Title III Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

OVERVIEW

 The Roman Empire was one of the greatest civilizations that ever existed, and it has left an indelible mark on its time period, and all of the time periods that have followed. This unit is best taught after examining Ancient Greece, because it gives students the opportunity to compare and contrast two great civilizations that took very different paths. Students get the opportunity to learn how a civilization gains power, runs its affairs, and the effects on the average people. They then get to examine the fall of an empire, and realize that there are many factors that can contribute to the fall of such a great empire. All along the way there are a multitude of examples addressing the key concepts of Global History, and I use this unit as my biggest example of cultural diffusion - both for what the Romans borrowed from others, and for what they left for later cultures. This unit also introduces one of the most influential religions of all time - Christianity. The unit examines how the Romans reacted to it, why they embraced it, and we look at what may have happened had the Romans continued to persecute the Christians.

This unit was designed to work in a block-scheduling format where the class met for 73 minutes on every other day, but it can certainly be adjusted to fit into a more traditional schedule. The initiating activity and all of the Learning Experiences can be accomplished in one 73-minute period, excluding the brochure activity, which takes two class periods if you allow the students to complete the culminating activity in class. Total instruction time is three weeks in the block-scheduled format.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

 How is it possible for a great civilization, such as the Roman Empire, to come to power and exhibit great periods of achievement, only to crumble and fall?

Do empires ever really "fall"?

What are the characteristics of the Pax Romana and how does it compare to other Golden Ages?

What is Christianity and why was it able to be successful?

What is cultural diffusion and how can it affect a civilization?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

 Social Studies Standard #2: World History

Key Idea #1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people view the same issue or event from a variety of perspectives.

Performance Indicators: 1) define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices 2) understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world over time 3) analyze historic events form around the world by examining accounts written from different perspectives 4) understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras 5) analyze changing and competing interpretations of issues, events, and developments throughout world history.

Key Idea #2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Performance Indicators: 1) analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective 2) explain the importance of analyzing narrative drawn from different times and places to understand historical events 3) investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

Key Idea #3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Performance Indicators: 1) analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities 2) explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world 3) examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.

Key Idea #4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Performance Indicators: 1) interpret and analyze documents and artifacts related to significant developments and events in world history 2) analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts.

 Social Studies Standard #3: Geography

Key Idea #1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

Performance Indicators: 1) understand how to develop and use maps other graphic representations to display geographic issues, problems, and questions 2) describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities 3) explain how technological change affects people, places, and regions

Key Idea #2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.

Performance Indicators: 1) analyze geographic information be developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations.

INITIATING ACTIVITY

Students are given two 3-digit numbers on the chalkboard or overhead projector. The students are asked to subtract the two numbers. Next, write the same two numbers, but in Roman numerals. Place a subtraction sign next to the two Roman numerals and see if the students can figure out the answer. Once a student has come up with the number, have one of the students walk through their thought process for the benefit of the rest of the class. Students are then asked to come up with the first ten Roman numerals at which time the students are given some simple numbers to "translate" from Arabic numeral to Roman, and vice versa. A discussion is initiated about how the Romans made larger numbers, and the limitations that are placed on a numbering system such as Roman numerals. To wrap up, students are asked to recall where they have seen Roman numerals before and a list is made of as many places as the students can recall, and why Roman numerals may have been used in those places.

This initiating activity was originally done as an integrated lesson with the Math Department. One of the hardest things to get students to do is to conceptualize what actual historical time periods were like. We all have difficulty throwing away something we all take for granted like Arabic numbers. The lesson will also be referred to later when students began discussing some of the lasting legacies of the Roman Empire (albeit Roman numerals are a small one).

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Acquisition Experiences

1. With a map of the Mediterranean Sea in view, students are asked to take three minutes and recall everything they can about our previous discussions of the geography of Greece. Students are then given another three minutes to come up with as many differences and similarities between Greek geography and the geography of Italy and the Roman Empire. At the end of this three minutes, the students are paired up, and are asked to share their results to each question with each other. The question is then posed - Why was Rome able to create a large and unified empire, and Greece was not? All of the results are placed on the chalkboard or overhead. Then students are asked to pick out the most important information from the results, this is organized and students place it in their notebooks.

Students are then asked to create a Venn Diagram addressing the geography of these two civilizations. The Venn Diagram will be assessed informally through teacher observation and class discussion following completion.

• Students watch a video (I recommend the Time-Life Video Rome) on the Roman Empire. Students have a question sheet that follows along with the video. The video is referred back to on a regular basis to throughout the rest of the unit.

Students receive a handout prior to the video with questions about the video. The questions are meant to make sure that students pay attention, and also to highlight important ideas that the students will be studying later. The questions are as follows:

1) How much of the world's population resided in the Roman Empire? 2) According to myth, who founded the Roman Empire? 3) Why was Julius Caesar assassinated? 4) What is the Pax Romana? What were some of the Roman achievements during this time period? 5) Where was Rome's most distant outpost? What military barrier is still there? 6) Why is the city of Pompeii so well preserved? Why is the city such a great archeological find?

The Question Sheet is assessed formally and will be taken for a grade.

• Using an atlas or their textbooks, students create a hand drawn physical/political map of the Roman Empire. Students are encouraged to be creative and come up with original ways of presenting the information that they are trying to convey. The assessment for the map is formal and is done via a rubric that is developed by the entire class as a whole at the onset of this activity.
• Students are create a timeline of all of the important events in Roman history starting with its founding and concluding with the "fall" of the Western Roman Empire. I give students a minimum number of events, but do not specify which events they should include. When all of the students have completed their timelines, a large timeline is placed on the chalkboard and students must come and put at least one item on the chalkboard. While placing their item, they must also justify to the class why they felt each item was important enough to be included on their timeline. Assessment for this activity is done formally and this assignment is graded.
• Students are engaged in a discussion about why Rome army was able to be so successful at extending its territory. Try to end the discussion by talking about the Roman Army. When discipline is discussed, have the students stand up against one of the walls in the classroom. Go down through the line and have every tenth student sit down. Explain that they are an army unit that has just run from a battle, and all of the students that are sitting down were just "executed" for their cowardice by their own army. Have students discuss why this would insure discipline. When the discussion is finished, have students write a journal entry from the perspective of a Roman soldier whose unit has just run from battle. Assessment for this activity is informal by teacher observation and through a class discussion of what students have written following completion.
• Students are to create a graphic organizer that outlines the strengths and weaknesses of the Roman Empire. I leave it open to the students to decide what type of an organizer they feel will best fit. Once students have finished their graphic organizer, a few students are selected to place their organizers on the chalkboard to share with the rest of the class. Try to get a good mix of different organizers, if possible. Assessment for this activity is informal and is done through teacher observation and through class discussion after the examples have been placed on the chalkboard. 
• Following a discussion of Roman art and architecture, students are asked to pick one example of Roman art or architecture. With their example they need to explain its purpose and what other cultures or civilizations influenced its creation. Students are then to present their example to the class. Assessment for this activity is formal and is done through a simple point sheet. Students are scored on a 0-5 scale in the following areas: topic, explanation of purpose, influences on their topic, presentation to class, and historical accuracy.
• After taking notes on the rise of Christianity in which the characteristics of Christianity are brainstormed and placed on the board, students are given two documents - one from Trajan, and one from Pliny the Younger - that discuss the problems faced by the Roman Empire in persecuting the Christians. Students are given time to read and analyze the documents. After soliciting students responses about what they think the documents are saying, they are given several short answer questions pertaining to the documents. Assessment is informal and accomplished through a class discussion about the documents.

Extending/Refining Experiences

1. After a brief discussion about the characteristics of a golden age, students are asked to complete a graphic organizer comparing the Golden Age of Greece with the Pax Romana. Students are instructed that they must include important figures, time frame, and important accomplishments in their organizer. Assessment for this activity is done informally through class discussion and student examples.
2. Using the Internet and Microsoft Word Publisher, students are asked to create a brochure highlighting 5 of the greatest highlights or achievements of the Roman Empire. These can include, but are not limited to: famous Romans, important events, works of art, works of architecture, notable theories or beliefs, etc. Students are graded based on a rubric that they came up with in class. Once the brochures were completed, time was set aside in class for the students to be able to read each other's brochures. Assessment for this activity is formal and is accomplished through a class created rubric.
3. After a discussion and notes, students are asked to create a poster size graphic organizer that outlines the causes for the "fall" of the Roman Empire. The catch is that students must somehow include a graphic representation of the fall on their poster and use it to tie together their information. Students were allowed to use magazine or newspaper cutouts, the Internet, clip art, and were allowed to type their information if the desired. The goal is that students will create their own graphic representation to assist them in learning the causes for the fall of Rome. Assessment is formal and is done by the teacher using a rubric. The rubric is as follows:

CULMINATING PERFORMANCE
Include rubric(s)

 Students are given a Document Based Question that contains 8 documents related to the fall of Rome.

Document Based Question: The Fall of the Roman Empire

Directions:

• Answer the scaffolding questions on the lines underneath the question. When writing your essay, be sure to write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
• Use evidence from the documents to support your response.
• Do not simply repeat the contents of the document.
• Include specific related outside information where appropriate.

Historical Context:

Even more shocking than the meteoric rise of the Roman Empire, was its long period of decay and finally the "fall" of the western half of the Empire. Many factors contributed to the fall of the Empire including social causes, political causes, economic causes, and military causes. All of these reasons have been explored by historians of all time periods who have offered a variety of perspectives as to which were the predominate causes.

Task Discuss which economic, political, military, and social causes were most responsible for the fall of the Western Roman Empire in AD 476.

Question: Which economic, political, military, and social causes were most responsible for the "fall" of the Western Roman Empire?

The rubric that was used was the standard New York State Education Department rubric for a Document Based Question.

Document-Based Question Scoring Rubric

5

• Thoroughly addresses all aspects of the task by accurately analyzing and interpreting most of the documents
• Incorporates relevant outside information
• Richly supports essay with relevant facts, examples, and details
• Writes a well-developed essay, consistently demonstrating a logical and clear plan of organization
• Uses information from the documents in the body of the essay, but does not copy document
• Includes a strong introduction and conclusion

4

• Addresses all aspects of the task by accurately analyzing and interpreting most documents
• Incorporates relevant outside information
• Includes relevant facts, examples, and details, but discussion may be more descriptive than analytical
• Writes a well-developed essay, demonstrating a logical and clear plan of organization
• Includes a good introduction and conclusion

3

• Addresses most aspects of the task or addresses all aspects in a limited way; uses some of the documents
• Incorporates limited or no outside information
• Includes some facts, examples, and details, but description is more descriptive than analytical
• Writes a satisfactorily developed essay, demonstrating a general plan of organization
• Restates the theme in the introduction and concludes with a simple restatement of the theme

2

• Attempts to address some aspects of the task, making limited use of the documents
• No relevant outside information
• Uses some facts, examples, and details; simply restates contents of the documents
• Writes a poorly organized essay, lacking focus
• Has a vague or missing introduction and/or conclusion

1

• Shows limited understanding of the task with vague, unclear references to all the documents
• Presents no relevant outside information
• Attempts to complete the task, but essay demonstrates a major weakness in organization
• Uses little or no accurate or relevant facts, details, or examples
• Has vague or missing introduction and/or conclusion

0

• Fails to address the task
• Is illegible
• Blank paper

PRE-REQUISITE SKILLS

 Students will need to know:

• How to use the internet to search for material
• How to use Microsoft Publisher to create a brochure (one class period can be allotted for traingin students to use this program if necessary)

MODIFICATIONS

 Students who have special needs will have the opportunity to take part in all class activities with an added in depth description of these activities provided to their resource room teacher. Reading assistance may be necessary for some students to complete the Document Based Question in the culminating experience. Any IEP Modifications can be made and the unit is generally flexible to meet those needs.

UNIT SCHEDULE/TIME PLAN

 The initiating activity and all of the Learning Experiences can each be accomplished in one block-scheduled period (73 minutes). This does not include the brochure activity, which takes 2 periods, and the culminating activity that takes two periods if you allow the students to complete the culminating activity in class. For non-block scheduled classes, the Learning Experiences would have to be split up.

Total time: 3 weeks

TECHNOLOGY USE

 Internet

Students will have the opportunity to use the Internet when they are researching the 5 greatest highlights or achievements of the Roman Empire when they are working on the brochure assignment.

The teacher to help find documents and pictures that could be used in the Document-Based Question in the Culminating Experience also used the Internet.

Microsoft Word Publisher

Students will be expected to use the Microsoft Word Publisher when they are creating their brochures. The program has a ready made brochure form, and is easy to use. If students have not had training using this program before, one class should be set aside for that purpose.

Microsoft Word

Students may choose to use Microsoft Word and some clip art when they are making their poster for the fall of the Roman Empire.