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UNIT COVER PAGE
3
School District:
BHSD 228
Unit Title: Unit 3 Rome
Department:
Social Studies
Course:
Grade Levels:
World
Civilizations
10
Topic Areas: Rome
2 Wks.
Date Created: Spring, 2004
Date Modified: 2009
Joe Banach, Dave Curtin, Jeff Dyke, Brian McDonough, Sandy Ryder, D.J
Unit Designer(s): Brown
Time Frame:
Link to State Standards
14.D.1 - Identify the roles of civic leaders (e.g., elected leaders, public service leaders).
14.D.2 - Explain ways that individuals and groups influence and shape public policy.
14.F - Understand the development of United States political ideas and traditions.
14.F.1 - Describe political ideas and traditions important to the development of the
United States including democracy, individual rights and the concept of freedom.
15.A.4c - Analyze the impact of inflation on the an individual and the economy as a
whole.
17.A.1a - Identify physical characteristics of places, both local and global (e.g., locations,
roads, regions, bodies of water).
17.A.2a - Compare the physical characteristics of places including soils, land forms,
vegetation, wildlife, climate, natural hazards.
17.A.3a - Explain how people use geographic markers and boundaries to analyze and
navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).
18.A - Compare characteristics of culture as reflected in language, literature, the arts,
traditions and institutions.
18.B.1a - Compare the roles of individuals in group situations (e.g., student, committee
member, employee/employer).
18.B.3a - Analyze how individuals and groups interact with and within institutions (e.g.,
educational, military).
18.B.4 - Analyze various forms of institutions (e.g., educational, military, charitable,
governmental).
18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the
Silk Road, the Crusades).
18.C.5 - Analyze how social scientists' interpretations of societies, cultures and
institutions change over time.
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2.1
2.2
2.3
2.4
2.5
2.1 - TLW understand the United States governmental systems, compare
them to other governmental systems, and demonstrate civic competence in
a democratic society.
2.2 - TLW analyze the United States free-market system, compare it to
other economic systems, and demonstrate consumer skills in the selection
of products and/or services.
2.3 - TLW analyze and interpret the history of the world with an emphasis
on the United States and Illinois.
2.4 - TLW understand world geography and the effects of geography on
society with emphasis on the United States.
2.5 - TLW understand human behavior in terms of individual and/or group
behavior.
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Summary of Unit
This unit will look at Rome's rise to world dominance. Additionally, the unit will focus on
Rome’s transition from a republic to an empire.
Resources
(See Binder)
Key Words
common or public good, Republican Government, inflation, money, public goods or
services, salary, taxes, unemployed, non-employed, con subscription, architecture, Caesar
Augustus, Calendar ,Roman Gods,Hannibal , Aqueducts ,Barbarians ,Gaul, Etruscans
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
Rome's expansion adapted and spread its culture throughout the world.
the fall of Rome was caused by various factors.
Essential Questions
1. Did Rome benefit more from rule of a republic or the rule of a dictatorship?
2. What do you believe the phrase "All roads lead to Rome" means?
3. Was Christianity a positive or a negative impact on Roman Society? ST-0223-330
4. What lessons from the fall of Rome can be applied to the United States today?
5. How would it be like to walk in Caesar’s shoes?
6. What are the limits of my knowledge about the similarities and differences about a
democracy and a republic?
Knowledge and Skills
Students will know
the forms of government that Rome developed
trade
Bread and Circuses
Constantine
Pax Romana
Republic
Empire
Julius Caesar
Pragmatic
Gladiators
Coliseum
Cleopatra
1st Triumvirate
2nd Triumvirate
Marc Anthony
Carthage
Sicily
Nero
Plebeians
Patricians
Roman Roads
Legions
Republic
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Slavery
Students will be able to
Explain how the Romans' military was able to dominate the ancient Mediterranean.
Explain the lasting contributions of Rome in the areas of art, architecture, and law.
Explain how Punic wars were crucial in shaping the ancient world.
Explain the class divisions existed in ancient Rome.
Explain the role of Caesars.
Explain how Rome's Location allowed it to become the center of commerce in the
ancient world.
Explain how Christianity developed into a major religion of the Western World.
Demonstrate how Rome settled and used the land.
Explain what factors contributed to the fall of Rome.
Students will be familiar with
Punic Wars, Spartacus, Trinity Concept, Rise of Christianity, Inflation Leaders, Mercenaries,
Hadrian, Marcus Aurelius
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Ancient History of Rome Travel Guide- History Alive
Other Assessments (brief description)
Experience the power struggle between the Patricians and the Plebeians- History Alive
Creating columns to evaluate Roman Emperors- History Alive
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they
are headed there, and how they will be evaluated?
Students will be provided with an estimated timeline of assignments, projects, and
readings. Daily objectives and bell ringers of the day will be used as introductory
activities. Students will be assessed on performance assessments, tests, quizzes and
discussions.
H
How will you hook students at the beginning of the unit?
Students will examine the modern day influences of Roman culture and society
E
What events will help students experience and explore the big idea and questions in the
unit? How will you equip them with needed skills and knowledge?
Performance assessments and Socratic questioning will assist in students mastering
needed skills. Teachers will provide a variety of instructional strategies, hands on
exercises and research.
R
How will you cause students to reflect and rethink? How will you guide them in
rehearsing, revising, and refining their work?
Meta cognition will be stressed by having students identify key aspects of the rubric
before initiating the assessment. Pre and post assessments will also be included.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge,
and understanding throughout the unit?
A combination of assessments, Socratic questioning, and the incorporation of EPAS
reading scores.
T
How will you tailor and otherwise personalize the learning plan to optimize the
engagement and effectiveness of ALL students, without compromising the goals of the
unit?
Identifying reading levels and differentiating instruction to accommodate all levels of
intelligence and learning styles.
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O
How will you organize and sequence the learning activities to optimize the engagement
and achievement of ALL students?
Students will receive numerous assessments throughout the unit to assess comprehension
and mastery of skills.
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Student Performance Task
Unit: Rome
Course: World Civilizations
Task: Create an illustrated travel guide for Ancient Rome
Time Frame: 1-3 Days
Overarching Understanding:
Students will understand that historical trends will often repeat themselves revealing
similarities between historical events.
Enduring Understanding:
Students will understand that there are many similarities and differences compariring the
societies of Ancient Rome and the United States of America.
Essential Question:
What do you believe the phrase “All roads lead to Rome” means?
Vignette:
Students will work in groups of 3 to gather information on cultural similarities and
differences. Students will create an illustrated travel guide documenting their research.
Standard:
You will be graded on the following scale:
See attached rubric
Performance Assessment (Writing Prompt):
Respond to a narrative writing prompt detailing at least three reasons why one would want to
remain in Ancient Rome instead of returning to modern day U.S. Include in your writing
specific examples gathered from the History Alive presentation.
See attached rubric for grading/grading scale.