Grade 6 World History, Quarter 4, Unit 1 of 3
Empires of Afroeurasia: Rome, 300 BCE–300 CE
Overview
Overall days:
14
(1 day = 50-55 minutes)
Purpose
In the six centuries between 300 BCE and 300 CE, world population was growing, trade networks were
expanding, and new towns and cities were sprouting up in several parts of the world. Multi-ethnic empires
also became bigger than ever before. A view of Afroeurasia about 100 CE shows a nearly continuous
chain of giant states extending from the Mediterranean basin to East Asia. Rome became one of the
biggest of these states. It was the only one that ever unified peoples living all the way around the rim of
the Mediterranean. In this unit, students explore the growth of the Roman state from a small republic to a
colossal empire. They also consider how political unification affected economic, social, and cultural life
in the Mediterranean region, including the advent and spread of Christianity.
Content to be learned
Processes to be used

Analyze how Rome grew from a small republic
to a giant Mediterranean empire.

Create a captioned map and timeline to explain
the growth of Rome from republic to empire.

Describe the political and social institutions of
the Roman Republic.

Compare the institutions of the Roman
Republic with those of later republics.

Appreciate Rome’s major legal, architectural,
and technological achievements in relation to
those of ancient Greece.

Summarize the influence of Hellenistic art and
architecture on Rome and beyond.


Describe the life of Jesus of Nazareth, the
teachings of early Christianity, and the spread
of this new religion throughout the Roman
world.
Analyze the importance of the individual in
describing the career of Jesus and the early
successes of Christianity.

Draw comparisons across regions in order to
define large-scale and long-term developments.

Understand how the Roman Empire
contributed to increased trade and cultural
exchange across Afroeurasia.
Essential questions students should be able to answer by end of unit

How did advances in technology and methods
of government contribute to the rise of Rome?

In what ways did the Roman Empire affect
trade and cultural interchange across
Afroeurasia?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

Under what conditions did Christianity spread
between the 1st and 3rd centuries CE, and how
were the teachings and organization of
Christianity similar to or different from those
of Judaism or Buddhism?
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Grade 6 World History, Quarter 4, Unit 1
Version 2
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)
Written Curriculum
Grade-Span Expectations
HP 1: History is an account of human activities that is interpretive in nature.
HP 1 (5-6)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary
sources) by…
c. asking and answering historical questions, organizing information, and evaluating information in terms of
relevance.
National Standards for History (World History, Grades 5–12)
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500
BCE–300 CE.
3A The student understands the causes and consequences of the unification of the Mediterranean
basin under Roman rule. Therefore, the student is able to
Describe the political and social institutions of the Roman Republic and analyze why Rome was
transformed from republic to empire. [Analyze cause-and-effect relationships]
Describe the major phases in the expansion of the empire through the 1st century CE. [Reconstruct
patterns of historical succession and duration]
Analyze how Roman unity contributed to the growth of trade among the lands of the Mediterranean basin
and assess the importance of Roman commercial connections by land or sea with Sub-Saharan Africa,
India, and East Asia. [Interrogate historical data]
Evaluate the major legal, artistic, architectural, technological, and literary achievements of the
Romans and the influence of Hellenistic cultural traditions on Roman Europe. [Appreciate historical
perspectives]
3B The student understands the emergence of Christianity in the context of the Roman empire.
Describe the lives of Jesus and Paul and explain the fundamental teachings of Christianity. [Appreciate
historical perspectives]
Analyze how Christianity spread widely in the Roman Empire. [Analyze multiple causation]
Trace the extent and consequences of Christian expansion in Asia, Africa, and Europe to the 4th century.
[Reconstruct patterns of historical succession and duration]
Standard 5: Major global trends from 1000 BCE-300 CE.
5A The student understands major global trends from 1000 BCE to 300 CE. Therefore, the student is
able to
Analyze the significance of military power, state bureaucracy, legal codes, and trade networks in the
development of large regional empires. [Interrogate historical data]
Analyze how new religious or ethical systems contributed to cultural integration of large regions of
Afroeurasia. [Analyze cause-and-effect relationships]
Explain the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean
basin. [Analyze the importance of ideas]
D-72
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)
Grade 6 World History, Quarter 4, Unit 1
Version 2
Common Core State Standards for Literacy in History/Social Studies
Reading
Integration of Knowledge and Ideas
RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Writing
Text Types and Purposes
WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories as appropriate to achieving purpose;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
b.
Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c.
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d.
Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e.
Establish and maintain a formal style and objective tone.
f.
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Production and Distribution of Writing
WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Range of Writing
WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Notes, Clarifications, and Prerequisites
New to the grade span is the idea of historical questions. Instruction should include examples of how to
formulate questions to understand why events happen and how those events are relevant to students’ own
histories.
These units include Common Core literacy standards in reading and literacy and Historical Thinking
Standards. The impact on instruction of these new and additional standards is noted in the Planning and
Instructional Delivery Considerations section and the assessment sections of this unit.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-73
Grade 6 World History, Quarter 4, Unit 1
Version 2
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
History of Our World, Pearson, 2008 (pp. 226-248,
259-265)

Trace Rome’s evolution from a small republic
to a Mediterranean empire. (3 days)

Compare the political institutions of the Roman
Republic with those of the Empire from the first
century CE. (2 days)



Assessment Rubrics (p. 8)
World History for Us All,
http://worldhistoryforusall.sdsu.edu

Big Era 4, Landscape Teaching Unit 4.5
Analyze Rome’s contributions in the areas of
law, architecture, and technology, assessing the
importance of Greek influence on Roman
cultural developments. (3 days)

Big Era 4, Closeup Teaching Unit 4.5.1

Big Era 4, Closeup Teaching Unit 4.5.3
Describe the teachings of Jesus and analyze
why Christianity spread successfully in the
Roman Empire in the first three centuries CE.
(4 days)

Step Up to Writing, Sopris West, 2008
Four-Step Summary Paragraph (pp. 41-47)
Tools 1-30a through 1-30c
Identify the relationship between the rise of the
Roman Empire and increased trade and cultural
exchange in Afroeurasia. (2 days)
Instructional Considerations
Key Vocabulary
aqueduct
interchange
arch
patrician
consul
plebian
emperor
province
empire
republic
Planning and Instructional Delivery Considerations
This unit is intended to introduce students to the expansion of Rome from a small republic to a large
Mediterranean empire. As an intended outcome, students will understand these developments in broader
Afroeurasian contexts. They will also investigate the origins and spread of Christianity within the Roman
Empire. Students will continue to develop their skill in discerning cause and effect and making and
substantiating claims concerning historical significance.
Select from the activities and readings in the Pearson text to provide students with background
information and critical thinking opportunities that align to the learning objectives. The strategies listed
represent a menu of choices and possibilities to support each learning objective.
D-74
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)

Grade 6 World History, Quarter 4, Unit 1
Version 2
To ensure that students will be able to trace Rome’s evolution from a small republic to a
Mediterranean empire (3 days):
In groups, and using information from the textbook and classroom materials, have students construct
a heavily captioned map with a corresponding timeline that charts the origins and expansion of the
Roman Empire. Have each group present three potential reforms by Roman consuls that might have
saved the Roman Republic.

To ensure that students will be able to compare the political institutions of the Roman Republic
with those of the Empire from the first century CE. (2 days):
For a comparative approach to empires, teach strategies and activities in World History for Us All,
Big Era 4, Landscape Teaching Unit 4.5 (Giant Empires of Afroeurasia, 300 BCE–200 CE). Students
will recognize and identify the similarities and differences between the Roman Republic, Roman
Empire, and the age of dictators by creating a 3-ring Venn diagram.

To ensure that students will be able to analyze Rome’s contributions in the areas of law,
architecture, and technology, assessing the importance of Greek influence on Roman cultural
developments (3 days):
Teach strategies and activities in World History for Us All, Big Era 4, Closeup Teaching Unit 4.5.1
(Roman Art and Architecture, 400 BCE–500 CE).
Have students read and summarize History of Our World (pp. 243-246) using the Four-Step Summary
Paragraph process in Step Up to Writing (pp. 41-47, Tools 1-30a through 1-30c).

To ensure that students will be able to describe the teachings of Jesus and analyze why
Christianity spread successfully in the Roman Empire in the first three centuries CE. (4 days):
Have groups of students construct a newspaper that reports on the spread of Christianity in the Roman
Empire. The newspaper should include editorials and letters commenting on the attraction of
Christianity, as well as stories describing how Christianity spread and the role of Roman policy in this
process.

To ensure that students will be able to identify the relationship between the rise of the Roman
Empire and increased trade and cultural exchange in Afroeurasia (2 days):
Students will complete a map, drawing and labeling the land and sea trade routes of the Roman
Empire. The students will list elements of trade and culture.
Additional Teaching Strategies
Teach strategies and activities in World History for Us All, Big Era 4, Closeup Teaching Unit 4.5.3
(Women’s Life in Ancient Rome, 200 BCE–250 CE).
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the distinction between polytheism and monotheism, ask
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-75
Grade 6 World History, Quarter 4, Unit 1
Version 2
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)
students to respond to the following question: “What is the main difference between polytheism and
monotheism?”
To assess the progress of understanding:

how to trace Rome’s evolution from a small republic to a Mediterranean empire, have students
fill out a cause and effect chart illustrating the causes that led to Rome becoming an empire.
Standard 3: Historical analysis and interpretation. This is a good opportunity to implement
reading standard for literacy in history/social studies RH.6-8.1.

how to compare the political institutions of the Roman Republic with those of the Empire from
the first century CE, have students refer to their Venn diagrams as they write a two-paragraph
response addressing the similarities and differences between the political institutions of the Roman
Republic and those of the Roman Empire.

how to analyze Rome’s contributions in the areas of law, architecture, and technology, assessing
the importance of Greek influence on Roman cultural developments, have students write a twoparagraph essay explaining how the Justinian Code is related to today’s laws. Standard 5: Historical
issues-analysis and decision-making. This is a good opportunity to implement writing standard for
literacy in history/social studies WHST.6-8.2.

how to describe the teachings of Jesus and analyze why Christianity spread successfully in the
Roman Empire in the first three centuries CE, assess individual students’ contributions to the
newspaper (that reports on the spread of Christianity in the Roman Empire). Standard 3: Historical
Analysis and Interpretation. This is a good opportunity to implement writing standard for literacy
in history/social studies WHST.6-8.10.

how to identify the relationship between the rise of the Roman Empire and increased trade and
cultural exchange in Afroeurasia, have students write a 3-2-1 response presenting the three major
trade routes, describing the two most important items traded, and posing one question about the
relevance of the rise of the Roman Empire. Standard 2: Historical Comprehension. This is a good
opportunity to implement writing standard for literacy in history/social studies WHST.6-8.4.
Summative Assessment
Students will construct a flip book highlighting the main elements of the Roman Empire—for example,
famous rulers, government, art/architecture, religion (polytheism vs. Christianity), geography (map of the
Roman Empire), and daily life. Standard 3: Historical Comprehension. This is a good opportunity to
implement reading standard for literacy in history/social studies RH6-8.7 and writing standard
WHST.6-8.4.
Use the Rubric for Assessing a Caption from Assessment Rubrics (p. 8) to score the flip books.
D-76
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)
Grade 6 World History, Quarter 4, Unit 1
Version 2
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-77
Grade 6 World History, Quarter 4, Unit 1
Version 2
Empires of Afroeurasia: Rome, 300 BCE–300 CE (14 days)
D-78
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin