Topic / Content

Learning Outcome Activities / Assessment Resources

The Geography of Ancient Rome

Students should be able to:

Understand the three kinds of maps, elements of a map, and making maps. use an atlas index. This is applied to making a map of Rome and its specific physical features.

Use this map to infer how Rome’s location influenced cultural development.

Starter Activities

The teacher will elicit from students the meaning of atlas and the three kinds of maps – political, physical and thematic using and atlas as examples. Will then review the basic cartographic conventions with the teacher (atlas, index, compass rose, scale, labels, legend, latitude/ longitude; landform; body of water, border). Students will take the following note

Atlases and MapsAn atlas is a book with maps. There are many kinds of maps. Political maps show borders that divide places (countries, prefectures, etc); physical maps show landforms (mountains, deserts, etc) and bodies of water (rivers, oceans, lakes); and thematic maps show special information (climate, language, religion, etc). Atlases and maps have many parts. They have a table of contents, an explanation of how to use the atlas, and an index.

Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154

Atlases

Rome Physical Map (word)

Horrible Histories: Rotten Romanshttp://www.youtube.com/results?search_query=rotten+romans+horrible+histories&oq=rotten+romans+horrible+histories&gs_l=youtube.3...0.0.0.1492.0.0.0.0.0.0.0.0..0.0...0.0...1ac.

Map Activity (Rome Physical Map)Students will create a physical map of Italy and make inferences on how the geography of Italy influenced life 3,000 years ago.

Reading ActivityAfter reading the section “The Italian Peninsula” list the advantages and disadvantages of Italian Geography

Living Graph of Roman Development

Students should be able to:

Understand the processes that led Rome to becoming a Republic

Recap from previous lesson: Why do you think the ancient Greeks wanted to colonize Italy?

Intro to Rome Activity

Timeline Activity

How did Rome become a Republic?

Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154

Intro to Rome (word)

The Roman Reporthttp://www.youtube.com/watch?v=2kRwJJwxGZE

Timeline Makerhttp://www.preceden.com/

The Roman Republic

Students should be able to:

Understand and explain aspects of the Roman Republic

Compare the Roman Republic to the modern tripartite system in the USA

Starter ActivityMatching exercise comparing the Roman government system with Japan 2012

Discuss the different Social Groups in Rome:Patrician, plebeian, consul, dictator and check the meaning.

Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154

Starter Activity Rome (word)Intro to Roman Republic (word)

Reading ActivityIn pairs students complete the comparison table at the bottom of the worksheet.

Who Governed the Roman Republic

Students should be able to:

Understand and explain the workings of the Republic.

Teacher led class discussion on what students consider to be good government.

- To protect its citizens- To promote citizens- Etc

The setup of the Roman Republic (Roman Republic)

Analysing the strengths and weaknesses of the Republic. Pair work challenge

Republic strengths and weaknesses (word)Roman Republic (pdf)Athens vs Rome Gov Starter (ppt)Good Government (ppt)

Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154

The Twelve Tables

Students should be able to:

Infer values and aspects of Roman life that were important during the Republic based on the Twelve Tables

Starter

As students walk into the classroom, many of them will be given detention for doing things that are considered wrong. For example, one student will get detention for wearing a green shirt or another for using a mechanical pencil. As the students complain that it’s not fair, they will be reminded that these are the “rules.” Of course, the rules aren’t written down and were not shared with them,

Introduction to the twelve tables (word)

Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.154

but that doesn’t matter. How would they like to live in that society?

Read through the “The Twelve Tabls” as a n introduction

Draw a triangular diagram to illus-trate the social groups in the Ro-man Republic.

What conflicts might emerge between the 2 main groups?

The Republic Expands

Students should be able to:

Understand and explain the differences between ‘direct’ and ‘indirect’ imperialism.

Explain Roman motives for favouring ‘indirect rule’.

Starter ActivityStudents will categorize motives for imperialism into political, religious, economic, ethnocentrism and exploratory.

Reading Task: The Republic Expands

Read the Republic Expands. – Students complete the map activity and accompanying tasks.

BBC documentary ‘Caesar’http://www.youtube.com/watch?v=BTBgxV7B6yc

Farah and Karls (2001) World History - the Human Experience McGraw Hill pp.160

Roman imperialism starter (word)The Republic Expands (word)Punic Wars map (pdf)Roman indirect rule vs. direct rule (word)

Direct rule vs. Indirect rule

Discuss with students the differences between ‘direct rule’ and ‘indirect rule’.

Why did the Romans favor independent rule?

The Republic in Crisis

Students should be able to: During a teacher led discussion, students read the “Effects of

Farah and Karls (2001) World History - the Human Experience

Wars Results1st Punic war

Agreed to pay Rome an indemnity payment.

2ns Punic war

Carthaginians gave up their lands in Spain, handed over most of their warships and agreed to hand over an indemnity payment.

3rd Punic war

Sold surviving population in to slaveryLegend sais they sowed salt into theSoil so no crops would grow.Victory gave the Romans complete Control of the Mediterranean.

Examine the political, social and economic causes of the collapse of the Republic

Conquest”. In pairs students must categorize the causes of the collapse of the Republic.

Key questions to consider:How did military leaders benefit from the social and economic problems? It became easier to recruit soldiers. Soldiers were loyal to their military

commanders rather than the repub-lic.

Farmers forced from their land had found the army as a means to sur-vive.

Sequencing ActivityBased on class discussion and their reading students will complete the sequencing activity “Fall of the Republic: Flow Chart”

How Caesar killed the Republic“End of Rep and rise of Caesar” Worksheet

McGraw Hillp.161-7

The Effects of Conquest (word)The Fall of the Republic: Flow Chart (word)

End of Rep and rise of Caesar (word)

How Caesar killed the republic (word)BBC documentary ‘Caesar’http://www.youtube.com/watch?v=BTBgxV7B6ycPart IIhttp://www.youtube.com/watch?NR=1&v=sempRp1P3Qc&feature=fvwpPart IIIhttp://www.youtube.com/watch?v=1Kf5bo_dO54

The Pax Romana

Students should be able to:

Understand and explain the positive effects of the pax romana on different on government, literature, language, engineering and religion.

Starter Activity: ‘what if?’In groups students discuss what life would be like if we didn’t have things we take for granted.

ActivityUsing the worksheet students write some notes on some of the greatest

Worksheet Things to think about Rome (word)

Pax Romana (word)

achievements of the Pax Romana. Rome DBQ Students should be able to:

Use SOAPstone to organize documents from a DBQ

Students will be introduced to an AP World History style DBQ at the beginning of the class.

Over the next three periods we will practice how to summarize, group, analyze and comment on POV.

1. SOAPStone2. Grouping3. Summarizing and Analyzing4. POV5. Thesis statements

Mini DBQ Activity: Students will write a mini DBQ.

Relating authorial point of view to author’s place in society:He would most likely hold this view as a peasant / member of the elite / politician / emperor / family relation / because ____________ Evaluating the reliability of the source:“Kazu may be / may not be a completely reliable source, however, since ____________ Recognizing that different kinds of documents serve different purposes:“It is important to note that Kazu is commenting in a secret report

Practice Rome DBQ (word)SOAPStone document analysis (word)

probably not meant for publication; therefore __________Analyzing the tone of the documents:“The passionate tone of Muntzer’s open letter was clearly designed to incite __________________

The Rise of Christianity

Students should be able to:

Understand and explain the effect of the rise of Christianity had on the Roman Empire

Review/ Introduction

How was religion used by emperors/the state to control the majority of the population?

Why were the people of that time so easily influenced by religion?

What is the difference between monotheism (one god) and polytheism (many gods)?

The ancient Romans practiced cult worship in that they accurately observed and followed religious rituals to please the gods rather than having good moral conduct. How is this different from the beliefs of many modern day religions?

Farah and Karls (2001) World History - the Human Experience McGraw Hillp.168-170

Christianity in the roman empire (word)Roman Gods Directhttp://www.youtube.com/watch?v=iHYfizhDPlI

The legacy of the Roman Empire

Students will be able to:

Discuss Roman achievements in the arts and learning.

Analyse the legacy of the Romans and how their achievements affect our modern world.

Starter: Show “what have the Romans done for us” life of Brian.

Analyse the legacy of the Romans and how their achievements affect our modern world.

Using the internet the students must follow the instructions on the word document provided to come up with the 5 most important innovations of the Romans

Fall of Rome Students will be able to:

Categorize causes for the fall of the Roman Empire as social, political, military, religious and economic.

Map the movement of Barbarian tribes into the Roman Empire .

Students cut out the pictures and place the correct statements next to them which describe the picture and title the pictures 1. RELIGIOUS..........to do with

ideas about God.2. MILITARY.............to do with

wars and armies.3. ECONOMIC...........to do with

money.4. POLITICAL............to do with

how countries are ruled.5. SOCIAL..................to do with

how people live.

Map exercise: students color the vari-ous territories that were lost to bar-barian tribes that eventually led the empire to shrink.

Students answer questions 1, 2 , 3 and 4 on p. 178

Fall of Rome DBQStudents use the skills they have

Farah and Karls (2001) World History - the Human Experience McGraw Hillp.175-178

THE FALL OF THE ROMAN (word)Statements about (word)Roman collapse cartoon 1 and 2. (pdf)Fall of Rome DBQ (word)

practiced to answer the DBQ