LICEO “RAMBALDI – VALERIANI – ALESSANDRO DA IMOLA”Sede Centrale: Via Guicciardini, n. 4 – 40026 Imola (BO)

Liceo Classico: Via G. Garibaldi, n. 57/59 – 40026 Imola (BO) – Fax 0542 613419- Tel. 0542 22059Liceo Scientifico: Via F. Guicciardini, n. 4 – 40026 Imola (BO) – Fax 0542 23103 - Tel. 0542 659011

Liceo Linguistico, delle Scienze Umane e con opzione Economico Sociale:Via Manfredi, n. 1/a – 40026 Imola (BO) – Fax 0542 23892 - Tel. 0542 23606

www.imolalicei.gov.it - ✉ bops17000b@istruzione.itc.f. 90049440374 - Codice Univoco UFK2WD

Anno Scolastico 2015 / 2016

Progetto CLIL: HISTORY - ROMANS AGAINST THE CELTS Materia: STORIA

BARBARA BONANTINI

LICEO “B. RAMBALDI – L. VALERIANI – A. DA IMOLA”

CLIL Module Plan: History- Romans against the Celts

SubjectTeacherSchool

History, English, CitizenshipBarbara Bonantini, Italian/history teacherLiceo linguistico – Imola (Bo)

Class IHL - 30 students aged 14/15 Language level: B1

Topic Julius Caesar and the Celts - Romans against “Barbarians”.

Step I Romans against “Barbarians” (3 hours)

1. Presentation of the UdA; Warm up activity (role playing): the Romans, the Britons and the Celts (habits, way of life, religion, language).2. Preparing a glossary (working in pair). (CALP)3.Culture and Language: Focus on the word “BARBARIANS”.4.Exercise: Speaking

Step II Citizenship (3 hours)1.Pre-reading – Working in pair (Speaking)2.Reading (1st part): ‘Roman Britain’; (KISS).3. Pre-reading - Use of English.4.Reading (2nd part): ‘Multicultural society and discrimination in Britain’.5.Homework - Writing: students compare and contrast multiculturalism and discrimination both in Britain and in Italy.

Step III The death of the Republic: J. Caesar and Pompey (2 hours)1.Pre-listening: exercise: “Match the words”2. Listening (Video): The death of the Roman Republic: J. Caesar and Pompey3.Focus on pronounce: how to pronounce some key words. The IPA (International Phonetic Alphabet) (FOF=focus on form)4. Writing: Summary of the listening (SCAFFOLDING)

Timetable

2 hours per week, Total: 10 hoursContent teacher: 3 one-hour lessons3 hours: Task development2 hours: final assessment1 hour: Module and task ReviewEnglish Teacher: 1 hours (before or in parallel with the beginning of the module)

Types of collaboration

FL teacher helps to develop materials suitable for the students’ English level. FL teacher review with the students historical terms and if needed supports them during task development.Content teacher and Foreign Language teacher teach separately, then they both check written tests.

Medium of instruction

Content teacher teaches and uses materials in English, switching to Italian only when needed.Foreign Language teacher teaches in FL.

Resources and materials

Internet, Websites, notebooks, worksheets, photocopies from textbooksHandouts, PowerPoint PresentationsTools: Internet/ IWB (Interactive white board), Laboratory, PCReading: Photocopies/ Textbook/True-False exercises/ Gap-filling exercises / Multiple-choice exercisesListening: teacher and schoolmates presentations/videos/online dictionary for correct

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Activity types pronounceSpeaking: role playing/working in pair/working in a group/ discussion /Questioning / Oral presentationsWriting: summary/ Problem-solving activities in group /homeworkVocabulary: CLIL glossary (prepared by the class)/Online dictionary

Final assessment

Assessment and evaluation (2 hours)1.General review (brainstorming)2.Self-evaluative grid / Students’ evaluative grid3. Classwork4. Evaluation and Correction

Methodological /Motivational strategies

Connecting to the programme of the yearTalking to the students clearlyScaffolding / Providing language support / RecyclingUsing a mix of task typesSwitching into Italian now and then where necessary

Modes of monitoring

Classroom observation + field notesInformal discussions with students/Informal discussions with FL teacherCLIL report card:

Excellent Good Average/fair Could do better

Knowledge of the topic

Ability to synthesize/analyse

Fluency

Accuracy

Originality

HISTORY - ROMANS AGAINST THE CELTSModule ObjectivesSubject: HISTORYContent: The relationship between Julius Caesar and the “Barbarians”Our relationship with foreigners Language: use of English in a specific context; vocabulary acquisition of terms; improvement of oral and written communication skills.

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STEP 1 – Romans against “Barbarians” (3 hours)

Contents Presentation of the activitiesThe Romans and the Celts: costumes and traditions.Culture and language: focus on the word “BARBARIANS”.

General objectives

● To introduce the activity● To motivate the students● To inform the students about the activities they will perform● To review some aspects of Roman history in the 1st century BC

Specific objectives

● To activate prior knowledge (Roman culture, J. Caesar in Britain…)● To deepen contents about the Romans and the Celts (habits, religion, way of

thinking, language)● To reflect on cultural values implicit in language learning (e.g. the word

“BARBARIANS”)

Materials ● Books● Notebooks● 20 Pieces of coloured paper with 1 question or 1 answer on each● On line dictionary

http://dictionary.cambridge.org/dictionary/british/barbarian?q=barbarians#

● http://www.etymonline.com/index.php? allowed_in_frame=0&search=barbarian&searchmode=none

Activity I.1

● Warm up activity: students are split into 3 groups: the Romans, the Gauls and the Britons (6 students each); one student is the writer, one student is the journalist and takes pictures of the activity

● Teacher gives students one piece of coloured paper with 1 question or 1 answer on each. Students would match them during the role playing (See “Questions and answers”; for example the Romans ask the Celts about their gods…)

● Teacher gives word in turn: the first group starts with the first question till the end● The writer collects both new contents or new/difficult words on IWB and the other students

write them down in their notebooks● Exercises

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Activity I.2 (CALP)

● Working in pair, students check new or difficult words on the dictionary (monolingual or bilingual dictionary) with the help of the teacher

● Students collect key words in a glossary● Exercise

Activity I.3

● Students check the word “BARBARIANS” on the etymological dictionary● Speaking: Students answer questions about culture values implicit in language learning. If

there isn’t time, you can give this activity as homework and correct it at the beginning of the next lesson

Questions and answers (Romans=green; Gauls=orange; Britons=purple)

Questions Answers

Q) Romans, you often write the letters SPQR; what do they mean?

A) They stand for Senatus Populus Que Romanus - The Senate and People of Rome because we want to underline that the Senate represents the People.

Q) Celts, we can’t understand anything when you speak. What is your language?

A) Well, we speak the Celtic language and we brought it with us when we went to England. But now, we also speak some latin too.

Q) Now that we have stopped fighting, can we cooperate?

A) Of course we can. You can be involved in the administration of the provinces, and build town dwelling or use our language.

Q) Romans, which are your gods? a) First of all, we have the Lares which protect our home from evil spirit, then Vesta, goddess of the fire and hearth, and Penates, the guardian of the store cupboard. And many other gods.

Q) You call yourselves in very different ways: for example Celts and Britons, What is the difference?

A) Well, during the iron age some of the Celts who lived in France have gradually settled in Britain. So the Britons are a part of the Celtic people; in fact they have similar language, religion and culture.

Q) Romans, you are so crude with us, even if we don’t want war, but peace. Why?

A) Because we are conquerors, but we also help you: in fact we build roads, towns and baths.

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We are the civilisation.

Q) Well, we have a question for you, Romans: why do you call us “barbarians”?

A) It isn’t so strange, my dear. You sound like sheep when you speak; you are “bah-bah-bah people… bah-bah-rians…barbarians, did you get it?

Q) Romans, the first thing we want to know is: why do you want to conquer our land?

A) Because you have good lands; moreover, we are the best in the world at war. Don’t forget we won in Alesia against Vercingetorix in 52 B.C.

Q) Celts, we heard a strange story about a festivity, called Halloween. What is it?

A) Well, we call it Samhain. On October 31st we celebrate the start of winter and we think ghosts and witches return on that night. So we make big fires to send the spirits away.

Q) What is the women’s role in your society?

A) Women are almost equal to men. They can choose the man they want and lead other warriors in war.

Q) Your Gods…They say your Gods want animal and human sacrifices. You are rough, crude and simple! Aren’t you?

A) No, we aren’t. We have a great civilisation. We have the Druids, for example. They are our priests and lead the worship of the gods of Nature.

Q) Celts and Britons, how do you live? Do you have common habits and customs?

A) Yes, we have. We live in tribes, we are warriors and practise agriculture. We also introduced the iron plough, which made the cultivation of soil easier.

Exercises

I) True or false

True False1) Ariovistus wins Caesar in Alesia2) Celts and Britons have the same origins3) The Druids only have religious power.4) The Romans bring ironworking to the British isles.5) The role of women is almost equal to men in Celtic society.6) The Romans worship only one God.7) The most famous king of the Arverni tribe is Vercingetorix.8) The festivity of Halloween has Roman origins.

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9) The Romans build roads, baths and town dwellings in Britain.10) The letters SPQR stands for “Senatus Populus Que Romanus

II) Homework

Fill in the grid below

Main activities

Economical resources

Exchanges Religion Way of thinking

The Romans --

--

-Build roads and public bath-

--

-Think the Celts are Barbarians

The Celts -Are warriors-are farmers

--

--

-Worship natural gods-

--

Activity I.2 (CALP)

● Working in pair, students check new or difficult words on the dictionary (monolingual or bilingual dictionary) with the help of the teacher

● Students collect key words in a glossary

At the end of the activity, students should be able to explain the meaning (or to use a synonym) of many of the following words:

Glossary

Names/adjectives

● Worship● Warriors● Plough● Tribe

● Rough

Synonym/Definition

adorationsoldiersa farm toolgroup of famiglie

crude

Verbs

● To conquer● To lead

● To settle in

● To involve

● To cultivate

● To win

Synonym/Definition

to take controlto show someone where to goto establish

to take part in

to practise agriculture

to beat, to defeat

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Homework

I) Students write 5 sentences with some words of the glossary.

Activity I.3

A) Students check the word “BARBARIAN” on the etymological dictionary and the teacher provides a worksheet with vocabulary

● http://www.etymonline.com/index.php? allowed_in_frame=0&search=barbarian&searchmode=none

barbarian (adj.) mid-14c., from Medieval Latin barbarinus (source of Old French barbarin "Berber, pagan, Saracen, barbarian"), from Latin barbaria "foreign country," from Greek barbaros "foreign, strange, ignorant," from PIE root *barbar- echoic of unintelligible speech of foreigners (cf. Sanskrit barbara- "stammering," also "non-Aryan," Latin balbus "stammering," Czech blblati "to stammer").

Greek barbaroi (n.) meant "all that are not Greek," but especially the Medes and Persians. Originally not entirely pejorative, its sense darkened after the Persian wars. The Romans (technically themselves barbaroi) took up the word and applied it to tribes or nations which had no Greek or Roman accomplishments. The noun is from late 14c., "person speaking a language different from one's own," also (c.1400) "native of the Barbary coast;" meaning "rude, wild person" is from 1610s

Vocabulary (highlighted in green in the text)

● Echoic● Stammering● Pejorative● To darken● accomplishments

● eco● balbuziente● peggiorativo● peggiorare● eredità, tradizioni

Activity I.4 - Speaking

Working in a group, students answer the following questions and compare and contrast their opinions

1) What did the word “Barbarian” mean in Greek times? And in Roman times?2) When did the word “Barbarian” get a pejorative meaning? 3) Who could the “Barbarians” be today?4) What about you? Have you ever felt “Barbarian” in such a way?

They can use these prompts

In my opinion/Concerning me I think…8

I agree with/ I disagree with

I have never felt…

Firstly …secondly

In conclusion

STEP 2 – Citizenship (3 hours)

Objectives ● To know some of the most important exchanges between the Romans and the Celts

● To check the information from the text● To reflect on multicultural society and discrimination● To develop a culture of welcome and dialogue● To be able to express an opinion on a topic● To find key vocabulary from the text● To improve vocabulary in L2

Materials Photocopies adapted from: (KISS)

-“Spiazzi M., Tavella M., Layton M. Performer, Culture and Literature 1, Lingue Zanichelli;-Medaglia C., English Bridge, Loescher;- “Military campaigns of Julius Caesar” in http://en.wikipedia.org/wiki/Military_campaigns_of_Julius_Caesar-textbook-notebook

Activities II.1 Pre-reading/Speaking: discussing in pairs.II.2 Reading (part 1) “Roman Britain”. (KISS)II.3 Pre-reading - Use of English.II.4 Reading (part 2) “Multicultural society in Britain and its problems”.II.5 Homework/Writing

Activity II.1 Pre-reading /Speaking

Exercises

I) Discuss in pairs

1) Do you know when the Romans invaded Britain?2) What aspects of civilisation did the Romans bring with them?3) Do you know the town of Bath in England?4) Why is it so famous?

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(The Roman Bath complex in the English city of Bath)

II) Read the text below and check your answers to exercise I

II.2 Reading (part 1) (KISS)

The Romans in Britain

During the Gallic wars (58-52 BC) Julius Caesar (ca 100- 44 BC) invaded Britain in 55 BC and he gained a beachhead on the Kent coast but was unable to advance further. So he went back to Gaul and tried again the following year. Nevertheless the real conquest of the country took place in the years 43-44 AD under Emperor Claudius.

One of the first things the Romans did was involve the conquered tribes in the administration of province. They persuaded the ruling class of Celtic aristocrats to build towns which became centres of commercial activity.

Roman towns and roads

Towns had a regular network of streets and the centre was the Forum , or civic centre, which gave access to the Basilica, or town hall. Every town had public baths that served as healing spa and meeting place.Roads joined towns together and were well built to make the movement of troop and commercial goods easier.

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II.3 Pre-reading - Use of English

Exercise I - Fill in the gaps with the right words

Discrimination, multicultural, backgrounds, immigrants, living standards, race.

An ethic group is a group of people of the same (1) or nationality who share a distinctive culture. “Is there any form of (2) in your country?”“Unfortunately yes. Against (3) and (4) people who also have lower (5) and different (6) .

II.4 Reading – Part 2 (KISS)

“Multicultural society in Britain and its problems”

MulticulturalismMore than ever before Britain is now a multicultural nation with people from different racial, religious and cultural backgrounds. And a great part of them are the so called “non-whites”. People coming to live in the UK have enriched the country with new ideas, with a more dynamic economy and with a richer cultural life. The different ethnic communities have had a great influence on the shaping of Britain nowadays on fashion, food, music, language. For example the ethnic cuisine and the Chinese New Year.

DiscriminationAlthough many people living in Great Britain belong to ethnic and religious minority, there are still problems of discrimination, which can take many forms: from verbal abuse to physical attacks on a person or property. Moreover, many non-white people have lower living standards than white people and minority ethnic people are still not properly represented within the community.

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(Chinese New Year in London)

II.5 Homework/Writing

Write a short text (100-120 words), answering the following questions

1) What have immigrants had a great influence on in Britain? 2) Can you give an example of this influence?3) Is there any form of racism or discrimination against non-white people in the UK?4) Is Italy a multicultural country?5) Is there any form of racism or discrimination?

You can use some of the following prompts:

“In Britain immigrants have ……

“As far as Italy is concerned, ………… because………….In fact…..”

In addition, Moreover,

For example

I think/In my opinion

In conclusion/to conclude

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STEP 3 – Listening/Video: “The death of the Republic: Julius Caesar and Pompey”(only the part concerning J. Caesar). (2 hours)

Learning outcomes ● To review some aspects of J. Caesar’s history (Triumvirate, Pompey and Crassus, campaigns against Gauls and Britons)

● To learn how to pronounce some key words of history

Prerequisites ● To know what is IPA (International Phonetic Alphabet)● To be able to read IPA (students can use the sheet provided by the

teacher)

Materials ● Photocopies (transcript) adapted (KISS) fromhttp://education-portal.com/academy/lesson/the-death-of-the-republic-and-birth-of-the-roman-empire.html#les

Activities III.1 Pre-listening: Exercise “Match the words “III.2 Listening – Video “The death of the Republic: Julius Caesar and Pompey”III.3 Summary + scaffolding.

Activity III.1

Pre-listening

Exercise I - Match the words (1-10) with their definitions (A-J)

Words1. Wealth2. to run for3. veterans4. ally5. Senate

6. riot7. shaky8. bankrupt9. shatter10 struggle

Definitionsa) someone who fought in a war and now is

oldb) the more powerful part in Roman

governmentc) a person or a country that supports

anotherd) when someone has a lot of money and

f) When something is difficult to do or to achieve; a fight

g) To destroyh) When a large crowd of people behave

violently in a public placei) When a person is not able to pay the

money he/she owes13

expensive thingse) making small quick movements from

side to side or up and down

j) To try to be elected for a position

Activity III.2 – Listening - Video

http://education-portal.com/academy/lesson/the-death-of-the-republic-and-birth-of-the-roman-empire.html#les

Teacher introduces the activity and sums up the main contents to help students to understand the listening better. After the first listening, students are asked to listen to the video again while reading the transcript.

TRANSCRIPTThe Death of the Republic: Julius Caesar & Pompey(Adapted by the teacher from Max Pfingsten) (KISS)In 60 BC Julius Caesar, Pompey Magnus, and Marcus Licinius Crassus formed the First Triumvirate, a private alliance between the three menJulius CaesarOf these three, Caesar was the least powerful. He was a sort of junior member of the Triumvirate. His few military exploits, though successful, were not really noteworthy. His family was ancient but bankrupt. Caesar's role in the First Triumvirate was to ally the wealth of Crassus with the political power of Pompey.With the help of his new allies, Caesar ran for consul in 59 BCE. Once Caesar was in office, the three men worked together to redistribute public lands to plebs and veterans. This move may have been motivated by sympathy, political maneuvering, or even simple economics. Whatever the

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reason behind this legislation, it earned Caesar and his allies the devotion of many plebs and veterans. When Caesar's term as consul was up, he headed to Gaul to do some conquering. When his term ran out, he persuaded Pompey and Crassus to give him five more years for more conquering. When these five years ran out, the Senate recalled Caesar to Rome, but he stayed in Gaul for still more conquering, until he'd conquered all of Gaul and made himself fabulously wealthy and popular in the process. While Caesar was out conquering Gaul, things were turning sour back at Rome. Caesar's daughter, Julia, died. Without her marriage to Pompey, the Triumvirate was on shaky ground. The next year, Crassus died in battle in Parthia. This shattered the old Triumvirate and deprived Pompey of his wealthiest supporter. With less money to fling around, Pompey could no longer keep the plebs happy and distracted. The old class struggles came to a head, and the city was descending into riots.

Vocabulary

Struggle lottaTo turn sour inasprireMilitary exploits Imprese militariTo maneuver/manoeuvre manovrareTo run out Terminare

FOFTeacher gives the students a table with IPA (International Phonetic Alphabet) and reviews it

Exercise I

Check on the online dictionary how to pronounce the following words and write them down. Use the sheet provided with the International Phonetic Alphabet:

● http://dictionary.cambridge.org/dictionary/british

● http//oxfordlearnersdictionaries.com/dictionary/julius-caesar_3

● http://www.howjsay.com/

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Exercise II - Writing

Sum up the content of the listening and write down a short summary (100-120 words).

REMEMBER: (Scaffolding)

Writing a summary

Pre-writing

-Read the text carefully-highlight the key information

Writing-write a draft-organize the ideas (use a logical order)-condense the information-use your own words-do not give your own opinion- review (contents and language)

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JULIUS CAESAR

……………

SENATEnoun/

ˈsen.ət/ CONSUL………….

TO CONQUER

EXPLOIT

……………Riotnoun

/ˈraɪ.ət/

Veterannounˈvetərən

PLEBS

………….

RECRUIT

………

ASSESSMENT (2 hours)

General outcomes ● To review the main contents● To review key words of specific language● To reflect on CLIL activities: positive and negative● To reflect about own knowledge

Specific outcomes ● To evaluate students’ knowledge about contents and language

Activities IV.1 General review (contents and language) - BrainstormingIV.2 Self-evaluative grid / Students’evaluative gridIV.3 ClassworkIV.4 Correction

IV.1 General review

-Brainstorming: the teacher asks the whole class to summarize briefly the contents of the activity on the IWB using an appropriate language.

IV.2a Self-evaluation grid

What did I know What do I know

For example-The triumvirate-The Romans’gods-J. Caesar and the cross of Rubicon

-The cultural exchanges between the Romans and the Celts-The etymological meaning of the word “Barbarians”-A few aspects of multicultural society

IV.2b Students’evaluation grid

Positive points of view Negative points of view

For example-Enjoying lesson-working in a group helps communication-using technological tools is stimulating-it is nice to learn history through English

-too much time to prepare an interview-it is sometimes difficult to find out the right word (we need code-switching)-we need to work hard

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IV. 3 CLASSWORK (1 HOUR)

I) Exercise 1

I) Choose the right alternative1) The Celts spokea) Old Englishb) The Celtic languagec) French

2) The Romans invaded Britaina) around 55 B.C.b) around 35 BC.c) Around 15 BC.

3) They extended their control over the territoriesa) in Englandb) in England and in Scotlandc) in England, in Scotland and Ireland.

4) One of the first things the Romans did wasa) involve the conquered tribes in the administrationb) kill all the leaders of the tribesc) relax on the beach

5) Julius Caesar was declareda) An outlaw by the Senateb) A supporter of the triumviratec) A public enemy of the Roman people

[1 point each]

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II) Vocabulary

Write the meaning and the nouns deriving from the verbs listed.

Verb Meaning NounTo settle Stabilirsi settlementTo establishTo mixTo conquerTo invadeTo protectTo expandTo migrateTo judgeTo discriminate

[2 point each]

III) Answer the following questions

a) Who were the Celts?

b) When did the Romans invade Britain?

c) What aspects of civilisation did the Romans bring with them?

d) Why did J. Caesar accept to form the Triumvirate with Pompey and Crassus?

e) How did J. Caesar and his allies earn the devotion of many plebs?

[2 points each: 1,5 points for the content and 0,5 points for the language]

IV. 4 Correction (with the English teacher)

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REFERENCES

● Costantini A. ,Cultural Journays”, Ed. Palumbo

● Maffei L., CLIL Lesson- History in http://lifelonglearningteachers.blogspot.it/2012/09/lovelove-teaching-and-let-them-love.html

● Rotten Romans, Terry Deary, Horrible histories

● Spiazzi M., Tavallo M., Layton M., “Performer Culture and Literature 1, Lingue Zanichelli

● The Usborne Ancient World, Usborne

● The Death of the Republic: Julius Caesar and Pompey in http://education-portal.com/academy/lesson/the-death-of-the-republic-and-birth-of-the-roman-empire.html#les

● University of Cambridge, Cambridge English, “Teaching History trough English – A CLIL approach” in https://www. teachers .cambridgeesol.org/.../117075

● Wikipedia, Military campaigns of Julius Caesar in http://en.wikipedia.org/wiki/Military_campaigns_of_Julius_Caesar

●Dictionaries

● http://oald8.oxfordlearnersdictionaries.com/dictionary/julius-caesar_3

● http://dictionary.cambridge.org/dictionary/british/barbarian?q=barbarians#

● http://www.etymonline.com/index.php? allowed_in_frame=0&search=barbarian&searchmode=none

● Chambers, “Student Learners’ Dictionary”, Zanichelli Chambers

● Hazon Garzanti, “Il nuovo dizionario”, Garzanti

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