Professor: Draghici Dan Vivian

LESSON PLAN

HISTORY

PROFESSOR: DRAGHICI DAN VIVIAN

CLASS:a IX a

UNIT: NATIONS OF YESTERDAY AND TODAY

THEME:NATIONS OF YESTERDAY AND TODAY IN EUROPE

TYPE OF LESSON:CONSOLIDATION

DURATION: 2 HOURS

FUNDAMENTAL OBJECTIVES:

• Understanding and presenting the historical time and place;
• development of mental operations to investigate and interpret historical events and processes: analysis, synthesis, comparison, generalization, map orientation;
• understanding and using a specialized language;
• Training feelings of love towards the country and the Romanian people but also towards other nations of Europe;
• Fostering respect for ancestors and the great personalities of history; for material and spiritual values of Romania and Europe.

OPERATIONAL OBJECTIVES:

• To be able to make the connection between the historical data and the historical time( centuries, millennia);

• To name and recognize written and unwritten historical sources;
• To show on the map the territories occupied by the Dacians and other contemporary peoples with them: Romans, Gauls, Germans, Vikings, Huns, Slavs;
• To identify the states built up that last till today in Europe;
• To describe events, battles,cloths, weapons, dwellings of different people;
• To identify the qualities of some historical personalities;
• To acquire historical terms:

TEACHING STRATEGIES:

• METHODS:conversation, explanation, exposure, narration, observation, educational game.
• RESOURCES:

-maps: Romania’s map, the map of Europe;

-Plates: the image of Europe's most important past and today events;

-Images with artefacts discovered (vases, coins , weapons, jewels), statues, monuments, ruins.

-Portraits of historical personalities: Traian Decebal Apollodorus of Damascus, Alexander, etc.).

-plates with Traian's Column in Rome, but also the copy from the Museum of History in Bucharest, the bridge over the Danube, ruins and reconstitution

-chips with Roman and Greek Gods

-laptop with Powerpointpresentations, games

-individual work sheets

The Activity

LESSON
STAGES / TEACHER’S ACTIVITY / STUDENT’S ACTIVITY
1.organizatoric moment
2.Capture the attention
3.Conduct the learning
4. Feed-back-ul
5.The end of the lesson
6.Homework / The climate of good order and discipline is ensured in order to begin the lesson.
The title of today’s lesson
What is the historian talking about? ?
Which are these discoveries?
Analyzing these discoveries, since when it is presumed these territories have been occupied in Europe?
What about our land ?
Who lived in our land ?
Show on the map the territories occupied by geto-dacians!
Where the geto-dacians come from?
How do we know that?
What does is mean the word „dac”?
Look at the plate and tell about how the dacians looked like; what were they wearing, where did they live, what were their occupations?
Which were their religious beliefs?
What important rulers do you know?
But who was the one who united all the Geto-Dacian tribes into one state-Dacia?
Look at the chart and say how was he called.
Who was, in that period, the Roman Emperor?
Who was Burebista’sadviser?
Listen the following description and tell who is the subject of the story:
„Amazing in choosing the most suitable moment for attack or to retreat, the master of traps, sharp in battle, knowing how to use a good victory but also how to get well after a loss, reasons why he was for a long time a feared opponent of the romans” (Dio Cassius- roman historian).
Was Dacia as powerful during the reign of Decebal?
Who wanted to conquer Dacia?
Who were the romans?
How was this nation formed?
What did the romans after Rome had been set up?
Did they succeed? Show on the map the borders of the Roman Empire
Did they conquerDacia?How?
Show on the map the place where they tried to pass into Dacia and why.
Why did they want to conquerDacia?
Where and how the first war occurred?
How do you know?
How do you know, have you been to Rome?
What did Apolodor build?
How did the war end?
How did Decebal die and why?
What did the Romans do after the victory?
How did Romans treat the Dacians?
What was the contribution of the Romans?
Were the Romans the only ones who contributed to the Romanian people?
Listen to the words of the historian Nicolae Iorga!
Who else settled down throughout the country and where?
GAME:Students have on their desks a sheet of paper with names of Greek and roman gods. They are asked to match them.
Let’s talk about another nation that was set up on Europeterritory: gal people
Remove the following sticker!
How were the German people formed?
What was the most numerous migrant people which led to the formation of several European countries?
Notice that our country is surrounded by Slavic countries. There is one remaining portion in the west. Whom were these territories inhabited by?
Who are the Hungarians?
We will discuss about a people which has influenced the most our country. Who do you think is it about?
Is Turkey part of Europe?
What did Turks found?
PowerPoint presentation
Interactive game on the computer
Watching the map we can notice other European countries which we haven’t talked about.
Their way of foundation is uncertain:Austria was required German language. Belgium speaks French and also other languages.Switzerland is recognized as having neither Latin nor German origin. Spain is considered by many to have Latin origin but with Moorish influences.
Drawings will be presented with the most important objectives from European capitals.
But important is that all these countries are part of the family of Europe. What is the name?
Where is located?
Which is the anthem?
How is the flag?
When is Europe Day?
Which is the unique currency?
We will conclude with a quote from Xenopol:
„We are direct descendants of the Daco-Romans, who have never left Daco-Thracian.We have endured the barbarians burdens and all injustices from the domination,but we have not departed from the land where we were conceived from the Dacian energy and the Roman sword.”
That is why our duty is to:
„Now or Never...
Students are advised to read historical readings, to supplement their portfolio with new information from magazines, Internet. / The students are preparing for the history lesson.
The students answer:Europe’s past and present day civilisations
The students are listening
The historian is talking about the discoveries that are constantly being made and from which we find out details about the life our ancestors lived.
The students identify on a chart: clay and metal vessels, arms, tools, coins, statues, tombstones inscriptions, monuments, ruins.
About 4 million Years ago, BC.
4 thousand years ago
Geto- dacians. The name of „ daci” was found in the Roman sources and that of „geţi” was found in the Greek sources, so they were one people speaking the same language.
The students identify the territories between the Carpathians, Danube and The Black Sea.
Geto- dacians were a people of Thracian origin and they came from the Northen Europe.
From the Greek historian,” the father of the history”, Herodotus, who said that: „ The Geto-dacians are the most bravest and just of the Thracians”.
Dac- means “wolf” because of the flag, representing the head of a wolf with a snake body, but also its resoluteness in battle.
The students describe dacians’ physical features and way of dressing; describe their dwelling places; explain dacians’ main occupations due to the country’s riches: gold, silver, grains, animals, forests.
In Dacia “flew milk and honey”.
They believed in the god ZAMOLXISwho it is presupposed to be a slave of Pythagoras.
Students are speaking about Dromichetesand its fight against the Macedonian king Lisymachos, about the peace wisely concluded between the two, and about their alliance.(Annex 2).
BUREBISTA (82- 44 BC)
„... The greatest of the Thracians kings. Lord of all the realms form here and beyond the Danube”...”
CAEZAR
DECENEU- the priest
The student recognize the portrait of the king Decebal, the last dacian king (87-106 AC).
Daciawas smaller so it was easier to conquer.
The Romans.
The Romans were a people who formed in the italic peninsula.
It will be identified on the Europe’s map.
Students tell the legend of ROMULUS and REMUS
The Romans set out to conquer other territories and submit its people.
The students show the Roman Empire with the greatest expansion.
They arrived at the Danube river and tried to pass over, firstly on ice. Then by boats, but the Dacians didn’t let them.
The students show the region of Drobeta- Turnu Severin because here the Danube passes through the mountains and it is narrower.
For its riches: gold, silver, animals, grains.
In 101, the Romans, led by the emperor Traian, passed over the Danube into Dacia ,over a bridge made of vessels.
The students look at the charts and narrate: the emperor TRAIAN commanded to a great architect of the time, APOLODOR of DAMASCUS,to describe the battles with the Dacians on the stone on a triumphant pillar called “The TRAIAN’SCOLUMNA”. The pillar was high of 40m and was set in the centre of Rome.
We have seen a copy of the pillarat the HistoryMuseum in Bucharest.
He built a stone bridge over the Danube at Drobeta-Turnu-Severin and finished it in the year 105 and on which the Romans pass in Dacia in the second war.
In the year 106,when Decebal died.The Dacians were defeated, although they gave proof ofa lot of courage and self sacrifice.
Decebal killed himself in order not to be catch alive and be mocked by the Romans.
Traian let in Dacia more legions to guard the margins against the barbarians. These legions remained here for about 165 years ,till the year 271.
The Romans established here families, marrying dacian women, taught them the Latin language , taught them to build roads, bridges, viaducts, aqueducts, houses.
Its contribution was at the formation of the Romanian language and its people.
No!
The Greeks in Dobrogea. The students indicate Dobrogea şi Greece.
A student stands up and reads the name on its sheet of paper; another student stands up indicating the pair of the god. The others approve.
The students answer to the questions. Indicate on the map the territories occupied by the gals. Discover the sticker which has written on it “gals” and then the country: France.
The students discover the word “Germans”.
Indicate on the map the territories occupied by the Germans. Discover the sticker that has on it written t the country: Germany.
The students answer:the Slavs
The students answer. Indicate on the map. Discover the stickers that have on it written “the Slavs” and then the countries: (European) Russia, Ukraine, Poland, Serbia, Croatia, Bulgaria, Czechoslovakia and Slovakia. These territories are being inhabited by the Hungarians
They are the followers of the nomadic people called “Huns”.
They unstuck the sticker with the Huns .They discovers: Hungary.
It is about the Turkish people.
Yes, it is, but a very small area because the rest is part of the Asian Continent just like Russia. This is why they distinguish so much from the Europeans through their image, language and religion.
The OttomanEmpire,the after the name of the sultan OTMAN or OSMAN.
The students receive diplomas.
Spain, Holland, Belgium, Switzerland, Austria, Finland, Latvia, Estonia.
The students recognize the cities.
EUROPEAN UNION
At Bruxelles - Belgium
IX-th Symphony „Ode of Joy” by Beethoven- the students listen to the symphony
The 9th of MAY
Euro

Evaluation :Test Paper

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