Unit 4: Ancient Rome and the Rise of Christianity ( 509 B.C. –
479A.D.)
Chapter:
6
Essential Questions
1.
2.
How do morals, economics, and politics influence a nation?
How do previous societies affect those that come after them?
3. What role do religions have on changing how societies function?
Roman World Takes
Shape
From Republic to
Empire
Roman Achievement
Rise of Christianity
The Long Decline
Concepts
Concepts
Imperialism
Concepts
Formation of the GrecoRoman culture
Principle of Roman Law
Concepts
Early Christian Beliefs
Organization of the Church
Concepts
Economic and Social
Problems of Rome
Inflation
Roman Republic
Roles of Social Classes
Geography of Rome
Terms/Events
Republic
Patrician
Plebian
Consul
Tribune
Veto
Legion
Twelve Tables
People
Latins
Etruscans
Romulus
Remus
Terms/Events
Provinces
Latifundia
Census
Punic Wars
Pax Romana
Gladiator
Circus Maximus
Bread and Circuses
People
Hannibal
Tiberius and Gaius Gracchus
Julius Caesar
Augustus
Hadrian
Terms/Events
Satirize
Mosaic
Engineering
Aqueduct
Pantheon
People
Virgil
Livy
Galen
Aneas
Terms/Events
Messiah
Apostle
Martyr
Bishop
Diocese
Patriarch
Pope
Heresy
Edict of Milan
People
Jesus
Paul
Peter
Terms/Events
Inflation
Mercenary
People
Diocletian
Huns
Visigoths
Attila
Odoacer
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
1. Identify the major geographical features of Ancient Rome 16.A.2c
2. Identify and locate the major cities and regions of the Roman Empire16.A.2c
3. List the early inhabitants of the Italian Peninsula 16.D.2 (W)
4. Describe the features of the early Roman Republic’s government 16.B.5c (W)
5. Explain the features and characteristics of Roman society 16.D.2 (W)
6. Describe the “bread and circuses” of Rome and what they were intended to accomplish 16.D.2 (W)
7. Explain the cause and effects of the Punic Wars 16.B.3b (W)
8. Recall and describe the effects of expansion on Rome 16.C.1b (W)
9. Identify Julius Caesar, the changes he made, and the reasons behind his assassination 16.B.3b (W)
10. Explain the rise of Octavian and the effects on Roman government 16.B.5c (W)
11. Describe the “Pax Romana” 16.D.2 (W)
12. Identify Roman religious beliefs prior to Christianity 16.A.5a
13. Analyze Roman art and architecture 16.A.5a
14. Explain the major engineering feats of the Romans and give examples 16.A.4a
15. Describe the advancements of Roman law 16.B.5c (W)
16. Explain the rise of Christianity 16.A.4a
17. Identify the major beliefs and message of Christianity 16.A.4a
18. Describe the early Christian Church 16.A.4a
19. Explain the factors that led to the decline and eventual downfall of Rome 16.B.3b (W)
20. Define all key terms and people
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
And/or
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.