San Diego Jewish Academy
9th Grade Humanities
The Roman Empire

With your group of two or three, explore your topic for the next week. You will synthesize what you learn about your topic in relation to the Roman Empire and present it to the class starting Tuesday, November 13th with an abstract and PowerPoint presentation. We will take notes on each other's presentations for an open note test.
PowerPoint Presentation | Presentation Tips | Topics | Group Techniques | How to conduct web research systematically and develop a well supported paper.

Site Map | 9th Grade Humanities Syllabus 2001-02 | Quotes | WordList | Glossary | Graphic Organizers | Rules of Thumb | On-Line Resources | WriteDesign | Co-Teachers - Doug and Melissa | Gallery
E-Mail Doug at or Melissa at

Project Rationale:

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

- excerpted from World History, Culture, and Geography: The Modern World California State Standards

Project Essential Ingredients:


  • title (the power of naming things)
  • clear explanation of how your topic shows the evolution of the Roman Empire; include
  • historical background of your topic
    • cause
    • resultant effects
    • direct quotes from primary source documents

Biography Collections - Links to tons of sites dedicated to biographies. A must see.

Works Cited and Writing Standards

MLA Citation Examples by HCC Library
The Modern Language Association (MLA) Style is widely used for identifying research sources.

Group Techniques - shows how to identify skills and roles

How to conduct web research systematically and develop a well supported paper.

PowerPoint Presentation: | Top

  • Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. (1.3)
  • Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources). (1.4)
  • Recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate. (1.5)
  • Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. (1.6)
  • Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. (1.7)
  • Produce concise notes for extemporaneous delivery. (1.8)
  • Convey information and ideas from primary and secondary sources accurately and coherently. (2.2b)

Planned to meet time limit of 7 minutes

Presentation Tips: | Top

PowerPoint/Presentation Tips - - focuses on the creation of the PowerPoint slides.

10 Little-Known, Rarely Discussed, Highly Effective Presentation Techniques by Marjorie Brody at:

21 Tips For Spellbinding Speeches by Eileen Kugler at:

PowerPoint Tips - by Doug and some help from assorted friends at:

Topics: | Top

Pompeii and Vesuvius


Hadrian's wall

Roman architecture - the Pantheon, Forum, Colosseum

Aqueduct system

Spread of Christianity - Paul (Saul)

Constantine and Byzantium

Attila the Hun vs. Pope Leo I

Group Techniques | Top

Cooperative Learning - Team Expectations - Some of the common fears about working with groups include student fears that each member will not pull their weight as a part of the group. Students are scared that their grade will be lower as a result of the group learning vs. learning they do individually. One way to address this issue is to use a group activity to allow the group to outline acceptable group behavior. Put together a form and ask groups to first list behaviors (expectations) they expect from each individual, each pair and as a group as a whole. Groups then can use this as a way to monitor individual contributions to the group and as a way to evaluate group participation. (NOTE: This content is taken from materials presented at The University of Tennessee at Chattanooga Instructional Excellence Retreat, May 1996. Barbara J. Millis, PhD, Associate Director for Faculty Development, United States Air Force Academy, Facilitator)

Team Expectations - Individual and Group Roles
Skills and Needs


Email address

Email address

Phone number

Phone number

Hours of availability

Hours of availability

Overlapping Skills

Topic knowledge

Topic interest












How to conduct web research systematically and
develop a well supported paper.
| Top

Step one - Searching for content

  • Generate list of key search words - general to specific.
  • Select a search engine. (Google loads the quickest)
  • Go through list of links (read descriptions and select best possibilities.
  • Go to first viable link.
  • Skim for content and source (credibility - educational, commercial, or crackpot site).
  • If nothing go back to search engine list of links.
  • If it looks promising, add link to "favorites" list.
  • Print the web page.
  • Save as a text file (go to File menu and you'll see the text option in the pop-up menu at the bottom of the directory).
  • Copy the url
  • Open the text document and paste the url at the top of the document, then save the file.
  • Go back to the search page and continue the same process until you have amassed enough solid content or you've run out of time.

Step two - Sorting content | Top

  • Select and open text file generated by search.
  • Skim for usable content and quotes.
  • Highlight or boldface and enlarge any content that looks like it may be usable.
  • Print the text file after you've highlighted relevant information.
  • Go to the next test file and do the same as above.

Step three - Starting draft

  • If you have not already created an outline, do so.
  • Dump the highlighted text from each file into the outline.
    Make sure to copy the url with each highlighted block of text.
  • Sort through outline and look for highlighted text that would work as quotes and text that needs to be paraphrased.
    Make sure the url follows each block of text.
  • Lose what doesn't work as supporting evidence.
    Make sure you save the outline with all of the text just in case you may need it later.
  • Start the Works Cited page.

Step four - Revision and editing

Site Map | 9th Grade Humanities Syllabus 2001-02 | Quotes | WordList | Glossary | Graphic Organizers | Rules of Thumb | On-Line Resources | WriteDesign | Co-Teachers - Doug and Melissa | Gallery
E-Mail Doug at or Melissa at

Melissa and I would like to
znet for
making a commitment to
education and WriteDesign.