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Grade 6: Unit 5

Social Studies Curriculum

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Course Description

The goal for 6th

grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts.

Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and

secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological

changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient

Mesopotamia and Egypt, who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the

Roman Empire, who are thought to have greatly influenced Western civilization.

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Pacing Guide

Unit Topic Suggested Timing

Unit 1 World Geography and Human Origins 7

Unit 2 Mesopotamia and the Fertile Crescent 7

Unit 3 Ancient Egypt, Kush and Phoenicia 7

Unit 4 Ancient Greece 7

Unit 5 Ancient Roman Republic and Empire 8

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Educational Technology Standards

8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.1, 8.1.8.D.2

Technology Operations and Concepts

Create a document using one or more digital applications to be critiqued by professionals for usability. Example of Use: Using digital tools create a map of Ancient Rome.

Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Example of Use: Political and Historical Maps: Use digital maps to label important modern and historical areas in Ancient Rome.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event. Example of Use: Create an essay on the modern effects of technology developed in Ancient Rome.

Digital Citizenship

Demonstrate the application of appropriate citations to digital content. Example of Use: Create a bibliography for your essay on Ancient Roman technology. In the bibliography include citations for websites, videos and other digital content.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

Example of Use: Create a venn-diagram that compares and contrasts the governments of the United States

and the Roman Republic.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or

mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,

understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social

condition, the environment and the profitability of the organization.

Example of Use: Create a chart to compare roles and responsibilities of Patricians, Plebeians, Women, and Slaves.

Career Ready Practices

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Example of Use: List causes leading to creation Roman Republic and effects the republic had on the people.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

Example of Use: Split class into groups of 3 to complete three categories of web organizer: Rome’s founding,

Benefits of Rome’s Physical Geography, and Rome’s Waterways.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions al

oud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text

Chunking text

Choice Board

Cubing

Socratic Seminar

Tiered Instruction

Small group instruction

Sentence starters/frames

Writing scaffolds

Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

Tiered learning stations

Tiered questioning

Data-driven student partnerships

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Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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New Jersey Student Learning Standards By the end of Grade 8

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about

how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills

enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

A.Civics, Government, and Human Rights 6.2.8.A.3.a: Compare and contrast methods (i.e., autocratic rule, philosophies, and bureaucratic structures;

communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their

expanding empires.

6.2.8.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.

6.2.8.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.

6.2.8.A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and

determine the extent to which the early systems influenced the current legal system.

B. Geography, People, and the Environment

6.2.8.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.

C. Economics, Innovation, and Technology

6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.

6.2.8.C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.

6.2.8.C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output

and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

D.History, Culture, and Perspectives

6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.

6.2.8.D.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output

and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

6.2.8.D.3.d: Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world

legacies.

6.2.8.D.4.h: Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.

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6.2.8.D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical

societies.

English Language Arts & History/Social Studies Grades 6-8 Companion Standards

Key Ideas and Details:

RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the

source distinct from prior knowledge or opinions.

RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a

law, how interest rates are raised or lowered).

Craft and Structure:

RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains

related to history/social studies.

RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or

avoidance of particular facts).

Integration of Knowledge and Ideas: RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print

and digital texts.

RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:

RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band

independently and proficiently.

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English Language Arts Standards » Writing » Grade 6-8

Text Types and Purposes:

WHST.6-8.1: Write arguments focused on discipline-specific content.

WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

Production and Distribution of Writing: WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.

WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas clearly and efficiently.

Research to Build and Present Knowledge: WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the

credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism

and following a standard format for citation.

WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Grade: 6 Unit: 5

8 Weeks

Topic: Ancient Roman Republic and Empire In unit five students will track Ancient Rome’s origins, the rise of the Roman Republic, creation and spread of the Roman Empire, to the eventual decline and collapse of the empire. Students will also analyze how the contributions of the Romans still continue to

impact our culture today.

NJSLS: 6.2.8.A.3.a, 6.2.8.A.3.b, 6.2.8.A.3.c, 6.2.8.A.3.e, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c, 6.2.8.D.3.a, 6.2.8.D.3.c,

6.2.8.D.3.d, 6.2.8.D.3.f, 6.2.8.D.4.h

ELA Companion Standards: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9, RH.6-8.10,

WHST.6-8.1, WHST.6-8.2, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10

Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Analyze ancient Rome and

its important cities and rivers

on a historical and a modern

map.

Standard:

6.2.8.B.3.a

RH.6-8.7

Where was ancient Rome?

What were the important cities and physical features?

Political and Physical Maps: Use blank maps to

label important areas in Italy

and SW Europe.

Teacher Notes (Link) Blank Ancient Rome and

Roman Empire maps

Student instructions to

complete blank Ancient Rome map.

Holt World History Textbook: Unit 5 Chapter 10 Section 1- Geography and the Rise of Rome

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Connect ancient Rome’s

location and its expansion

through conquest and trade.

Standard:

6.2.8.B.3.a

RH.6-8.1 RH.6-8.4 RH.6-8.6 RH.6-8.10

WHST.6-8.1

WHST.6-8.7,

How did geography and

trade routes impact the

growth of Rome?

What benefits did Rome’s

location provide the city and

its inhabitants?

How did Rome’s geography

help it prosper?

Main Idea Graphic Organizer Web: Split class into groups of 3 to complete three categories of web: Rome’s founding, Benefits of Rome’s Physical Geography, and Rome’s

Waterways.

Think-Pair-Share Check: Answer/discuss: 1. How did Rome’s

geographical location protect it? 2. How did its geographical location and climate help it expand?

Discovery Techbook Chapter 10 Section 10.1 Geography and Economy of Ancient Rome

ELA-Rome and Its Surroundings Say What?: Students will “translate” to

modern language excerpt of Strabo’s Geographica or Titus Livius’ The History of Rome to examine how

Rome’s geography

influenced its growth. NJSLSA.R1

Analyze the impact of coined

money and roads on trade

inside the Roman Empire.

Standard:

6.2.8.C.3.b

RH.6-8.4

How did Roman roads and

bridges impact the

economy?

What effect did the Roman

monetary system have on

Rome’s economy?

What is the cultural and

historical significance of Roman coins?

Problem/Solution Chart: Read text and view media, then on chart record

challenges Rome faced

while expanding territories

(problems) and ways

Romans met challenges

(solutions).

Advertisement Activity: Go to Explain tab. Create

YouTube Video Clip History Channel: Play from 3:25-5:40 minute

mark for demonstration of Roman road construction. http://www.youtube.com/wat

ELA-Roman Roads from Discovery Education Techbook Chapter 10 Section 10.1: reading passage includes comprehension questions and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections RH.6-8.7

WHST.6-8.4

WHST.6-8.10

advertisement that promotes

innovations of either Roman

roads or coins for their company. Highlight importance and advantages.

ch?v=XRYHsiCvmhc

History Channel Video Rome’s Ancient Highways-2 minutes: Rome built 53,000 miles of highways. http://www.history.com/topic s/ancient- history/colosseum/videos/w here-did-it-come-from- ancient-rome---mobile- society?m=528e394da93ae &s=undefined&f=1&free=fal se

History Channel Video The Roman Road-3 minutes: Romans revolutionized land

transport by paving roads

that spanned an empire. http://www.history.com/topic s/ancient-history/julius- caesar/videos/mankind-the- story-of-all-of-us-roman- roads?m=528e394da93ae& s=undefined&f=1&free=false

ELA-Transportation and Trade in Ancient Rome- Data Analysis: Using interactive Data Analysis tool students will analyze methods transportation and trade routes used by Romans as empire expanded. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Trace the roots of Roman

civilization to the

contributions of Etruscans

and Greek colonists.

Standard:

6.2.8.A.3.a 6.2.8.A.3.c

RH.6-8.1 RH.6-8.7 RH.6-8.8

WHST.6-8.4

WHST.6-8.9

WHST.6-8.10

How did the Roman

civilization begin?

What role did the Etruscans

play in Roman history?

Roman Origins and Early Political Structures Main Idea Web: Go to Explore tabs 1-2. Divide class in half. Half explores legends of Rome’s

founding, other half Etruscans’ role in Roman

history. Each group

presents findings.

Roman Origins Mind Map: Go to Explain tab. Using

Word Bank create graphic

answer to: How did different civilizations influence the

development of early Roman

culture?

Discovery Techbook Chapter 10 Section 10.2 Roman Origins and Early Political Structures: See Model Lesson, then go

to Engage tab and Explore

tabs 1-2.

History on the Net.com

Information sheet and

crossword about the Legend

of Rome. http://www.historyonthenet.c om/Lessons/worksheets/ro mans.htm

ELA-The Aeneid from Discovery Education Techbook Chapter 10 Section 10.2: reading passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Analyze the political structure in ancient Rome

and the democratic concepts

developed in the region

(separation of powers, representative government); compare to the democracies

of Athens and of modern

states.

Standard:

What form of government was established after the

king was removed from

power? What democratic principles

were present in the

government of ancient Rome?

Cause/Effect Chart: Go to Explore tabs 3-4. List causes leading to creation

Roman Republic and effects

the republic had on the

people.

Main Idea Web Democratic Principles in Ancient Rome: Go to Explore tab 5. Use

web to record 3 different

BrainPOP lesson on the Roman Republic: Structure of the Roman

Republic and the Twelve

Tables. http://www.brainpop.com/so

ELA-Plebeian Life reading passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

ELA-The Republic, Then and Now from Discovery

Education Techbook

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections 6.2.8.A.3.c 6.2.8.A.3.e 6.2.8.D.3.a

RH.6-8.8

WHST.6-8.10

types of democratic

principles found in

government ancient Rome.

Roman Republic vs. Modern U.S. Government Venn Diagram: Use Venn Diagram to

compare/contrast characteristics of the two

governments. Write letter as

Roman Republic citizen to

modern U.S. citizen

discussing

similarities/differences.

BrainPOP Roman Republic: Companion activities to

lesson.

cialstudies/worldhistory/rom anrepublic/

Chapter 10 Section 10.2: Go to Explore tab 4, reading

passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

ELA-Roman Society Historical Perspective Activity: learn about 4 types of people who lived in Roman Republic. Rate how each would

respond to 3 issues of the

time. NJSLSA.W2

Describe the role of the

Punic Wars in the growth of the Roman Empire.

Standard:

6.2.8.A.3.a

RH.6-8.2

WHST.6-8.9

What effect did the Punic

Wars have on Rome?

What prompted each Punic

War?

What land did Rome gain

after each Punic War?

Who were Hannibal and

Scipio?

Political Map: Use blank

Roman Empire map to label important areas during the

Punic Wars.

Punic Wars Timeline: Go to Explore tab 6. Plot 5+

significant events related to

Punic Wars and event’s

significance.

Holt World History Textbook: Unit 5 Chapter 10 Section 3 – The Late Republic

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Analyze the causes and

effects of Rome’s transition

from a Republic to an

Empire.

Standard:

6.2.8.A.3.a 6.2.8.C.3.c

RH.6-8.1 RH.6-8.7 RH.6-8.10

How did Julius Caesar come

to power?

How did Julius Caesar become dictator for life?

Why was Julius Caesar murdered?

How was stability restored to

Rome after the death of Julius Caesar?

How was power transferred

in the Roman Empire?

From Republic to Empire Sequencing Chart: Go to Explore tab1. Use

chart with tabs 1-5 to list in

chronological order significant events in life of Julius Caesar and rise of Roman Republic.

Dividing Line Activity: See Model Lesson page 7. Students will consider and

debate if Caesar was a good

or bad leader based on the

effects of ancient Romans.

BrainPOP Rise of the

Roman Empire: Companion activities to

lesson.

Discovery Techbook Chapter 10 Section 10.3 From Republic to Empire:

BrainPOP lesson on the Rise of the Roman Empire: Traces history from the

Republic to Caesar to

Augustus. http://www.brainpop.com/so cialstudies/worldhistory/rise oftheromanempire/

History Channel Video Coroner’s Report-3 minutes: Julius Caesar stabbed 23

times, could he have

survived long enough to

utter his famous last lines? http://www.history.com/topic s/ancient-history/julius- caesar/videos/julius-caesar

ELA-Augustus Caesar: Father of Rome from Discovery Education Techbook Chapter 10 Section 10.3: reading passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

ELA-Roman Empire Movie Trailer Scene: create scene for film about rise and expansion of Roman Empire. Draw/illustrate each still and

write narration.

Trace the expansion of the

Roman Empire from the rise

of Caesar to 476 BCE.

Standard:

6.2.8.A.3.a RH.6-8.10

What was life like in the

Roman Empire?

How did the Roman Empire

expand?

How did expansion benefit the Roman Empire?

The Roman Empire Main Idea Web: Go to Explore tabs 6-8. Use

web to diagram details

about: Life in Rome, Expanding and Empire, and

Benefits of Expansion.

Political Map: Use blank

Roman Empire map to trace

Discovery Techbook Chapter 10 Section 10.3 From Republic to Empire:

History Channel Video: Ask HISTORY What Does it mean to cross the Rubicon?-2:12 minutes: What does this famous

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections WHST.6-8.1

WHST.6-8.10 different points of Roman

expansion.

Teacher Notes (Link) Blank Roman Empire Map

expression mean? http://www.history.com/topic s/ancient-history/ancient- rome/videos/ask-history- what-does-it-mean-to-cross- the- rubicon?m=528e394da93ae &s=undefined&f=1&free=fal se

Analyze the relationships of How was Roman society Roman Culture Discovery Techbook power between Roman structured? Comparison Chart: Chapter 10 Section 10.4 rulers, citizens, and slaves. Roman Culture-Life and

What was patronage? Use chart with tabs 1-3 to Legacy: Standard: compare roles and See Model Lesson, then go

What role did slavery play in responsibilities of Patricians, to Engage tab and Explore the Roman Empire? Plebeians, Women, and tabs 1-4. 6.2.8.A.3.b Slaves.

6.2.8.D.3.a How did the ruling classes History Channel Video attempt to keep the poorer Roman Entertainment Deconstructing History-

members of society happy? Think-Pair-Share: The Colosseum-2

RH.6-8.2 minutes:

RH.6-8.4 Read text Highlights building specs

RH.6-8.9 and view videos to and entertainment that took

WHST.6-8.8 categorize various elements place inside. of Roman entertainment: http://www.history.com/topic Types, Who participated, s/ancient-

Where took place, Objects history/colosseum/videos/de used, How victory decided. constructing-history- ELA-Class Structure in

colosseum Roman Society Document-

Based Investigation: National Geographic Students will analyze and Video When Rome Ruled synthesize information from a Gladiator Training Camp- variety of primary and

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4:51 minutes: secondary source documents Gladiators live in over- to develop/defend argument populated barracks and on different roles/powers of trained constantly. various classes.

NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections http://channel.nationalgeogr

aphic.com/channel/when- rome-ruled/videos/gladiator- training-camp/

History Channel Video The Roman Colosseum-2 minutes: Roman Colosseum inspired

design of many modern

sports stadiums. http://www.history.com/topic s/ancient- history/colosseum/videos/w here-did-it-come-from- ancient-romes- stadium?m=528e394da93a e&s=undefined&f=1&free=fa lse

Analyze the impact of What led to the Pax GREASES Categorization Discovery Techbook Roman government Romana? Chart: Chapter 10 Section 10.4 infrastructure programs on Go to Explore tab 1 for chart. Roman Culture-Life and Roman life and culture and How did public projects Use Explore tabs 5-8 to Legacy: on life and culture today. impact culture in the Roman record characteristics of

Empire? Rome’s: Government, Standard: Religion, Economics, Art & BrainPOP lesson Pax

What kind of influence has Architecture, Science & Romana:

Roman art and architecture Technology, Environment, Two hundred year period of 6.2.8.C.3.a had on Western culture? and Social & Cultural peace in the Roman ELA-All Roads Lead to 6.2.8.C.3.b Values. Empire. Rome Map-Guided Inquiry:

http://www.brainpop.com/so Go to Elaborate tab. Use

BrainPOP Pax Romana: cialstudies/worldhistory/paxr Timeline Map interactive tool

RH.6-8.9 Companion activities to omana/ to examine how ancient

WHST.6-8.4 lesson. History Channel Video Rome culture influenced the

WHST.6-8.9 Aqueducts-3 minutes: world around it and continues

WHST.6-8.10 Massive building projects to affect us today.

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are still engineering marvel NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections today.

http://www.history.com/topic s/ancient-history/julius- caesar/videos/mankind-the- story-of-all-of-us- aqueducts?m=528e394da9 3ae&s=undefined&f=1&free =false

Trace the influence of the How did Latin influence the Outline Latin’s Influence: Discovery Techbook Roman Empire on language. world? outline Chapter 10 Section 10.4

page detailing Latin Roman Culture-Life and Standard: How is Latin still used today language influence on Legacy:

in modern entertainment? Roman Empire and the world. 6.2.8.D.3.d YouTube Video Short 6.2.8.D.3.f Story on the Romance

Languages:

Brief history of Romance

RH.6-8.4 Languages in 2:39 minutes.

RH.6-8.7 http://www.youtube.com/wat

RH.6-8.10 ch?v=ThMM3at41tw

Analyze and explain the

political, geographic, and

cultural factors that led to the

fall of the Roman Empire.

Standard:

6.2.8.D.3.c

RH.6-8.1 RH.6-8.2

WHST.6-8.10

How did Rome become

politically unstable?

How did internal conflict weaken the empire?

Who were the barbarian

tribes?

Why was the capital of the

Roman Empire moved?

A Weakening Empire GREASES Chart: Use text/videos to record information about Roman society in the period before and during the empire’s decline and fall.

BrainPOP Fall of the

Roman Empire: Companion

activities to lesson.

BrainPOP lesson Fall of the Roman Empire: Factors that led to demise of the Roman Empire. http://www.brainpop.com/so cialstudies/worldhistory/fallo ftheromanempire/

ELA-Biography-Diocletian

https://www.britannica.com/biography/Diocletian NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

22

Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections ABC CLIO Why Did Rome

Fall?: Overview of theories. http://ancienthistory.abc- clio.com/Topics/Display/118 5244

History Channel The Fall of Rome-3:12 minutes: Musician and artist Jeffrey

Lewis sings about the

factors that brought down

an empire. http://www.history.com/topic s/ancient-history/ancient- rome/videos/the-fall-of-rome

Explain how Constantine’s

establishment of the new

capital in Constantinople

helped lead to the Western

Empire’s fall.

Standard:

6.2.8.D.3.c 6.2.8.D.4.h

RH.6-8.3 RH.6-8.4 RH.6-8.7

How did Constantinople

become Rome’s second

capital?

Why did Germanic tribes

attack Rome?

Discovery- Cause/Event/Effect Chart: Go to Explore tab 6 and use

tabs 6-7. For each event related to decline and fall of Roman Empire, list the

cause and effect.

Discovery Techbook Chapter 10 Section 10.5 A Weakening Empire: See Model Lesson, then go

to Engage tab and Explore

tabs 5-7.

ELA-Fascinating Place Constantinople from Discovery Education Techbook Chapter 10 Section 10.5: Go to Explore tab 5, reading

passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

The Harder They Fall Timeline Map: Go to Elaborate tab to use

Timeline Map interactive tool to explore the events leading

to fall of Western Empire, from 180-476 CE, and the

main reasons for Rome’s fall. NJSLSA.R1

23

24

Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Describe the sack of Rome

and analyze the impact of the dismantling of the

empire.

Standard:

6.2.8.D.3.c

RH.6-8.4 RH.6-8.7 RH.6-8.10

WHST.6-8.9

WHST.6-8.10

How did Rome fall to

Germanic tribes?

What happened after the fall of the Western Empire?

Think-Pair-Share Activity: After reading passage

“Constantinople” from tab 5

and information from tabs 7- 8, students will respond to

questions: 1. How did conditions differ between the Western and

Eastern Empires after the

fall of Rome? 2. How did differences

results and trends you

analyzed in GREASES chart and Cause/Event/Effect chart? 3. Did Christianity hasten or delay collapse of Roman

Empire?

Discovery Techbook Chapter 10 Section 10.5 A Weakening Empire: See Model Lesson, then go

to Engage tab and Explore

tabs 5-8.

History Channel Video Rome Falls-2:47 minutes: Sack of Rome in 455 CE by

the Vandals signaled the

collapse of the Roman

Empire. http://www.history.com/topic s/ancient-history/ancient- rome

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,

slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact

this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons

designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will

engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

Augustine A reader on St. Augustine, one of the most

important doctors of the Western Church.

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4349/7409

Mansa Musa and the Great Hajj (Mansa Musa:

King of Kings)

A reader on the Mansa Musa and the Great

Hajj.

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4348/7221

The Asksumite Empire A reader on the Asksumite Empire. http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4349/7410

A Brief History of North Africa to 1500 A PowerPoint on the History of North

Africa to 1500

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/navigations/3449

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st

Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Gallery 11. Tools 7. Griot

8. Library

9. Links

10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Poems on the Holocaust Students will examine poems on the Holocaust

then create their own poems on the Holocaust

about survivors and their experiences

https://www.nj.gov/education/holocaust/

resources/Poems.pdf

Songs to Prevent Hatred

Students will listen to “Questions, Thoughts,

and Lessons for Songs” and then create their

own songs to prevent hatred and prejudice

https://www.nj.gov/education/holocaust/

resources/HankFellows.pdf

Quotes on the Holocaust

Students will explore quotes on the Holocaust

in order to better understand the events of

WWII. Students will create a mélange of quotes

on poster board

https://www.nj.gov/education/holocaust/

resources/Quotations.pdf

Resource Materials on the Holocaust

Students will examine the list of Holocaust

resources. Students will choose a resource to

use in order to better understand the events of

WWII

https://www.nj.gov/education/holocaust/

resources/recent_materials.html

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create an

argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich in content,

ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice with complex text and

engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School District website.

To access the resources, please visit the DBQ/Research tab on the Social Studies page.

22

Unit 5 Vocabulary

Aeneas

Alps

Apennine Mountains

aqueduct

architecture

assembly

Attila

Augustus

Brutus

Byzantine Empire

Caligula

Carthage

census

Charlemagne

checks and balances

Cicero

Cincinnatus

Circus Maximus

citizen

civil law

Claudius

Cleopatra VII

Colosseum

Commodus

Constantine

consuls

corruption

Forum

dictator

Diocletian

Empire

Etruscans

Gaius Marius

Gaul

gladiator

Hannibal

Julius Caesar

jury

Justinian

Latin

legionnaires

Legions

Lucius Cornelius Sulla

Magistrates

Macedonia

Marc Antony

Mediterranean Sea

Nero

North Africa

Octavian

Pantheon

Pax Romana

Plebeian

paterfamilias

patrician

peninsula

Po River

Pompey

Punic Wars

Republic

representative government

Romance languages

Roman Senate

Romulus and Remus

Rubicon River

Scipio

Sicily

Spain

Spartacus

Theodora

Tiber River

Tiberius

tribunes

Twelve Tables

veto

23

Unit 5 Project (Suggested)- Choose 1 Unit 5 Project (Suggested)

Suggested Project1:

Famous Roman Biography Project (see Dropbox resources for

project guidelines and rubric).

Students will choose the famous Roman of their choice and write a well-organized five paragraph paper. Paper

will include visuals and a works cited.

Suggested Project 2:

Roman Villa or Mosaic Display Project (see Dropbox resources

for project guidelines and rubric).

Students will choose to either create a Roman villa or

mosaic.

Students can choose to work with a partner.