Subject(s) Social Studies
Grade/Course 6 th
grade
Unit of Study Ancient Rome
Unit Title “From Twins to the Empire”
Pacing 18 days
Conceptual Lenses

Government Systems

Citizenship

Expansion
Unit Overview
The points of focus in this unit are the origins of the Roman Republic, expansion of Rome and development into an empire, the origins and effects of Christianity, and the causes of the collapse of Rome.
Rise of Roman Republic: The Romans believed that their civilization was started by the twins
Remus and Romulus. The early Romans settled along the Tiber River because of the availability of resources and conditions favorable to settlement. Once civilization started along the river, the need for government arose. Citizens chose a few representatives to govern them, creating a republic. Patricians chose the representatives and comprised the body of the government.
Life in the Roman Republic: The Roman culture included things such as Roman baths, entertainment, art and architecture. They were also religious. The official religion of Rome was polytheistic. However, there was a large Jewish population as well. Followers of Jesus
Christ started Christianity in Rome, attracting Roman and Jewish converts to this monotheistic religion. At first Christians were persecuted because they were seen as a threat to the Roman government. However, Constantine converted to Christianity and allowed Romans to follow whatever religion they chose.
Roman Expansion: Rome expanded around the Mediterranean and established ruling bodies in all of their provinces. Provinces paid taxes to their Roman leaders and in exchange got trading privileges. One of the greatest effects of the expansion is a period of peace known as Pax
Romana.
Collapse of the Empire: The Roman empire collapsed for several reasons. The two main reasons include internal conflict and external invasions. The Roman empire had become too large for the government to rule. Outside groups took advantage of weak borders and fighting among
Roman officials leading to the ultimate collapse of the empire.
Unit Enduring Understanding(s)

Forms of government rise out of the need for order in societies.

Internal and external factors allow civilizations to expand and also cause their collapse.

Societies have requirements for citizenship.
Unit Essential Question(s)

How does the need for order give rise to forms of government?

What causes civilizations to expand and collapse?

What are the requirements for citizenship in societies?

Essential State Standards
Priority Objectives

6.H.2.1
Explain how invasions, conquests, and migrations affected societies, civilizations and regions.

6.C&G.1.1
Explain the origins and sources of government systems.

6.C&G.1.2
Summarize ideas that shaped political thought.

6.C&G.1.3
Compare the requirements for and responsibilities of citizenship.
Supporting Objectives

6.H.2.2
Compare historical and contemporary events and issues to understand continuity and change.
 6.E.1.1
Explain how conflict, compromise, and negotiation over the availability of resources impacted the economic development of various civilizations, societies and regions.

6.E.1.2
Explain how quality of life is impacted by economic choices of civilizations, societies and regions.

6.C&G.1.4
Compare the role and evolution of laws and legal systems in various civilizations, societies and regions.
“Unpacked” Concepts
(students need to know)
6.H.2.1
- Invasions, conquests and migrations affected societies, civilizations and regions
6.C&G.1.1
- Origins and sources of government systems
6.C&G.1.2
- Ideas that shaped political thoughts
6.C&G.1.3
- Requirements for and responsibilities of citizenship
“Unpacked” Skills
(students need to be able to do)
6.H.2.1
EXPLAIN (effects of invasions, conquests and migrations)
6.C&G.1.1
EXPLAIN (origins and sources)
6.C&G.1.2
SUMMARIZE (ideas)
6.C&G.1.3
COMPARE (requirements and responsibilities)
COGNITION
(RBT Level)
6.H.2.1
- Understand
6.C&G.1.1
- Understand
6.C&G.1.2
- Understand
6.C&G.1.3
- Analyze

Republic
Province
Monotheism tolerate
Persecute
Successor
Hereditary
Tenet
Essential Vocabulary Enrichment Vocabulary
Gospels
Apostles
Centuries/ Centurions
Enrichment Factual Content
Hannibal
Military Training/ Structure
Nero
Pompeii
Punic Wars
Unit “Chunking”
& Enduring
Understandings
Essential
Factual
Content
Suggested Lesson
Essential Questions
H
Rise of Roman
Republic
Many civilizations have myths that explain their beginnings.
The availability of resources influences where people settle.
- Myth of Remus and Romulus
- Tiber River
- Settlement of Italy
- Empire started
509 BCE
- Characteristics of
Roman republic
- Transformation from republic to empire
How does the myth of Remus and Romulus explain the foundation of Rome?
Why did the Romans settle around the Tiber River?
What are the characteristics of a republic government and how was it structured?
The need for order gives rise to forms of government.
Life in the Roman
Republic
Civilizations have specific cultural customs.
Christianity
Religion can transform societies in many
How did the republic turn into an empire and what are the characteristics of the empire?
- Roman baths
- Entertainment: gladiators, chariot races
- Art
-Architecture
- Overview of
Roman polytheistic religion
- Main tenets of
Judaism
- Role of Jews in
Rome
What are the cultural characteristics of Ancient
Rome?
What are the main tenets of
Judaism
How was Christianity started and what are the main tenets?
How do Christianity and
Judaism align and differ?
2.4
G
1.1
C
&
G
1.1
1.3
1.1
1.2
E
1.1
C
1.1
1.2
1.2
1.2

ways. (persecution)
- Followers of
Jesus Christ started the
Christian church
- Christian tenets
- Spread of
Christianity through Rome
-Persecution of early Christians
- Constantine
How did Christianity spread?
How did the rise of Christianity affect the Roman empire?
What was Constantine’s role in the rise of Christianity?
Roman
Expansion
Conquest and invasion allow civilizations to expand their influence and power.
- Roman Republic
- Relationship between Rome and its colonies
- Pax Romana
Why was the Roman empire able to expand over such a large area?
How did Rome maintain power over its colonies?
2.4
2.1
2.1
Collapse of the
Empire
Many factors lead to the fall of empires.
Sub Concepts
- Taxation
- Fighting among leaders
- Invasions by outside groups
What are the internal factors that led to the fall of Rome?
What are the external factors that led to the fall of Rome?
2.1
2.1
1.2
1.2
1.2
1.1
HISTORY
Colonization
Invasion
GEOGRAPHY
Resources
Place
CIVICS & GOVERNMENT
Authority
Rights and Responsibilities
ECONOMICS
Trade
Resources
CULTURE
Religion
Influence
Language Objective EXAMPLES
 Key Vocabulary LO: SWBAT define and explain the terms republic, province, centurion .
 Language Functions LO: SWBAT explain how environments can influence the development of civilizations .

 Language Skills LO: SWBAT read two passages about the laws in two different societies and identify the similarities and differences between the two. ( Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development ).
 Grammar and Language LO: SWBAT use comparatives in writing assignments ( more than, less than, greater, shorter, longer, etc .) by comparing the laws of two different societies. Ex.
The Greeks locked up prisoners longer than the Romans .
 Lesson Tasks LO: SWBAT read and summarize a passage about the laws in a society and explain this summary to a group .
 Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of Roman expansion. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead” □“Uphill” ∆“Mountainous”
Historical Thinking Geography Skills
6.H.1.1 Construct charts, graphs & historical narratives to explain particular events or issues over time.
- Students can use the information included here to create a timeline of major Roman events http://www.chiddingstone.kent.sch.uk/homework/romans/timelin e.htm
http://romans.tulliehouse.co.uk/flash/timeline/index.htm
6.H.1.2
Summarize the literal meaning of historical documents in order to establish context.
6.H.1.3
Use primary and secondary sources to interpret various historical perspectives.
- Students can use these websites to find first-person accounts on the events of the early Roman empire. http://www.pbs.org/empires/romans/special/library.html
http://www.fordham.edu/halsall/ancient/asbook09.asp
6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.
- These websites show the expansion of the Roman empire http://resourcesforhistory.com/map.htm
http://www.worldology.com/Europe/roman_empire_ima p.htm
http://www.roman-empire.net/maps/map-empire.html
.
6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena
(e.g., migration patterns and population, resource distribution patterns, etc.)

General Unit Resources
○ “Straight Ahead” □“Uphill” ∆ “Mountainous”
○ http://www.bbc.co.uk/schools/primaryhistory/romans/ http://library.thinkquest.org/CR0210200/ancient_rome/rome.htm
http://www.socialstudiesforkids.com/articles/worldhistory/introancientrome1.htm
http://www.historylearningsite.co.uk/a_history_of_ancient_rome.htm
□ http://www.kidspast.com/world-history/0076-ancient-rome.php
http://www.woodlands-junior.kent.sch.uk/Homework/Romans.html
http://www.historyforkids.org/learn/romans/ http://www.socialstudiesforkids.com/subjects/ancientrome.htm
http://www.kathimitchell.com/ancivil.html#Rome : http://kingproehl.wordpress.com/rome/ http://www.neok12.com/Ancient-Rome.htm
http://www.britishmuseum.org/learning/schools_and_teachers/resources/cultures/ancient_rome
.aspx
http://www.historyonthenet.com/Lessons/worksheets/romans.htm
http://regentsprep.org/Regents/global/themes/justice/index.cfm
http://en.wikibooks.org/wiki/World_History/The_Roman_Empire http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?keyword=SP3%20TOC http://www.gosocialstudiesgo.com/the-roman-republic#!__the-roman-republic http://www.gosocialstudiesgo.com/the-roman-empire#!__the-roman-empire
∆ http://www.roman-empire.net/children/index.html
http://www.classicspage.com/ http://www.pbs.org/empires/romans/index.html
http://ancient-rome.com/ http://www.history.com/topics/ancient-rome http://www.bbc.co.uk/history/ancient/romans/ http://www.flowofhistory.com/units/birth
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).

Task Description Item # Formative
Assessments
1
2
3
4
Culminating
Task
Summative Assessment


Performance Task #1:

Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an example of higher level thinking. For example :


Proficient Progressing
Student includes of the “Proficient” criteria in written response.
Beginning
Student includes of the “Proficient” criteria in written response.
Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching needed to correct misconceptions or reach understanding.

Performance Task #2:

Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS

Proficient Progressing Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level thinking/sophis tication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching needed to correct misconceptions or reach understanding.

Performance Task #3:

Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an example of higher level thinking. For example :

Proficient Progressing
Student includes of the
“Proficient” criteria in written response.
Beginning
Student includes of the “Proficient” criteria in written response.
Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.

Unit 2 Culminating Performance Task:

Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an example of higher level thinking. For example :

Proficient Progressing Beginning
Student includes of the required “Proficient” items and has only minor issues with the quality criteria in written response.
Student includes the required “Proficient” items and has multiple issues with the quality criteria in written response.

What worked well?
Unit Reflection
What didn’t work well?
Suggestions for Change