Strategies to address the questions will include posing the objectives in the forms of essential questions, thus encouraging inquiry into historical, technological, mathematical, and practical subject matter. The unit will begin with a brainstorming session in which students will be asked to think about what an aqueduct is and scribe their interpretation in a drawing or in writing. Discussion will be encouraged throughout the unit. Reading strategies outlined in the text Subjects Matter will be employed for assigned readings. The subject matter of aqueducts will be dealt with first chronologically. Students will understand the chronological overview of the development of aqueduct systems from general readings. Reading from the primary sources of Vitruvius Pollio and Frontinus will be utilized to give students insight into first how the aqueducts were constructed and second how they were maintained. Introducing a slide show of modern aqueducts such as those in use in California today will allow students to see that the notion of the aqueduct is still very viable in providing water delivery or flood/wastewater control in certain environments. Incorporating student descriptive, reflective and persuasive written responses to brainstorming, photographs/slides, primary source material, and secondary works will be encouraged through classroom activities.
Experiential learning through simulation and field study will enhance the learning activities of this unit. Simulation will also be employed as a strategy to have students experience the thought process and considerable factors that were necessary for aqueduct building. In my experience students of grades nine and ten particularly enjoy simulations and role plays in which they have to work with other factions to come up with consensus or write resolutions. A simulation of aqueduct building will allow teams of students to develop a position. It will also allow students to present their position, defend it before others, and integrate it into the position of others. In this case, groups of students will be given a set of data and be challenged to develop, present, defend, and refine a proposal for constructing an aqueduct that will successfully overcome the challenges set forth in the data. Students will employ basic math skills, select materials from the palate of Roman resources and, utilize Roman building and architectural techniques.
Field study will occur through a trip to the water processing plant and through a personal water consumption study.