UNIT: Ancient Rome
DURATION: 12 periods
ESSENTIAL QUESTION(S): How did the geography of Greece effect the social, economic, cultural, and/or political development of Rome?
How did the contributions of ancient Rome create social, economic, and/or political change?
How did the events and people of ancient Rome create social, economic, and/or political change?
KEY VOCABULARY
KEY IDEAS
Peninsula, Republic, Etruscans,
Veto, Constitution, Checks and Balances,
 Geographical features
 Evolution from Republic to
plebians, patricians, assembly,
Dictator, Bureaucracy, Roman Roads,
Empire
 Etruscans
republic, consuls, senators,
golden age, Eastern/Western Roman
 Roman Emperors
 Creation of the Republic
Twelve Tables, Mare Nostrum,
Empires, Germanic tribes, Fall of Rome,
 Pax Romana and Roman
 Creation of Three branches of
Pax Romana, patrons, aqueduct,
Constantinople, Julius Caesar,
accomplishments
government & Twelve Tables
arch, dome, mosaic, empire,
Constantine, Augustus, Jesus,
 Fall of Rome
KEY
DOCUMENTS
PERFORMANCE TASKS
SWBAT: Students will be able to
1. Patrician Statue (1)
 Founding of Rome
 Art/Arch Analysis
CC: Cold Call
2. Romulus/Remus statue (1)
 Structure of Roman Republic
 Fall of Rome Philosophical
WG: Whole Group
3. Livy quote (1)
GO
Chairs
SWW: Student written work
 Punic Wars Activity
 Unit Test modeled after
P/Sh: Pair-share
Regents exam
 Caesar Indictment
GO: Graphic Organizer
 Pax Romana Activity
SI: Student Ideas
LESSON #1
__1_ periods
SWBAT: Accurately identify the geographical features of Rome. Compare
geographic features with those of Greece. Read about the first settlers of Rome.
Complete comprehension questions based on an article/picture/map.
RAP: Everyday you will write a vocabulary word related to our study of Ancient
Rome. Copy the word and definition. Draw a picture to match the word.
Patricians: The patricians were the upper class, the nobility and wealthy land
owners.
MATERIALS: Blendspace slides 2-6, Smartboard, “The Founding of Rome”,
Romulus and Remus Video
ACTIVITY: 1. Go over RAP
FS 1. CC –
2. Show a map of Italy. Based on what you see, what would be
student share
the geographical positives and negatives for Rome?
2. CC
3. Pairs will read “Founding of Rome”. As they read they will
3. SW/?s
complete a reading guide. Encourage students to use a
4. Share
highlighter.
5. SWW
4. When students have completed #1-3 in Reading Guide, stop
to show the video clip about Romulus and Remus. What do
students think of the story?
5. Finish reading guide and hand in written work.
MODIFICATIONS: Ram, Manisha: Frequent check in, simplify language
LESSON #2
__1_ periods
SWBAT: Watch/listen for information and understanding. Read/write for
information/understanding/synthesis. Participate in discussion.
RAP: Copy the word and the definition. Plebian: The lower class. included
everyone in ancient Rome (except for the nobility, the patricians) from well-todo tradesmen all the way down to the very poor.
MATERIALS: Blendspace slides #2, 7-9; “Rome Becomes a Republic” and GO;
ACTIVITY: 1. Go over RAP.
FS 1. Student
2. Show students the video “A Glimpse of Teenage Life in
feedback
Rome” – Students will write 5 things they learn about life in
2. Share ideas
Rome in their journal. Share ideas with neighbor. Round
3. GO
robin share.
4. SI
3. Collectively read “Struggle for Political Power in Ancient
Rome”. Assign students paragraphs before the class reads.
After reading students will complete graphic organizer
showing the structure of Roman political power.
4. Discuss – how does the structure of political power in
Athens compare with Rome? What similarities are there
between Rome and the United States? Why?
MODIFICATIONS: Ram, Manisha: Frequent check in, simplify language
LESSON #3
__2_ periods
SWBAT: Work cooperatively to learn about the events of the Punic Wars.
RAP: Copy the following vocabulary and definitions: Twelve Tables – code of
laws for the Roman Republic. Draw a picture to go with the term.
Day 2 – Mare Nostrum – “Our Sea”. Roman name for Mediterranean Sea.
Draw a picture to go with the term.
LESSON #4
__2_ periods
SWBAT: Participate in a guided discussion related to the rise of the Roman
Empire. Write for information/understanding/sysnthesis. Present an
argument using evidence from a document.
RAP:
Day 1: Copy the following vocabulary and definition. Draw a picture to do with
the word: Pax Romana: the Roman peace
Day 2: Copy the following vocabulary and definition. Draw a picture to do with
the word: Veto: to cancel, especially a law
MATERIALS: internet access for student groups, Blendspace slides #2, 10-11;
Punic Wars Activity and articles,
ACTIVITY: 1. Check RAP and student pictures.
FS 1. SWW
2. Break students into 4 small research groups. Students will
2. GW
use materials at their center and research their Punic War.
3. SWW
3. Jigsaw students into new groups containing 1 student who
4. SI
each studied one part of the Punic Wars. Students will teach
5. SWW
each other what they learned about the Punic Wars. Group
member will record information. Groups will take the quiz
(website with cartoon) and report their group score.
4. Collective discussion – Why will future military leaders
study the strategy of Hannibal? Why is important to study the
Punic Wars?
5. Roman Republic Quiz
MODIFICATIONS: Ram, Manisha: Frequent check in, simplify language
MATERIALS: Blendspace slides 2, 12-18; Roman Empire PPT and guided note
sheet, Julius Caesar Cold Case
ACTIVITY: 1. Check RAP and student pictures
FS1. SWW
2. Brainstorm – How will Rome go from a Republic to an
2. SI
Empire? Write ideas on the board.
3. SWW – T?
3. Use power point to guide students in a discussion about the 4. SWW
Roman Empire’s creation. Students will frequently stop and
complete thinking questions.
4. Rome practice Regents questions – write choices on white
boards. Clarify as needed
LESSON #5
__1_ periods
SWBAT: View a film about Pax Romana and complete a set of viewing
questions.
RAP: Copy the following vocabulary and definition. Draw a picture to do with
the word: Circus Maximus: ancient Roman chariot racing stadium and mass
entertainment venue
LESSON #6
_1.5_ periods
SWBAT: Examine/analyze documents to gain an understanding of Roman
art/architecture. Compare Roman are/arch to modern day art/arch.
RAP: Day 1: Copy the following vocabulary and definition. Draw a picture to
do with the word: Mosaic: a picture or design made from small pieces of tile,
glass, marbles, etc.
Day 2: Copy the following vocabulary and definition. Draw a picture to do with
the word: Patron: One who buys, acquires, and/or sponsors art
MATERIALS: Roman art/arch doc set, Student analysis worksheet, Modern
Roman Influences PPT, Blendspace slides #2,, 22-24
ACTIVITY: 1. Check RAP
FS 1. SWW
2. Students will work in pairs. A series of readings related to
2. GW/SWW
Roman art/architecture will circulate the room. Students will
3. SI
us TLH strategies to analyze. They will complete analyzing
4. SWW
questions on their chart.
3. Discuss what students notice about Roman art.
4. Modern influence PPT and toilet Horrible History. Write a
paragraph explaining how art/arch of Rome still effects us
today.
MATERIALS: Brain Pop “Pax Romana”, viewing guide, “A Tour Through
Ancient Rome” and graphic organizer, Blendspace Slides 2, 19-21
ACTIVITY: 1. Check RAP.
FS
2. Students will watch Brain Pop. As they watch they will
1. SWW
complete the guided viewing activities. Go over and clarify.
2/3. SWW
3. Students will view A Tour Through Ancient Rome and
and CC ideas
complete circle map.
MODIFICATIONS: Ram, Manisha – frequent check in , simplify directions, captions on
MODIFICATIONS: Ram, Manisha: Frequent check in, simplify language
MODIFICATION Ram, Manisha – frequent check in , simplify directions, pre-selected working
partner
LESSON #7
__2_ periods
SWBAT: Analyze primary sources to determine why the Roman Empire
collapsed. Write for information/understanding/synthesis.
RAP: Complete the “Hook Exercise”.
Day 2: Write three questions you think will appear on your up coming unit test.
MATERIALS: Fall of Rome Mini Q Hook and Documents, Blendspace Slides
2, 25
ACTIVITY: 1. Share ideas for the RAP with a neighbor. Pairs
FS
report out.
1. SWW
2. Whole group – read background essay. Students complete
3. SI
questions. Go over.
4. SWW/SI
3. Analyze Doc A whole group.
5. SI
4. Work pairs work on docs B-F completing doc questions.
Go over Docs b-F together when pairs have finished.
5. Philosophical chairs – Main Reason Rome Fell – Reasons:
Poor leadership, Foreign invasion, Corruption, Natural
Disaster.
LESSON #6
_1_ periods
SWBAT: Demonstrate their understanding of Ancient History by completing a
Regents style test.
RAP:
Five minutes quiet review.
MATERIALS: Ancient Rome Unit Test
MODIFICATIONS: Ram, Manisha – frequent check in , simplify directions,
captions on
MODIFICATION Ram, Manisha – frequent check in , simplify directions,
modified exam
ACTIVITY:
Unit Test including paragraph discuss the fall of Rome with
documents from Lesson #7
FS
SWW