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UNIT COVER PAGE

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School District: BHSD 228 Department: Social Studies Course:

World

Civilizations

Unit Title: Unit 3 Rome Grade Levels: 10

Topic Areas: Rome

Time Frame: 2 Wks. Date Created: Spring, 2004 Date Modified: 2009

Unit Designer(s):

Joe Banach, Dave Curtin, Jeff Dyke, Brian McDonough, Sandy Ryder, D.J

Brown

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.