Cultural Studies-12/13 Course I

CULTURAL STUDIES-12/13 COURSE I

ESSENTIAL UNIT 7 (E07)

(Ancient Rome II – Fall of Rome)

(July 2015)

Unit Statement: Essential unit seven explores the legacy of the Ancient Romans to the modern world, and analyzes the origins, beliefs and early spread of the Christian religion, as well as the role of Jesus. Unit seven traces the growth of Christianity in Rome, looks at reasons for the decline of the Roman Empire, and the importance of the emperors Constantine and Diocletian.

Essential Question/s:

Why do people move?

Essential Outcomes: (must be assessed separately for mastery)

The Student Will know the emperors’ roles in the PaxRomana (pp.390-391).

TSW identify the Roman contributions to technology, trade, and culture (pp.392-395).

TSW identify the legal and cultural legacy of the Roman Empire (pp. 396-401).

TSW explain the origins of Christianity in Roman times, and the role of Jesus in early Christianity (pp. 402-405).

TSW sequence and identify significant events and reasons for growth in the history of early Christianity. (pp.405-407).

TSW summarize the core beliefs of Christianity, and the values of the Judeo-Christian religion that developed from these (pp. 413).

TSW identify causes of the Roman Empire’s decline and the effects of its collapse (pp. 414-419).

TSW summarize the importance of the emperors Constantine and Diocletian (pp. 416-417).

Practiced/Ongoing Outcomes: (ongoing development, but not assessed)

The Student Will identify key terms and concepts.
TSW list historical events on a timeline to compare people and events over time (see selective unit 1).
TSW determine connections with the 5 Themes of Geography (e.g. HEI - the significance of Roman road building).
TSW address document based questions (see Suggested Assessment Tools).
TSW use maps, charts and data in order to synthesize logical conclusions (see Suggested Assessment Tools).

Key Terms and Concepts:

deify / PaxRomana / concrete / aqueduct
Greco-Roman / succession / structure / mosaic
Romance languages / oratory / satire / gladiator
achievement / tradition / resurrection / baptism
crucifixion / conversion / martyr / isolated
authorities / New Testament / Gospel / parable
epistle / Trinity / ethics / denomination
controversial / element / inflation / barbarian
mercenary / orthodoxy / communication / collapse

Cross-curricular Suggestions:

Reading:

●The Thieves of Ostia by Caroline Lawrence

●Escape by Sea, L.S. Lawrence

Writing:

●People who lived through the fall of the Roman Empire witnessed enormous changes and unrest. Imagine you are living through this time and write a series of diary entries that describe what you see around you. You could take the perspective of a Roman soldier, a priest or a slave.

Health:

●Research a typical Roman meal and compare it to modern guidelines for healthy, balanced diets. If possible, prepare a simple Roman dish to share with the class.

Drama:

●Imagine you are a Roman army commander and write a job description to hire new soldiers. Include what duties soldiers have to perform, what types of situations they might encounter, salary and benefits. With a partner conduct a mock interview between a commander and the potential new recruit.

Mathematics

●Roman numerals -complete the Activity Support ‘Roman Numerals’ (T46-T47)

Suggested Materials: (provided by school)

●My World History - Survey Print Student Edition with myWorldHistory.com Premium 6-year License isbn10: 0133176126 isbn13: 9780133176124

●All textbook ancillary materials and Teacher Pro-guide - CD-ROMs / DVDs that allow access offline to materials on Pearson’s -

●Previous Ancient Civilizations textbook may also be useful

Additional Resources: (may not be provided by school)

●Student Atlas

Technology Links:

●

Destiny Webpath Express (see Librarian)

Use this search engine to find age-appropriate websites that align with your unit.

Suggested Assessment Tools:

Attached rubric or teacher-generated rubric that assesses ALL essential outcomes (TSWs). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess mastery of the unit with final judgement by the teacher.

TSW read the story ‘Paul’s Shipwreck’ and answer the questions
TSW do the Map Skills (pp. 391, 403, 418)
TSW do the section assessments (pp. 395, 401, 419)
TSW do the Section Quiz (T43, T49, T55, T61, T67)
Do the Chapter Assessment (pp.420-421)
TSW complete the Activity Support ‘The Following Announcement...’ (T40-41)
TSW do the primary resource (pp.422-423)
TSW identify ways their community is connected to other communities. Discuss how such links - physically by geography or route, culturally by language or population, economically through trade or a shared economy - help or hurt your community. Then discuss if links to other communities helped or hurt the Roman empire.
TSW identify examples of Roman architecture such as the Roman arch on a local or virtual field trip.
TSW make a bust, portrait, or statue of Caesar or Augustus - include a caption text that explains his importance to Rome.
TSW identify stadiums in their community or home country that they have visited or seen in the media and discuss the kinds of entertainment commonly offered in them.
TSW design a movie poster for a documentary about the Roman cultural legacy.
TSW write and perform a satirical comedy monologue about a famous Roman figure.
TSW think about times when they were made to view the world or a problem in a new way. Discuss their reactions and the reaction of family and friends. Ask students how someone with a very new viewpoint might change ancient Rome and its people.
Name a recent public event such as a concert or political rally. Brainstorm reasons that governments might be nervous when large groups with strong feelings gather. Discuss ways that governments try to keep order and ask if students think that governments ever go too far.
TSW do the Activity Support ‘Comparing Religions’ (T52-T53)
TSW consider ways a plan helps people accomplish their goals. State that plans begin with goals and then rely on main principles or ideas for how to reach the goals. Discuss how religions are similar, offering a goal of knowing how to live and behave. How did Christianity help people reach their goals by providing guiding principles?
TSW do the Activity Support ‘Do the Right Thing’ (T58-59)
TSW discuss the problems that result when family members, teammates, or classmates argue amongst themselves. They should understand how internal tension can weaken groups and make them less able to cope with external problems. Students should identify how similar internal tensions might affect the strength of the Roman empire.
TSW do the Activity Support ‘Biographies’ (T64-T65)
TSW the primary source lesson plan on the Spread of Christianity (T68-69, 422-423)
TSW produce a Roman Newscast (pp.424-425)

RUBRIC FOUND ON FOLLOWING PAGE………………………

QSI CULTURAL STUDIES -12/13 COURSE I E07

Student Name:______Date:______

CULTURAL STUDIES-12/13 COURSE IE07 RUBRIC

(Ancient Rome II – Fall of Rome)

To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s).

To receive an ‘A’, the student must show ‘A’ level mastery on 3 of the 6 available TSW’s and ‘B’ level mastery on all TSW’s.

The Student Will / ‘A’ Level / ‘B’ Level / ‘P’ / Teacher Comments
1.The Student Will describes the emperors’ roles in the PaxRomana. / The student is able to describe the roles of the emperors in the PaxRomana.
2.TSW identify the Roman contributions to technology, trade, and culture. / The student is able to evaluate which Roman contribution has had more significant impact on the modern world. / The student is able to list and explain elements of Rome’s technological, trade and cultural legacy to the world.
3.TSW identify the legal and cultural legacy of the Roman Empire. / The Student is able to assess the importance of the different legal and cultural legacies of the Roman empire. / The student is able to explain the legal and cultural legacy of the Roman empire.
4.TSW explain the origins of Christianity in Roman times, and the role of Jesus in early Christianity. / The student is able to describe the origins of Christianity in Roman times, and identify Jesus as a central character of Christianity.
5.TSW sequence and identify significant events and reasons for growth in the history of early Christianity. / The student is able to analyze different reasons for the growth of Christianity, and decide which factors had a greater impact. / The student is able to trace important events in the history of Christianity, and list reasons for growth.
6.TSW summarize the core beliefs of Christianity, and the values of the Judeo-Christian religion that developed from these. / The student is able to compare and contrast the values of the Judeo-Christian religion expressed in the
10 commandments with any other religion and its code of practice e.g. Buddhism’s 8 fold path or Islam’s 5 Pillars. / The student is able to summarize the core beliefs of Christianity, and the values of the Judeo-Christian religion that developed from these.
7.TSW identify causes of the Roman Empire’s decline and the effect of its collapse. / The student is able to evaluate the conditions that led to the collapse of the Roman Empire and determined which conditions had the greatest effect on Rome’s decline. / The student is able to outline the conditions that led to the fall of the Roman Empire.
8.TSW summarize the importance of the emperors Constantine and Diocletian. / The student is able to compare and contrast the lives of the emperors Constantine and Diocletian. / The student is able to summarize the life and achievements of the emperors Constantine and Diocletian.

QSI CULTURAL STUDIES -12/13 COURSE I E07