Grade 6 Unit 5 Ancient Rome

West Haven Public Schools

Unit Planning Organizer

Subject: Ancient World History

Grade: 6

Unit:  5 Ancient Rome

Pacing: 25 days

 

Essential Question(s):

  1. How did the physical geography and its central location affect the development and growth of societies in the Roman Empire?
  2. Describe the government of the Roman Republic and Roman Empire?
  3. Explain the culture of Roman.
  4. How did advances in architecture and technology benefit the Roman Empire and future civilizations?
  5. What are the reasons for the fall of the Roman Empire?

 

 

Big Idea(s):

  1. Rome’s central location in Italy, along the Tiber River and on the Mediterranean Sea made trade, conquest and control of the Empire easier.
  2. The Roman Republic gave citizens the right to vote for leaders: Senators, Consuls &
    Praetors. The Republic ended when Julius Caesar became dictator and took control of the
    government and power from the Senate.
  3. Romans were divided into 2 main classes, Patricians and Plebeians. Patricians were the rich class that owned land, homes, and slaves and were powerful. Plebeians were poor and usually lived in poor homes and were unemployed. For entertainment both classes liked to go to the Circus and Colosseum for Gladiator fights. Romans believed in Gods and Goddesses until Christianity began to spread throughout the empire.
  4. Arches allowed the Romans to build large buildings and create large open spaces inside. The Colosseum could hold a lot of people. Aqueducts allowed fresh water to be brought to cities from far away. Roads were built throughout the empire so that the army could keep control of the Empire.
  5. The Roman Empire fell due to the following reasons: leaders made poor choices, stole from the treasury, hired mercenaries or bribed the army, the Empire was too big to control and Christianity spread causing many to turn away from serving in the army.

 

 

 

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

 

6th Grade Ancient History

Priority:

1.3.1        Explain how the arts, architecture, music, and literature of a civilization reflect its culture and history.

1.3.2    Identify examples where cultural differences contributed to conflict between
 civilizations.

1.5.1    Civilizations and technology and how it effects environment.

1.5.2    Analyze how environment affects impacts a nation’s/civilization’s economic and
 social development.

1.7.1    Compare and contrast different forms of governments/leaders past and present.

 

Supporting:

1.3.3    Analyze how specific individuals and their ideas and beliefs influenced world history.

1.6.2    Evaluate the positive and/or negative impacts of movements of large groups of

            people on both people and a nation/region.

1.9.1    Compare and contrast the rights of citizens under different forms of

            government/leaders throughout the Ancient World.

1.13.3  Analyze how individual lives are influenced by social, cultural and material contexts.

2.2.1    Use maps to understand and explain historical content.

2.5.2    Prepare a descriptive report on a social studies topic and use visual forms of evidence.

 

 “Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

Physical Geography

  • Peninsula
  • Water access

 

 

 

Government

  • Roman Republic
  • Roman Empire
  • Division of the Roman Empire
  • Roman Law
  • Census/Taxes

 

Culture

  • Social Classes
  • Slaves
  • Entertainment
  • Roman Gods/Goddesses vs. Rise of Christianity

 

 

 

 

Individuals

  • Good leaders vs. Bad leaders

 

Technology

  • Arches
  • Roads
  • Aqueducts

Describe the land and how it affected the development of Roman civilization.

 

 

 

 

Explain the development of the Roman Republic and how its down fall led the Roman Empire.

 

 

 

 

 

Classify the social classes of Rome.

 

Motives for rulers to entertain the population.

 

Summarize why Christianity was appealing to the lower class people of Rome.

 

 

 

Prioritize the qualities of a good Roman leader versus a bad one.

 

Identify examples of Roman technology in our modern day society.

1

 

 

 

 

 

5

 

 

 

 

 

 

 

4

 

4

 

 

2

 

 

 

 

5

 

 

3

 

 

Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis):

See Pre-Assessment Unit 7 Ancient Rome

 

“Dipsticks” (Informal Progress Monitoring Checks):

Will be created at the discretion of classroom teacher.

 

Common Formative Post- Assessment (Followed by Data Team Analysis):

See Post Assessment for Unit 6 Ancient Rome

 

 

 

Instructional Planning

1.     Suggested Resources/Materials:

Textbook pgs. 226-276
Primary/Secondary sources
Map Activity
Videos
Power Point
Computer

 

Suggested Research-based Effective Instructional Strategies:

 

Vocabulary/Word Wall

Republic
Patrician
Plebeian
Consul
Veto
Dictator
Province
Collosseum
Aqueduct
Polytheism
Arch
Census
Villa
Circus
Gladiator
Jesus
Messiah
Disciple
Epistle
Martyr
Constantine
Mercenary
Inflation

Enrichment/Extension

Interdisciplinary Connections