former gladiator who led a slave rebellion in Rome
25 | P a g e
z.
Virgil
26 | P a g e
Name ______________________________
25
Hour ______________
Chapter 11 sec. 1
From Republic to Empire
1. Who was Cicero? (1)
2. What problems plagued Rome in the 70s BC? (2)
3. What position did Caesar first hold in government? (1)
4. What did Caesar do to Pompey? (1)
5. Why was Caesar killed? (1)
6. What happened to Caesars killers after the assassination? (2)
7. Why did Octavian turn against Marc Antony? (1)
8. Why did Rome grow? (2)
9. What is Pax Romana? (1)

27 | P a g e
10. List some of Roman accomplishments in the following: (10)

a. Government
b. Engineering
c. Architecture
d. Art
e. Philosophy
11. What languages are considered the romance languages? (3)
28 | P a g e
*Created by Mrs. Casko and Mrs. Sebastian of Smith Middle School in Troy School
District
Name: ______________________
Date: __________________
Hour: __________
Chapter 11: The Roman Empire

Key Term and Map Quiz
____ 1. Roman Peace; a period of general peace and prosperity in the Roman Empire that
lasted from 27 BC to AC 180
b. aqueduct
____ 2. the decay of peoples values; this had become widespread in Roman government and
helped lead to Romes fall.
____ 3. a Roman philosopher and orator who tried to stop the chaos in Romes government
by limiting the power of the generals and restoring the balance of power
____ 4. in Judaism, a new leader that would restore the greatness of ancient Israel; in
Christianity, a leader send by God to bring salvation to the world
c. Attila
d. Augustus
e. Bible
f.
Byzantine Empire
g. Christianity
h. Cicero
____ 5. a Hun leader who raided Roman territory in the east

____ 6. Caesars adopted son who ruled after Caesars death; it is during his reign that
historians believe Rome shifted from being a republic to an empire.
____ 7. Emperor of Rome in the early 300s who was the first Christian Emperor of Rome;
he reunited the Roman empire for a short time and moved the capital east, into what is
now Turkey.
____ 8. a human-made raised channel that carries water from distant places; the Romans were
able to build these using arches.
____ 9. the man Christians believe was the Jewish Messiah, who lived that the beginning of
the first century AD; stories of his teachings and actions make up the
a. Apostles
beginning
of the Bibles New Testament.
i.
civil law
j.
Constantine
k. corruption
l.
crucifixion
m. currency
n. Diocletian
o. disciples
p. Jesus of Nazareth
q. Julius Caesar
r.
Justinain
____ 10. money; Romans used this to pay for their trade goods.
s. Marc Antony
____ 11. one of the most powerful generals in Rome who conquered Gaul and became ruler
t.
of Rome before being murdered by a group of Senators in the Senate

____ 12. a legal system based on a written code of laws; Roman law inspired this system and
it is now used by most of the countries in the world today
____ 13. the society that developed in the eastern Roman Empire after the fall of the
western Roman Empire; here people spoke Greek instead of Latin.
____ 14. an emperor of the Eastern Roman Empire who ruled from 527 to 565 who wished
29 | P a g e
Messiah
u. Paul of Tarsus
v.
Pax Romana
w. Pompey
x. Resurrection
y. Romance languages
to reunite the Eastern and Western Roman Empires; he expanded his empire into
Italy and organized all the laws into a new legal system.
____ 15. a type of execution in which a person was nailed to a cross; because Jesus was
crucified, the cross is an important symbol of Christianity today.
30 | P a g e
z.
Theodora
Appendix C: Lesson 1 Materials

Name: Vocabulary Lesson
Designed By: Ashley Conrad
Subject: Ancient Civilizations
Grade Level: 7th graders
Rational:
The first lessons focus that Maya and I worked on was vocabulary. Over a number of different
days, we worked on vocabulary in two different ways: looking at deeper meanings of historyspecific vocabulary using a mind map and expanding academic vocabulary by examining Latin
prefixes, roots, and suffixes.
One of the key findings in vocabulary research is that there is more than one level of
knowledge about words. One of Mayas mothers concerns was that Maya was having difficulty
remembering all of the different key terms for each chapter. In order to help her remember them
all, I showed her how she could use a mind map to connect all of the key terms together so that
instead of learning 30 words individually, if she could connect them together she would be
learning one large web.
The second part of the vocabulary focus lesson was built on expanding students (and
Mayas specifically) academic vocabulary. Academic vocabulary knowledge is critical for
students as these are often words that are used very frequently in the classroom but that students
are less likely to hear outside of school. As many academic vocabulary words come from Latin
or Greek, it made sense to teach my students about these ever-so-important words while we were
studying Ancient Greece and Ancient Rome. During our chapter on Ancient Rome, the textbook
has a section on Roman achievements and discusses the fact that Latin words are used in English
today.
Stage 1 Identify Desired Results
Increased domain-specific vocabulary knowledge

Increased academic vocabulary and knowledge of morphology involving Latin prefixes,
suffixes, and roots
Knowledge about the impact that Latin has had on Modern American English
Improved reading comprehension based on improved vocabulary knowledge
Stage 2 Determine Acceptable Evidence
Key Term Quizzes

Chapter Tests
Section Reading Guides
31 | P a g e
Stage 3 Plan Learning Experiences
Day 1
Resources:
Burstein, S. M., & Shek, R. (2012). World History Ancient Civilizations Through the Renaissance.
Orlando: Houghton Mifflin Harcourt Publishing Company.
Blank piece of white paper
Pen
Procedure:
Get out piece of paper and pen
Open textbook between teacher and student to Chapter 10: The Roman Republic
Put a circle with Roman Republic at the center of the page.
Beginning on page 294, find each key term and ask student how the term connects to Ancient Rome
or the other terms on page.
If student is unsure ask guiding questions to guide her to the correct response
If needed reread the section of the text about that term to help determine where to place it on the
key terms map
When the students tells where item should go, write it in for her so that she can start looking at the
next term
Periodically ask recall questions to double check understanding of how all of the terms connect
Continue this process until all key terms from the chapter are on the key term web
After the key term web is completed, have student go through all of the terms and explain what
they are and how they are all connected to one another
32 | P a g e
Day 2
Resources:
Class set of Latin Words in English Packet
Class set of Latin Words in English Activity Page
Way to project student responses
Countdown timer
Procedure:
Read Romes Accomplishments: Literature and Language section of the textbook as a class
Discuss how the Latin that the Romans used impacts Modern American English
Hand out Latin Words in English packet and activity page
Have students complete the first page by looking through the packet and finding the word the know,
the words that they heard, and the words they are unsure about (this can be done as homework)
After students have completed this page, have students share what words that put in each column
Explain to students any of the words that they are still unsure about and give contextual examples
Give students 1 minute to study the Latin prefixes page
Asked them turn over the activity page
Put a countdown timer on the screen at the front of the room and set it for two minutes
Have students list as many words as they could come up with for each of the prefixes listed
within the two minutes

After two minutes, have students share out the words and count up their totals to see who
had won by having the most words
Give students 1 minute to study the Latin suffixes page
Asked them turn over the activity page

Put a countdown timer on the screen at the front of the room and set it for two minutes
Have students list as many words as they could come up with for each of the suffixes listed
within the two minutes
After two minutes, have students share out the words and count up their totals to see who
had won by having the most words
33 | P a g e
Chapter 10 Key Terms: The Roman Republic

Section 1: Geography and the Rise of Rome
Aeneas a legendary Trojan hero; the Romans believed their history could be traced back to him.
- The story of Aeneass trip from Troy to the Italian peninsula is told in the Aeneid, an epic
poem written by Virgil. Aeneas, his son, and their descendants became prominent rulers in
Italy.
Romulus and Remus legendary twin brothers who are credited with founding Rome
- They were left as babies in the Tiber River and raised by a wolf. They decided to build a city,
but got into a fight and Romulus killed Remus before building a city and naming it after
himself, Rome.
republic a political system in which people elect leaders to govern them
- The Romans tired of having kings. The government the Romans created in 509 BC was a
republic. Each year the Romans elected officials to rule the city. Rome was not a democracy.
The citys elected officials nearly all came from a small group of wealthy and powerful men.
dictators a ruler who has almost absolute power
- During particularly difficult wars, the Romans chose dictators to lead the city. To keep them
from abusing their power, dictators could only stay in power for six months.
Cincinnatus one of Romes famous dictators who gained power in 458 BC.
- Although he was a farmer, the Romans chose him to defend the city against a powerful
enemy. Cincinnatus quickly defeated the citys enemies, and immediately resigned as
dictator. Because he wasnt eager to hold power, the Romans considered Cincinnatus an ideal
leader.
plebeians the common people of ancient Rome
- Within the city, Roman society was divided into two groups. Many of Romes plebeians were
calling for changes in the government. They wanted more of a say in how the city was run.
The plebeians were peasants, craftspeople, traders, and other workers. Even though the
plebeians outnumbered the patricians, they couldnt take part in the government.
patricians the nobility in Roman society
- Rome was run by powerful nobles called patricians. Only patricians could be elected to
office, so they held all political power.
- In 494 BC the plebeians formed a council and elected their own officials, an act that
frightened many patricians. The patricians decided that it was time to change the government.
Section 2: Government and Society
magistrates an elected official in Rome

- The first part of Romes government was made up of elected officials, or magistrates. The
two most powerful magistrates in Rome were called consuls. Below the consuls were other
magistrates. Rome had many different types of magistrates. Each was elected for one year
and had his own duties and powers. Some were judges. Others managed Romes finances or
organized games and festivals.
consuls the two most powerful officials in Rome
34 | P a g e
The two most powerful magistrates in Rome were called consuls. The consuls were elected
each year to run the city and lead the army. There were two consuls so that no one person
would become too powerful.
Roman Senate a council of wealthy and powerful citizens who advised Romes leaders
- The second part of Romes government was the Senate. It was originally created to advise
Romes kings then met to advise consuls. Senators held office for life. By the time the
republic was created, the Senate had 300 members. At first most senators were patricians, but
as time passed many wealthy plebeians become senators as well. As time passed the Senate
became more powerful. It gained influence over magistrates and took control of the citys
finances.
veto to reject or prohibit actions and laws of other government officials
- The third part of Romes government, the part that protected the common people, had two
branches. The second branch was made up of a group of elected officials called tribunes.
Elected by the plebeians, tribunes had the ability to veto actions by other officials. This veto
power made tribunes very powerful in Romes government.
Latin the language of the Romans
- Veto means I forbid in Latin.
checks and balances a system that balances the distribution of power in a government
- In addition to limiting terms of office, the Romans put other restrictions on their leaders
power. They did this by giving government officials the ability to restrict the powers of other
officials. For example, one consul could block the actions of the other. Laws proposed by the
Senate had to be approved by magistrates and ratified by assemblies. We call these methods
to balance power checks and balances.
- Checks and balances keep any one part of a government from becoming stronger or more
influential than the others. Checks and balances made Romes government very complicated.
Forum a Roman public meeting place
- The Roman Forum, the place where the Law of the Twelve Tables was kept, was the heart of
the city of Rome. It was the site of important government buildings and temples. It was also a
popular meeting place for Roman citizens. Leaders used the Forum as a speaking area,
delivering speeches to crowds.
Section 3: The Late Republic
legions - groups of up to 6,000 Roman soldiers

- One reason for Romes military success was the organization of the army. Soldiers were
organized in legions. Each legion was divided into centuries, or groups of 100 soldiers. This
organization allowed the army to be very flexible. It could fight as a large group or as several
small ones.
Punic Wars a series of wars between Rome and Carthage in the 200s and 100s BC
- The fiercest of the wars Rome fought were the Punic Wars. Rome and Carthage went to war
three times between 264 and 146 BC. The wars began when Carthage sent its armies to
Sicily, an island just southwest of Italy. In 218 Carthage tried to attack Rome itself but was
not successful. In the end, Rome won; they burned Carthage, killed most of its people, and
sold the rest of the people into slavery.
35 | P a g e
Hannibal Carthaginian general who began the Second Punic War by attacking one of Romes
allies in Spain.
- He is considered one of the greatest generals of the ancient world. Although he forced the
Romans right to the edge of defeat, Hannibal was never able to capture Rome itself. After the
war, he became the leader of Carthage, but later he was forced by the Romans to flee the city.
Gaius Marius a Roman consul who encouraged poor people to join the army
- Gaius Marius encouraged poor people to join the army. Before, only people who owned
property had been allowed to join. As a result of this change, thousands of poor and
unemployed citizens joined Romes army.
Lucius Cornelius Sulla Roman consul in 88 BC.
- Sulla soon came into conflict with Marius, a conflict that led to a civil war in Rome. In the
end Sulla defeated Marius. He later named himself dictator and used his power to punish his
enemies.
Spartacus A former gladiator who led a slave rebellion in Rome
- Thousands of slaves led by a former gladiator rose up and demanded freedom. Spartacus and
his followers defeated an army sent to stop them and took over much of southern Italy.
Eventually, though, Spartacus was killed in battle. Without his leadership, the revolt fell
apart. Victorious, the Romans executed 6,000 rebellious slaves as an example to others who
thought about rebelling.
36 | P a g e
37 | P a g e
38 | P a g e
Use These Latin Words in English Conversations

Words That English Has Adopted Unchanged
By N.S. Gill
English has lots of words of Latin origin. Some of these words are changed to make them more like other English words -mostly by changing the ending (e.g., 'office' from the Latin officium), but other Latin words are kept intact in English. Of
these words, there are some that remain unfamiliar and are generally italicized to show that they are foreign, but there are
others that are used with nothing to set them apart as imported from Latin. You may not even be aware that they are from
Latin. Here are some such words and abbreviations, with the Latin parts italicized:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
via - by way of
in memoriam - in memory (of)
interim - meanwhile, interval
item - likewise, also, although it is now used in English as a bit of information
memorandum - reminder
agenda - things to be done
& - et used for 'and'
etc. - et cetera used for 'and so forth'
pro and con - for and against
a.m. - ante meridiem, before noon
p.m. - post meridiem, after noon
ultra- - beyond
P.S. - post scriptum, postscript
quasi - as if it were
census - count of citizens
veto - 'I forbid' used as a way of stopping the passage of a law.
per - through, by
sponsor - one who accepts responsibility for another
See if you can figure out which of these Latin words may be substituted for the italicized word in the following sentences:
1.
I read the bit of news about the Jesus tomb with more than a touch of skepticism.
2.
He emailed a reminder about the Discovery Channel program on Sunday.
3.
A regent will serve as substitute ruler in the meanwhile.
4.
He came to the study of Ancient Greek by way of Latin.
5.
Epitaphs can be written in memory of loved ones.
6.
A tribune had the power of preventing the law from being passed.
7.
This pseudo-test is more than easy.
8.
He sent a second email as a follow-up to the TV alert saying the time he listed was meant to be in the evening.
For more, see "Latin Expressions Found in English: A Vocabulary Unit for the First Week of Beginning Latin or General
Language," by Walter V. Kaulfers; Dante P. Lembi; William T. McKibbon. The Classical Journal, Vol. 38, No. 1. (Oct., 1942),
pp. 5-20.
39 | P a g e
Latin Words in English

Words in Newspapers That English Has Adopted
By N.S. Gill
Interested in increasing your vocabulary? Here are some English words from Latin directly or from Latin via French or
Spanish. These words are thought to have come from newspaper articles from around 1923. One of the words on the list,
mattoid, does not appear to be used any longer, so it is not included.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
acumen - ability to make good judgments

agenda - list of things to be done
altruism - selfless concern for others
ambiguous - having a double meaning
aplomb (Fr.) - self-confidence
atrocity - cruel act
avarice - greed
chivalrous (Fr.) - gallant
conglomerate - parts put together to form a unit while remaining separate identities
debilitate - weaken
facsimile - exact copy
flux - in the process of flowing
futile - in vain
incalculable - too great to be counted
insipid - lacking flavor
introspection - looking within at one's mental or emotional state
languid - slow, relaxed
modicum - small amount
moribund - near death
mundane - wordly as opposed to spiritual
naive - exhibiting lack of experience
obeisance - respect
obvious - clear (from the Latin for "in the way")
perpetuate - preserve
perturb - make anxious
plausible - probable
precarious - uncertain
rapport - close relationship
recalcitrant - obstinate
renegade - a rebellious person
reprisal - retaliation
stipend - fixed allowance
succumb - fail to resist
tentative - provisional
Source: "Learn a Word Every Day" by Lillian B. Lawler. The Classical Journal, Vol. 18, No. 5. (Feb., 1923), pp. 299-301.
40 | P a g e
Latin Roots, Prefixes, and Suffixes

Latin was the language spoken by the ancient Romans. As the Romans conquered most of Europe, the Latin
language spread throughout the region. Over time, the Latin spoken in different areas developed into separate
languages, including Italian, French, Spanish, and Portuguese. These languages are considered sisters, as they all
descended from Latin, their mother language.
In 1066 England was conquered by William, duke of Normandy, which is in northern France. For several hundred
years after the Norman invasion, French was the language of court and polite society in England. It was during this
period that many French words were borrowed into English. Linguists estimate that some 60% of our common
everyday vocabulary today comes from French. Thus many Latin words came into English indirectly through
French.
Many Latin words came into English directly, though, too. Monks from Rome brought religious vocabulary as well
as Christianity to England beginning in the 6th century. From the Middle Ages onward many scientific, scholarly,
and legal terms were borrowed from Latin.
During the 17th and 18th centuries, dictionary writers and grammarians generally felt that English was an imperfect
language whereas Latin was perfect. In order to improve the language, they deliberately made up a lot of English
words from Latin words. For example, fraternity, from Latin fraternitas, was thought to be better than the native
English word brotherhood.
Many English words and word parts can be traced back to Latin and Greek. The following table lists some common
Latin roots.
Latin root
Basic meaning Example words
-dict-
to say
contradict, dictate, diction, edict, predict
-duc-
to lead, bring, take
deduce, produce, reduce
-gress-
to walk
digress, progress, transgress
-ject-
to throw
eject, inject, interject, project, reject, subject
-pel-
to drive
compel, dispel, impel, repel
-pend-
to hang
append, depend, impend, pendant, pendulum
-port-
to carry
comport, deport, export, import, report, support
-scrib-, -script- to write
describe, description, prescribe, prescription, subscribe, subscription, transcribe, transcription
-tract-
to pull, drag, draw
attract, contract, detract, extract, protract, retract, traction
-vert-
to turn
convert, divert, invert, revert
From the example words in the above table, it is easy to see how roots combine with prefixes to form new words.
For example, the root -tract-, meaning to pull, can combine with a number of prefixes, including de-and re-.
41 | P a g e
Detract means literally to pull away (de-, away, off) and retract means literally to pull back (re-, again,
back). The following table gives a list of Latin prefixes and their basic meanings.
Latin
prefix
Basic meaning
Example words
co-
together
coauthor, coedit, coheir
de-
away, off; generally indicates reversal or removal in

English
deactivate, debone, defrost, decompress, deplane
dis-
not, not any
disbelief, discomfort, discredit, disrepair, disrespect
inter-
between, among
international, interfaith, intertwine, intercellular, interject
non-
not
nonessential, nonmetallic, nonresident, nonviolence, nonskid,

nonstop
post-
after
postdate, postwar, postnasal, postnatal
pre-
before
preconceive, preexist, premeditate, predispose, prepossess,

prepay
re-
again; back, backward
rearrange, rebuild, recall, remake, rerun, rewrite
sub-
under
submarine, subsoil, subway, subhuman, substandard
trans-
across, beyond, through
transatlantic, transpolar
Words and word roots may also combine with suffixes. Here are examples of some important English suffixes that
come from Latin:
Latin
suffix
Basic meaning
Example words
-able, -ible
forms adjectives and means capable or

likable, flexible
worthy of
-ation
forms nouns from verbs
creation, civilization, automation, speculation, information
-fy, -ify
forms verbs and means to make or

cause to become
purify, acidify, humidify
-ment
forms nouns from verbs
entertainment, amazement, statement, banishment
-ty, -ity
forms nouns from adjectives
subtlety, certainty, cruelty, frailty, loyalty, royalty; eccentricity, electricity,

peculiarity, similarity, technicality
42 | P a g e
Read more: Latin
Roots, Prefixes, and Suffixes | Infoplease.com

http://www.infoplease.com/ipa/A0907036.html#ixzz2xfaJAas9
43 | P a g e
Latin Phrases In English

Latin
meaning
example or comment
formed or done for a particular

purpose only
An ad hoc committee was set up to oversee the

matter.
repeating or continuing to the point of

boredom
The apparent risks of secondary smoking have

been debated ad nauseam.
bona fide
genuine; real
Only bona fide members of the club may use the

clubhouse.
circa; c.
around; approximately
The house was built circa 1870.
de facto
in fact; in reality
Although the Emperor was the head of state, the

de facto ruler of Japan was the Shogun.
therefore
cogito ergo sum
and the rest; and so on; and more
We urgently need to buy medical equipment,

drugs et cetera.
for each
This petrol station charges $5.00 per gallon.
for each year
The population is increasing by about 2% per

annum.
for each person
The country's annual income is $5000 per capita.
in itself/themselves; intrinsically
These facts per se are not important.
examination of a body after death;

autopsy
The post-mortem revealed that she had been

murdered.
proportional; proportionally
The car rental charge is $50 per day and then pro
rata for part of a day.
favor or advantage given or expected

in return for something
Similar to "tit for tat", "give and take" and "You

scratch my back and I'll scratch yours."
about; concerning; regarding
Re: Unpaid Invoice
ad hoc
ad nauseam
ergo
et cetera; etc
per
per annum;
p.a.
per capita
per se
post-mortem
pro rata
quid pro quo
re
I spoke to the manager re your salary increase.

status quo
existing state of affairs
Monarchies naturally wish to maintain the status

quo.
terra firma
dry land; the ground as opposed to the

air or sea
Shackleton and his men set foot on terra firma

after three weeks at sea.
in exactly the same words
I had to memorize the text verbatim.
against
What are the benefits of organic versus inorganic

foods?
verbatim
versus; vs.; v.
In the case of Bush versus Gore, the judges

decided...
vice versa
persona non
grata
44 | P a g e
the other way round
My telephone serves me, and not vice versa.
unacceptable or unwelcome person
From now on, you may consider yourself persona

non grata in this house.
45 | P a g e
Latin Sayings In English

Quis custodiet ipsos custodes?
Carpe diem! "Seize the day!" An exclamation urging someone to make the most of the present
time and not worry about the future.
Veni, vidi, vici. "I came, I saw, I conquered." The message sent by Julius Caesar to the Roman
Senate after his battle in 47 BC against King Pharnaces II.
Latin Abbreviations In English
A.D. (anno domini): in the year of the Lord

ad inf., ad infin. (ad infinitum): to infinity
A.M. (ante meridiem): before midday
B.A. (Baccalaureus Artium): Bachelor of Arts
B.S., B.Sc. (Baccalaureus Scientiae): Bachelor of Science
c., circ. see circa
e.g. (exempli gratia): for example
et al. (et alii, et alia): and others
etc. (et cetera): and the rest, and so forth
i.e. (id est): that is
lb. (libra): pound
M.A. (Magister Artium): Master of Arts
M.D. (Medicinae Doctor): Doctor of Medicine
M.O. (modus operandi): method of operating
no. (numero): by number
non obst. (non obstante): notwithstanding
non seq. (non sequitur): it does not follow
p.d. (per diem): by the day
Ph.D. (Philosophiae Doctor): Doctor of Philosophy
P.M. (post meridiem): after midday
P.S. (post scriptum): written after
R. (rex, regina): King, Queen
R.I.P. (Requiescat in pace): Rest in peace
http://www.englishclub.com/vocabulary/fw-latin-phrases.htm
46 | P a g e
Name: _______________________________________Date: __________Hour: _________
Latin Words in English
Latin words/expressions I
Latin words/expressions that I
Latin words/expressions that I
already know and use
have heard used, but dont
am still confused about
really know what they mean

1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
10.
10.
10.
47 | P a g e
Prefix Madness
In three minutes, race a partner to see who can come up with the most words that begin which each of
the following prefixes.
co-
de-
re-
dis-
Suffix Madness
In three minutes, race a partner to see who can come up with the most words that begin which each of
the following suffixes.
-able/-ible
48 | P a g e
-fy, -ify
--ment
-ty/-ity
Appendix D: Lesson 2 Materials

Name: Reading Comprehension Lesson
Designed By: Ashley Conrad
Subject: Ancient Civilizations
Grade Level: 7th graders
Rational:
This set of lessons focuses on helping to improve reading comprehension by focusing on a

number of specific comprehension strategies. When there is a difference between the reading level of a
student and the reading level of a text, reading comprehension strategies can help bridge this gap. Each
strategy is worked on within to context of the work within the class so that the focus is on comprehending
informational texts, both primary and secondary sources about the material students are learning.
Stage 1 Identify Desired Results
Increased reading comprehension by regularly checking for understanding

Increased reading comprehension by rereading confusing passages
Increased reading comprehension by determine specific words that are inhibiting
comprehension
o Increased reading comprehension by looking up unknown words and writing them
down
o Increased reading comprehension by connecting familiar words with the unfamiliar
words using morphology
Increased reading comprehension to increase accuracy on reading guides, key term quizzes,
and chapter test
Stage 2 Determine Acceptable Evidence
Key Term Quizzes

Chapter Tests
Section Reading Guides
49 | P a g e
Stage 3 Plan Learning Experiences
Day 1
Resources:
Flash cards
Pen
Procedure:
Open textbook between teacher and student to Chapter 11 Section 1: From Republic to Empire pp.
322-328
Have student take out pen and flash cards
Allow student to find first key term on page 322
Ask student about the definition and significance of this term
o If student cannot answer, have student read section and help them with the meaning of any
words that they stumble over
o If student still cannot answer, read section aloud to student breaking down what each sentence
is saying
o Re-ask student about the definition and significance
o If student cannot answer, continue going back over text and explaining it until they do
Once students has accurate responses for term, have student write them down on that terms cards
Continue this process until student has completed all key term cards
Day 2
Resources:
Writing utensil
Procedure:
Open textbook between teacher and student to Chapter 10 Section 3: The Late Republic pp. 308-313
Have student take out pen and reading guide
Allow student to read first question on reading guide and look for answer in text
Ask student about the question
o If student cannot answer, have student read section and help them with the meaning of any
words that they stumble over
If possible, try to explain unfamiliar terms by using morphologic word families (ex: if the
confusing word was alarmed, ask the student what an alarm is)
o If student still cannot answer, read section aloud to student, breaking down what each sentence
is saying
o Re-ask student the question
Once students has accurate responses, have student write them down
Continue this process until student has completed all questions
50 | P a g e
Day 3
Resources:
The Geography of Rome and the Roman Economy Primary Source Packet
Writing utensil
Procedure:
Open primary source packet to Source E between teacher and student
Remind student that her is looking for evidence that can be used to support her answer to the
writing prompt
Have student take out pen to annotate
Ask student about the passage (what is the article about, what is Cicero trying to say, how does
what he is saying in each section support his big idea, how does this information help support your
answer to the writing prompt)
o If student cannot answer, have student read a small section and help them with the meaning of
any words that they stumble over
If possible, try to explain unfamiliar terms by using morphologic word families (ex: if the
confusing word was alarmed, ask the student what an alarm is)
Have students write a synonym for the confusing word next to it for future reference
o If student still cannot answer, read section aloud to student breaking down what each sentence
is saying
o Re-ask student the question
Once students can explain what is going on in the text, have her put a few summary notes next to
those sentences
Continue this process until student has completed the entire article
51 | P a g e
Chapter 11 Key Terms: The Roman Empire and Christianity

Section 1: From Republic to Empire
Cicero a Roman philosopher and orator who tried to stop the chaos in Romes government
- He wanted to limit the power of generals. Cicero wanted the Romans to give more support to
the Senate and to restore checks and balances on government.
Julius Caesar one of the most powerful generals in Rome; the conquered Gaul and became
ruler of Rome
- Between 58 BC and 50 BC Caesar conquered nearly all of Gaul. Caesar made an alliance
with two of Romes most influential men, Pompey and Crassus. After Pompey was defeated,
Caesar made himself dictator for life. Caesar reduced the powers of the Senate and was
murdered by a group of Senators in the Senate.
Pompey one of Romes rulers who ruled with Caesar and Crassus
- In 50 BC Pompeys allies in the Senate ordered Caesar to give up command of his armies.
They wanted Pompey to control Rome alone. When Caesar returned to Rome with his army,
Pompey and his allies fled Italy. He was later killed.
Marc Antony Julius Caesars former assistant who ruled Rome with Octavian after Caesars
death
- One priority for Antony and Octavian was punishing the men who killed Caesar, which they
did shortly after they took power. In 40 BC Antony married Octavians sister, Octavia, but
then divorced her to marry Cleopatra, the queen of Egypt, which offended Octavian.
Anthonys behavior led to civil war in Rome. He lost at the Battle of Actium and killed
himself after escaping to Egypt.
Augustus Caesars adopted son who ruled with Marc Antony after Caesars death
- One priority for Antony and Octavian was punishing the men who killed Caesar, which they
did shortly after they took power. When Antony divorced Octavians sister, Octavian
declared war on Antony and defeated him. Octavian then became Romes sole ruler. Over the
next few years he gained nearly limitless power. The Senate gave him the name Augustus,
and this marked the end of the Roman Republic and the beginning of the Roman Empire.
currency money
- To pay for their trade goods, Romans used currency. They traded coins made of gold and
silver for the items they wanted. These coins allowed the Romans to trade with people even if
they had no items their trade partners wanted. Nearly everyone accepted Roman coins, which
helped trade grown even more.
Pax Romana Roman Peace; a period of general peace and prosperity in the Roman Empire that
lasted from 27 BC to AD 180
- The first 200 years of the Roman Empire was a time of general peace and prosperity. Stable
government and a well-run army helped Rome grow wealthy in safety. During the Pax
Romana, the empires population grew. Trade increased, making many Romans wealthy. As
a result of these changes, the quality of life improved for people in Rome and its provinces.
aqueduct a human-made raised channel that carries water from distant place
- The Romans created lasting structures by using arches. Because of its rounded shape, an arch
can support much more weight than other shapes can. The Romans used arches in the
aqueducts. An aqueduct is a raised channel used to carry water from mountains into cities.
Many still stand today.
Romance languages languages that developed from Latin, such as Italian, French, Spanish,
Portuguese, and Romanian
- Latin later developed into many different languages. These languages are called Romance
languages.
civil law a legal system based on a written code of laws
52 | P a g e
Over time, Roman law inspired a system called civil law. Civil law is a legal system based on
a written code of laws, like the one created by the Romans. Most countries in Europe today
have civil law traditions. In the 1500s and 1600s, colonists from some of these countries
carried civil law around the world. As a result, many countries in Africa, Asia, and the
Americas have legal systems influenced by Roman law.
Section 2: The Roman Empire and Religion
Christianity a religion based on the teachings of Jesus of Nazareth that developed in Judea at
the beginning of the first century AD
- Christianity was rooted in the ideas of Judaism, but it developed as a separate faith. Some
people began to call him Jesus Christ, from the Greek word for Messiah, Chistos. It is from
this word that the words Christian and Christianity later developed. Within a hundred years
after Jesuss death, thousands of Christians lived in the Roman Empire.
Jesus of Nazareth the man Christians believe was the Jewish Messiah
- Jesus of Nazareth, the man Christians believe was the Jewish Messiah, lived at the very
beginning of the first century AD. According to the New Testament, Jesus was born in a town
called Bethlehem. In our dating system, the birth of Jesus marks the shift from BC to AD.
Like most young Jewish men of the time, he also studied the laws and teachings of Judaism.
By the time he was about 30, Jesus had begun to travel and teach about religion. Stories of his
teachings and actions make up the beginning of the Bibles New Testament. He was killed by
crucifixion. Early Christians believe that the Resurrection was a sign that Jesus was the
Messiah and the Son of God. Some people began to call him Jesus Christ, from the Greek
word for Messiah, Chistos. It is from this word that the words Christian and Christianity later
developed.
Messiah in Judaism, a new leader that would restore the greatness of ancient Israel; in
Christianity, Jesus, a leader sent by God to bring salvation to the world
- When the Romans took over Judea in 63 BC, many Jews believed that the Messiah would
soon appear. Jewish prophets wandered through Judea, announcing that the Messiah was
coming. Many Jews anxiously awaited his arrival.
Bible the holy book of the religion of Christianity
- Most of what we know about the life of Jesus of Nazareth is contained in the Christian Bible.
The Christian Bible is made up of two parts. The first part, the Old Testament, is largely the
same as the Hebrew Bible. It tells the history and ideas of the Hebrew and Jewish people. The
second part, the New Testament, is sacred to Christians. The New Testament contains
accounts of the life and teachings of Jesus and the early history of Christianity. The New
Testament also contains letters written by some followers of Jesus.
crucifixion a type of execution in which a person was nailed to a cross
- Shortly after his arrest, Jesus was executed. He was killed by crucifixion, a type of execution
in which a person was nailed to a cross. Because Jesus was crucified, the cross is an
important symbol of Christianity today.
Resurrection in Christianity, Jesuss rise from death
- Christians refer to Jesuss rise from the dead as the Resurrection. After the Resurrection,
several groups of Jesuss disciples, or followers, claimed to see him. Early Christians believe
that the Resurrection was a sign that Jesus was the Messiah and the Son of God. Some people
began to call him Jesus Christ, from the Greek word for Messiah, Chistos. It is from this word
that the words Christian and Christianity later developed.
disciples followers
- After the Resurrection, several groups of Jesuss disciples claimed to see him.
Apostles the 12 chosen disciples of Jesus who spread his teachings
53 | P a g e
After the Resurrection, the Apostles traveled widely telling about Jesus and his teachings.
Some of Jesuss disciples wrote accounts of his life and teachings. These accounts are called
the Gospels. Four Gospels are found in the New Testament of the Bible. They were written
by men known as Matthew, Mark, Luke, and John.
Paul of Tarsus probably the most important figure in the spread of Christianity after Jesuss
death
- Paul traveled throughout the Roman world spreading Christian teachings. In his letters he
wrote about the Resurrection and about salvation. Paul also told Christians that they didnt
have to obey all Jewish laws and rituals. These ideas helped the Christian Church break away
from Judaism.
Constantine Emperor of Rome in the early 300s; first Christian Emperor of Rome
- In the early 300s, the emperor Constantine became a Christian. He removed the bans on the
religion. Not long after Diocletian left power, the emperor Constantine reunited the empire
for a short time. He also moved the capital to the east, into what is now Turkey. He built a
grad new capital city there. It was called Constantinople.
Section 3: The End of the Empire
Diocletian Roman emperor in the late 200s

- Diocletian became emperor in the late 200s. Convinced that the empire was too big for one
person to rule, Diocletian ruled the eastern half and named a co-emperor to rule the west.
Attila a Hun leader who raided Roman territory in the east.
- The Huns, under a fearsome leader named Attila, raided Roman territory in the east. Rome
needed strong leaders to survive these attacks, but the emperors were weak.
corruption the decay of peoples values
- Political crises also contributed to Romes decline. By the 400s corruption, the decay of
peoples values, had become widespread in Roman government. Corrupt officials used threats
and bribery to achieve their goals, often ignoring the needs of Roman citizens.
Justinian an emperor of the Eastern Roman Empire/Byzantine Empire who ruled from 527 to
565 who wished to reunite the Eastern and Western Roman Empires
- His armies conquered Italy and much land around the Mediterranean. He ordered officials to
remove any out-of-date or unchristian laws. He then organized all the laws into a new legal
system called Justinains Code. By simplifying Roman law, this code helped guarantee fair
treatment for all. He also ordered the building of many beautiful public structures and
churches, including the Hagia Sophia. After Justinians death, the eastern empire began to
decline.
Theodora wife of Emperor Justinian; Empress of the Eastern Roman/Byzantine Empire
- While Justinian was waging military campaigns, Theodora helped create laws to aid women
and children and to end government corruption. In 532 an uprising threatened to drive
Justinian from Constantinople. However, his smart and powerful wife Theodora convinced
him to stay and fight. Taking her advice, Justinian crushed the riots and ruled effectively for
the rest of his reign.
Byzantine Empire the society that developed in the eastern Roman Empire after the fall of the
western Roman Empire
- The society of the eastern empire was distinct from that of the west. Non-Roman influences
took hold in the east. People spoke Greek rather than Latin. Historians call the society that
developed in the Eastern Roman Empire the Byzantine Empire, after Byzantium, the Greek
town Constantinople had replaced.
54 | P a g e
Name ______________________________
11
Hour ______________
Chapter 10 Sec. 3
The Late Republic
1. In the Roman army what was a legion? A century? (2)
2. What happened to the tradition of the small farm in Italy? (1)

3. How did the growth of the city of Rome affect trade? (1)
4. Who did Rome fight in the Punic Wars? (1)
5. Who was the Carthaginian general who almost defeated Rome? (1)
6. Who did the Romans adopt ideas of literature, art, & philosophy, religion and
education from? (1)
7. How did Tiberius and Gaius Gracchus try to help poor Romans? (1)
8. Why was violence more common after the Gracchus brothers than before? (1)
9. Why may some Romans have considered Spartacus a hero, while others considered
him an enemy of Rome? (2)
*Created by Mrs. Casko and Mrs. Sebastian of Smith Middle School in Troy School
District
55 | P a g e
Ancient Civilization Common Reading/Writing Activity

I. Read and Annotate the following sources (A,B,C,D) with the following
question in mind.
Question: How did the geography of Rome

impact its economy? Please make sure you
include at least 2 specific examples to support
your claim.
II. Write a C.E.R paragraph using the sources provided as evidence to support
the question above.
Make sure you support each example with evidence from the text. These examples
should be cited in any of the following manners:
According to Source Z, Larson has a leaky roof
Larson School has a leaky roof (Source Z).
Mr. Duda says, Larson Middle School has a leaky roof. (Source Z).
You are encouraged to pull information from as many sources as possible!
III. Checklist
All sources have been annotated
Clear specific claim
2 specific examples supported by evidence
Evidence is specific and comes from the text
All examples from text are cited using Source A,B,C or D
Reasoning is included which explains and connects to the claim
Claim is restated in your closing
Proofread: Writing is specific, makes sense, uses good grammar
Highlight:
56 | P a g e
Claim=Green
Evidence= Yellow
Reasoning=Blue
Source A
57 | P a g e
Source B
58 | P a g e
Source C
59 | P a g e
Source D
60 | P a g e
Source E
ROMES PERFECT LOCATION BY CICERO
One reason Rome flourished was its sheltered location some 15 miles from the
Mediterranean coast. In addition, it lay at one of the major crossing points on the Tiber
River. In the excerpt below, orator and philosopher Marcus Tullius Cicero explains the
importance of the citys geographic location. As you read the excerpt,note the advantages
of Romes location mentioned by Cicero.
The location (Romulus ; the mythical co- founder of Rome) chose for the city was
unbelievably favorable. For he did not move his city down the coast, a step very easy for
him to take with the forces at his command, either by invading the territory of the Rutuli or
of the Aborigines, or by himself founding a city at the mouth of the Tiber But with
singular foresight Romulus saw and divined that a location upon the seaboard was not
the most advantageous for cities intended to enjoy permanence and imperial sway,
chiefly because maritime cities are exposed to dangers both numerous and impossible to
foresee. A city surrounded on all sides by land receives many warnings of an enemys
approachsuch as the crashing (of the forest) and even the noise (of marching troops).
No enemy, in fact, can arrive by land without enabling us to know both his hostile intent
and who he is and whence (from where) he comes. On the contrary, an enemy who
comes by ships over the sea may arrive before anyone can suspect his coming, and
indeed, when he appears, he does not show any signs of who he is, whence he comes,
or even what he wants
In addition, cities located on the sea are subject to certain corrupting influences and to
moral decline, for they are affected by alien forms of speech and by alien standards of
conduct. Not only foreign merchandise is imported but also foreign codes of morals, with
the result that nothing in the ancestral customs of a maritime people can remain
unchanged. The inhabitants of the seaboard do not remain at home but are tempted far
from their cities by the hope and dream of swiftly gained wealth; and even when they
remain at home in body, they are exiles and wanderers in spirit
How, then, could Romulus with a more divine insight have made use of the advantages of
a situation on the sea, while avoiding its disadvantages, than by placing his city on the
banks of a river that flows throughout the year with an even current and empties into the
sea through a wide mouth? Thus, the city could receive by sea the products it needed
and also dispose of its superfluous (extra) commodities. By the river the city could ring up
from the sea the necessaries of a civilized life as well as bring them down from the
interior. Accordingly, it seems to me that even then Romulus foresaw that this city would
sometime be the seat and home of supreme dominion. For practically no city situated in
any other part of Italy could have been better able to command such economic
advantages. Is there, moreover, anyone so unobservant as not to have marked and
clearly appraised (evaluated) the natural defenses of our city? Romulus and the other
kings planned the extent and location of the citys wall with such wisdom that it followed
everywhere the brink of the high steep hills; that the only access was blocked by a
great rampart and girt (encircled) with a deep ditch; and that the citadel, thus fortified,
rose from an ascent steep on every side and above a precipitous (very steep) cliff. As a
result, even at the terrible time when the Gauls attacked us, the citadel remained safe
and uncaptured.
61 | P a g e

Case Study Ashley Conrad

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Case Study Ashley Conrad

Uploaded by

Copyright:

Available Formats

VOCABULARY

Design of Case Study

Chapter 9 Key Term Quiz

Chapter 8 Section 1 Reading Guide

Chapter 8 Section 2 Reading Guide

Chapter 8 Section 3 Reading Guide

Chapter 9 Section 1 Reading Guide

Chapter 9 Section 2 Reading Guide

Chapter 9 Section 3 Reading Guide

Chapter 9 Section 4 Reading Guide

Table 1: Maya's Scores Prior to Intervention

Lesson 1: Focus on Vocabulary

Lesson 2: Reading Comprehension Strategies

Chapter 11 Key Term Quiz

Chapter 10 Section 1 Reading Guide

Chapter 10 Section 2 Reading Guide

Chapter 10 Section 3 Reading Guide

Chapter 11 Section 1 Reading Guide

Key Term Quizzes

Table 2: Maya's Scores During and After Intervention

Changes after Lesson Implementation and Reflection on Lessons

Category Average Before

Category Average During and

Key Term Quizzes

Table 3: Comparison of Maya's Scores Before and During/After Intervention

Appendix A: Initial Survey Information

Appendix B: Pre-and Post-Tests and Results

Chapter 8 Key Term Quiz

Table 4: Maya's Scores Prior to Intervention

Chapter 10 Key Term Quiz

Table 5: Maya's Scores During and After Intervention

Category Average Before

Table 6: Comparison of Maya's Scores Before and During/After Intervention

Category Average During and

Chapter 9: The Greek World

Alexander the Great

should use reason to govern their lives

____ 13. Greek-like; heavily influenced by Greek ideas

Chapter 10: The Roman Republic

resigned as dictator and went back to his farm.

____ 12. the language of the Romans

city and lead the army.

1. Who was Cicero? (1)

2. What problems plagued Rome in the 70s BC? (2)

3. What position did Caesar first hold in government? (1)

4. What did Caesar do to Pompey? (1)

5. Why was Caesar killed? (1)

6. What happened to Caesars killers after the assassination? (2)

7. Why did Octavian turn against Marc Antony? (1)

8. Why did Rome grow? (2)

9. What is Pax Romana? (1)

10. List some of Roman accomplishments in the following: (10)

11. What languages are considered the romance languages? (3)

Chapter 11: The Roman Empire

____ 5. a Hun leader who raided Roman territory in the east

of the Bibles New Testament.

of Rome before being murdered by a group of Senators in the Senate

Appendix C: Lesson 1 Materials

Designed By: Ashley Conrad

Subject: Ancient Civilizations

Grade Level: 7th graders

Stage 1 Identify Desired Results

Increased domain-specific vocabulary knowledge