UNIT PLAN OVERVIEW (OBJECTIVES):
Chapters four, five and six of World History: Patterns of Interaction, cover the first
age of empires. This unit will focus primarily on the first age of empires (the Egyptian
Empire, the Assyrian Empire, the Persian Empire and the first Chinese Empire) as well
as Classical Greece and Rome. The main goal of this unit is to introduce the idea of
empire building. The primary objectives of the unit are as follows:
 To understand the concept of an empire
 To identify the pattern that all empires follow (the rise and the fall)
 To assess why empires fall
 To create a list of reasons why past empires have collapsed
 To analyze each empire’s “life cycle” throughout history
This unit is designed to help to develop a lens that will be used to look at all empires
throughout the rest of history. It includes a worksheet titled “the Four Seasons of
Empires.” This worksheet will help students identify important event throughout the
history of each empire. The title, “the Four Seasons of Empires” is related to the cycle
below. Students will use this cycle in their analysis of historical facts:
Every empire has a “winter,” or period where its cities are not developing and the
empire is simply trying to maintain itself and its people. They then have a “spring,”
where the empire begins to extend its borders, establish a more stable form of
government, and its society and culture begins to grow. A “summer,” or the period
where an empire is at its peak, controlling large amounts of people and land, as well as
developing its culture in terms of art, mathematics etc. Lastly, all empires have a “fall,”
which literally relates to the fall or the collapse of the entire empire.
This cycle is beneficial for students because it gives them one concrete way to
sort the many historical events that happen throughout the course of any given empire,
in the context of how these events affected the empire as a whole. This cycle also helps
students create one way to compare and contrast the many empires that we will learn
about.
By using the analogy of the seasons, students are more easily able to remember the
stages that empires go through. They are able to connect their own understandings of
the seasons that they experience every year, and relate those ideas to the ideas of
empires. When first introducing this unit we fully expect students to seem a little
surprised and confused. We hope to ask students to give us adjectives that help
describe each season before explaining how to use this analogy while looking at
different empires.
 Michigan High School Content Expectations Covered:
o WHG F1, WHG F2, WHG F3, WHG F4, WHG 4.1.1, WHG 4.1.3, WHG 4.2
ESSENTIAL QUESTION: WHY DID GREAT EMPIRES FALL?
Our essential question for this unit is “Why did great empires fall?” We hope
that by the end of this unit and eventually by the end of the year students will have
assessed the things that the major empires that have ruled the world throughout history
have done right, and what they have done wrong. Students will see how certain
behavior of different empires has had a positive and negative affect on them. This lens
called “The Four Seasons of Empires” will help clearly define stages in the life of an
empire and help students to identify these causes and effects more easily.
UNIT PLAN ASSESSMENT PIECE:
Traditional Assessments
 Diagnostic: Students prior knowledge will be assessed with a word cloud created
by students’ text responses to the question “What words come to mind when
thinking of the word Empire?”
o We will create this word cloud using the website www.polleverywhere.com
 Formative: Student understanding will be assessed throughout the unit by a
combination of their responses on their “Four Seasons Note Charts” and their
running list of “Where Empires Went Wrong”
 Summative: Two traditional tests comprised of a variety of multiple choice, short
answer and matching questions
o Test One: Chapter 4
o Test Two: Chapters 5 and 6
Performance Based Assessment
Fantasy Empire Project:
Objective:
Students will demonstrate their knowledge of historical figures and traits of
Ancient/Classical Empires covered in class, as well as an understanding of the causes
of the decline of these great empires.
Assessment (rubric): TO BE CONTINUED
Procedure:
Groups of 3-4 students will choose 4 “team members” that will make up the cabinet of
their fictitious empires. These team members will be chosen from 4 different
hats. Each team (Empire) will consist of one military leader, one infrastructure
specialist, one government leader, and one personal relations specialist. These people
may be actual historical figures, or represent aspects of the empires we have studied.
Once groups have drawn their cabinet members (as listed above), the class will have a
ten-minute “draft” session. During this period each group can trade cabinet members to
create their own fantasy empire team.
Once teams have been finalized, student groups will be responsible for creating a
summary of their teams strengths and weaknesses. Students will also be responsible
for giving stats about their cabinet members. Lastly predicting what will be the cause of
their empires decline.
More detailed instructions can be found on class assignment sheet
UNIT PROCEDURE (INDIVIDUAL LESSON PLANS):
What is an Empire? Four Seasons Introduction
Objective:
 To introduce the concept of Empire Building.
 To define the word Empire.
 To introduce the idea of the 4 seasons of an empire.
Essential Question:
What constitutes and empire?
Assessment:
Formative: Students will text their answers to www.polleverywhere.com to the questions
“What words come to mind when you hear the word empire.
Summative: Students will demonstrate their understanding of the word empire to the
teacher through a class discussion and notes.
Procedure:
Activating Strategy: Word Cloud Creation
Students will begin class, by texting their responses to the question “What words come
to mind when you hear the word Empire?” to a pre-created Polleverywhere poll.
Main Activity: Textbook Hunt/Seasons of Empires Chart
Students will work in pairs to make a list of every time the Table of Contents in their
book refers to an empire. This activity will drive home the idea that from here on out in
history people will continue to build empires, empires will collapse and new empires will
appear. Then students will discuss the four seasons of an Empire chart. Students will
brainstorm characteristics of each season. Teacher will draw connections between
these characteristics and those of an empire rising and falling.
Closing/Preparation for tomorrow's lesson:
Teacher will explain that all empires follow a pattern of rise and fall. As we learn about
each empire we will decide how specific events in their history fit into the four seasons
chart that we will be using. Then class will watch the following
video. http://www.mapsofwar.com/ind/imperial-history.html to give a visual piece to the
idea that throughout history many different people have ruled this region.
Homework: Reach Chapter 4 Section 1.
Modifications (If necessary):


For students without cell phones, students can write their words down on a sheet
of paper to be added to the word cloud after class.
Students who are struggling with the four seasons analogy can rename their four
boxes Beginning, Spreading, Most Powerful, and Collapse.
Egyptian/Nubian Empire (Chapter 4 Section 1)
Objective
 To have a general sense of the timeline and historical actors of the Egyptian
Empire from 2080 B.C. to 750 B.C.
 To create a childrens book, that helps students simplify and condense the many
events of the Egyptian Empire.
 To place events in Egyptian history in relation to the Empires rise and fall as a
whole (4 Seasons Chart)
Essential Question
What events in Egyptian History had a major impact in its beginning, spread, rise, and
fall?
Assessment
I will assess students completion of the objectives by collecting their Four Seasons of
an Empire chart and timeline. As well as their contributions to the childrens book.
Procedure:
Opening:
Students will each be assigned and event or period in Egyptian history.
Main Activity:
Day 1: Students will work in pairs to create a page for a childrens book about the event
or period that they were assigned. All pairs will be working on their page within a google
document. Students will be required to provide an image, a short story like description
of the event and a bridge from the event or period on the page prior to theirs.
Homework Day 1: Complete your assigned page
Day 2: Students will read their page of the book. As they read their page they will place
their page on the timeline on the board using a magnet. As each group presents
students in the class will be taking notes on a timeline worksheet.
Closing: Homework Day 2: Place the events in the history of the Egyptian Empire in
your Four Seasons chart.
Modifications (If necessary):
For students who are struggling to complete their notes on the timeline as people are
presenting, a photo of the class create timeline can be posted on the class
website. Students will also be able to access the classes childrens book on google
docs in order to go over any material they are feeling uncomfortable with.
Assyrian Empire (Chapter 4 Section 2)
Objective
 To understand the culture of the Assyrian Empire, through analyzing ancient
Assyrian Relief Images.
 Create a general timeline of the Assyrian Empire.

To analyze which events in the history of the Assyrian empire were considered
the empires beginnings, spread, rise, and fall. (Four Season)
Essential Question
What was the culture of the Assyrian Empire as a whole?
What were the main focuses of the rulers of the Assyrian Empire?
What effects did their focus have on the longevity of their Empire?
Assessment
Students completion of the objectives will be assessed by evaluating their Four
Seasons chart, as well as their short exit essay that will
Procedure
Opening: Students will discuss with their partner how they filled out their four seasons
chart.
Class as a whole will discuss the four seasons chart. Chart will be collected and graded
for completion, allowing the teacher to provide appropriate feedback in order to prepare
students to complete the next chart.
Main Activity: Students will work in pairs to compare different images of Assyrian Art
(Relief Images). Students will complete a sheet that will help guide them in an effective
analysis of the ancient art work.
Closing: Students will write a paragraph making predictions about the culture of the
Assyrian Empire based on the analysis of the ancient Assyrian Art.
Homework: Students will read chapter 4 section 2 in their textbook.
Modifications (If necessary): Students will have access on the class website to the
images that are used in class. This will allow students who would like more time a
chance to work at their own pace at home.
Persian Empire (Chapter 4 Section 3)
Objective
 Have a general timeline of the Persian Empire.
 To Compare and Contrast Cyrus the Great with the rulers of the Assyrian Empire
 To trace the development of infrastructure by Darius the Great.
 To analyze the effects of ruling the way Cyrus the Great did.
 To assess the value of infrastructure in an empire.
 To Understand how the Persian Empire fits into the Four Season Chart
Essential Question
How did Cyrus the Great’s leadership style differ from those of other ancient rulers?
What effect did his style have on his Empire?
Assessment
The teacher will assess the students completion of the objectives through completion of
the Four Seasons of an Empire Chart and Timeline.
Procedure
Opening
Students will begin class by creating word clouds using poll everywhere for the two
following prompts.
What words come to mind when you think of the Assyrian Empire?
What words come to mind when you think of the Egyptian Empire?
(This will serve as a short review of the information we have been covering).
Main Activity
Students will take notes on a powerpoint presentation, and particpate in class
discussion. The presentation will guide students in taking notes on a timeline and four
seasons chart. When we reach the point about the Royal Road students will participate
in a discussion on the importance of infrastructure. The discussion will be led by the
following questions
What do roads do for us here in the United States?
What would life be like without roads?
How did the Royal Road benefit the Persians?
Students will then get an opportunity to stand up and leave the classroom to participate
in a simulation. To represent the rest stops along the Royal Road and why this was
such an innovative and useful development students will stand in a line along a
hallway. At one end of the hallway will be one teacher at the other end of the hallway
will be either a student or another teacher. The goal is for the teacher to pass a written
note from one end of the hall to the other. One message will be passed from student to
student all the way down the hall. Another note will be taken from one end of the hall to
the other by a student walking. The student walking should take a longer time to reach
the end of the hallway, therefore his/her message will arrive later than the message that
was easily handed from person to person down the hall.
This simulation will help students, specifically kinesthetic learners understand and
remember the innovative features of the Royal Road and their benefits.
Modifications (If necessary):
The PowerPoint Presentation will be posted on the Class website for students who are
struggle taking notes.
Qin Dynasty (Chapter 4 Section 4)
Objective
 To create a general timeline of the Qin Dynasty
 To evaluate the actions taken by Shi Huangdi in relation to the empires rise and
fall (Four Seasons)
 To assess what value education plays in an empire/society
Essential Question
What value does education play in an empire?
If you were a ruler would you want your citizens to be educated, with what information?
What caused the Qin Dynasty to be so short lived?
Assessment
I will assess students completion of the objectives based on their responses during
class discussion as well as their Four Seasons of an Empire chart.
Procedure
Opening: Students will complete a short MME practice assignment where they will read
a passage on the Qin Dynasty and answer four MME like questions about the passage.
Main Activity: Students will take part in a class discussion on the role education plays
in society. The discussion will be led by the following questions
What role does education play in a society?
If you were a ruler who wanted complete control would you want your citizens to be
educated? What would you want them to know? What would you not want them to
know? What could happen if they learned idea that differed from yours?
Following the discussion students will take notes on Shi Huangdi and his establishment
of the first empire in Ancient China. Students will connect their discussion about
education to the act of book burning during the Qin Dynasty and the attempt to erase all
ideas that were not following Legalist ideas.
Closing: Students will complete a four seasons chart and timeline for the Qin Dynasty.
Review Game (If Time):
Students can play a version of Guess Who. The teacher will create a board or grid filled
with important terms from the 4 Empires we have studied. A student will draw one of the
items out of a hat. The class will ask the student questions such as “Is this a person?”
“Is this an event?” “Is this an Empire?” etc, in order to narrow down which term the
student has drawn.
Test 1: Traditional Summative Assessment
Essential Question
What role did geography play in the structure of ancient greece?
What happened during the trojan wars?
Who was involved in the trojan war?
Assessment
Students completion of the objectives will be assessed through class notes, as well as
completion of some post movie questions.
Procedure
Opening:
Students will look at a map of the ancient greeks. The map will have topographic
information. Students will work in groups to answer the following questions.
What is the land like in ancient greece?
What impact could this have on the people who live there?
Students will then share out their answers. This should lead itself to a class discussion
about how the mountainous land made it difficult for ancient greece to support a large
population, as well as stay in contact with one another.
Main Activity: (To be taught the day before Thanksgiving Break)
Students will watch a majority of the movie Troy. (Teacher must fast forward through a
few scenes that are too violent).
Closing:
Students will answer the following questions
Who was Helen?
Evaluate Paris’s choice to bring Helen to Troy
Why did Agamemnon call himself the King of Kings?
What was Achilles feelings about Agamemnon?
Why did Achilles kill Hector?
What was Odysseus’s plan?
What significance is it that Paris shoots Achilles in the heal?
Modifications (If necessary)
For younger viewers you may need to get a permission slip to show the film Troy in the
classroom.
New Ideas about Government
Objective
To evaluate the pros and cons of different government systems.
To understand the new ideas about government that are brought to light in Athens and
Sparta
To connect these evolving ideas about government to modern day
Essential Question
What are the major structures of government?
What are the pros and cons of different forms of government?
How do the government systems in Athens relate to those found today in the United
States?
Compare and contrast Sparta and Athens
Assessment
Teacher will assess students completion of the objectives by responses during class
discussion
Procedure
Opening: Students will be split into four different groups. Each group will create a
human knot. Each group will get a specific set of rules on how they are to solve their
human knot. For example one group will not be able to talk to each other, they will have
one representative that will be randomly chosen who will be the only one who can
talk. This would represent a Monarchy. One may have to vote on every move made to
solve the knot. This would be an example of a direct democracy etc.
Main Activity: Students will work in small groups to discuss the human knot
experience. They will be guided in discussion with the following questions.
 How long did it take you to solve your human knot?

What were some things that made it easy?

What were some things that made if difficult?

Did everyone in your group feel involved?

Did everyone in your group feel comfortable at all times?

How did you feel about your fellow group members?
Each group will take turns presenting, prior to their presentation I will explain which
government system their group was supposed to represent. The group will then lead a
discussion on the pros and cons of their government system.
Closing: Students will take notes on the different systems adopted by Athens and
Sparta.
Modifications (If necessary)
for students who are leery of touching the hands of other students, the teacher can
assign them the job of being the only one, or one of only a few who direct everyone else
in their group. (ex. a monarchy, oligarchy etc.)
Sparta vs. Athens
Objective
Review the structure of City-States
To compare and contrast the Greek City States of Athens and Sparta
Essential Question
How were the cultures of Athens and Sparta different?
Why did their cultures develop the way they did?
Assessment
Diagnostic: Students will create a word cloud by texting in words that describe Athens to
one poll, and by texting words that describe Sparta to another.
Formative: Students will demonstrate their progress through responses during class
discussion
Summative: Students will demonstrate their grasping of the objectives by completing
class notes.
Procedure
Opening
Half of the students will refresh themselves on the section of the textbook on Sparta, the
other half will refresh themselves on Athens. Students will then find a partner who
learned about the opposite city state and share out.
Main Activity
Students will take part in a discussion/lecture about the culture of these two citystates. The lecture will begin with Athens culture and government system.
Students will then answer the question “Why did Athens develop the way it did?”
Then the lecture will then touch on the culture of Sparta. Students will watch the
following video. http://www.history.com/videos/spartans#spartans.
Students will then answer the question “Why did Sparta become the way it did?
http://www.youtube.com/watch?v=Cx8BrJIWqMo
http://www.youtube.com/watch?v=jEItBM1dc9o
Closing
Students will watch the following videos which is a funny clip from the show Horrible
Histories that shows a “wife swap” of a wife from Sparta with a wife from Athens.
http://www.youtube.com/watch?v=uLyW5UYPYYs
Culture of Classical Greece
Objectives
Students will be able to:
 Identify some of the notable structures that still stand (or once stood) in Athens
and the purpose of each of these structures
 Explain some noteworthy art, as seen in the forms of pottery, sculptures and
literary works
 Determine how many aspects of culture are reflected in these types of art
Essential Questions
 Why are the years 477 to 431 B.C. referred to as Greece’s Golden Age?
 How did Athens grow in terms of art and intellect?
Assessment
 Diagnostic: Students will complete a handout at the beginning of the hour that
asks them what they already know about Ancient Greece’s culture and what they
would like to know about it.
 Formative: Students will complete a packet as they take a “tour” of Ancient
Athens. This packet allows students to take notes and answer questions about
each station that they visit.
 Summative: None for this assignment
Procedure
Getting Started/Do Now: Students will complete the handout that asks what they
already know about Ancient Greece (the names of any philosophers, artwork,
architecture etc.) and what they would like to know about Greece’s culture.
Main Activity: Cooperative Learning - Tour of Athens
 Students will tour ancient Athens by going around the room and examining
stations of the following:
o The Parthenon (architecture)
o The Agora (trade and commerce)
o Theater of Dionysus (drama, religion, mythology)
o Various pottery and sculptures
o Literary excerpts from famous philosophers
 Once students have completed each station, they will create a scrapbook that
portrays Athens’ Golden Age
Closing: Students will share their scrapbooks with the class and we will discuss each
event in more detail. If we do not finish our explanations, we will continue the discussion
the next day.
Alexander the Great - Villain or Hero?
Objectives:
Students will be able to:
 Identify Alexander the Great and what he is historically famous for
 Explain some of the major events that surrounded his conquests (the conquering
of the Persian Empire, India etc.)
Essential Questions:
 Who was Alexander the Great? Why is he a big deal?
 How far did Alexander’s empire extend?
 What impact did he have on the people that he conquered?
Assessments:
Diagnostic: None for this activity
Formative: Students will complete a graphic organizer throughout the class period that
compares Alexander’s conquests from multiple perspectives
Summative: At the end of the hour, students will write a brief essay that explains their
personal point of view on the conquests of Alexander and whether they believe he is a
hero or a villain
Procedure
Getting Started/Do Now: Choose one cultural aspect of Ancient Greece and explain it
using details from our tour yesterday.
Activating Strategy: https://www.youtube.com/watch?v=xvRWUCfAPs0
Main Activity: Lecture
 Students will view a PowerPoint presentation that explores some of Alexander
the Great’s conquests (Thebes, Egypt, Persia, India)
 Discussion - As a class, we will discuss the many perspectives that surround
these events and each student will decide whether Alexander did this for the
greater good or not.
Closing: Students will take the last 25 minutes of class to write an essay where they
argue whether or not they believe Alexander the Great was a hero. They will be urged
to use examples and facts that we discussed earlier in class. This essay will be turned
in at the end of the class period.
Introduction to Ancient Rome and its Geography
Objectives
Students will be able to:
 Label and describe a map of the Roman Empire and its physical
features/geography.
 Determine the extent of the empire and its influence.
 Describe Rome’s early history.
Essential Questions
What was the Roman Republic?
Why was it important/influential?
How far did this empire extend?
Assessments
Diagnostic: Students will take the first few minutes of class to determine how the
geography of an area affects the creation of a civilization.
Formative: Students will take notes and create a map of Rome, which will be collected
at the end of class as a graded assignment.
Summative: Students will write a brief journal at the end of class that describes what
they learned and what else they would like to learn about or are interested in.
Procedure
Getting Started/Do Now: How does an area’s geography affect the creation of a
civilization or an empire?
 Think back to previous civilizations that we have studied (i.e. where exactly did
the Egyptians or Chinese settle? Why not somewhere else?)
Activating Strategy: Horrible Histories – The Roman Report
 https://www.youtube.com/watch?v=2kRwJJwxGZE
Main Activity:
 Lecture: Geography of Rome
o Located in Southern Europe
o Located on Italian Peninsula
 Natural crossroad for trade, cultural exchange and conquest of
Mediterranean Basin
 Provided protection from invaders
o Alps
 Provided protection from invading Europeans
o Rivers
 Tiber River flows through Rome providing water
 Po River in Northern Italy
 Cooperative learning: Students will be given blank maps of the Italian Peninsula
and must label the features mentioned above.
 Lecture: Early Roman history
o Latin ancestors
 Settled along the Tiber River
 Villages grew into Rome
 Etruscans rules Rome
 Greek and Carthaginian colonies
 Romans drove out Etruscan king who ruled them
 Set up new government to ensure no more kings
 Guided discussion:
o Why do you think that the Romans did not like/trust the Etruscan king?
o What role did geography play in this political situation?
Closing: Write a brief journal about what you learned in this past class, along with
something that you are looking forward to learning about in the future?
The Roman Republic
Objectives
Students will be able to:
 Describe the Roman Republic
 Compare the Roman Republic to the American Republic
 Describe the code of laws that served as the foundation for each nation.
Essential Questions
What type of government did the Roman Republic have?
To what extent was this type of ruling effective?
What were some of the pros and cons?
How does this government compare to those of present day?
Assessments
Diagnostic: Students will take the first few minutes of class to determine how the
geography of an area affects the creation of a civilization.
Formative: Students will take notes and create a map of Rome, which will be collected
at the end of class as a graded assignment.
Summative: Students will write a brief journal at the end of class that describes what
they learned and what else they would like to learn about or are interested in.
Procedure
 Getting Started/Do Now: Imagine if the geography had been different on the
Italian Peninsula. How might the civilization look?
 Main Activity:
o Lecture: The Roman Republic and its social classes
 Senate – the most powerful body
 Made up of Patricians
 Served for life
 Issued decrees
 Interpreted laws
o Two consuls
 Elected by Senators
 Supervise government business and command armies
 One term only
 Responsible to senate – checks and balances
o Dictator
 Selected in times of war
 Ruled for six months
 Cincinnatus
o Plebians
 Farmers, merchants, artisans and traders
 Demanded political power
 Gained right to elect Tribunes
o Tribunes could veto laws
o Senate eventually opened to plebians
 Guided discussion:
o Do you notice any similarities between the Roman and American
Republic?
o Create a Venn diagram that lists the details of each
 Lecture: Julius Caesar and his legacy
o Civil War in Rome
 Conflict between Senate and popular political leaders over who
should hold power
 Caused slave uprisings and revolts in conquered lands
 Spanned nearly 100 years
o Rise of Caesar
 Successful military commander who conquered Gaul and British
Isles
 Senate ordered Caesar to disband army
 Caesar took his army to Rome
 Forced Senate to name him dictator
o Caesar in power
 Reforms:
 Public works program



o
Gave land to the poor
Reorganized provincial governments
Granted citizenship to more people
Fall of Caesar:
 Enemies worried that Caesar would make himself king.
 Plotted against him to save the Republic
 Murdered on the Ides of March by Brutus
 Mark Antony and Augustus Caesar fought for power
Pax Romana and Culture
Objectives
Students will be able to:
 Determine how Augustus Caesar came to power
 Describe the Pax Romana
Essential Questions
What does the term Pax Romana mean?
Why was Rome so prosperous at this time?
What were some of the cultural aspects of this time period?
Assessments
Diagnostic: None for this assignment
Formative: Students will take notes on the lecture, as well as answer questions
throughout the discussion.
Summative: Students will create a travel brochure or advertisement that synthesizes all
of the information they learned during the discussion of Pax Romana.
Procedure
 Getting Started/Do Now: Students will complete a handout that allows them to
practice using a map and reading summaries in order to answer questions about
the Roman Empire.
 Main Activity:
o Lecture – Augustus Caesar
 Grandson of Julius Caesar
 Fought against Mark Antony for power when Julius Caesar
died
 Beat him for control of Rome
 Imperial Rome
 Augustus named princeps (first citizen)
 Rebuilt Rome through firm yet moderate policies
 Efficient civil service enforced the laws
 Allowed provincial self-government to foster allegiance to
Rome
 Set up postal service and issued new coins to facilitate trade
 Followed by bad and good emperors for the next 200 years
 Pax Romana – 200 years of peace and prosperity
 Effects







o
Uniform system of money promoted trade
Guaranteed safe travel
Promoted prosperity and stability
Stability of social classes
Increased emphasis on family
Created a civil service
Uniform rule of law
Cooperative Learning – Travel brochure or advertisement
 Students will work in small groups to create a brochure that
encourages tourism to Rome during this time. They will use the
information that we discussed in class, as well as information from
their books to create it.
The Fall of Rome
Objectives
Students will be able to:
 Explain how and why Rome fell into decline
 List the contributions of Rome to Western Civilizations
Essential Questions
Why did Rome fall?
How does its demise compare to those of other empires?
Assessments
Diagnostic: Students will look at a list of artworks, architecture, technology/inventions,
languages, literature, religions etc. and must check all that they believe were created by
the Romans.
Formative: Students will take notes on a PowerPoint. This slideshow will include a
combination of objective facts and questions that are both subjective and objective.
Summative: None for this assignment.
Procedure
 Getting Started/Do Now/Activating Strategy: List the most notable achievements
of classical Rome.
 Main Activity:
o Rome in Crisis
 Death of Marcus Aurelius
 Political turmoil for ~100 years
o Attempt to reform
 Diocletian – split empire in two, fixed prices
 Constantine – religious toleration, Constantinople
 Failed to stop long-term decline
o Foreign invaders
 Huns in Europe displaced European people
 Europeans tried to enter Rome
o
o
o
Causes
 Economic: Cost of defense and Devaluation of Roman money
 Military: Changes in army membership and discipline
 Moral: Loss of faith in Rome and decline of values
 Political: Civil conflict
 Invasions
Rome ceased to have a Roman Emperor in 476 A.D.
Closing: Brief review of all of the information that we covered throughout
the class period, as well as the unit.
TEST TWO: ANCIENT GREECE AND ROME
PACING GUIDE:
What is an Empire? Introduction to 4 Seasons: 1 Day
Egyptian & Nubian Empire : 2 Days
Assyrian Empire: 1
Persian Empire: 1
Qin Dynasty: 1
Review Day: 1
Test 1 Traditional Summative Assessment: 1 Day
Mini Unit total time: 8 Days
Introduction to Classical Greece: 2 Days
Government Systems: 3 Days (could be 2 if necessary)
Sparta vs. Athens: 1-2 Days
Greece's Golden Age/Alexander the Great
Introduction to Ancient Rome: 2 Days
Ancient Rome Government & Economy: 2 Days
Ancient Rome Culture: 1-2 Days
Review: 1 Day
Test 2 Traditional Summative Assessment: 1 Day
Mini Unit Total Time: 15
Fantasy Empire Project: 2 Days
Total Unit Time: 22- 25 Days