The Roman Empire, Author: Katherine R. Lynch, Grade Level: 6, Subject Area: Ancient Civilizations, For introducing the social structure of Rome: divide students into two groups: plebeians and patricians (more plebeians than patricians). Give the patricians special treatment and rights thereby discriminating against the plebeians. One possible option is using lollypops. A small (dum-dum) lollypop for the plebeians and a Charms Blow-pop for the patricians. The plebeians will be unhappy about the unequal treat.

Planning Guide

Creating Learner-Focused Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: The Roman Empire	Author: Katherine R. Lynch
Grade Level: 6	School Address: Madrid-Waddington Central School, P.O. Box 67, Madrid, New York 13660
Subject Area: Ancient Civilizations	School Phone/Fax: (315) 322-5746/(315) 322-4462

CONTENT KNOWLEDGE

Declarative	Procedural
Geographic features of the Italian Peninsula.	Create timeline of major events.
The Roman Republic led to discontent.	Use library and electronic resources to locate information for use in activities.
Rise of an empire under strong leadership.	DBQ- Julius Caesar
Rise and spread of Christianity.
Northern invaders.
Fundamental and immediate causes for the fall of Rome.
The Ancient Romans left a rich legacy.

ESSENTIAL QUESTIONS

How does a civilization become an empire?
What factors lead to the decline of an empire?

INITIATING ACTIVITY

Students will either watch a video clip from the A&E Biography series entitled Julius Caesar, or part of the movie Julius Caesar starring Charlton Heston.
For introducing the social structure of Rome: divide students into two groups: plebeians and patricians (more plebeians than patricians). Give the patricians special treatment and rights thereby discriminating against the plebeians. One possible option is using lollypops. A small (dum-dum) lollypop for the plebeians and a Charms Blow-pop for the patricians. The plebeians will be unhappy about the unequal treat.

Connection to State Learning Standards

Content Area: Ancient Civilizations: Rome

Level: 6

Benchmarks: Know social and economic characteristics; know some important historical events and developments of past civilizations; develop timelines; study about major turning points…by investigating the causes and factors; investigate the roles and contributions of individuals in relation to key social, political, cultural, and religious practices; classify historic information according to the type of activity or practice.		Benchmarks: Investigate why people and places are located where they are located; describe relationships between people and environments and connections…; interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.
Standard: #2 -World History: subsection#1…"understanding of world cultures and civilizations"; subsection#2… "establishing timeframes, exploring different periodizations, focusing on important turning points"; subsection#3… "major social, political, cultural, and religious developments… involves learning about the important roles and contributions of individuals and groups."		Standard: #3 Geography: subsection#1…"analyze important historic, geographic, economic, …questions and issues…places and regions, physical settings." Subsection #2…"acquiring, organizing, and analyzing geographic information."

Unit Theme: The Roman Empire: Its' rise and evolution sowed the seeds for its' decline and collapse.

Standard: #4- Economics: subsection #1… "understanding of major economic concepts".				Standard: #5- Civics, Citizenship, and Government: subsection#1…"learning about political systems", …"power, authority, governance, and law."
Benchmarks: Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.			Benchmarks: Analyze how the values of a nation affect the guarantee of human rights… ; explore the rights of citizens… and determine how they are similar to and different from the rights of American citizens.

Benchmarks: Interpret and analyze information from textbooks… as well as reference materials; use a wide variety of strategies for selecting, organizing, and categorizing information; produce oral and written reports…; organize information according to an identifiable structure; develop information with appropriate supporting material…; use standard English for formal presentation of information….		Benchmarks: Present clear analyses of issues, ideas, texts, and experiences, supporting their position with well-balanced arguments; develop arguments with effective use of details and evidence that reflect a coherent set of criteria.
Standard: ELA Standard #1- Language for Information and Understanding: subsection #1 …"collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources."; subsection #2…"interpreting information,…applying information,…presenting information."		Standard: ELA Standard #3- Language for Critical Analysis and Evaluation: subsection #2 …"critical analysis and evaluation,…presenting opinions and judgements on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria…"

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1.Geographic features of the Roman Empire were both beneficial and detrimental to the success of Ancient Rome.

2.Not all people shared equal rights in the Roman Republic, led to internal conflict.

3.Religious differences existed in the Roman Empire.

4.The Roman empire expanded through conquests.

5.Rulers made decisions that affected the Roman Empire.

6. The Roman Empire lost its' land and wealth. Internal forces: Political instability, economic, and social issues; External forces: invaders.

7. The Ancient Romans left a lasting impression and legacy on the world.

Discussion & note taking to cover main concepts. *Activity- construct map of Roman Empire.

Discussion & note taking to cover main concepts and definitions. Follow-up chart.

Discussion and note taking to cover main concepts. Follow-up essay.

Discussion and note taking to cover main concepts. Activity: timeline.

Discussion and note taking to cover main concepts. Follow-up graphic organizer.

Discussion and note taking to cover main concepts.

Discussion and note taking to cover main concepts. Pictures of architectural structures.

Collaborative groups Organize knowledge and commit to memory

Organize knowledge- graphic organizer

Construct meaning- graphic organizer. Store knowledge.

Collaborative groups. Construct meaning- graphic organizer.

Organize knowledge- graphic organizer. Store knowledge.

Construct meaning. Organize data. Collaborative groups.

Construct meaning. Graphic organizer and commit to memory.

Students draw and color map of Roman Empire on 24 x 36 paper, label continents, geographic features, climates, cities of Constantinople, Rome, Carthage, Jerusalem, Alexandria, and surrounding areas, etc. Map should include areas of expansion.

Using notebooks fill in outline. Quote discussion: Octavian Augustus- "I found Rome a city of bricks and left it a city of marble". Chart using specific references and examples.

Given scrabbled list of characteristics of the three main religions (Christianity, Judaism, and Islam), the students will complete graphic organizer.

Teacher supplies list of significant events, work in pairs to locate approximate dates using textbooks, library references, and electronic resources. (See Learning Experiences).

Using notes, students will compare and contrast Caesar, Constantine, and Diocletian in their approach and policies governing Rome in chart format.

Students (in groups of two) draw, color, and/or cut pictures from magazines to make a collage poster depicting in graphic form economic, political, and social factors.

Assignment: Given a list of Roman achievements, students will in outline form describe the achievement and discuss how that achievement has left a lasting impression (importance) on the world today.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: What will be done to help students construct models, shape & internalize the knowledge? Describe what will be done.

Construct a timeline for the Roman Empire.

Utilize electronic resources for specific information.

DBQ- Julius Caesar. Analyze literature, answer questions, and write an essay based on answers to questions (Scaffolding).

Students will be instructed in how to read a timeline, why it is useful, cause and effects relationships, and how to analyze and draw inferences that can be obtained from it. Students will be instructed on how to use appropriate spacing, intervals, B.C./A.D., etc.

The media specialist and classroom teacher will instruct students in how to use computer search engines effectively. The students will work in pairs locating events and dates.

Teacher will hand out sheet containing passage of play, "Julius Caesar" written by Shakespeare, (Brutus' explanation on the killing of Caesar) questions, and essay question. Teacher will read aloud. Class discussion on topic, meaning, Brutus' reasons for his role in Caesar's death (role of nationalism and personal freedom). As a class, complete process of scaffolding to answer essay.

Given a list of events the students will obtain approximate dates utilizing library and electronic media, and construct a timeline using specifications (grading rubric) given by the teacher.

Students will locate dates utilizing the internet and library media to search for dates and events to complete timeline.

Given a literature segment from the play, Julius Caesar written by Shakespeare, (Brutus' explanation on the killing of Caesar) the students will answer questions based on the passage and their knowledge of specific events and write an essay using 1st person point of view (Brutus) defending yourself (reasons for killing Caesar) in a modern-day courtroom using role of nationalism and personal freedoms.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The rise and fall of the Roman Empire encompassing the events and individuals that contributed to its' expansion, geographic features and location, internal conflicts, external forces, rise and spread of Christianity, and its' legacy to the world.

Comparing
X Classifying
X Inductive Reasoning
X Deductive Reasoning
Error Analysis
Analyzing Perspectives
X Constructing Support
X Abstracting
Other:

** reasoning process will differ as to student's choice of game.

Using timeline, notebook, graphic organizers, and other materials utilized throughout this unit, the students are to create a board game or puzzle (using a manila folder) complete with written and clear directions that encompasses concepts, terms, individuals, and events; eg: Jeopardy, crossword puzzle, Trivia Pursuit, etc. Students will present their project to the entire class. Exchange and play.

Step 1	Step 2	Step 3
What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
Components of the Roman Empire that were beneficial and detrimental to the success of Rome. The Fall of the Roman Empire: fundamental and immediate factors that contributed to its' decline. Events and people affected the rise and fall of the Roman Empire. The Roman Empire left a rich legacy. Utilize library and electronic resources.	[X] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [X] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [X] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [X ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances Students will be divided into five groups. Each group will be assigned to one of the following categories: (1) social factors, (2) political factors, (3) economic factors, (4) emperors/leaders, and (5) invaders. Using their notebooks, graphic organizers, textbook, and other references, each group will research (library resources and electronic media) and record causes and contributing factors, write a script, construct any necessary graphics (eg: Roman roads, maps, etc.) and perform their skit in a class play (*add classical music) to be recorded entitled "The Fall of Rome". While students watch "movie," they will record notes for the five skits (groups above) on a graphic organizer. Follow with class discussion of social, economic, and political factors. Students will write an essay demonstrating their understanding of the factors that caused the decline and eventual fall of the Roman Empire.
		Criteria for evaluation: Essay: Social, economic, and political factors led to the fall of the Roman Empire. In an essay, discuss two social, two economic, and two political factors that contributed to Rome's decline.

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated? Social, economic, and political factors led to the fall of the Roman Empire. In an essay, discuss two social, two economic, and two political factors that contributed to Rome's decline.

Are the identified elements of equal importance or will they be weighed differently? Weighed differently.

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Meaning and Development	Use of Examples and Details	Organization	Conventions (Syntax)
Weights	40%	30%	15%	15%
4	Includes 2 social, 2 economic, and 2 political factors that led to the fall of Rome.	Coverage of assigned task is in-depth and thorough. Ideas fully developed using specific examples, details, and explanations relevant and appropriate to main ideas.	Exceptional organization, use of paragraphing at appropriate and logical transitions, introduction and conclusion.	Correct spelling, punctuation, paragraphing, grammar, and usage.
3	Includes 2 social, 2 economic, and 1 political factors that led to the fall of Rome. *(total of 5 factors).	Adequate coverage of material, expands beyond facts. Use of adequate support materials.	General organization, use of paragraphing, introduction and conclusion.	Minor errors in spelling, punctuation, paragraphing, grammar, and usage that do not interfere with communication.
2	Includes 2 social, 1 economic, and 1 political factors that led to the fall of Rome. *(total of 4 factors).	Limited coverage of material. Little support material present.	Weak organizations, use of paragraphs.	Errors in spelling, punctuation, paragraphing, grammar, and usage that often interfere with communication.
1	Includes 1 social, 1 economic, and 1 political factor that led to the fall of Rome.	Very little coverage of material, no expansion or support materials used.	Information presented in random manner, no paragraphing.	Errors in spelling, punctuation, paragraphing, grammar, and usage that interfere with communication.

NOTE: Rubric or other performance assessment instruments may be used.

Have You Considered These Yet?

Learn to Learn Skills: This unit encompasses many skills including map reading, cause and effect, drawing inferences, reading a timeline, library research, electronic-internet research, essay writing, reading for comprehension, creativity, and cooperative learning. It also builds on students' learning of cultures and civilizations, governments, economies, geography, civil wars, civil and equality in rights, religious diversity, religious origins, and Rome's legacy and achievements.

Assessment Modifications: Modifications may be applied for students with special needs based on their Individualized Educational Plan.

Unit Schedule/Time Plan: Whole unit will take approximately seven weeks for completion and assessment.

Week One- Introduction, Geographic features of Roman Empire, Construct maps.

Week Two- Social structure, Rise and spread of Christianity, Compare religions of the world (Judaism. Islam, and Christianity).

Week Three- Expansion of Roman Empire, Library Research and Internet Instruction for construction of timeline, DBQ- Julius Caesar.

Week Four- Rulers, Internal and external forces affecting the Roman Empire, Poster collage of social, economic, and political factors for the decline and fall of Rome.

Week Five- Rome's legacy, Board game (See Learning Experiences).

Week Six- Group research for play/movie "The Fall of Rome", Write script, Construct props and graphics.

Week Seven- Film, Watch, Discuss, Assessment- Essay.

Written Overview: The Roman Empire was one of the greatest civilizations that flourished for over 400 years. Beginning as a small village on the Italian peninsula, Rome grew to control an entire empire that stretched over three continents. Conquests and expansion brought about many changes in government, religion, economy, and social structure. Events and individuals contributed both to its' greatness and to its' decline. The ancient Roman culture left a gift of lasting achievements that have affected present-day American life.