Social Studies Curriculum
Grade 6
1
Course Description
The goal for 6th grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts.
Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and
secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological
changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient
Mesopotamia and Egypt who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the
Roman Empire who are thought to have greatly influenced Western civilization.
2
Educational Technology
Standards
8.1.8.A.1, 8.1.8.D.1
 Technology Operations and Concepts
Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a
word processing program.
 Creativity and Innovation
Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
 Digital Citizenship
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
3
21st-Century Life & Career Skills
Standards
9.1.8.A.1, 9.1.8.A.2, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.D.2, 9.1.8.D.3, 9.3.8.B.3
Learning and Innovation Skills:
 Creativity and Innovation
Use multiple points of view to create alternative solutions.
 Critical Thinking and Problem Solving
Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
Implement problem-solving strategies to solve a problem in school or the community.
 Communication and Collaboration Skills
Determine an individual’s responsibility for personal actions and contributions to group activities.
Demonstrate the use of compromise, consensus, and community building strategies for carrying out different
tasks, assignments, and projects.
Model leadership skills during classroom and extra-curricular activities.
 Cross-Cultural Understanding and Interpersonal Communication
Demonstrate the ability to understand inferences.
Use effective communication skills in face-to-face and online interactions with peers and adults from home and
from diverse cultures.
 Career Exploration
Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career
selection.
4
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
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Time/General
Extra time for assigned
tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
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Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
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Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
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Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete
directions
Provide immediate
feedback
Small group instruction
Emphasize multi-sensory
learning
Behavior/Attention
• Consistent daily
structured routine
• Simple and clear
classroom rules
• Frequent feedback
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Recall
Teacher-made checklist
Use visual graphic
organizers
Reference resources to
promote independence
Visual and verbal
reminders
Graphic organizers
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Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
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5
Enrichment
Accommodate Based on Students Individual Needs: Strategies
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Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self-Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
6
Assessments
Suggested Formative/Summative Classroom Assessments
• Timelines, Maps, Charts, Graphic Organizers
• Unit Assessments, Chapter Assessments, Quizzes
• DBQ, Essays, Short Answer
• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
• Projects, Portfolio, Presentations, Prezi, Gallery Walks
• Homework
• Concept Mapping
• Primary and Secondary Source analysis
• Photo, Video, Political Cartoon, Radio, Song Analysis
• Create an Original Song, Film, or Poem
• Glogster to make Electronic Posters
• Tumblr to create a Blog
7
New Jersey Core Curriculum Content Standards 5-8
6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
6.2.8.A.3.a: Compare and contrast methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their
expanding empires.
6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the
political, economic, and social structures of classical civilizations.
6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that
later influenced the development of the United States Constitution.
6.2.8.A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and
determine the extent to which the early systems influenced the current legal system.
B. Geography, People, and the Environment
6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the
political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.
C. Economics, Innovation, and Technology
6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.
6.2.8.C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
6.2.8.C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output
and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.
D. History, Culture, and Perspectives
6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.
6.2.8.D.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output
and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.
6.2.8.D.3.d: Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world
legacies.
6.2.8.D.4.h: Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.
8
6.2.8.D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical
societies.
English Language Arts & History/Social Studies Grades 6-8 Common Core Standards
Key Ideas and Details:
RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a
law, how interest rates are raised or lowered).
Craft and Structure:
RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
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.
RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity:
RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.
9
English Language Arts Standards » Writing » Grade 6-8
Text Types and Purposes:
WHST.6-8.1: Write arguments focused on discipline-specific content.
WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
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.
WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism
and following a standard format for citation.
WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
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.
10
Grade: 6
Unit: 5
Weeks 35-43 (9 weeks total)
Topic: Ancient Roman Republic and Empire
In unit five students will track Ancient Rome’s origins, the rise of
the Roman Republic, creation and spread of the Roman Empire,
to the eventual decline and collapse of the empire. Students will
also analyze how the contributions of the Romans still continue to
impact our culture today.
NJCCCS: 6.2.8.A.3.a, 6.2.8.A.3.b, 6.2.8.A.3.c, 6.2.8.A.3.e, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c, 6.2.8.D.3.a, 6.2.8.D.3.c,
6.2.8.D.3.d, 6.2.8.D.3.f, 6.2.8.D.4.h
Standards: CCSS: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.1,
WHST.6-8.2, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10
NJDOE Student
Learning Objectives
Essential Question
Analyze ancient Rome and
its important cities and rivers
on a historical and a modern
map.
Where was ancient Rome?
Standard:
NJCCCS:
6.2.8.B.3.a
CCSS:
RH.6-8.7
What were the important
cities and physical features?
Sample Activities
Resources
Political and Physical
Maps: Use blank maps to
label important areas in Italy
and SW Europe.
Discovery Techbook
Chapter 10 Section 10.1
Geography and Economy
of Ancient Rome:
See Model Lesson.
Teacher Notes (Link)
Blank Ancient Rome and
Roman Empire maps
Student instructions to
complete blank Ancient
Rome map.
Interdisciplinary
Connections
Holt World History
Textbook:
Unit 5 Chapter 10 Section 1Geography and the Rise of
Rome
11
NJDOE Student
Learning Objectives
Essential Question
Connect ancient Rome’s
location and its expansion
through conquest and trade.
How did geography and
trade routes impact the
growth of Rome?
Standard:
What benefits did Rome’s
location provide the city and
its inhabitants?
NJCCCS:
6.2.8.B.3.a
CCSS:
How did Rome’s geography
help it prosper?
Analyze the impact of coined
money and roads on trade
inside the Roman Empire.
How did Roman roads and
bridges impact the
economy?
Standard:
What effect did the Roman
monetary system have on
Rome’s economy?
CCSS:
RH.6-8.4
Resources
Interdisciplinary
Connections
Main Idea Graphic
Organizer Web:
Go to Explore tab 1-3. Split
class into groups of 3 to
complete three categories of
web: Rome’s founding,
Benefits of Rome’s Physical
Geography, and Rome’s
Waterways.
Discovery Techbook
Chapter 10 Section 10.1
Geography and Economy
of Ancient Rome:
Go to Engage tab, then
Explore tabs 1-3.
ELA-Rome’s Natural Sites
from Discovery Education
Techbook Chapter 10
Section 10.1:
Go to Explore tab 2, reading
passage includes
comprehension questions
and open-ended.
ELA-Rome and Its
Surroundings Say What?:
Go to Elaborate tab.
Students will “translate” to
modern language excerpt of
Strabo’s Geographica or
Titus Livius’ The History of
Rome to examine how
Rome’s geography
influenced its growth.
Think-Pair-Share Check:
Answer/discuss:
1. How did Rome’s
geographical location protect
it?
2. How did its geographical
location and climate help it
expand?
RH.6-8.1
RH.6-8.4
RH.6-8.6
RH.6-8.10
WHST.6-8.1
WHST.6-8.7,
NJCCCS:
6.2.8.C.3.b
Sample Activities
What is the cultural and
historical significance of
Roman coins?
Problem/Solution Chart:
Go to Explore tabs 4-6.
Read text and view media,
then on chart record
challenges Rome faced
while expanding territories
(problems) and ways
Romans met challenges
(solutions).
Advertisement Activity:
Go to Explain tab. Create
Discovery Techbook
Chapter 10 Section 10.1
Geography and Economy
of Ancient Rome:
Go to Explore tabs 4-6.
YouTube Video Clip
History Channel:
Play from 3:25-5:40 minute
mark for demonstration of
Roman road construction.
http://www.youtube.com/wat
ELA-Roman Roads from
Discovery Education
Techbook Chapter 10
Section 10.1:
Go to Explore tab 4, reading
passage includes
comprehension questions
and open-ended.
ELA-Coin Minting from
Discovery Education
Techbook Chapter 10
12
NJDOE Student
Learning Objectives
RH.6-8.7
WHST.6-8.4
WHST.6-8.10
Essential Question
Sample Activities
advertisement that promotes
innovations of either Roman
roads or coins for their
company. Highlight
importance and advantages.
Resources
ch?v=XRYHsiCvmhc
History Channel Video
Rome’s Ancient
Highways-2 minutes:
Rome built 53,000 miles of
highways.
http://www.history.com/topic
s/ancienthistory/colosseum/videos/w
here-did-it-come-fromancient-rome---mobilesociety?m=528e394da93ae
&s=undefined&f=1&free=fal
se
Interdisciplinary
Connections
Section 10.1:
Go to Explore tab 6, reading
passage includes
comprehension questions
and open-ended.
ELA-Transportation and
Trade in Ancient RomeData Analysis:
Go to Elaborate tab. Using
interactive Data Analysis tool
students will analyze
methods transportation and
trade routes used by Romans
as empire expanded.
History Channel Video
The Roman Road-3
minutes:
Romans revolutionized land
transport by paving roads
that spanned an empire.
http://www.history.com/topic
s/ancient-history/juliuscaesar/videos/mankind-thestory-of-all-of-us-romanroads?m=528e394da93ae&
s=undefined&f=1&free=false
13
NJDOE Student
Learning Objectives
Trace the roots of Roman
civilization to the
contributions of Etruscans
and Greek colonists.
Essential Question
How did the Roman
civilization begin?
What role did the Etruscans
play in Roman history?
Standard:
NJCCCS:
6.2.8.A.3.a
6.2.8.A.3.c
RH.6-8.1
RH.6-8.7
RH.6-8.8
WHST.6-8.4
WHST.6-8.9
WHST.6-8.10
Standard:
Resources
Interdisciplinary
Connections
Roman Origins and Early
Political Structures Main
Idea Web:
Go to Explore tabs 1-2.
Divide class in half. Half
explores legends of Rome’s
founding, other half
Etruscans’ role in Roman
history. Each group
presents findings.
Discovery Techbook
Chapter 10 Section 10.2
Roman Origins and Early
Political Structures:
See Model Lesson, then go
to Engage tab and Explore
tabs 1-2.
ELA-The Aeneid from
Discovery Education
Techbook Chapter 10
Section 10.2:
Go to Explore tab 1, reading
passage includes
comprehension questions
and open-ended.
Roman Origins Mind Map:
Go to Explain tab. Using
Word Bank create graphic
answer to: How did different
civilizations influence the
development of early Roman
culture?
CCSS:
Analyze the political
structure in ancient Rome
and the democratic concepts
developed in the region
(separation of powers,
representative government);
compare to the democracies
of Athens and of modern
states.
Sample Activities
What form of government
was established after the
king was removed from
power?
What democratic principles
were present in the
government of ancient
Rome?
Cause/Effect Chart:
Go to Explore tabs 3-4. List
causes leading to creation
Roman Republic and effects
the republic had on the
people.
Main Idea Web Democratic
Principles in Ancient
Rome:
Go to Explore tab 5. Use
web to record 3 different
History on the Net.com
Information sheet and
crossword about the Legend
of Rome.
http://www.historyonthenet.c
om/Lessons/worksheets/ro
mans.htm
ABC CLIO The Origins of
Roman Cultural Values:
Details how much Romans
owe to the Etruscans and
Greeks.
http://ancienthistory.abcclio.com/Topics/Display/118
5207?cid=41&terms=Etrusc
ans
Discovery Techbook
Chapter 10 Section 10.2
Roman Origins and Early
Political Structures:
Go to Explore tab 3-5.
BrainPOP lesson on the
Roman Republic:
Structure of the Roman
Republic and the Twelve
Tables.
http://www.brainpop.com/so
ELA-Plebeian Life from
Discovery Education
Techbook Chapter 10
Section 10.2:
Go to Explore tab 3, reading
passage includes
comprehension questions
and open-ended.
ELA-The Republic, Then
and Now from Discovery
Education Techbook
14
NJDOE Student
Learning Objectives
Essential Question
NJCCCS:
6.2.8.A.3.c
6.2.8.A.3.e
6.2.8.D.3.a
Sample Activities
types of democratic
principles found in
government ancient Rome.
Resources
Interdisciplinary
Connections
cialstudies/worldhistory/rom
anrepublic/
Chapter 10 Section 10.2:
Go to Explore tab 4, reading
passage includes
comprehension questions
and open-ended.
Roman Republic vs.
Modern U.S. Government
Venn Diagram:
Go to Explain tab. Use Venn
Diagram to
compare/contrast
characteristics of the two
governments. Write letter as
Roman Republic citizen to
modern U.S. citizen
discussing
similarities/differences.
CCSS:
RH.6-8.8
WHST.6-8.10
ELA-Roman Society
Historical Perspective
Activity:
Go to Elaborate tab. Use
interactive Historical
Perspective tool to learn
about 4 types of people who
lived in Roman Republic.
Rate how each would
respond to 3 issues of the
time.
BrainPOP Roman
Republic:
Companion activities to
lesson.
Describe the role of the
Punic Wars in the growth of
the Roman Empire.
What effect did the Punic
Wars have on Rome?
Standard:
What prompted each Punic
War?
NJCCCS:
6.2.8.A.3.a
What land did Rome gain
after each Punic War?
CCSS:
Who were Hannibal and
Scipio?
RH.6-8.2
WHST.6-8.9
Political Map: Use blank
Roman Empire map to label
important areas during the
Punic Wars.
Punic Wars Timeline:
Go to Explore tab 6. Plot 5+
significant events related to
Punic Wars and event’s
significance.
Discovery Techbook
Chapter 10 Section 10.2
Roman Origins and Early
Political Structures:
Go to Explore tab 6.
Holt World History
Textbook:
Unit 5 Chapter 10 Section 3
– The Late Republic
15
NJDOE Student
Learning Objectives
Analyze the causes and
effects of Rome’s transition
from a Republic to an
Empire.
Essential Question
How did Julius Caesar come
to power?
How did Julius Caesar
become dictator for life?
Standard:
NJCCCS:
6.2.8.A.3.a
6.2.8.C.3.c
Why was Julius Caesar
murdered?
CCSS:
How was stability restored to
Rome after the death of
Julius Caesar?
RH.6-8.1
RH.6-8.7
RH.6-8.10
How was power transferred
in the Roman Empire?
Sample Activities
From Republic to Empire
Sequencing Chart:
Go to Explore tab1. Use
chart with tabs 1-5 to list in
chronological order
significant events in life of
Julius Caesar and rise of
Roman Republic.
Dividing Line Activity:
See Model Lesson page 7.
Students will consider and
debate if Caesar was a good
or bad leader based on the
effects of ancient Romans.
BrainPOP Rise of the
Roman Empire:
Companion activities to
lesson.
Trace the expansion of the
Roman Empire from the rise
of Caesar to 476 BCE.
What was life like in the
Roman Empire?
Standard:
How did the Roman Empire
expand?
NJCCCS:
6.2.8.A.3.a
How did expansion benefit
the Roman Empire?
CCSS:
RH.6-8.10
The Roman Empire Main
Idea Web:
Go to Explore tabs 6-8. Use
web to diagram details
about: Life in Rome,
Expanding and Empire, and
Benefits of Expansion.
Political Map: Use blank
Roman Empire map to trace
Resources
Interdisciplinary
Connections
Discovery Techbook
Chapter 10 Section 10.3
From Republic to Empire:
See Model Lesson, then go
to Engage tab and Explore
tabs 1-5.
ELA-Augustus Caesar:
Father of Rome from
Discovery Education
Techbook Chapter 10
Section 10.3:
Go to Explore tab 1, reading
passage includes
comprehension questions
and open-ended.
BrainPOP lesson on the
Rise of the Roman
Empire:
Traces history from the
Republic to Caesar to
Augustus.
http://www.brainpop.com/so
cialstudies/worldhistory/rise
oftheromanempire/
History Channel Video
Coroner’s Report-3
minutes:
Julius Caesar stabbed 23
times, could he have
survived long enough to
utter his famous last lines?
http://www.history.com/topic
s/ancient-history/juliuscaesar/videos/julius-caesar
Discovery Techbook
Chapter 10 Section 10.3
From Republic to Empire:
Go to Explore tabs 6-8.
History Channel Video:
Ask HISTORY What Does
it mean to cross the
Rubicon?-2:12 minutes:
What does this famous
ELA-From Republic to
Empire from Discovery
Education Techbook
Chapter 10 Section 10.3:
Go to Explore tab 7, reading
passage includes
comprehension questions
and open-ended.
ELA-Roman Empire Movie
Trailer Scene:
Go to Explain tab to create
scene for film about rise and
expansion of Roman Empire.
Draw/illustrate each still and
write narration.
ELA-Rome: Then and Now
of Rome from Discovery
Education Techbook
Chapter 10 Section 10.3:
Go to Explore tab 8, reading
passage includes
comprehension questions
and open-ended.
16
NJDOE Student
Learning Objectives
Essential Question
WHST.6-8.1
WHST.6-8.10
Sample Activities
different points of Roman
expansion.
Teacher Notes (Link)
Blank Roman Empire Map
Analyze the relationships of
power between Roman
rulers, citizens, and slaves.
How was Roman society
structured?
What was patronage?
Standard:
NJCCCS:
6.2.8.A.3.b
6.2.8.D.3.a
CCSS:
RH.6-8.2
RH.6-8.4
RH.6-8.9
WHST.6-8.8
What role did slavery play in
the Roman Empire?
How did the ruling classes
attempt to keep the poorer
members of society happy?
Roman Culture
Comparison Chart:
Go to Explore tab 2 for chart.
Use chart with tabs 1-3 to
compare roles and
responsibilities of Patricians,
Plebeians, Women, and
Slaves.
Roman Entertainment
Think-Pair-Share:
Go to Explore tab 4, Bread
and Circuses. Read text
and view videos to
categorize various elements
of Roman entertainment:
Types, Who participated,
Where took place, Objects
used, How victory decided.
Resources
expression mean?
http://www.history.com/topic
s/ancient-history/ancientrome/videos/ask-historywhat-does-it-mean-to-crosstherubicon?m=528e394da93ae
&s=undefined&f=1&free=fal
se
Discovery Techbook
Chapter 10 Section 10.4
Roman Culture-Life and
Legacy:
See Model Lesson, then go
to Engage tab and Explore
tabs 1-4.
History Channel Video
Deconstructing HistoryThe Colosseum-2
minutes:
Highlights building specs
and entertainment that took
place inside.
http://www.history.com/topic
s/ancienthistory/colosseum/videos/de
constructing-historycolosseum
National Geographic
Video When Rome Ruled
Gladiator Training Camp4:51 minutes:
Gladiators live in overpopulated barracks and
trained constantly.
Interdisciplinary
Connections
ELA-Women in the Roman
Empire from Discovery
Education Techbook
Chapter 10 Section 10.4:
Go to Explore tab 1, reading
passage includes
comprehension questions
and open-ended.
ELA-Seneca the Younger
Empire from Discovery
Education Techbook
Chapter 10 Section 10.4:
Go to Explore tab 2, reading
passage includes
comprehension questions
and open-ended.
ELA-Class Structure in
Roman Society DocumentBased Investigation:
Students will analyze and
synthesize information from a
variety of primary and
secondary source documents
to develop/defend argument
on different roles/powers of
various classes.
17
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
http://channel.nationalgeogr
aphic.com/channel/whenrome-ruled/videos/gladiatortraining-camp/
Analyze the impact of
Roman government
infrastructure programs on
Roman life and culture and
on life and culture today.
What led to the Pax
Romana?
How did public projects
impact culture in the Roman
Empire?
Standard:
NJCCCS:
6.2.8.C.3.a
6.2.8.C.3.b
CCSS:
RH.6-8.9
WHST.6-8.4
WHST.6-8.9
WHST.6-8.10
What kind of influence has
Roman art and architecture
had on Western culture?
GREASES Categorization
Chart:
Go to Explore tab 1 for chart.
Use Explore tabs 5-8 to
record characteristics of
Rome’s: Government,
Religion, Economics, Art &
Architecture, Science &
Technology, Environment,
and Social & Cultural
Values.
BrainPOP Pax Romana:
Companion activities to
lesson.
History Channel Video
The Roman Colosseum-2
minutes:
Roman Colosseum inspired
design of many modern
sports stadiums.
http://www.history.com/topic
s/ancienthistory/colosseum/videos/w
here-did-it-come-fromancient-romesstadium?m=528e394da93a
e&s=undefined&f=1&free=fa
lse
Discovery Techbook
Chapter 10 Section 10.4
Roman Culture-Life and
Legacy:
Go to Explore tabs 5-8.
BrainPOP lesson Pax
Romana:
Two hundred year period of
peace in the Roman
Empire.
http://www.brainpop.com/so
cialstudies/worldhistory/paxr
omana/
History Channel Video
Aqueducts-3 minutes:
Massive building projects
are still engineering marvel
ELA-Sports Through the
Ages from Discovery
Education Techbook
Chapter 10 Section 10.4:
Go to Explore tab 4, reading
passage includes
comprehension questions
and open-ended.
ELA-All Roads Lead to
Rome Map-Guided Inquiry:
Go to Elaborate tab. Use
Timeline Map interactive tool
to examine how ancient
Rome culture influenced the
world around it and continues
to affect us today.
18
NJDOE Student
Learning Objectives
Essential Question
Trace the influence of the
Roman Empire on language.
How did Latin influence the
world?
Standard:
How is Latin still used today
in modern entertainment?
NJCCCS:
6.2.8.D.3.d
6.2.8.D.3.f
Sample Activities
Outline Latin’s Influence:
Go to Explore tab 8, outline
page detailing Latin
language influence on
Roman Empire and the
world.
RH.6-8.4
RH.6-8.7
RH.6-8.10
How did Rome become
politically unstable?
How did internal conflict
weaken the empire?
Standard:
NJCCCS:
Who were the barbarian
tribes?
6.2.8.D.3.c
CCSS:
RH.6-8.1
RH.6-8.2
WHST.6-8.10
Interdisciplinary
Connections
today.
http://www.history.com/topic
s/ancient-history/juliuscaesar/videos/mankind-thestory-of-all-of-usaqueducts?m=528e394da9
3ae&s=undefined&f=1&free
=false
Discovery Techbook
Chapter 10 Section 10.4
Roman Culture-Life and
Legacy:
Go to Explore tabs 8.
YouTube Video Short
Story on the Romance
Languages:
Brief history of Romance
Languages in 2:39 minutes.
http://www.youtube.com/wat
ch?v=ThMM3at41tw
CCSS:
Analyze and explain the
political, geographic, and
cultural factors that led to the
fall of the Roman Empire.
Resources
Why was the capital of the
Roman Empire moved?
A Weakening Empire
GREASES Chart:
Go to Explore tab 1. Use
text/videos from tabs 1-5 to
record information about
Roman society in the period
before and during the
empire’s decline and fall.
BrainPOP Fall of the
Roman Empire: Companion
activities to lesson.
Discovery Techbook
Chapter 10 Section 10.5 A
Weakening Empire:
See Model Lesson, then go
to Engage tab and Explore
tabs 1-5.
BrainPOP lesson Fall of
the Roman Empire:
Factors that led to demise of
the Roman Empire.
http://www.brainpop.com/so
cialstudies/worldhistory/fallo
ftheromanempire/
ELA-Biography-Diocletian
from Discovery Education
Techbook Chapter 10
Section 10.5:
Go to Explore tab 4, reading
passage includes
comprehension questions
and open-ended.
19
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
ABC CLIO Why Did Rome
Fall?:
Overview of theories.
http://ancienthistory.abcclio.com/Topics/Display/118
5244
Explain how Constantine’s
establishment of the new
capital in Constantinople
helped lead to the Western
Empire’s fall.
Standard:
NJCCCS:
6.2.8.D.3.c
6.2.8.D.4.h
CCSS:
RH.6-8.3
RH.6-8.4
RH.6-8.7
How did Constantinople
become Rome’s second
capital?
Why did Germanic tribes
attack Rome?
DiscoveryCause/Event/Effect Chart:
Go to Explore tab 6 and use
tabs 6-7. For each event
related to decline and fall of
Roman Empire, list the
cause and effect.
History Channel The Fall
of Rome-3:12 minutes:
Musician and artist Jeffrey
Lewis sings about the
factors that brought down
an empire.
http://www.history.com/topic
s/ancient-history/ancientrome/videos/the-fall-of-rome
Discovery Techbook
Chapter 10 Section 10.5 A
Weakening Empire:
See Model Lesson, then go
to Engage tab and Explore
tabs 5-7.
ELA-Fascinating Place
Constantinople from
Discovery Education
Techbook Chapter 10
Section 10.5:
Go to Explore tab 5, reading
passage includes
comprehension questions
and open-ended.
The Harder They Fall
Timeline Map:
Go to Elaborate tab to use
Timeline Map interactive tool
to explore the events leading
to fall of Western Empire,
from 180-476 CE, and the
main reasons for Rome’s fall.
20
NJDOE Student
Learning Objectives
Describe the sack of Rome
and analyze the impact of
the dismantling of the
empire.
Standard:
NJCCCS:
6.2.8.D.3.c
CCSS:
RH.6-8.4
RH.6-8.7
RH.6-8.10
WHST.6-8.9
WHST.6-8.10
Essential Question
How did Rome fall to
Germanic tribes?
What happened after the fall
of the Western Empire?
Sample Activities
Resources
Think-Pair-Share Activity:
After reading passage
“Constantinople” from tab 5
and information from tabs 78, students will respond to
questions:
1. How did conditions differ
between the Western and
Eastern Empires after the
fall of Rome?
2. How did differences
results and trends you
analyzed in GREASES chart
and Cause/Event/Effect
chart?
3. Did Christianity hasten or
delay collapse of Roman
Empire?
Discovery Techbook
Chapter 10 Section 10.5 A
Weakening Empire:
See Model Lesson, then go
to Engage tab and Explore
tabs 5-8.
Interdisciplinary
Connections
History Channel Video
Rome Falls-2:47 minutes:
Sack of Rome in 455 CE by
the Vandals signaled the
collapse of the Roman
Empire.
http://www.history.com/topic
s/ancient-history/ancientrome
21
Unit 5 Vocabulary
Aeneas
Alps
Apennine Mountains
aqueduct
architecture
assembly
Attila
Augustus
Brutus
Byzantine Empire
Caligula
Carthage
census
Charlemagne
checks and balances
Cicero
Cincinnatus
Circus Maximus
citizen
civil law
Claudius
Cleopatra VII
Colosseum
Commodus
Constantine
consuls
corruption
Forum
dictator
Diocletian
Empire
Etruscans
Gaius Marius
Gaul
gladiator
Hannibal
Julius Caesar
jury
Justinian
Latin
legionnaires
Legions
Lucius Cornelius Sulla
Magistrates
Macedonia
Marc Antony
Mediterranean Sea
Nero
North Africa
Octavian
Pantheon
Pax Romana
Plebeian
paterfamilias
patrician
peninsula
Po River
Pompey
Punic Wars
Republic
representative government
Romance languages
Roman Senate
Romulus and Remus
Rubicon River
Scipio
Sicily
Spain
Spartacus
Theodora
Tiber River
Tiberius
tribunes
Twelve Tables
veto
22
Choose 1
Unit 5 Project (Suggested)
Unit 5 Project (Suggested)
Suggested Project1:
Suggested Project 2:
Famous Roman Biography Project (see Dropbox resources for
project guidelines and rubric).
• Students will choose the famous Roman of their choice
and write a well-organized five paragraph paper. Paper
will include visuals and a works cited.
Roman Villa or Mosaic Display Project (see Dropbox resources
for project guidelines and rubric).
• Students will choose to either create a Roman villa or
mosaic.
• Students can choose to work with a partner.
23