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Name: Mr. Anthony Knapp and Miss Kristine Marks

Course/Section: Ed 337

Unit Topic: When in Rome

Subject: World History

Grade Level(s): 11th

Submission Date: 26 November 2013

Student Population

A. Description of the School, Student Population, Diversity, Economics: The school is located in a rural area that is predominately lower to middle class. Demographically speaking, almost all of the students are Caucasian with very few minorities present. Further, most of the students represent the junior class. However, the is a small proportion of sophomores and an even smaller proportion of graduating seniors.

B. Age/Grade Level(s): The students range between the ages of fifteen to seventeen in the eleventh grade.

C. Ability Levels and Students With Special Needs: Academic students have moderate or low level thinking skills. Some individuals do require Individualized Education Programs in which differentiate instruction is necessary. These individuals will be provided with visuals and allotted more time to complete large assignments. On the other hand, Advanced students are encouraged to answer more challenging questions that encourage them to use prior knowledge and make connections. Their overall workload is a bit larger and more demanding due to high expectations and desire to achieve.

D. Number of Students by Gender: Each period various, The instructors will provide a break down for each class period and then provide a mean number for their overall classroom.Period 1 Advanced World History: Female-11 Male-13Period 3 Academic World History: Female-3 Male-11Period 4 Academic World History: Female-10 Male-11Period 5 Advanced World History: Female-13 Male-10Period 6 Academic World History: Female-7 Male-12Period 7 Academic World History: Female-17 Male-2Mean: Female-10 Male-10

E. Background Skills and Knowledge (Prior Knowledge): The students should have already have had a previous unit on Ancient Greece. They have been encouraged to use primary and secondary sources in order to support or refute arguments found within the text. Also, students are encouraged to think critically and analyze information to the best of their abilities.

Unit Rationale

A. Why and How the Unit Topic Was Chosen: The cooperative teacher was just finishing a unit on MesoAmerican upon our arrival. He explained that his next unit would be about Ancient Rome. After consulting with us, he assigned the topic to us and requested a custom designed unit plan on Ancient Rome.

B. Explanation of How It Fits Into the Curriculum:

Brookville’s World history covers:Mediterranean and Middle Eastern HistoryMesoamerican HistoryEuropean HistoryAsian HistoryAfrican History

C. Projected Student Interest: Students may find particular interest in this unit due to the similarities between American civilization and Ancient Rome. Also, the variety of activities have been created to interact with students and engage them with the purpose they will evaluate multiple components of modern society.

Bibliography (APA: At least five entries)

Acts, Chapter 16 New International Version

Ancient Rome: Social Classes. (n.d.).Untitled DocuSocial Classes of Ancient Rome: Patricians,Plebians, and Slaves (Main Page). Retrieved November 11, 2013, from htpp://csuimages.sjsu.edu/.../oldworld/ancientrome/socialclass/bibliocon.html

Constantine. (n.d.). The Edict of Milan. , complete text in English (Constantine,313 A.D.). Retrieved November 19, 2013, from https://gbgm-umc.org/umw/bible/milan.stm

Eusubius. (n.d.). Internet History Sourcebooks Project. Internet History Sourcebooks Project. Retrieved November 19, 2013, from http://www.fordham.edu/halsall/source/persec1.asp

Faithful, B. (n.d.). Christianity and Rome. beaconshool,org. Retrieved November 19, 2013, from http://www.beaconschool.org/~bfaithfu/Christianityandrome.pdf

First Europe tutorial - Roman territorial expansion. (n.d.). First Europe tutorial -Roman territorial

expansion. Retrieved November 26, 2013, from

http://www.ucalgary.ca/applied_history/tutor/firsteuro/roman.html

Frakes, R. (Director) (2013, Spring). Early Rome. HIST 319 ROMAN HISTORY. Lecture conductedfrom Clarion University, Clarion PA.

Julius Caesar (Part 1 of 3). (2008, October 18). YouTube. Retrieved November 26, 2013, from

http://www.youtube.com/watch?v=JO565zLOQSc

Kohls, L. R. (n.d.). Values Americans Live By. Values Americans Live By. Retrieved November 18, 2013, from http://www.claremontmckenna.edu/pages/faculty/alee/extra/American_values.html

Lendering, J. (n.d.). Gaius Julius Caesar. C. Julius Caesar. Retrieved November 24, 2013, from

http://www.livius.org/caa-can/caesar/caesar01.html

McCulloch, S. (2012, April 14). Lucius Cornelius Sulla â€“ Career and Reforms. Ancient Life RSS.

Retrieved November 26, 2013, from

http://www.ancientl.com/roman/lucius-cornelius-sulla-career/

Punic Wars - World History For Kids - By KidsPast.com. (n.d.). Punic Wars - World History For Kids -

By KidsPast.com. Retrieved November 26, 2013, from

http://www.kidspast.com/world-history/0083-punic-wars.php

Punic Wars Video. (n.d.). History.com. Retrieved November 26, 2013, from

http://www.history.com/topics/punic-wars/videos#hannibal-crosses-the-alps

Roman Empire Interactive Map. (n.d.). Roman Empire nteractive Map. Retrieved November 26, 2013,

from http://www.worldology.com/Europe/roman_empire_imap.htm

Siege Warfare. (n.d.). Siege Warfare.

Retrieved November 25, 2013, from http://www.roman-empire.net/army/leg-siege.html

Some Fun Parts of Roman Life and Culture. (n.d.). Roman Culture. Retrieved November 13, 2013, from http://www.jcu.edu/Bible/BibleintroReadings/PPTs/RomanCulture.ppt

Smith, O. (2010, March 23). Roman Re-enactment onager 3b.mp4. YouTube. Retrieved November

26, 2013, from

http://www.youtube.com/watch?v=ASlSZ7Vph9U

Tacitus, C. (n.d.). The Annals of Tacitus. The Annals of Tacitus. Retrieved November 19, 2013, fromhttp://www.earlychristianwritings.com/text/annals.html

Tiberius Sempronius Gracchus (Roman tribune). (n.d.). Encyclopedia Britannica Online. Retrieved

November 26, 2013, from http://www.britannica.com/EBchecked/topic/240427/Tiberius-

Sempronius-Gracchus

War and Battle Directory. (n.d.). History Curriculum Homeschool. Retrieved November 24, 2013, from

http://www.heritage-history.com/www/heritage.php?Dir=wars&FileName=wars_servile.php

Chariot Races. (n.d.). PBS. Retrieved November 11, 2013, from http://http://www.pbs.org/empires/romans/empire/chariot.html

McEachron. (n.d.). Ancient Rome. Education E-05/405 Culture Kit. Retrieved November 11, 2013, from http://sfrome.people.wm.edu/culturekit.pdf

Uhlig, S. (n.d.). The Artistic influence of Italy. Outreach World. Retrieved November 12, 2013, from http://http://www.outreachworld.org/Files/IU/Architecture_of_Italy.pdf

Wars Of Ancient Rome. (n.d.). Wars Of Ancient Rome. Retrieved November 26, 2013, from

http://www.paralumun.com/romewar.htm

http://www.claremontmckenna.edu/pages/faculty/alee/extra/American_values.html

http://www.youtube.com/watch?v=wA1D9wd29jI

Appendix (All hard copy unit materials and resources) List the entries by day and place all the actual appendix items with EACH LESSON PLAN)

Day One PowerPoint (A)

Day Two PowerPoint (A) Government Guided Notes, Voting Roles (Academic and Advanced)

Day Three PowerPoint (A) Religion Source Packet, Socratic Seminar Rubrics or Discussion Circles Packet

Day Four Webquest

Day Five Webquest, Key

Day Six PowerPoint (A), Graphic Organizer

Day Seven PowerPoint (A), Graphic Organizer , Film Text Sheet

Academic Exam, Key (B)

Advanced Exam, Key (C)

Backward Design Unit Plan Template

STAGE ONE (Desired Results)PA Academic Standards and Assessment Anchors (where applicable)

PA State Standards;

8.1.6.B: Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events.

8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.

8.4.9.C: Analyze how continuity and change have impacted world history.

● Belief systems and religions

● Technology

● Politics and government

● Social organization

8.4.12.D: Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today

NCSS StandardsTime, Continuity, and Change

Common Core:CC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CC.8.5.11-12.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.CC.8.5.11-12.C: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.CC.8.5.11-12.D: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).CC.8.5.11-12.E: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.CC.8.5.11-12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.CC.8.5.11-12.I: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CC.8.6.11-12.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CC.8.6.11-12.H: Draw evidence from informational texts to support analysis, reflection, and research.

Enduring Understandings (Broad, in-depth statements that capture the big ideas of the unit)Students will differentiate multiple characteristics that defined the Roman Empire and apply them to present day situations.

Essential Questions (Open-Ended questions that encourage the students to think in-depth about the big ideas)How did the various components of the Roman Empire help to influence establishments of today?

STAGE TWO (Assessment Evidence)

Content (Include WHAT you will teach.)

Day One: Roman Origins1. Geography of Rome a. Geographical Advantages of Rome2. Roman Origins Stories a. Aeneas b. Romulus and Remus3. Comparison to U.S. a. Virtues and Values

Day Two: Roman Government4. 3 Branches of the Roman Republic5. Activity: Voting

Day Three: Roman Religion6. Christianity Introduction

a) Origins in Judaism and split from Judaism

7 .How Christianity effected Rome

Day Four and Five: WebQuest8. Military Expansion9. Punic Wars10. Third Servile War11. Tiberius Gracchus12. Sulla13. Julius Caesar

Day Six: Roman Culture and Entertainment14. Status Quo a. Stratified b. Virtues15. Literacy a. Literature b. Language c. Julian Calendar16. Sports a. Gladiator games

Objectives (The students will [verb and content])

Day One1. (a) Identify the geographical factors that gave Rome advantages2. (a.-b.) students will be able to understand how Rome’s Origin stories show the values of their culture3(a.)Compare and Contrast their values with the values of ancient Rome

Day Two4. Identify the 3 branches of Roman Government and its components5. Students will demonstrate how the Roman Republic voted and the problems within their system.

Day Three6. Differentiate between beliefs of Judaism and Christianity7. Identify the shifts in Roman attitudes towards Christians

Day Four and Five8-13 Students will analyze and comprehend how Roman expansion, wars, and leaders play role in Roman history.

Day Six:14a. Recognize members from each social class14b. Identify virtues valued by Rome15a. List various sources of Roman literature15b. Relate Latin words to their common use in modern times15b. Identify the group of languages derived from Latin15c.Illustrate the names of multiple

Formative Assessment

Day One1(a). QuestionsWhat are the necessities for survival?Why is water important to civilizations?2. (a-b). Questions:What does this sculpture of Aeneas show us about Roman Values3(a.) Compare and Contrast activity and examples from their own culture.

Day Two4. Guided Notes and Questions

Ex question: Which branch of the Roman government does the Consul belong to?

5.Activity: Roman block voting activity.(described below)

Day Three6. Questioning:

Ex question: what do these versus from the Bible show about the differences between Judaism and Christianity?

7. Discussion Circles/Socratic Seminars

Day Four and Five8-13 Questions(Ex. See Roman Military WebQuest Lesson Plan below)

Day Six:14a. Questions: Social class14b. Chart: Men vs. Women’s virtues15a. Question: Sources15b. Question: Words15b. Question: Languages15c. Question: Months based on Caesar’s name16a. Question: Gladiator games16a. Compare and Contrast:

b. Chariot Racing17. Architecture

Day Seven: The Fall of Rome17. Attempts at Reform a. Diocletian b. Constantine18. Causes of the Fall of Rome: a. Economic b. Military c. Moral d. Political e. Invasion

months16a. Explain purpose of gladiator games16a. Compare gladiator games to modern sports16b. Explain purpose of chariot racing16b. Compare to modern sports17. Identify key features of Roman architecture17. Illustrate the significance of Roman architecture to modern day

Day Seven:17a. Identify Diocletian17a. Discuss Diocletian’s reforms18b. Identify Constantine18b. Discuss Constantine’s reforms18. Recognize various consequences during the decline of Rome18. Construct a graphic organizer based on each component of the fall17&18. Apply each component to modern times

Gladiator games16b. Question: Chariot racing16b. Compare and Contrast: Chariot Racing17. Question: Architecture17. Compare and Contrast: Architecture

Day Seven17a. Questions: Reforms17a. Exit Slip: Reforms17a. Think-Pair-Share: Reforms17b. Questions: Reforms17b. Exit Slip: Reforms18. Questions: Consequences18. Venn Diagram: Compare and Contrast17&18. Questions: Application to modern times

STAGE TWO (Assessment Evidence)

SUMMATIVE AssessmentTwo (2) (Summative Assessments: Align and CODE to the Enduring Understandings) Each unit MUST have at least one performance assessment.

1. Academic exam (appendix) 20 Multiple choice questions, 13 Identify key terms, 10 True and False, 9 Government matching, Map (8 points total), three choices for an essay question-must pick one

2. Advanced exam (appendix) 22 Multiple choice questions, 10 Identify key terms, 10 True and False, 10 Government matching, Map (8 points total), three choices for an essay question-must pick two

The Lesson Plan Template

STAGE THREE (Learning Experiences: Daily Lesson Plan)Name: Anthony

Title of Lesson: Roman Origins

Grade Level(s): 11

Strategy (Direct/Indirect):Direct

PA Academic Standards and Assessment Anchors (where applicable):

PA State Standards;

8.1.6.B: Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events.

8.4.9.C: Analyze how continuity and change have impacted world history.


PA Core History and Social StudiesCC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CC.8.5.11-12.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CC.8.5.11-12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Enduring Understanding(s): Students will differentiate multiple characteristics that defined the Roman Empire and apply them to present day situations.

Essential Question(s): How did the various components of the Roman Empire help to influence establishments of today?

Specific Content (Code) Specific Objectives (Code) Specific Formative

1. Geography of Rome a. Geographical Advantages of Rome2. Roman Origins Stories a, Aeneas b. Romulus and Remus3. Comparison to U.S. a. Virtues and Values

Students will be able to…1. (a) Identify the

geographical factors that gave Rome advantages

2. (a.-b.) students will be able to understand how Rome’s Origin stories show the values of their culture

3. (a.)Compare and Contrast their values with the values of ancient Rome

Assessments (Code)1(a). QuestionsWhat are the necessities for survival?Why is water important to civilizations?2. (a-b). Questions:What does this sculpture of Aeneas show us about Roman Values3(a.) Compare and Contrast activity and examples from their own culture.

Procedures (Include and Label ALL Components: DETAILED: Lesson Beginning (Motivation, Review, Overview)Bell Ringer:What are the necessities for survival?Answers for lesson: Food, water and shelter.

Powerpoint: Lecture and note taking

Why is this Important to Roman History?

Lesson Development

Rome’s Geography gave them an advantage over other civilizations in these three ways.

First in the factors of food

Quick question, where is most of our grain grown in the U.S.?Midwest

Why there?

Low lying area fertile land in between Mountain ranges.

Rome had 4 areas where growing crops was pretty easy.

Teacher Circles these area’s on the map. Now if your going to build a civilization Italy would be a pretty good place to be.

Why else?Shelter

To the North of Rome is the Alps. This Mountain Range would protect Rome from Invasion from the North, for the most part.

Also Rome was located 20 miles up the Tiber riverThis means they were far enough away to decrease the likelihood someone is going to attack you from the sea.

Speaking of the Sea, what was the third advantage we said Rome had?Water

As you can see by the map Rome had a lot of rivers, and is surrounded by the sea. Which sea?

Why would this be advantageous to a civilization?Trade and conquest

So with all these geographical advantages, who lived there.

Well the Italics where there first

One group called the Etruscans were located in North Central Italy.

How do we know this?Well let’s say I suddenly bored you all to death and someone hundreds of years later dug up this room what do you think they will say about the culture of this classroom?

For the Etruscans its:Archaeological evidence c.1100-c.500 BCECemetery citiesTarquinii- 500 BCHad sewer systems, drains, public buildings, and elaborate religious festivals

But according to our first Roman Origin Story the Etruscans are the bad guys.

AeneidRan from the burning City of TroyOnly took with him his father, son and their alter godsHad a lot of adventures including almost marrying the Queen of CarthageThe gods told him to get back on track and go to Italy

Video of Romulus and Remus Embedded in PowerPoint in case internet goes down

Introduction of VirtueVirtueA good or useful quality of something or someone- Google definition

ActivityPicture of the sculpture of AeneidAsk the students what the Romans Valued according to this story and sculpture.

Compare and Contrast activity Ask students to think of some of their own values (think pair share)

Think of Values of your cultureFor the whole U.S. or maybe a smaller sub-culture (ex High School)

Hint: try to think like you are outside our culture looking in.Hint: These are going to be big ideasFor example instead of saying 4 wheeler the value would be mobility

Procedure:

Divide students into groups that try to determine what may be values or virtues in American culture.

For every value the students come up with, they must provide a historical example of this value in U.S. History.

After students explain their values and the events that display that values explain how these values drive our culture.

Prove to the students that these values drive our history.

Display the following list and have the students compare their lists with the anthropologists’ list

List of American Values by outside anthropologistsPersonal Control over the Environment Change Time & Its Control Equality Individualism/Privacy Self-Help Competition Future Orientation Action/Work Orientation InformalityDirectness/Openness/Honesty Practicality/Efficiency Materialism/Acquisitivenesshttp://www.claremontmckenna.edu/pages/faculty/alee/extra/American_values.html

Examples of times in our History where these values have come to the forefrontEquality= Womens SufferageMaterialism= Bill GatesCompetition= SportsSelf-help= Self-help books

Roman Virtues

BraveryHonorLoyaltySeriousness- Gravitas

The Story of Gaius Mucius ‘Scaevola’

These Virtues will be behind the events in Roman HistoryWe can use sources to help us understand another culture.

Lesson Ending (Review, Preview, Closure)

Exit slip- write down 3 new things you learned today about Rome in your notes before you leave class.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):Questioning, Discussion, and Think Pair share will keep students involved with the lesson

Special Adaptations/Modifications: Guided notes or powerpoint outlines will be provided to students with IEP’s

Anticipated Difficulties AND Modifications: Student engagement may be low. Hopefully relative information and involvement in discussion and question will keep students with the class.

Physical Structure: Class will be arranged in rows like usual.

Materials: PowerPoint, notebooks.

References (2)

http://www.claremontmckenna.edu/pages/faculty/alee/extra/American_values.html

Kohls, L. R. (n.d.). Values Americans Live By. Values Americans Live By. Retrieved November 18, 2013, from http://www.claremontmckenna.edu/pages/faculty/alee/extra/American_values.html

http://www.youtube.com/watch?v=wA1D9wd29jI

Frakes, R. (Director) (2013, Spring). Early Rome. HIST 319 ROMAN HISTORY. Lecture conducted from Clarion University, Clarion PA.

Reflection (Efficacy of the PLANNED Lesson:

This lesson went okay for my first time teaching a full lesson in Block. I underestimated the time it takes to take notes and this threw my lesson behind schedule. When it came time to determine what our values were in our culture and how it effected our history the students got really into trying to guess what the list may contain. The extra incentive of competitiveness and Tootsie rolls helped push the activity along. This also gave us a good review into why we were looking at the Roman origin stories in the first place.


Title of Lesson: Roman Republic

Grade Level(s):11th grade

Strategy (Direct/Indirect):Direct notes, Indirect activity

PA Academic Standards and Assessment Anchors (where applicable):8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.8.4.9.C: Analyze how continuity and change have impacted world history.8.4.12.D: Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today




Specific Content (Code)

4. 3 Branches of the Roman Republic

5. Activity: Voting

Specific Objectives (Code)Students will be able to…

4. Identify the 3 branches of Roman Government and its components

5. Students will demonstrate how the Roman Republic voted and the problems within their system.

Specific Formative Assessments (Code)4. Guided Notes and QuestionsEx question: Which branch of the Roman government does the Consul belong to?

5.Activity: Roman block voting activity.(described below)

Procedures (Include and Label ALL Components: DETAILED: Lesson Beginning (Motivation, Review, Overview)LEQ: How did the Roman form of Government influence our current Government?

Bell Ringer: Name the three branches of the U.S. government and list the position or position that lead that branch?

Lesson DevelopmentRoman Government IntroductionOnce the Roman’s took out the Etruscan Kings, they had to replace them with their own governmentThe Romans created a government that we have based our current government off of3 branchesExecutive, Judicial, and LegislativeChecks and Balances

HAND OUT GRAPHIC ORGANIZER (appendix)

Definition of the Republic and Basic Vocab

Definition- a country that is governed by elected representatives and by an elected leader (such as a president) rather than by a king or queen – Mariam-Webster

Patricians- elite upper classPlebeians- common people

Branches

Executive Branches

2 ConsulsPowersCommander in ChiefPreside over SenateSupreme Judges when neededVeto power over each otherHold position for one year

So what is our U.S. counterpart?

Legislative

Senate (300), Tribunes (10)Can make lawsCan declare warRatify peace treatiesSenators chosen for life (Senators are from the Patricians class)Tribunes- veto power over Senate (represented Plebeians)Assembly of Tribes (elected Tribunes)Assembly of Centuries (elected Consuls and Praetors)


Judicial

PraetorsPowersInterprets the lawConducted TrialsTwo year term


The 12 TablesFirst Roman Codified lawsWas demanded by the PlebeiansBefore this Roman Laws were not written downWhat’s a problem with not having written law?interpretation


Review:Compare and Contrast the U.S. system with the Roman system of Government

Voting Activity:

Procedure:

Divide class into 5 voting blocks and 2 Consuls

Have the voting blocks stand together around signs that say which block they are

set up voting area in front of classroom with rope so that size can be adjusted.

Senate (Mr. Bost) proposes the law to be voted upon

write on Board Mr. Knapp (Yes), Miss Marks (No)

Goal of Activity:

Your ‘group’ wins if the law goes the way your sheet tells you.(ex. if your sheet says veto the law, and it passes, you lose)

Convince your classmates to sway to your side to pass or stop law

Winning side gets a prize! (No one can actually win)

Hand out these slips:

You are a poor Farmer. You live 5 miles out of Rome. You owe Miss Marks A LOT of money, therefore if you would not like to go to debt slavery and continue to have a steady flow of income that you do not have to pay back to her, you will vote whichever way she says.

You are a poor Farmer. You live 15 miles out of Rome. You owe Mr. Knapp A LOT of money,

therefore if you would not like to go to debt slavery and continue to have a steady flow of income that you do not have to pay back to her, you will vote whichever way she says.

Your voting block is incredibly small so Mr. Knapp has paid you large quantities of Money to vote his way. You live in Rome

Your voting block is incredibly small so Miss Marks has paid you large quantities of Money to vote his way. You live in Rome.

You fought under Mr. Knapp in the great Social Studies War of 2013. You are stationed right in Rome 2 blocks from where you vote. The Senate denied your pay, so Mr. Knapp paid you out of his own pocket (yes, he is that rich). Therefore since you fought beside Mr. Knapp and he continues to pay you for your service, you vote whichever way he wants.

You became unemployed after the great Social Studies War of 2013 when all the slaves from Mr. Almes Class came to work on the rich Senators Farms and you could no longer compete. Miss Marks gave you land 50 miles outside of Rome in exchange for you voting your way.

#1 Consuls:

You have been elected Consul, You and Mr. Knapp also own a company that produces Essay Tests on the side, If you would like to be re-elected in 10 years so you can make sure your family continues to have power after you’re dead, you will sign this law to make extra money to pay for more votes.

#2 Consuls:DO NOT LET ANYONE SEE YOUR PAPER!!!!!You have been elected Consul, you feel the other Consul is getting too powerful. You will veto whatever he or she says. and try to persuade the assembly against essays stating that it is clearly not in their best interest to write Essays all day long

Law to be voted upon:

All tests from now on in Brookville School’s will be Essay only.

Voting limits:small voting areaVote called with only 2 days notice

Procedure Continued:

Have each block come up to the voting area to cast their vote, each group is to follow their sheet and each block gets one vote.After voting law goes to Consuls, they follow their cards and the law dies

Debriefing:

Have one person from each block read their slip of paperBlocks 1: Poor FarmersExplain how votes were easily bought in the Republic through Client relationships since farmers

struggled against big slave owning estates

Block 2 and 3: Small Voting blockExplain how each block received 1 vote, therefor it was best to pay off the small blocks

Block 4: Client ArmyLoyalty was a Roman Virtue, Military leaders could have a huge client army

Block 5: UnemploymentGracci brothers tried to do this, didn’t work so well for them, people would like you but would be too far away.

Consuls#1: Corruption #2 prevention of power

After the activity plays out:

Does this sound like our government now? How so?

Exit Slip: Write down some similarities between our Government and the Roman republic.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): Students will be playing a part in our mock Roman government.

Special Adaptations/Modifications: Guided notes will be provided for all classes, answer sheets will be available for students with IEP’s that require notes.

Anticipated Difficulties AND Modifications: Activity may be complicated and needs to run quickly for best effect. For this directions will be as clear as possible and debriefing will need to be clear.

Physical Structure: Voting blocks will be organized into their separate areas by finding their sign around the edges of the room. Voting area will be in the front of the class.

Materials: Role slips, rope, some kind of reward, guided notes sheets, rope

References (2)

Google Images

Frakes, R. (Director) (2013, Spring). SPQR. HIST 319 ROMAN HISTORY. Lecture conducted from Clarion University, Clarion PA.

Graphic Organizer Modified from Mr. Bost

Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy and why.

The Guided notes helped a lot when it came to being able to have the students take notes, but then

actually think about the notes and apply them. I think the ability to discuss these notes and apply it to our government will greatly help retention. However, I still had issues with the advanced kids over taking notes on the graphic organizer. If there were notes I would like them to add to the organizer there had to be a specific spot to place any extra notes otherwise chaos would ensue. the academic kids were okay with putting extra notes anywhere there was extra white space on the page.The activity went horribly for the first couple of classes. I feel like the students wanted more say in the voting where this activity assumes that the students would understand why they would vote a certain way. Instead students wanted to go against this and vote their own way. After several modifications of the activity to where the role slips were eliminated completely and I bribed students for their votes with tootsie rolls for their votes the activity finally ran smoothly. However more planning is necessary before trying again to make sure the voting turns out the way I need it too. Maybe proposing a different law to be voted upon would make things easier, or handing out a lot more tootsie rolls would work, but be expensive after 6 classes.


Title of Lesson: Roman Religion

Grade Level(s): 11

Strategy (Direct/Indirect): Direct Notes, Indirect Discussion Circles and Socratic Seminars


8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.8.4.9.C: Analyze how continuity and change have impacted world history.

· Belief systems and religions· Technology· Politics and government· Social organization


CC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CC.8.5.11-12.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.CC.8.5.11-12.C: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.CC.8.5.11-12.D: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).CC.8.5.11-12.E: Analyze in detail how a complex primary source is structured, including how key sentences,

paragraphs, and larger portions of the text contribute to the whole.




Specific Content (Code)Christianity Introduction

b) 1. Origins in Judaism and split from Judaism

2.How Christiaanity effected Rome

Specific Objectives (Code)Students will be able to…1. Differentiate between beliefs of Judaism and Christianity

2. Identify the shifts in Roman attitudes towards Christians

Specific Formative Assessments (Code)1. Questioning:

Ex question: what do these versus from the Bible show about the differences between Judaism and Christianity?

2. Discussion Circles/Socratic Seminars

Procedures (Include and Label ALL Components: DETAILED: Lesson Beginning (Motivation, Review, Overview)

LEQ: How did the views of Christianity change in Roman History

● Bellringer: What do you remember about Greek gods and goddess?

Lesson DevelopmentPowerpoint notes to establish background knowledge for discussion circles or Socratic Seminars.

Students received a packet with primary sources about the changes in treatment of Christians throughout Roman History. (APPENDIX)

ACADEMIC CLASSES: Students get into groups the previous day and assign each other roles in the Discussion Circle Groups. (APPENDIX).

Students then take ten minutes of class to participate in their circles. The last few minutes of class are used to review what the students did in their groups so all groups have the same information.

Students complete one of the following roles in their discussion circles.Roles:

DISCUSSION LEADER

Your Role: Write questions for your group to discuss. The questions should have to do with the section you are reading. Make sure the questions are OPEN-ENDED, meaning they can be answered differently by everyone and still be right. Some good starter phrases are “In your opinion…” or “Why do you think…?” Also, make sure to ask EVERYONE in your group your questions, and make sure you write THOROUGH responses yourself.

SummarizerYour Role: Write a summary of the selected reading in 7-10 sentences. Make sure to use complete sentences and proper grammar, mechanics, etc. Read your summary to the group, and make sure everyone agrees with what you wrote, checking for missing pieces or confusing parts.

ConnectorYour role:Find other events or documents that are similar, and describe how this is connected.

IllustratorYour Role:Find pictures that are relevant to your document. They can be found on google or a related search engine. Add a caption describing the relevance. You must have at least THREE pictures.

Word WizardYour role:You will identify important or confusing words and define them for your group. Make sure you list the sentence it’s used in.

ADVANCED CLASSES: Socratic Seminars can take place before the notes on Roman Religion.Before Socratic Seminars Students must:Mark up important parts of their textForm a Thesis of the documentsForm 2 discussion Questions

During Socratic Seminars Students must:Speak at least twiceContribute useful information or arguments to the group (ex. statement cannot be, “I agree”)

Assessment:

Discussion Circles are out of ten points for completing the role assigned by group and for following those directions. Students can lose points by not following directions or not contributing to their groups.

Socratic Seminars are out of 15 points Thesis and marked up text 6 points2 discussion questions that can be answered in multiple ways 4 pointsSpeak at least twice during discussion - 5 points


With the last few minutes of class the class discusses any questions they had and instructor discusses on any key points that were not mentioned or covered incorrectly.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): Students are in charge of their own learning by reading the sources and having to break them down before class. during class students are engaged in either presenting their findings or arguing their opinions about the text.

Special Adaptations/Modifications:Students with IEP’s are allowed extra time to turn in their discussion circles.Students move desks into a circle for Socratic Seminars

Anticipated Difficulties AND Modifications:Students who do not participate lose points, to motivate students to not only complete their work but to participate in discussion.

Physical Structure: Room is set up in a circle for Socratic Seminars

Materials: Source Packet (appendix)

References (2)

Acts, Chapter 16 New International Version

sources modified from:Faithful, B. (n.d.). Christianity and Rome. beaconshool,org. Retrieved November 19, 2013, from http://www.beaconschool.org/~bfaithfu/Christianityandrome.pdf

Constantine. (n.d.). The Edict of Milan. , complete text in English (Constantine,313 A.D.). Retrieved November 19, 2013, from https://gbgm-umc.org/umw/bible/milan.stm

Eusubius. (n.d.). Internet History Sourcebooks Project. Internet History Sourcebooks Project. Retrieved November 19, 2013, from http://www.fordham.edu/halsall/source/persec1.asp

Tacitus, C. (n.d.). The Annals of Tacitus. The Annals of Tacitus. Retrieved November 19, 2013, from http://www.earlychristianwritings.com/text/annals.html

Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy and why.

I really like the set up of Socratic Seminars. With some classes I gave my notes on Religion first, others I gave the notes later. I think it worked both ways. If the notes came first I was worried I was going to steer them too much and they would only discuss what I covered in my notes. This didn’t happen though and the students went into heated debate over the sources. With he classes that I covered the notes after the Socratic Seminar the discussion during the seminar seemed to make more sense to the students.

The discussion circles went okay. I really feel they need to be worth more points and really need to be stressed for participation in order for them to be more effective.

STAGE THREE (Learning Experiences: Daily Lesson Plan)Name: Anthony and Kristine

Title of Lesson: Roman Military Web quest

Grade Level(s): 11

Strategy (Direct/Indirect):

PA Academic Standards and Assessment Anchors (where applicable):PA State Standards;8.1.6.B: Differentiate between fact and opinion, multiple points of view, and primary and secondary sources to explain historical events.8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.8.4.9.C: Analyze how continuity and change have impacted world history.



CC.8.5.11-12.C: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.CC.8.5.11-12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.CC.8.6.11-12.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.11-12.H: Draw evidence from informational texts to support analysis, reflection, and research.

Enduring Understanding(s):Students will differentiate multiple characteristics that defined the Roman Empire and apply them to present day situations.


Specific Content (Code)8. Military Expansion9. Punic Wars10. Third Servile War11. Tiberius Gracchus12. Sulla13. Julius Caesar

Specific Objectives (Code)

8-13Students will analyze and comprehend how Roman expansion, wars and leaders play role in Roman history.

Specific Formative Assessments (Code)

8-13 Questions(Ex. See below)

Procedures (Include and Label ALL Components: DETAILED: Lesson Beginning (Motivation, Review, Overview)The students will be provided two necessary library days to access and complete a Roman WebQuest. The WebQuest can be accessed through Mr. Bost’s website under Forms.

Lesson DevelopmentStudents will be encouraged to answer simple comprehension questions based off of various articles, critically think and form opinions using the provided evidence, and make modern day connections. This lesson also should engage students due to the various mediums, such as an interactive map and educational videos.

Students then work independently with the sources to answer the following questions:1.) How was the Roman Republic able to expand its territory?2.) How was the Roman military structured?3.) What are the similarities and/or differences compared to modern America’s military?4.) Why was the city state of Carthage seen as a threat to the Romans?5.) Who lead the second attack on Rome? How did this person cross the Alps? Why is this significant? Hint: The picture below will help you to answer some of these questions.6.) What ultimately happened to Carthage?7.) What is the significance of the Third Servile War?8.) The following link provides a list of civil wars throughout the Roman Empire. Examine at least three of the significant wars and list their outcomes. Be sure to label which war you are discussing. Also attempt to recognize patterns that reoccur.http://www.paralumun.com/romewar.htm

A.)B.)C.)

9.) After reading the selected piece and watching these videos, is this similar to any of tactics the U.S. army has used in our history? Why or why or not?(Links may vary according to school policy)10.) We know siege weapons gave the Roman soldiers the advantage on the battle field. What are some of the disadvantages to these weapons? (Links may vary according to school policy)11.) The sources articulate positive and negative views of Tiberius Gracchus. Using the articles, form

your own opinion(s) on Gracchus. For this section, compare the actions Gracchus made to a modern politician of your choice. Next, argue the dispositions of each. In other words, what would Gracchus and the politician you chose agree and disagree on? (Academic 5-7 sentences, Advanced 7-10 sentences)**Be sure to base your information on your modern politician from credible sources. (Yes, you will need sources to do this. Wikipedia is a great starting point, but it does not count!)12.) Read the following articles and construct a persuasive paragraph. (Academic 5-7 sentences, 7-10 sentences) While reading, think about Sulla’s true motives. Did he really want to restore the Republic or did he want the power to himself?13.) What effect did Caesar’s rule have over Rome?14.) Julius Caesar’s status at birth helped to influence his later life. What was the status of his family life at his birth? How did his position enable him to reach the heights of power in his later life?

Key1. Unification of a strong military, political dominance over the peninsula2. Policy of absorbing conquered peoples, Full citizenship to neighbors and partial citizenship to neighbors,Taxes and provide military service3. Taxes, Recruit through outside sources, Weapons4. Colonies in the Mediterranean and strongest navy in the world, afraid they would seize Strait of Messina5. Hannibal, Spiked cleats and elephants, Rome suffered many losses and was caught off guard6. Sold into slavery, Sow salt into land to stop farming completely7. Directly threatened Rome, growing success of army of slaves8. http://www.paralumun.com/romewar.htm9. Links not available within school10. Links not available within school11. -½ if no source, -½ for number of sentences, -1 for no politician or dispositions, answers may vary12. -½ for number of sentences, answers may vary13. Death of the Republic, birth of an Empire14. Marius was married to a sister of Caesar’s father, Father was elected praetor, Ruthless and determined to be a good leader, pardoned by Sulla, who admired his loyalty

Lesson Ending (Review, Preview, Closure)Students are to turn in their WebQuest on Edmodo, an interactive site already established by the cooperating teacher. They are to check their page frequently for feedback and overall grade for the assignment.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): Students are in charge of their own learning using the guided questions provided by the instructor. They are encouraged to think critically and make modern day connections.

Special Adaptations/Modifications: Students with IEPs are allotted extra time to complete WebQuest.

Anticipated Difficulties AND Modifications:Questions are more than just simple answers so the websites with the answers are provided for the students

Physical Structure: Students will be in the Library to complete the WebQuest.

Materials: WebQuest is provided for the students on Mr. Bost’s Website

References (2): A list of sources is provided within the WebQuest. For hard copy of WebQuest, see Appendix.

Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy and why. The WebQuest lesson demonstrated an area of improvement for my partner and I as teachers. Some of the wording needs to be more clear when asking certain questions. Also, we believe the formatting of the overall WebQuest needs altered, so students know how many points they will receive for each question and how they will be graded. Many of the students wanted to learn about the content on the assignment in class. However, many found it difficult “to find the answers” because they are used to sources, such as Wikipedia. I think the concept of teaching about highlighted wars sounds like a good idea. However, the assignment needs improvement overall. One thing that should definitely be added is differentiation for students with IEPs.

STAGE THREE (Learning Experiences: Daily Lesson Plan)Name: Kristine

Title of Lesson: Roman Culture and Entertainment

Grade Level(s): 11

Strategy (Direct/Indirect): Direct Instruction, Indirect Compare and Contrast Venn Diagram Activity


PA: Standards8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.8.4.9.C: Analyze how continuity and change have impacted world history.

· Belief systems· Technology· Social organization


NCSSTime, Continuity, and Change




14. Status Quo a. Stratified b. Virtues15. Literacy a. Literature b. Language c. Julian Calendar16. Sports a. Gladiator games b. Chariot Racing17. Architecture

Specific Objectives (Code)Students will be able to…

14a. Recognize members from each social class14b. Identify virtues valued by Rome15a. List various sources of Roman literature15b. Relate Latin words to their common use in modern times15b. Identify the group of languages derived from Latin15c.Illustrate the names of multiple months16a. Explain purpose of gladiator games16a. Compare gladiator games to modern sports16b. Explain purpose of chariot racing16b. Compare to modern sports17. Identify key features of Roman architecture17. Illustrate the significance of Roman architecture to modern day

Specific Formative Assessments (Code)

14a. Questions: Social class14b. Chart: Men vs. Women’s virtues15a. Question: Sources15b. Question: Words15b. Question: Languages15c. Question: Months based on Caesar’s name16a. Question: Gladiator games16a. Compare and Contrast: Gladiator games16b. Question: Chariot racing16b. Compare and Contrast: Chariot Racing17. Question: Architecture17. Compare and Contrast: Architecture


LEQ: How did Roman culture impact the ideologies of modern time?

Students will be asked to complete the following bellringer question: Name two effect Roman religion would have on the Empire. The bellringer is provided as a means of review and opportunity to discuss findings from either the Socratic Seminars or Discussion circles. From there, the students will be provided a brief overview of the entire lecture. In detail, the students will be learning about Roman culture and entertainment. They will also be informed of the Colosseum vs. Modern Arena activity they will complete towards the end of class.

Lesson DevelopmentStatus Quo

● Believed in household family spirits● Stratified: to form, arrange, or deposit in layers

○ Slaves■ Essential to the economy

■ Could become a slave by abandonment at birth, warfare, or as a means to make a profit

■ Used for agricultural purposes■ Forced to complete immoral acts, could be tortured■ Roman peninsula especially ill-treated

● shave heads and branding● Plebeians● Patricians

*The instructor may want to define stratified to students. They also should ask what is a plebeian and what is a patrician as review. These terms have been previously discussed in the Roman Republic lesson.Virtues

● Men: Bravery, Loyalty, Moderation, Clemency (Savagery) Justice, Wisdom� � � �● Women: Modesty, Loyalty, Affection, Happiness, Joyfulness

Literacy● Literature�

○ Virgil, Horace, Livy● Latin

○ Italian, French, Spanish, Portuguese, and Romanian�■ Romance languages

● known for their sound● greatest love poems

○ Carpe diem■ What does it mean?■ What are some other Latin words that we use in our vocabulary today?

● quid pro quo- something for something● per se

● Julian Calendar�○ 365 days, 1 extra day every four years○ Which three months are named after Roman emperors?

■ June, July, August

Sports● Gladiator games�

○ Retiarius, Secutor, Thracia, Bestia Rus�■ types of gladiators known for their unique armor and technique

○ Honor ancestors■ Originally were funeral games

○ Mix of criminals, slaves, POW○ gladius=sword○ took place in the Colosseum

● Chariot Racing�○ 12 chariots○ 4 Teams (Red, Blue, Green, White)

■ Three factions: a small, organized, dissenting group within a larger one, esp. in politics.

*The instructor may want to define and explain what a faction is.

*For the masses, not the elite�Architecture

● Pantheon○ innovations of the dome and concrete○ temple dedicated to all of the gods

● Colosseum�● Aqueduct�

○ Channeling of water to a town and cities

*Instructors are encouraged to draw a picture to show this system on the board or other necessary media

● Construction:�○ Vaults, Columns, Domes, Arches�

■ give a building personality■ arch= strength and power

○ Concrete

Colosseum vs. Modern Arena Activity

Students are to pull out their devices in order to help them complete this activity. A chart (see Appendix) will be distributed at this time. Students will be searching for the purpose, seating capacity, admission price, appearance, and other functions of a modern day arena. Specifically, for this purpose, the choice of stadium was Michigan Stadium. Michigan Stadium is the third largest stadium in the world and the largest in America. The instructor should write the answers to the Colosseum section on the board and briefly discuss each component. An example can be found in the Appendix.

Lesson Ending (Review, Preview, Closure)Why does this matter? Roman architecture, as we have demonstrated, clearly has influenced the structures of modern times. The students will then be asked to provide other modern day examples. Students will play a simple review game that encourages them to recall key information at the lecture. Any further questions should be answered for clarification at this time.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): Students will be meaningfully engaged by interpreting the significance of Roman advancements, especially by providing examples and making various connections to modern day society. In particular, students will be able to illustrate their understanding of Roman architecture through the Colosseum vs. Modern Stadium activity.

Special Adaptations/Modifications: A graphic organizer will be provided to all students for the purpose to organizer their notes and thought process. If the students struggle with note taking, the instructor should follow along and physically write the desired material either on the dry erase or the SMART board. Students with IEPs have been provided an outline of the material and may fill in the blank provided or annotate the packet provided.

Anticipated Difficulties AND Modifications: If the SMART board does not appear to be working properly, the instructor should create an outline of their lecture on the board. Also, many students may not have smart phones, an iPod, or an iPad present in the classroom. Those that do will be encouraged to share their work with their peers. Also, the instructor should fill in the Colosseum side of the graphic organizer as a visual. Student answers may vary according to the choice of stadium, so it is highly encouraged that the stadium is selected for them and that resources are provided to find desired answers.

Physical Structure:The students will sit in four rows. The first row will have six chairs while the last three will have seven. For the first day, the instructor will be located at the front or side of the room lecturing and monitoring the students. The second day of the lesson, students at first will remain in their

assigned seats. As the lesson progresses, the students should be provided the opportunity to select a partner in order to complete the post-it activity on the fall of Rome.

Materials: The instructor will be using a PowerPoint presentation for the majority of the lesson. Students are expected to bring their binders to class in order to take notes. They will be provided a graphic organizer and will be permitted to use their phones, iPods, or iPads to complete the compare and contrast activity (Colosseum vs. Michigan Stadium.)

References (2)Ancient Rome: Social Classes. (n.d.).Untitled DocuSocial Classes of Ancient Rome: Patricians,Plebians, and Slaves (Main Page). Retrieved November 11, 2013, from csuimages.sjsu.edu/.../oldworld/ancientrome/socialclass/bibliocon.html

Chariot Races. (n.d.). PBS. Retrieved November 11, 2013, from http://http://www.pbs.org/empires/romans/empire/chariot.html

McEachron. (n.d.). Ancient Rome. Education E-05/405 Culture Kit. Retrieved November 11, 2013, from http://sfrome.people.wm.edu/culturekit.pdf

Some Fun Parts of Roman Life and Culture. (n.d.). Roman Culture. Retrieved November 13, 2013, from http://www.jcu.edu/Bible/BibleintroReadings/PPTs/RomanCulture.ppt

Uhlig, S. (n.d.). The Artistic influence of Italy. Outreach World. Retrieved November 12, 2013, from http://http://www.outreachworld.org/Files/IU/Architecture_of_Italy.pdf

Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy and why. I think my lesson could have been more interactive. For the first half, I used direct instruction. Even though I was always present in the room, it was my first time actually teaching the students. Many thought the content was boring and stared at me like an alien. However, I attempted to put on a brave face and not let that damper my spirits. Further, I think I need to modify my Colosseum vs. Modern Stadium activity. I feel as if the students would have put more effort forth if they had to research both the Colosseum and Michigan Stadium. However, I thought my review with them on the board was my strength. It enabled students to see the connections. I also believe one way to modify this activity would to be to let them actually choose their stadium of choose and give a brief presentation to the class. They would have to articulate the similarities and differences. Overall, I think instructions during the lesson need to be clarified more and there needs to be a way to access this information in order to see the modern day connection.

STAGE THREE (Learning Experiences: Daily Lesson Plan)Name: Kristine

Title of Lesson: The End of an Empire: The Fall of Rome

Grade Level(s): 11

Strategy (Direct/Indirect): Direct Instruction, Indirect Compare and Contrast Venn Diagram Activity


PA: Standards8.4.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.8.4.9.C: Analyze how continuity and change have impacted world history.



NCSSTime, Continuity, and Change




17. Attempts at Reform a. Diocletian b. Constantine18. Causes of the Fall of Rome: a. Economic b. Military c. Moral d. Political e. Invasion

Specific Objectives (Code)

17a. Identify Diocletian17a. Discuss Diocletian’s reforms18b. Identify Constantine18b. Discuss Constantine’s reforms18. Recognize various consequences during the decline of Rome18. Construct a graphic organizer based on each component of the fall17&18. Apply each component to modern times

Specific Formative Assessments (Code)17a. Questions: Reforms17a. Exit Slip: Reforms17a. Think-Pair-Share: Reforms17b. Questions: Reforms17b. Exit Slip: Reforms18. Questions: Consequences18. Venn Diagram: Compare and Contrast17&18. Questions: Application to modern times


Note: This lesson may take two days depending on class size and structure.

Day One:

LEQ: How would the fall of Rome potentially hypothesize the fate of future civilizations of the world?

Students will be asked to complete the following bellringer question: Recall three pieces of evidence you discovered from the WebQuest. The bellringer is provided as a means of review and opportunity to discuss findings. From there, the students will be provided a brief overview of the entire lecture. In detail, the students will be learning two attempts at reform, the multiple causes for the decline of the empire, and complete a Venn Diagram activity with sticky notes as a means to apply their knowledge to modern times.

Lesson Development

Attempts at Reform: The Empire did not just fall within a day. Overall, it was a slow and gradual process. Some emperors attempted to delay the decline as much as they potentially could.

Diocletian-Divided the Empire-Why would an emperor divide his empire? Student answers should be listed on the dry erase board.

-Diocletian thought that by dividing the empire, it would be easier to manage. Each side had a ruler, but ultimately, the individual who ruled over Rome was considered the senior ruler. In the West, the Empire was Latin speaking. One of Diocletian’s good friends ruled over this area. However, Diocletian ruled in the East, which was composed of Greek-speaking natives.-Fixed prices of goods and servicesDiocletian implemented a law stating that if a person charged more than a price limit, the individual could be killed. This law was a means to stop inflation-Pushed for patriotism and persecuted the Christians-Doubled the military as a means to protect the borders

Constantine-Issues the Edict of MilanThis enabled freedom of worship and ended Christian persecution within the Empire-ConstantinopleConstantine also renamed the capital of the Eastern Empire after himself. He created the capital because of crossroads of trade, it was easy to defend, it was a Christian city, and it was also the richer half of the empire.

This will conclude the first day of lecture notes for this lesson. Students will watch a YouTube video listing various components of the fall of Rome. (End clip at 1:37) Then, as an exit slip, the instructor will ask the students to hypothesize one effect from a cause they recall from the video that would lead to the fall of Rome. They also should be able to explain either Diocletian’s or Constantine’s reforms in their own words. They also will be encouraged to consider some similarities and differences between Rome and America. The teacher will elaborate on the causes that led to the decline of the Empire after the students have shared their responses.

Day Two:

The students will be examining the various components that led to the fall of Rome. They will be provided a graphic organizer as a means to take notes and organize their thoughts. The instructor may want to also write the given information on the dry erase board or on the SMART board if accessible. Each component should be labeled to ensure student comprehension.

Causes for the Fall of Rome-Economic 1. Inflation: persistent increase in general level of goods and services in the economy over timeInstructors are encouraged to have students define inflation in their own words*

● Coins-less valuable● Merchants raise prices● Rise in taxes● Flow of gold into economy decreased

○ Stopped conquering lands 2. Farmers left land

● Could not compete with low prices● Land was destroyed by war● Overworked soil● Feeding people became difficult

3. Middle classes fell into poverty● Unemployed due to loss of farm

○ Relied on slave labor*Rome was like a shark. It had to keep moving in order to survive.-Military 1. Change in membership

● Soldiers from unemployed city mobs or foreign countries● Mercenaries-cash only

2. Defending border became draining● Long borders● Frustrated● Lost the desire to defend Rome

-Moral 1. Lost faith in Rome 2. Patriotism, discipline, duty, devotion decline

● Crimes of violence made streets unsafe● See bad, do bad● Prostitution● Wasted money on parties and other luxuries

○ Drained public treasury-Political 1. Fight for power

● Never created an effective system to determine the selection of emperor○ Went to the highest bid

2.Autocratic and people revolted● legions stationed distanced at the border of Rome● Loy to general

Instructors are encouraged to define autocratic: of or to a ruler who has absolute power*-Invasion 1. Germanic Tribes

● Visigoths○ Tactics○ Wanted land or the “good life”

2. Map● Huns were pushing everyone West● Nothing happening in the Eastern Empire

The End of an Empire476 AD Odoacer take overEastern Empire continue to exist


To conclude this lesson, the students will be paired up (or potentially by rows) and will complete a compare and contrast activity on a Venn Diagram, which will be drawn on the board. They will be asked to compare Rome to the United States. The instructor will supply sticky notes to each group. One color represents similarities and the other differences. The students will be asked to stand. In order to be seated, the students have to post their notes (should be at least two) on the board. Once they have completed the task, then they may be seated. The instructor should emphasize the various reasons for

the cause and how it guided principles of future civilizations. Some of the possibly answers and ideas are as follows:

● Entitlement● Dominant powers● Global influence● Open society● Technology● Slavery● Government● Social Classes● Entrepreneurship● Equality

Also, the instructor should remind students that tomorrow in class they will be playing the review game, Donkey Koosh, in order to prepare for their Unit test. The date should be repeated on multiple occasions. The instructor may also preview future assignments by the cooperating teacher if permitted.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): Students will be meaningfully engaged by interpreting the various reforms implemented by emperors on day one as well as hypothesizing the causes of the fall on day one. On day two, students will be meaningfully engaged by validating the significance of the fall of Rome, through multiple mediums, especially with the Venn Diagram compare and contrast activity.

Special Adaptations/Modifications: A graphic organizer will be provided to all students for the purpose to organizer their notes and thought process. If the students struggle with note taking, the instructor should follow along and physically write the desired material either on the dry erase or the SMART board. Students with IEPs have been provided an outline of the material and may fill in the blank provided or annotate the packet provided.

Anticipated Difficulties AND Modifications: If the SMART board does not appear to be working properly, the instructor should create an outline of their lecture on the board. Students may also struggle with the layout of the graphic organizer. To resolve this issue, at least one example for each bubble may be provided. Also, when completing the compare and contrast activity, students may not be able to provide modern day examples. Also, answers may be repeated. If answers are repeated, the instructor should assign a particular area, for example, inflation, that he or she wants the students to compare and contrast to the United States.

Physical Structure: The students will sit in four rows. The first row will have six chairs while the last three will have seven. For the first day, the instructor will be located at the front or side of the room lecturing and monitoring the students. The second day of the lesson, students at first will remain in their assigned seats. As the lesson progresses, the students should be provided the opportunity to select a partner in order to complete the post-it activity on the fall of Rome.

Materials: The instructor will be using a PowerPoint presentation for the majority of the lesson. Also, to help students, the instructor will distribute a graphic organizer to the students as a means to take notes. The graphic organizer can be replicated on the dry erase board or on the SMART board as a guide for students. Students are expected to bring their binders to class in order to take notes. They will be provided sticky notes to complete the compare and contrast activity.

References (2):

Ancient Rome. (n.d.). History Learning Site. Retrieved November 13, 2013, from http://www.historylearningsite.co.uk

Decline and Fall of the Roman Empire. (n.d.). Untitled. Retrieved November 11, 2013, from http://www.mpsaz.org/mtnview/staff/rxmcelhaney/aa_world_history/files/1-decline_of_rome.pdf

Ewert, D. (n.d.). 6.4 Decline Of The Roman Empire. 6.4 Decline Of The Roman Empire. Retrieved November 12, 2013, from http://www.slideshare.net/dewert/64-decline-of-the-roman-empire

Fall of Rome. (n.d.). Ancient History. Retrieved November 11, 2013, from http://www.watchknowlearn.org/Video.aspx?VideoID=40958&CategoryID=912

Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy and why. I personally feel as if this was my best listen. I thought writing the graphic organizer on the board and labeling it with them would help to organize their thoughts and answer any questions they may have had. Originally, when I played the Fall of Rome clip, the students at the back of the room could not see the text. To modify this for other classes, I typed out the text and distributed it to the students. They personally felt this was helpful, especially when trying to form a hypothesis on what they believed was the ultimate cause of Rome. Lastly, I thought the students were able to see the modern day connections to America quite well. However, I would change how to assign groups and the necessary requirements in order to complete the task. For example, purple post-its should really be used for either similarities or differences, not the selection of groups. I feel this will help the process run smoothly and eliminate any confusion that may follow.

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