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Topic / Content
Learning Outcome
The Geography
Students should be able to:
of Ancient Rome
Understand the three kinds of maps,
elements of a map, and making maps.
use an atlas index. This is applied to
making a map of Rome and its specific
physical features.
Use this map to infer how Rome’s
location influenced cultural
development.
Activities / Assessment
Starter Activities
The teacher will elicit from students the meaning
of atlas and the three kinds of maps – political,
physical and thematic using and atlas as examples.
Will then review the basic cartographic
conventions with the teacher (atlas, index, compass
rose, scale, labels, legend, latitude/ longitude;
landform; body of water, border). Students will
take the following note
Atlases and Maps
An atlas is a book with maps. There are
many kinds of maps. Political maps show
borders that divide places (countries,
prefectures, etc); physical maps show
landforms (mountains, deserts, etc) and
bodies of water (rivers, oceans, lakes); and
thematic maps show special information
(climate, language, religion, etc). Atlases
and maps have many parts. They have a
table of contents, an explanation of how
to use the atlas, and an index.
Map Activity (Rome Physical Map)
Students will create a physical map of Italy and
make inferences on how the geography of Italy
influenced life 3,000 years ago.
Reading Activity
After reading the section “The Italian Peninsula”
list the advantages and disadvantages of Italian
Geography
Resources
Farah and Karls (2001) World History - the
Human Experience McGraw Hill pp.154
Atlases
Rome Physical Map (word)
Horrible Histories: Rotten Romans
http://www.youtube.com/results?search_q
uery=rotten+romans+horrible+histories&
oq=rotten+romans+horrible+histories&g
s_l=youtube.3...0.0.0.1492.0.0.0.0.0.0.0.0..0.
0...0.0...1ac.
Living Graph of
Roman
Development
Students should be able to:
Understand the processes that led
Rome to becoming a Republic
Recap from previous lesson: Why do you think
the ancient Greeks wanted to colonize Italy?
Farah and Karls (2001) World History - the
Human Experience McGraw Hill pp.154
Intro to Rome Activity
Intro to Rome (word)
Timeline Activity
The Roman Report
http://www.youtube.com/watch?v=2kRwJ
JwxGZE
How did Rome become a Republic?
Timeline Maker
http://www.preceden.com/
The Roman
Republic
Students should be able to:
Starter Activity
Matching exercise comparing the Roman
Understand and explain aspects of the government system with Japan 2012
Roman Republic
Discuss the different Social Groups in Rome:
Compare the Roman Republic to the Patrician, plebeian, consul, dictator and check the
modern tripartite system in the USA meaning.
Farah and Karls (2001) World History - the
Human Experience McGraw Hill pp.154
Starter Activity Rome (word)
Intro to Roman Republic (word)
Reading Activity
In pairs students complete the comparison table at
the bottom of the worksheet.
Who Governed
the Roman
Republic
Students should be able to:
Understand and explain the workings
of the Republic.
Teacher led class discussion on what students
consider to be good government.
- To protect its citizens
- To promote citizens
- Etc
The setup of the Roman Republic (Roman
Republic)
Republic strengths and weaknesses (word)
Roman Republic (pdf)
Athens vs Rome Gov Starter (ppt)
Good Government (ppt)
Farah and Karls (2001) World History - the
Human Experience McGraw Hill pp.154
Analysing the strengths and weaknesses of the
Republic. Pair work challenge
The Twelve
Tables
Students should be able to:
Starter
Introduction to the twelve tables (word)
Infer values and aspects of Roman life As students walk into the classroom, many of
Farah and Karls (2001) World History - the
that were important during the
them will be given detention for doing things that Human Experience McGraw Hill pp.154
Republic based on the Twelve Tables are considered wrong. For example, one student
will get detention for wearing a green shirt or
another for using a mechanical pencil. As the
students complain that it’s not fair, they will be
reminded that these are the “rules.” Of course,
the rules aren’t written down and were not shared
with them, but that doesn’t matter. How would
they like to live in that society?
Read through the “The Twelve Tabls” as a n
introduction


The Republic
Expands
Students should be able to:
Draw a triangular diagram to illustrate the
social groups in the Roman Republic.
What conflicts might emerge between the 2
main groups?
Starter Activity
Students will categorize motives for imperialism
Understand and explain the differences into political, religious, economic, ethnocentrism
between ‘direct’ and ‘indirect’
and exploratory.
imperialism.
Reading Task: The Republic Expands
Explain Roman motives for favouring
BBC documentary ‘Caesar’
http://www.youtube.com/watch?v=BTBg
xV7B6yc
Farah and Karls (2001) World History the Human Experience McGraw Hill
pp.160
‘indirect rule’.
Wars
1st
Punic
war
2ns
Punic
war
Results
Agreed to pay Rome an indemnity
payment.
Carthaginians gave up their lands in
Spain, handed over most of their
warships and agreed to hand over an
indemnity payment.
rd
3
Sold surviving population in to
Punic slavery
war
Legend sais they sowed salt into the
Soil so no crops would grow.
Victory gave the Romans complete
Control of the Mediterranean.
Read the Republic Expands. – Students complete
the map activity and accompanying tasks.
Direct rule vs. Indirect rule
Discuss with students the differences between
‘direct rule’ and ‘indirect rule’.
Why did the Romans favor independent rule?
Roman imperialism starter (word)
The Republic Expands (word)
Punic Wars map (pdf)
Roman indirect rule vs. direct rule (word)
The Republic in
Crisis
Students should be able to:
During a teacher led discussion, students read the Farah and Karls (2001) World History “Effects of Conquest”. In pairs students must
the Human Experience McGraw Hill
Examine the political, social and
categorize the causes of the collapse of the
p.161-7
economic causes of the collapse of the Republic.
Republic
Key questions to consider:
The Effects of Conquest (word)
How did military leaders benefit from the social
The Fall of the Republic: Flow Chart
and economic problems?
(word)
 It became easier to recruit soldiers.
End of Rep and rise of Caesar (word)
 Soldiers were loyal to their military
commanders rather than the republic.
 Farmers forced from their land had found the How Caesar killed the republic (word)
BBC documentary ‘Caesar’
army as a means to survive.
http://www.youtube.com/watch?v=BTBg
xV7B6yc
Sequencing Activity
Part II
Based on class discussion and their reading
students will complete the sequencing activity “Fall http://www.youtube.com/watch?NR=1&
v=sempRp1P3Qc&feature=fvwp
of the Republic: Flow Chart”
Part III
http://www.youtube.com/watch?v=1Kf5b
How Caesar killed the Republic
o_dO54
“End of Rep and rise of Caesar” Worksheet
The Pax Romana Students should be able to:
Starter Activity: ‘what if ?’
In groups students discuss what life would be like Worksheet Things to think about Rome
if we didn’t have things we take for granted.
(word)
Understand and explain the positive
effects of the pax romana on different
on government, literature, language,
Activity
Pax Romana (word)
engineering and religion.
Using the worksheet students write some notes on
some of the greatest achievements of the Pax
Romana.
Rome DBQ
Students should be able to:
Use SOAPstone to organize
Students will be introduced to an AP World
History style DBQ at the beginning of the class.
Practice Rome DBQ (word)
SOAPStone document analysis (word)
documents from a DBQ
Over the next three periods we will practice how
to summarize, group, analyze and comment on
POV.
1. SOAPStone
2. Grouping
3. Summarizing and Analyzing
4. POV
5. Thesis statements
Mini DBQ Activity: Students will write a mini
DBQ.
Relating authorial point of view to author’s
place in society:
He would most likely hold this view as a peasant /
member of the elite / politician / emperor /
family relation / because ____________
Evaluating the reliability of the source:
“Kazu may be / may not be a completely reliable
source, however, since ____________
Recognizing that different kinds of
documents serve different purposes:
“It is important to note that Kazu is commenting
in a secret report probably not meant for
publication; therefore __________
Analyzing the tone of the documents:
“The passionate tone of Muntzer’s open letter was
clearly designed to incite __________________
The Rise of
Christianity
Students should be able to:
Review/ Introduction
Understand and explain the effect of
the rise of Christianity had on the
Roman Empire
How was religion used by emperors/the state to
control the majority of the population?
Farah and Karls (2001) World History the Human Experience McGraw Hill
p.168-170
Christianity in the roman empire (word)
Why were the people of that time so easily
influenced by religion?
Roman Gods Direct
http://www.youtube.com/watch?v=iHYfi
zhDPlI
What is the difference between monotheism (one
god) and polytheism (many gods)?
The ancient Romans practiced cult worship in that
they accurately observed and followed religious
rituals to please the gods rather than having good
moral conduct. How is this different from the
beliefs of many modern day religions?
The legacy of the Students will be able to:
Roman Empire
Discuss Roman achievements in the
arts and learning.
Analyse the legacy of the Romans and how their
achievements affect our modern world.
Using the internet the students must
follow the instructions on the word
document provided to come up with the 5
most important innovations of the
Romans
Analyse the legacy of the Romans and
how their achievements affect our
modern world.
Fall of Rome
Students will be able to:
Categorize causes for the fall of the
Roman Empire as social, political,
military, religious and economic.
Starter: Show “what have the Romans
done for us” life of Brian.
Students cut out the pictures and place the correct Farah and Karls (2001) World History statements next to them which describe the picture the Human Experience McGraw Hill
and title the pictures
p.175-178
1. RELIGIOUS..........to do with ideas about
God.
2. MILITARY.............to do with wars and
Map the movement of Barbarian tribes
armies.
into the Roman Empire .
3. ECONOMIC...........to do with money.
4. POLITICAL............to do with how
countries are ruled.
5. SOCIAL..................to do with how people
live.
THE FALL OF THE ROMAN (word)
Statements about (word)
Roman collapse cartoon 1 and 2. (pdf)
Fall of Rome DBQ (word)
Map exercise: students color the various territories
that were lost to barbarian tribes that eventually
led the empire to shrink.
Students answer questions 1, 2 , 3 and 4 on p. 178
Fall of Rome DBQ
Students use the skills they have practiced to
answer the DBQ