Download Overall Quality (6 points)

EDU 263 Social Studies Foundations and Methods
In the age of the Internet there are many lesson plans readily available and I encourage you to
find useful plans that you can incorporate into your unit rather than developing your own from
scratch (although you can develop an original idea for a plan, if you wish). There are a number of
ways you can modify a plan you have adopted for the unit. You can restructure it to make it more
inquiry-based or provide more clarity on background information and instruction. The plan can be
transformed from a teacher-centered lesson to a more constructivist approach. You can design
and add performance assessment or multiple intelligence tasks. You might add ways to
accommodate learners with special needs or English Language Learners. There are ample
opportunities for you to adapt these plans with original ideas and original writing.
To make your original contributions stand-out. Please use a different font color (the original ideas
in black and your contributions in blue would be great). Or, provide me with a copy of the
original plan so I can compare it to your refinements. In either case, you must provide a citation
indicating the exact source of the plans you adopt.
EDU 263Unit Rubric
Criteria
Title and Abstract
Invitation to Students
Teacher Resources
Student Resources
Standards and Objectives
Instructional Plans
Serving the Needs of All Learners
Outstanding Quality (4 points)
Creative and descriptive. Presents a
“snapshot” that grabs teacher’s
interest and makes them to decide to
read further.
Contains essential question of unit.
Written to get students excited about
the unit. Essential question (or big
idea) is critical to the area being
studied., engages students, and unifies
the instruction.
Three (or more) teacher text-based
resources are included..
Five or more Websites are annotated.
There is a variety of books reflecting
textbooks, trade books, or literature
selections.
State content standards and
framework in the semester-long
calendar are appropriate and clearly
identified. The objectives for the unit
are understandable, and consistent
with the ABCDs of objective
construction.
The unit contains the minimum three
lessons and there is sufficient
explication of the instructional
process, i.e. each step in the
instructional sequence is clearly
described and the plan would be
clearly useful to others.
Multiple intelligences are addressed
Average Quality (3-2 points)
Accurately reflects content focus and
tasks of unit.
Is concrete and narrowly focused. It
consists of student tasks rather than
an essential question. Written as a
teacher-orientated question, reflecting
the challenge of the unit and the
overall objective
Two teacher text-based resources are
included.
Less than five Websites are
annotated. A textbook and only a few
other resources are included.
State content standards and
framework in the semester-long
calendar are identified but not all of
them are appropriate. Objectives are
understandable but are not always
consistent with the ABCDs of
objective construction
The unit contains the minimum three
lessons but they may present
problems when used by others.. Not
all the steps in the instructional
sequence are clearly explained, e.g.
specific questions to elicit discussion
are not included.
Multiple intelligences are addressed
daily (note: not all intelligences must
be addressed in each separate plan).
Differentiation of instruction is
provided for English learners,
students with special needs, and
gifted and talented learners.
Student Tasks
Nature of Interactions
Formative and Summative
Assessment
Emphasis is on collaboration, inquiry,
investigation of authentic tasks,
problem-solving, and activities
requiring evaluation or synthesis.
Flow from a broad concept/theme.
Supports student choice and
encourages students to take
responsibility for their learning by
having at least one section that is
open-ended. Offers extensions for
more motivated learners. Technology
is an integral part of the unit and seen
as a tool for authentic construction,
communication, and problem-solving.
Clearly states the experiences and
interactions of students and teachers.
Includes student to student, teacher to
student, and student to outside
experts. Students work in teams or
with partners for most of the unit.
Teacher acts as facilitator or coleader. Describes teachers’ specific
activities and how these will support
student learning.
The assessments are clearly reflected
in the objectives. A rationale for the
assessment model is included. There
is at least one assessment for each of
the following: selected response,
constructed response, performance
assessment/rubric.
Classroom Organization
A classroom organization and
management plan (with rationale)
specifies how parents, specialists and
paraprofessionals will be integrated
into the learning.
Overall Quality (6 points)
To a significant degree the students
ideas and contributions improved the
overall quality of the original plan
but not daily (note: not all
intelligences must be addressed in
each separate plan). Differentiation o
instruction is provided but provisions
for one of the following may be
insufficient: English learners, student
with special needs, and gifted and
talented learners.
Emphasis is on the student’s active
involvement in the subject being
studied. Minimal connection is made
between the Tasks and an underlying
concept/theme. Evidence of
instructional flexibility or
accommodation of students’ interest.
Technology reinforces concept
studied and may be integrated into
isolated activities or tasks.
Teacher acts as facilitator, but direct
instruction is central to many tasks or
activities. Teams or pairs of students
work together during at least part of
unit. Teacher’s role is implicit in task
description.
Not all the assessments are clearly
reflected in the objectives. A rational
for the assessment model is included
but it lacks justification. Assessment
for one of the following is not
included: selected response,
constructed response, performance
assessment/rubric.
A classroom organization and
management plan is included but is
missing a rationale. One of the
following are not specifically
included or integrated into the
learning: parents, specialists and
paraprofessionals
There is a definite improvement of
the original plan but there are areas
which could still be strengthened
This rubric is a combination of ideas from: Apple’s Unit of Practice Rubric; Wiggins and
McTighe’s Understanding by Design; ED’s Oasis’ Lesson
Plan Rubric - http://edsoasis.org/TGuild/MsRubric.html; and personal
additions/modifications.
Total (50) possible):
35
Comments:
I MADE COMMENTS THROUGOUT.
Lessons
This unit comes from a 6th grade unit by Tammy Chase and Cathy Winn of Central Middle School, Van
Buren, AR. Because their unit was based on those state standards, it did not focus on everything I needed,
so I made a few adjustments especially toward the end. I also added an activity from Julie Molinaro of
Kenosha, WI. (Appendix E) My adjustments will be in blue. The readings come from the Houghton
Mifflen Social Studies 6th grade textbook, A Message of Ancient Days.
All Roads Lead to Rome
Grade Level: Sixth Grade
Presented by: Tammy Chase and Cathy Winn, Central Middle School, Van Buren, AR with
additions by Nathan Boegel, Gilroy, CA
Length of Unit: Approximately six weeks
I. ABSTRACT
Students will have prior knowledge about the areas surrounding the Mediterranean east to
India from the previous history units found in sixth grade. They will be reminded about the
empire Alexander the Great built and what happened after his death. Therefore they will be
exposed to the division of land and fighting that occurred among the generals who controlled
the different parts and how this opened the way for other people such as the Romans to
dominate the Mediterranean. Ancient Rome is not just the area we call Rome today, but the
complete boot-shaped piece of land reaching down from southern Europe. In this unit we will
often refer to this stretch of land as the Italian Peninsula. At one time in history, Rome was
the center of the largest empire ever known to the world. This unit will focus on two reasons
the Romans were able to become such a powerful force in the world. Ancient Romans
centered a great deal of attention on government and military. These two things allowed them
to effectively conquer and govern much of the world around them. Ruins from the great
empire can still be seen today.
INVITATION TO STUDENTS AND ESSENTIAL QUESTIONS??
II. OVERVIEW
A. Concept Objectives
1. Students will begin to understand the "life cycle" of a civilization, from its beginning to its
height, and ultimately to its decline and fall.
2. Students will understand the close relationship between social and political systems.
B. Skills to be taught
1. Map skills
2. Organizing information in graphic form
3. Sequencing dates using timelines
4. Researching
5. Using technology to gather and organize data
III. BACKGROUND KNOWLEDGE
A. For Teachers
B. For Students will have background from previous 6th grade units.
1. Geography:
a. Mediterranean Sea
b. Greece
2. History:
a. Mesopotamia
b. Egypt
c. Israelites
d. Greeks
IV. RESOURCES
Armento, Beverly J. et al. A Message of Ancient Days. Houghton Mifflen Company, 1998.
Boehm, R., Hoone, C. et al. Our World’s Story. Harcourt Brace and Company, 1997.
Honan, L. Spend a Day in Ancient Rome. New York: John Wiley & Sons, Inc.
James, S. Eyewitness Books: Ancient Rome. New York: Alfred A. Knopf, 1990.
James S. See Through History: Ancient Rome. New York: Penguin Group, 1992.
Morley, J. and James, J. A Roman Villa. New York: Peter Bedrick Books, 1992.
TEACHER RESOURCES AND ANNOTATED WEBSITES??????
V. LESSONS
Lesson One: In the Beginning (approximately 2 days)
A. Daily Objective:
1. Lesson Content: Geography of Ancient Rome
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall. They will also
understand the importance of the “centrality” of Rome and its relationship to other
civilizations.
THIS OBJECTIVE DOES NOT MEET THE ABCD CRITERIA AS DISCUSSED IN
CLASS
3. Skill Objective:
a. Locate and label places on a map
b. Create a population graph
THIS COULD BE REFINED TO EASILY MEET THE ABCK CRITERIA
B. Materials
1. map of Italian Peninsula for each student (Italy 6th Century B.C.)
2. overhead
3. transparency map of Italian Peninsula
4. colored pencils
5. People and Places of Ancient Rome (Appendix B)
C. Background Notes/Readings
1. Chapter 13 Lesson 1 The Birth of Rome
D. Key Vocabulary
1. Greeks: People who lived on the coasts of Sicily and southern Italy
2. Etruscans: People who lived in northern Italy
3. Latins: People who originated from Europe
4. peninsula: An elongated body of land nearly surrounded by water and connected to a larger
body of land
5. Rome
6. population: the total of individuals occupying an area or making up a whole
E. Procedures/Activities
1. Anticipatory- Briefly tell the story of Aeneas to connect the Romans to the Greeks.
2. Read People and Places of Ancient Rome (Appendix B) to class so that they will be given
background knowledge before they begin the Rome Unit.
3. Using the information from the reading, students will map the areas of Ancient Rome.
The teacher will direct students as they use colored pencils to mark the Latin, Etruscan and
Greek areas of the map.
4. Using the information from the colored maps, students will use a word processing program
to make a population graph, comparing the population "then" to the population "now".
F. Evaluation/Assessment
1. Label a map using colored pencils.
Lesson Two: The Start of a Republic(approximately 2 - 3 days)
A. Daily Objective:
1. Lesson Content: The Roman Republic
2. Concept Objective: Students will understand the close relationship between social and
political systems.
3. Skill Objective:
a. Compare and contrast versions of Rome's origin
b. Organize information in chart form
AGAIN THIS DOES NOT MEET THE ABCD CRITERIA
B. Materials
1. Classroom library set of books on Ancient Rome
2. Copy of the legend Remus and Romulus.
C. Background Notes/Readings
1. Chapter 13 Lesson 2 The Rise of the Republic
D. Key Vocabulary
1. republic: a government having a chief of state who is not a monarch and who in modern
times is usually a president
2. senate: the supreme council of the ancient Roman republic and empire
3. consul: either of two annually elected chief magistrates of the Roman republic
4. tribune: a Roman official under the monarchy and the republic with the function of
protecting the plebeian citizen from arbitrary action by the patrician magistrates
5. patrician: a member of one of the original citizen families of ancient Rome; a person of
high birth
6. plebeian: one of the common people
7. slave: people captured and brought to Rome for sale
E. Procedure/Activities
1. Read the legend of Remus and Romulus and discuss so that the stage can be set as
students begin their study of Ancient Rome. Reconnect to the story of Aeneas told at the
beginning of the unit.
2. Discuss how the Romans took control of their own governmentYOU SHOULD HAVE
TALKING POINTS HERE
3. Make a chart with government jobs and duties
F. Evaluation/Assessment
1. Student charts.OF WHAT? THIS ISN’T VERY CLEAR
Lesson Three: Places in Society (approximately 3 days)
A. Daily Objective:
1. Lesson Content: Class and status
2. Concept Objective: Students will understand the close relationship between social and
political systems.
3. Skill Objective:
a. Chart and graph information
SAME PROBLEM WITH THESE OBJECTIVES AS WITH THE OTHER: IT
DOESN’T MEET ABCD CRITERIA
b. Identify class system of Ancient Rome
B. Materials
1. classroom library
2. old textbooks
3. encyclopedias
4. computers with Internet access
5. paper, pencil
C. Background Notes/Readings
1. Chapter 14 Lesson 2 Social Rank in the Empire
D. Key Vocabulary
1. domi: elegant townhouses or mansions Patricians lived in
2. toga: an article of clothing that consisted of one long piece of fabric wrapped around the
body
3. insulae: Plebian apartment buildings
4. tunic: a simple slip-on garment made with or without sleeves and usually knee-length or
longer, belted at the waist, and worn as an under or outer garment by men and women of
ancient Greece and Rome
E. Procedures/Activities
1. Students will use library resources and the Internet to research lifestyles of the three
class systems of Ancient Rome
2. Compile all information the students have gathered and put nto a classroom chart.
F. Evaluation/Assessment
1. Students will write a paragraph describing the information they found.
THIS ISN’T REFELCTED IN THE OBJECTIVE
Lesson Four: Going into Battle (approximately 2 days)
A. Daily Objective:
1. Lesson Content: The Punic Wars
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Sequence events on a timeline
b. Map historical events
THIS SHOULD HAVE THE DEGREE TO INDICATE WHAT WOULD BE
SUCCESSFUL
B. Materials
1. maps of the Italian Peninsula (Italy 6th Century B.C.)
C. Background Notes/Readings
1. Chapter 13 Lesson 3 Overseas Expansion
D. Key Vocabulary
1. Punic Wars: conflict between Rome and Carthage for control of the empire
2. Hannibal: was given the task to stop the rise of Rome
E. Procedures/Activities
1. Discuss the first Punic War and the lands that were acquired
2. Students will map the land now in control as a result of war which include Sicily, Sardinia,
and Corsica
3. Discuss second Punic War including Hananibal’s strategy and his journey
4. Discuss the third Punic War and list its effects on such as the spread of Roman
government, Rome’s becoming “Capital of the World”, and Roman steps to ensure
Carthage would not try to retaliate. Discuss events such as the destruction of all buildings,
survivors being sold into slavery, and the plowing of salt into the fields.
F. Evaluation/Assessment
1. Student maps
Lesson Five: The Secret to Success (approximately 2 - 3 days)
A. Daily Objective:
1. Lesson Content: Military Tactics & Techniques
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Research information
b. Prepare a PowerPoint presentation
c. Identify and describe Roman military weapons and techniques
SAME PROBLEM AS ALWAYS
B. Materials
1. classroom library books on Ancient Rome
2. Internet access
C. Background Notes
D. Key Vocabulary
1. legionary: A Roman solider
2. legion: A Roman army
3. shield
4. standard: badge
5. javelin: a long spear-line weapon
6. helmet: an iron covering to protect the head
7. dagger: a short sword used for close fighting
E. Procedures/Activities
1. Discuss the training for new soldiers in Ancient Rome such as strenuous exercise, obstacle
courses, weapons, battle and building roads.
2. Research the types of weapons used by accessing the Internet and library
3. Have students describe weapons they found, show pictures, and explain how they were
used in the form of a PowerPoint presentation. Students present their slide show to the class.
F. Evaluation/Assessment
1. Slide show and information therein
Lesson Six: Step in Line (approximately 2 days)
A. Daily Objective:
1. Lesson Content: Military Tactics and Techniques
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Analyze Roman method of fighting
b. Convey information in artistic and written form
B. Materials
1. classroom library
2. Internet
C. Background Notes/Readings
1. Chapter 13 Lesson 4 Greece and Rome
D. Key Vocabulary
1. Greek formation (Appendix C)
2. Tortoise formation (Appendix C)
E. Procedures/Activities
1. Discuss the formation of the Ancient Romans used when going into battle.
2. Share pictures from books and the Internet to give examples of the formations.
3. Line students in the formations.
4. Discuss the importance of unity in all areas of life and how it creates success.
F. Evaluation/Assessment
1. Students will draw a picture showing the types of formation discussed.
2. Write a paragraph describing which formation they think is best and why.
3. Students will print information gathered from the Internet for display.
Lesson Seven: Republic to Empire (approximately 3 days)
A. Daily Objective:
1. Lesson Content: The shift from Republic to Empire
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Understand the transition from the Roman Republic to the Roman Empire focusing on
Julius Caesar and Caesar Augustus.
b. Convey information in a timeline form
HOW MANY EVENTS WOULD YOU EXPECT????
B. Materials
1. Classroom library
2. Internet
3. Timeliner on the computer
C. Background Notes/Readings
1. Chapter 14 Lesson 1 The Early Empire
D. Key Vocabulary
1. dictator
2. tyranny
3. assassination
4. empire
E. Procedures/Activities
1. Review the Republic form of government.
2. Discuss the development of dictators such as Cincinnatus and Julius Caesar.
3. Review the effect Julius Caesar had on the populace.
4. Re-enact the assassination of Julius Caesar and play “CSI: Rome” to judge whether the
legend about his death is or is not true. Use this to gauge how the Romans felt about Caesar.
5. Discuss the transition between Julius and Augustus.
F. Evaluation/Assessment
1. Students create a timeline using Timeliner to show the events that show the shift from the
old Roman Republic to dictators to the Roman Empire.
Lesson Eight: Living in Rome (approximately 2 days)
A. Daily Objective:
1. Lesson Content: Daily Life
2. Concept Objective: Students will understand the close relationship between social and
political systems
3. Skill Objective:
a. Identify classes in Roman society
b. Design a costume to represent a member of Roman society
WHAT WOULD A STUDENT HAVE TO DO TO BE SUCCESSFUL????
B. Materials
1. index cards
2. butcher paper
3. yardstick
4. cellophane tape; masking tape
5. compass
6. pencil
7. ruler
8. cardboard 1 ½ x 3”; corrugated cardboard
9. gold or yellow cord
10. stapler
11. aluminum foil
12. assorted gold beads
13. brass braids
14. construction paper: red, black, yellow, white
15. thumbtacks
16. newspapers
17. contact paper in clear or gray
18. scissors
19. red poster board
20. black markers
21. measuring tape
22. 5 quart paper paint buckets
C. Background Notes/Readings
1. Chapter 14 Lesson 3 Daily Life in Ancient Rome
D. Procedures/Activities
1. Students will read selections about patricians, plebeians, slaves, and soldiers chosen by the
teacher.
2. Task cards will be prepared with the words patrician, plebeian, slave, or soldier. Each
student will draw a card and will be required to design a costume for their “chosen” role in
society.
E. Evaluation/Assessment
1. Students will fulfill the assignment on the task card
Lesson Nine: Caesar Trial (approximately 3 days)
A. Daily Objective:
1. Lesson Content: Julius Caesar on Trial
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Judging a historical character for his/her actions
b. Convey information dramatically and in written formABCD CRITIERA????
B. Materials
1. Classroom library
2. Internet
3. Previous readings in the textbook
C. Background Notes/Readings
D. Key Vocabulary
1. trial
2. innocent
3. guilty
4. evidence
5. prosecutor
E. Procedures/Activities
1. The class will perform a mock trial of Julius Caesar for “ending the Republic.”
2. Some students will be asked to play roles in the trial including (these can be adjusted
depending on class size:
a. Judge
b. Bailiff
c. Defense Attorney
d. Prosecuting Attorney
e. Julius Caesar
f. Calpurnia
g. Pompey
h. Caesar Augustus
i. Brutus
j. Mark Antony
k. Senator (to take how they felt about Julius)
l. Roman civilian (to take how the “common man” felt about Julius)
m. Jury
3. Each student must understand the position their character would have in this trial. The jury
is then to hear the arguments and decide on the guilt or innocence.
F. Evaluation/Assessment
1. Write a paragraph or two that (a) explains your character’s position and (b) summarizes the
trial and the result.
Lesson Ten: Rome, Judaism and Christianity (approximately 3 days)
A. Daily Objective:
1. Lesson Content: The relationship between Rome, Judaism and Christianity
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Analyze the Roman response to the religions of Judaism and Christianity.
b. Analyze the response of Judaism and Christianity to the Romans.
b. Convey information in a timeline
B. Materials
1. Classroom library
2. Internet
3. Timeliner
C. Background Notes/Readings
1. Chapter 15 Lesson 1 The Early Christians
2. Chapter 15 Lesson 2 Rome and the Christians
3. Chapter 15 Lesson 3 The Decline of Rome
D. Key Vocabulary
1. Christian
2. epistle
3. apostle
4. persecute
5. martyr
E. Procedures/Activities
1. Review the beginnings of Christianity and the relationship of Judaism and the Romans.
2. Discuss the effects of apostles like St. Peter and St. Paul
3. Discuss the effects of the persecution of Christians by later emperors like Nero and
Diocletian.
4. Discuss the transition from persecuted religion of Christianity to persecuting religion of
Christianity under Constantine and Theodosius.
F. Evaluation/Assessment
1. Students will create a timeline using Timeliner identifying the major events taking place
between Rome, Judaism, and Christianity
Lesson Eleven: The Legacy of Rome (approximately 2 days)
A. Daily Objective:
1. Lesson Content: Rome’s Legacy
2. Concept Objective: Students will begin to understand the "life cycle" of a civilization,
from its beginning to its height, and ultimately to its decline and fall.
3. Skill Objective:
a. Analyze the end of the Roman Empire,
b. Understand the influences the Romans had on the world (including present day.)
b. Convey information in artistic and written formSAME PROBLEMS AS WITH THE
OTHERS
B. Materials
1. Classroom library
2. Internet
3. Microsoft Word
C. Background Notes/Readings
1. Chapter 15 Lesson 4 The Fall of Rome
D. Key Vocabulary
1. legacy
E. Procedures/Activities
1. Discuss the end of the empire.
2. Brainstorm influences of the Romans seen today in the 21st century.
F. Evaluation/Assessment
1. Students will, in partners, create a newsletter showing Rome’s legacy. See Appendix E
2. The culminating Unit Exam will also take place here. See Appendix F
VI. CULMINATING ACTIVITY (1 day): When in Rome...
The study of Ancient Rome week concludes with a “dress-up” day and Roman lunch. The
students will dress in the costumes they prepared in lesson 7 and be placed together
according to their social status. Students will model the lifestyles of Ancient Romans for a
large portion of the day. In the afternoon students will evaluate their feelings about the class
system of the Ancient Romans, apply it to today’s society and recommend ways they can
help eliminate social pressures placed upon students today. As a fun review students will play
“Did you know?" This game is played by forming a circle and passing a ball. When a person
passes the ball he must call the receiver by name and say, “(person’s name), did you know...”
and state a fact learned in the unit. Then that person passes the ball to another student. The
game continues until all students have participated by recalling a fact.
INTERESTING IDEA!!!!!!
VII. HANDOUTS/WORKSHEETS
See attached Appendices B, C, D
VIII. BIBLIOGRAPHY
Beer, B., Craven, J, McFarland, M. and Parker, W. The World Around us: Eastern
Hemisphere.
New York: Macmillan/McGraw Hill, 1991. ISBN#0 0 2145906 1.
Bishop and Coulston. “Armamentarivm”, [On-line]. Available URL:
www.ncl.ac.uk/~nantiq/arma/index.htm, 1997.
Boehm, R., Hoone, C. et al. Our World’s Story. Harcourt Brace and Company, 1997.
ISBN#0 15
306496 X.
Brueggeman, Gary. The Roman Army, [On-line]. Available URL:
www.geocities.com/Athens/Oracle/6622/index.html#table -contents.
Burrell, R. The Romans. Oxford: Oxford University Press, 1997. ISBN# 0 19 917102 5 pbk.
Caselli, G. The Roman Empire and the Dark Ages. New York: Peter Bedrick Books, 1995.
ISBN#0 911745 58 0.
Core Knowledge Sequence. Canada: Core Knowledge Foundation, 1999.
Dalton School. “Rome Project”, [On-line]. Available URL: dewey.dalton.org/groups/rome,
1998.
Honan, L. Spend a Day in Ancient Rome. New York: John Wiley & Sons, Inc. ISBN# 0-47115453-9 pbk.:alk.paper.
James, S. Eyewitness Books: Ancient Rome. New York: Alfred A. Knopf, 1990. ISBN#0
679
80741 1.
James S. See Through History: Ancient Rome. New York: Penguin Group, 1992. ISBN# 0
670
84493 4.
King, Jay. Roman History, Coins, and Technology Backpages, [On-line] Available
URL: myron.sjsu.edu/romeweb
Langley, A and Souza, P. The Roman News. Cambridge: Candlewick Press, 1996. ISBN# 0
7636
0055 5.
Lefferts, W. and Soifer, I. The Old World. New York: Macmillan Publishing, 1980. ISBN# 0
02
149510 6.
Mautz, N. The development of world history: Rome. [On-line]. Available URL:
history.evansville.net/rome.html#Introduction, 1998.
McDonald, F. and Wood, G. A Roman Fort. New York: Peter Pedrick Books, 1983. ISBN#0
87226 370 3.
Morley, J. and James, J. A Roman Villa. New York: Peter Bedrick Books, 1992. ISBN#0
87226
360 6.
OSSHE Historical and Cultural Atlas Resource. “Roman Empire Expansion”.
[On-line]. Available URL: darkwing.uoregon.edu/~atlas/europe/interactive, 1996.
Snyder, T. Timeliner 4.0 cd-rom. Maine: Tom Snyder Productions, 1994.
Usher, K. Heroes, Gods and Emperors from Roman Mythology. New York: Peter Bedrick
Books,
1983. ISBN#0 87226 909 4.
Appendix B: All Roads Lead to Rome
People and Places
After the death of Alexander the Great, the peninsula of Rome, now known as Italy, began to
grow. The people who made up the population of Ancient Rome were Latins, Greeks and
Etruscans.
The Latins came to the peninsula from Europe around 1000 BC and settled on a cluster of
hills by the Tiber River. The Tiber River provided very fertile farmland for the Latin people.
Another group of people occupying the peninsula was the Etruscans. They came around 900
BC and dominated most of the areas from the Tiber River to the Po Basin. Around 600 BC
the Etruscans crossed the Tiber River to conquer the Latin people.
After the Latins and Etruscans came to the area, the Greek people settled many colonies on
the southern coast between 750 BC to 600 BC. The Etruscans and Greeks traded both goods
and knowledge.
Appendix C: All Roads Lead to Rome
Patterns can be found in Spend the Day in Ancient Rome
PATRICIAN:
TOGA WITH GOLD TRIM
BOYS: GOLD WREATH
GIRLS: JEWELRY
SLAVES:
TUNIC AND CHOICE OF ONE:
HAT, CHAINS OR COLLAR
PLEBIAN
PLAIN TOGA WITH BELT
BOYS: BROWN BELT
GIRLS: GRAY BELT SOLDIER
CHOOSE ONE FROM EACH:
SHIELD OR HELMET
SWORD OR DAGGER
Appendix D: All Roads Lead to Rome
Scoring Guide for Chart
Students will complete a chart with the three social classes from Ancient Rome. The chart
must be
neat and organized, have at least three typical jobs for each class system, three characteristics
of their
dress and three points describing living conditions.
3 points for three items listed A
2 points for two items listed B
1 point for one item listed C
0 points for no items listed
Neat and organized 3 excellent
2 good
1 average
Map Scoring Guide
Students will label and color a map of the Italian Peninsula from the 6th Century BC.
All Etruscan areas labeled/colored (23 points) ______
Greeks areas labeled/colored (23 points) ______
Latin areas labeled/colored (23 points) ______
Turned in on time (8 points) ______
Total points ______
Comments:
Power Point Scoring Guide
Students will work in groups of two or three to gather information about Roman military
weapons and
armor. The project must contain the following:
At least 10 slides (30 points) ________
Text, graphics and photos (30 points) ________
The project grade will also include the following:
Appropriate content 1 2 3 4 5
Accurate information 1 2 3 4 5
Correct grammar 1 2 3 4 5
Correct spelling 1 2 3 4 5
Animation, transition 1 2 3 4 5
Project is neat 1 2 3 4 5
Overall rating 1 2 3 4 5
Total __________
Student:
Teacher:
5 (A) = Super work, extra effort
4 (B) = Good job, most criteria met
3 (C) = Average, 50% of criteria met
2 (D) = Needs to improve
1 (F) = Little effort shown
Appendix E: The Rome Newsletter
Designed By: Julie Molinaro
Kenosha Unified School District
Beginning the Unit: Students will be shown a final product of a newsletter, which will
be the end result of their research project in class. Their topic is “The Legacy of Rome.”
Newsletter Format
When the research is completed, students will create a newsletter using the information
on the digital note cards. In order to create the newsletter, students will go to Microsoft
Word, click on the Project Gallery and then click on Newsletter.
I. Project Gallery
A. Select Newsletter Template
B. Newsletter Wizard (top left corner and click)
1). Title - Topic
2). Company - Name
3). # of pages - 1
4). Columns - 2
5). Color of pattern
6). Save and Exit
II. Select Handles - (Toolbars - View, formatting) and (View go to Zoom - 100 %)
A. Graphic - empty white boxes
B. Text - slashed lines vs. dotted lines
C. Resize - click and drag bottom right corner = less distortion of picture/graphic
D. Move - Click and drag (closed fist)
E. Delete - importance of edit undo
F. Formatting Palette 1). Font
2). Alignment and Spacing
3). Borders and Shading
4). Document
III. Inserting Picture
A. Insert Text Box
B. Insert Picture from file into Text Box
Ancient Rome Research Topics:
These are some basic topics covered on Ancient Rome - students can research others
also.
Architechture
Numbers
Holidays
Christianity
Names
Government
Law
Rubric
Ancient Rome Newsletter
Pictures 25 points
Included 3
or more pictures
from the internet
17 points
Included 2 to 3
pictures from the
internet
10 points
Included 0 to 1
pictures from the
internet
Sites 50 points
All sites used
were included
35 points
Included only a few
of the sites used
to gain research
0 points
Did not copy and
paste sites into
newsletter
Content 50 points
Included correct and
relative information
35 points
Included partially
correct information
20 points
Information in
newsletter is not
relative to topic
Sentence
Formation
50 points
All information
was put into
students’ own words
35 points
Students used own
words, but also copied
words from internet
site
0 points
Copied information
directly from the
internet site
Newsletter
Format
25 points
Student used the
newsletter format
correctly
17 points
Partially followed
the newsletter
format
10 points
Did not follow the
newsletter format
Total points earned on project : _____________________
Total points possible: 200
Appendix F: The Rome Unit Exam
Study Guide
Rome Unit Test

Romulus

Remus

Rome

Etruria and the Etruscans

“New Empire”

Latium Plain

barbarians

Mediterranean Sea

Franks, Vandals, and Goths

Twelve Tables

St. Augustine

law

City of God

tribune

Causes of the Fall of the Roman

Carthage

Hamilcar

Hannibal

The Three Punic Wars
plebeians called for a change in

Scipio Africanus and Zama
government and what changes

Cincinnatus
they ended up with.

Spartacus

Julius Caesar

Virgil

Aeneid
Roman genius. Are there any

Cato
examples of their influence

The “Ides of March”
today?

Octavian

Augustus
statement: Roman emperors like

Pax Romana
Nero and Decius, though trying

Tiberius
to eliminate Christianity, actually

Nero
strengthened it with their actions.

Hadrian
Provide evidence for your

Marcus Aurelius
opinion.

“more humble”

slaves

Saul (Paul)

Decius

Diocletian

Constantine
Empire
Long Answer Questions


Using charts, explain why the
Create a comic strip showing the
rise and fall of Julius Caesar.



Write about four examples of
Agree or disagree with this
Create a flow chart explaining
the Fall of the Roman Empire.
Exam
Name________________________ Number ________
Date _________________________
Rome Unit Social Studies Test
_____/40
A. Fill-in-the-Blank
Using words from the box, fill in the spaces to complete the sentences. Incorrect spelling
means that it will be wrong. 1 point each.
Romulus
Remus
aqueduct
consul
Etruscans
Julius Caesar
patricians
plebians
tribune
Senate
Hamilcar
Hannibal
Virgil
Cato
Augustus
Octavian
Hadrian
Constantine
Decius
St. Augustine
Diocletian
Gentile
Carthage
Marcus Aurelius
1. The __________________ was the part of the government in both the Roman
Republic and the Empire that advised the leaders.
2. ___________________________ was the first emperor of Rome.
3. ___________________________ were the class of Romans who were generally
landowners.
4. ___________________________ wrote the Aeneid.
5. The _________________________ were the people from the north of Rome who
conquered the city early on.
6. A _________________________ was one of two government leaders in the
Roman Republic.
7. ___________________________ wrote the book, City of God, to talk about the
moral decline in the Empire.
8. __________________________ is a “bridge” to transport water from one place to
another.
9. __________________________ was the legendary founder of Rome.
10. __________________________ were the class of Romans who were generally
merchants and lower class.
B. Definitions
Define the following terms completely on a separate sheet of paper. I do not want “back
of the book” or dictionary definitions. I want these to be in your own words. Remember
to make connections. 4 points each.
1. Rome
2. dictator
3. Julius Caesar
4. martyr
5. Constantine
C. Long Answer Questions
From the following questions, choose one (1) to answer. Answer each question
completely on a separate sheet. Put in as much appropriate information as possible. 10
points each.

Using charts, explain why the plebeians called for a change in government and what
changes they ended up with.

Create a comic strip showing the rise and fall of Julius Caesar.

Write about four examples of Roman genius. Are there any examples of their influence
today?

Agree or disagree with this statement: Roman emperors like Nero and Decius, though
trying to eliminate Christianity, actually strengthened it with their actions. Provide
evidence for your opinion.

Create a flow chart explaining the Fall of the Roman Empire.
YOU HAVE DEVELOPED THE NECESSARY ASSESSEMENTS FOR THIS LESSON BUT YOU DO NOT
HAVE A RATIONALE. SIMILARLY, THERE IS NO CLASSROOM MANAGEMENT RATIONALE.