West Deptford Middle School 6th Grade Curriculum Unit Ancient Rome

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1 West Deptford Middle School 6th Grade Curriculum Unit Ancient Rome West Deptford Middle School 675 Grove Rd, Paulsboro, NJ wdeptford.k12.nj.us (856)

2 West Deptford Township Schools Course of Study/Curriculum Guide Curricular Area: Social Studies Course Title: Ancient Rome Grade Level: 6 Written by: Lisa Ciacciarelli & Daniel Penny Reviewed by: Laura Sandy Approved by: Shawnequa Carvalho Board of Education Approval: September 2017

3 Unit Ancient Rome A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) used by the rulers of Rome, China, and India to control and unify their expanding empires. 8:Utilize critical thinking to make sense of problems and persevere in solving them. Students may believe that dictators are invariably cruel, long-term tyrants. This is generally the case in modern times, when dictators such as Adolf Hitler, Benito Mussolini, and Saddam Hussein took permanent power in their nations and then carried out policies of oppression, terror, and war. In ancient times, however, a dictator was often a supreme leader who served only temporarily during times of crisis Were the Roman emperors great or terrible? Students will understand the many effects (good and bad) that the different emperors had on society. Good--building projects; Bad-treatment of people, persecution of Christians.

4 Unit Ancient Rome 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. 1: Act as a responsible and contributing citizen & employee Students may not understand that ancient civilizations had a drastically different view of who was a citizen and the privileges that were associated with it. How was Roman society structured? What role did slavery play in Roman Empire? Students will understand different points of view of different classes in society. Unit Ancient Rome 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. 4: Communicat e clearly & effectively and with reason. Students may think that the structure of the U.S. government was formed solely from the ideas of the Founding Fathers. Students should understand that the ancient governments of Greece and Rome greatly influenced the organization of the U.S. government How and why did Rome go from a monarchy to a republic? What are the similarities and differences between the Roman Republic, Athenian Democracy and US Government? Students will understand that the foundation of US

5 Government stems from principles within the Roman Republic and the Athenian Democracy. Unit Ancient Rome 6.2.A.3.e Compare and contrast the American legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system. 7: Employ valid & reliable research strategies. Students may not fully understand the system of checks & balances that three branches of the American government provides. Was the Roman republic democratic? What democratic principles were present in Ancient Rome? Students will understand the importance that the 12 Tables of Law had on society. Students will understand the importance of having written laws for everyone to see.

6 Unit Ancient Rome 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. 6: Demonstrate creativity & innovation. Students may believe Roman cities got water from local rivers and lakes. However, many cities received water from hundreds of miles away by using aqueducts. How did geography and trade routes impact the growth of Rome? How did the spread of Roman culture influence throughout the Empire? Students will understand that the Roman empire expanded due to the construction of bridges and roads that linked neighboring lands together. Unit Ancient Rome

7 6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia. 2: Apply appropriate academic & technical skills. Students may not understand that trade amongst civilizations was often the catalyst for advancing technology. How did the Roman empire expand? Why did the Roman empire fall? Students will understand that the Roman empire grew very large--too large to control and that it ultimately led to its collapse. Unit Ancient Rome D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 7:Employ valid & reliable research strategies. Students may assume the lower or plebeian class in ancient Rome did much of the work. However, most of the labor was done by slaves, and, as a result, many plebeians were unemployed. What were the differences between patricians/plebeians? How were women treated in Rome? Students will understand the difference in social classes in Rome and how they related to political power in the republic. Unit Ancient Rome

8 6.2.8.D.3.d Compare and contrast the tenets of various world religions that developed in or around this time (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 5: Consider the environmental, social & economic impacts of decisions. Students may not be aware that Christianity was born out of Judaism, that Jesus lived and died as a Jew, and that many of his sayings and teachings come from the Hebrew Bible or reflect the Jewish ethical teaching of his day. How is Christianity similar/different to other religions we have studied? Students will understand the similarities/differences of the major world religions today. Unit Ancient Rome A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 9: Model integrity, ethical leadership & effective management. Students may not understand that often religion and language were the only commonalities between the multitudes of differing cultures within a larger civilization. How did the emperors of Rome use religion to govern their citizens? How did the ruling classes attempt to keep the poorer members of society happy? Students will understand that religion was an important part of the lives of citizens. As the Roman empire grew and expanded, emperors used religion to govern their citizens.

9 Unit Ancient Rome District / School Formative Assessment Plan Weekly use of digital journal to check understanding. Kahoot Quizlet Postcard of Ancient Rome Video questions/writing response Gladiator Poster Emperor--Wanted/In Memory of Poster Discovery Ed. Techbook o Techbook atlas Primary Resources District/School Summative Assessment Plan Unit test--rome I Am poem--plebian/patrician Cumulative Ancient Civilization Museum Artifact/Presentation District / School Primary and Supplementary Resources Supplementary Resources Additional outside Resources: Pictures of Roman Achievements: Forum/Colosseum/Theater/Temples/Circus Maximus for postcard writing activity

10 o o o United Streaming from Techbook Brief constructed responses related to geography, religion, and achievements in Rome. Online Assessments Gladiator poster template Webquest Template/rubric for Emperor project Graphic organizer for plebeian/patricians Technology Aspect Google Products o Google Classroom - Used for daily interactions with the students covering a vast majority of different educational resources (Daily Notes, Exit Tickets, Classroom Polls, Quick Checks, Additional Resources/ Support, Homework, etc.) o GAFE (Google Apps For Education) - Using various programs connected with Google to collaborate within the district, co-teachers, grade level partner teacher, and with students to stay connected with the content that is covered within the topic. Used to collect data in real time and see results upon completion of the assignments to allow for 21st century learning. Techbook o Discovery Ed. Techbook One to One Student's laptop o All students within the West Deptford School District are given a computer, allowing for 21st century learning to occur within every lesson/topic. Additional Support Videoes The videos below are just examples of videos that can be used to support each of the Lessons within this Topic. There are more additional videos provided for each and can be assigned from the Discovery Education Techbook from the teachers login. You Tube Video: Colosseum Engineering an Empire: Rome: United Streaming within techbook: Start of Roman Civilization Rome s Infrastructure Rome s Inventions Aenied Creating a Republic

11 Senate and People of Rome Influence of Rome First Punic War Caesar s Path to Power Murder of Caesar Nero s Rule Daily Life of Roman Soldiers Everyday Life in Roman Cities Divide Between Rich and Poor Twelve Tables of Law Slavery in Rome Differentiated Instruction Gifted Students (N.J.A.C.6A:8-3.1) Within each lesson, the Gifted Students are to be given the brief constructed response questions to be answered in their digital journal. These questions are to push the knowledge of each portion of the lesson. Appoint as group facilitator English Language Learners (N.J.A.C.6A:15) The techbook will be converted to Spanish for Spanish speaking students

12 Work with ELL Teacher to allow for all assignments to be completed with extra time. Meet with students for assistance with I Am Poem, gladiator poster, emperor project Graphic organizer/guided notes Use visual representations for all terminology & concepts Risk Students (N.J.A.C.6A:8-4.3c) Students will be given graphic organizers, audio version of techbook, parent communication, GRAPES graphic organizer. Hands on activities for motivation and concrete learning Engage in discussions to boost self esteem Graphic organizer/guided notes Meet with students for assistance with I Am Poem, gladiator poster, emperor project Frequent quick checks Techbook will be provided in reading level B and an audio version for use in conjunction with headphones/earbuds Special Education Students (N.J.A.C.6A:8-3.1) Allow for student accommodations within the classroom Reduce quantity of response questions Frequent quick checks Meet with students for assistance with I Am Poem, gladiator poster, emperor project handout of completed study guide/grapes notes Techbook will be provided in reading level B and an audio version for use in conjunction with headphones/earbuds. Interdisciplinary Connections**** Math Science ELA

13 *Roman Numerals activity. LA.6.W.6.1.D Establish and maintain a formal/academic style, approach and form. Students write I Am Poems in the voice of Patrician and Plebians. Fine Arts/ Performing Arts World Language Technology Students will create a poster advertising a gladiator. Reader s Theater--Who Killed Marc Antony? TECH E Students apply digital tools to gather, evaluate, use information. *Students research an emperor from Rome-- create a digital obituary--in Memory of or a Wanted Poster. Careers Global Awareness Other *Students can look at the different branches of government within the Republic.