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Rome
It lasted

The question is well how did Rome fall
Europe was really effected by it all
Was it lead pipes or Christianity
That lead the leaders towards insanity

The Goths, Visgoths, Huns, and other Germans
Seemed a bit more determined
I guess all things must come to an end

Rome had become something citizens didn’t care to defend
Is America the new Rome
Will we see the depletion of our Home
I guess we can only wait and see,

If history repeats itself or we build our own destiny
By World History rapper
ZacB

Unit Enduring Understanding

The Roman civilization lasted 1000 years by perfecting Greek ideas and therefore had the major influence on the present U.S.
1.4.10
1.5 Gladiator video
1.6

Themes /Topics/Topical EQs

  • 1. Eras of civilization
    What are the eras of Roman civilization and will the U.S.A. last as long with its own eras?
  • Read and summary turned-in
1.7
  • 2. Military Force to create empires
    Why do civilizations expand through war?
  • Read and summary turned-in
  • Portfolio work
1.8 Engineering an Empire
1.11
  • 3. Empires establish/ replace language and culture
    Why/how is language a unifying force in culture?
  • Read in-class
  • Time line creation
1.12
  • More Rome Video
  • Portfolio work
1.13
  • 4. Architectural advancements improve life for all people
    What motivates people to build better structures and provide better public services?
  • News Report work
1.14
  • 5. Fair legal and political systems are essential for the common good
    Why is government for/by the people and fair laws so rare in world history and why are they more common now?
  • Read and summary turned-in
  • News Report work
1.15
  • More Rome Video
  • Portfolio work
1.18 No school
1.19
  • 6. Entertainment
    What role did violence play in entertainment in Rome and is violence part of today’s entertainment?
  • Read and summary turned-in
1.20 and 1.21
  • Portfolio work
  • Rome Exam due 1.26.10
1.22 Video
1.25
 Presentations

Unit Overall AZ SS Standards:

Concept 1:  Research Skills for History

High School

PO 1.  Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.

 

PO 3.  Formulate questions that can be answered by historical study and research.

PO 5.  Evaluate primary and secondary sources for:

  • authors’ main points
  • purpose and perspective
  • facts vs. opinions
  • different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective)
  • credibility and validity

PO 6.  Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.

PO 7.  Compare present events with past events:

  • cause and effect
  • change over time
  • different points of view

Concept 2:  Early Civilizations

The geographic, political, economic, and cultural characteristics of early civilizations significantly influenced the development of later civilizations.

High School

PO 3.  Analyze the enduring Greek and Roman contributions and their impact on later civilization:

  • development of concepts of government and citizenship (e.g., democracy, republics, codification of law, and development of empire)
  • scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and theater, mathematics, and philosophy)

ENGLISH LANGUAGE LEARNER (ELL) PROFICIENCY STANDARDS
Writing ELL III

Performance Conditions:  Students at this stage of proficiency can write short reports or essays up to 4 paragraphs, using basic vocabulary and common language structures. 

Advanced

The student will:

•  Use the writing process to create essays and formal communications of up to 4 paragraphs in various genres (expository, narrative, research)

  • clear and focused main ideas that include relevant supporting details;
  • an organization that  enhances the central ideas with logical sequencing;
  • an individual, engaging voice appropriate to audience and purpose(commitment to the topic);
  • varied, descriptive word choices that adequately convey meaning; and,
  • variety in sentence length, structure, and complexity.

*  Correlated to the Essentials level for 5th grade.

LISTENING AND SPEAKING ELL III

Performance Conditions:  Students at this stage of proficiency comprehend short conversations and interactions that are face-to-face with one person at a time or in small groups,

Advanced

  • Prepare and deliver a short oral report in a content area and effectively convey the information through verbal and nonverbal communications in connected discourse with accurate and precise vocabulary. (LS-E1, LS-E2)

*  Correlated to the Essentials level for 5th grade.

Learners at this stage initiate and sustain conversations, although they often speak with hesitation and rely on known vocabulary.  Extended communications typically consist of a series of short, familiar structures.  They rely on repetition, gestures, and other nonverbal cues to sustain conversations.  Their speech rate is slow to normal.  Circumstances of the oral communications range from informal to more formal occasions, and audiences consist of small, familiar groups.  Listening communications consist of moderately short monologues and dialogues on familiar, routine topics that are face-to-face, or video-or audio-mediated at a slow-to-normal rate.

VI. Unit Vocabular

Procedure used in various lessons:

  1. Introduce new vocabulary to students. Teacher shows vocabulary list for the lesson to the students, describes meaning in L1 and L2, acts out the meanings when possible and slowing defines the words in English.
  • Ask students to create a chart with the word on one side, the Greek conception in the middle and what the word would be used in the modern era on the right side.  How is the Greek idea different than today’s conceptions?
  1. Students copy words and meaning from each other.
  2. Participation points are awarded to any student that orally gives an example or reads the definition of the vocab word.

Oligarchy

Democracy

Athens

Sparta

Tyranny

Delphi

Oracle

Hoplite

Oikos

City-State

Multi-theistic

Phalanx

Acropolis

Delian League

Myths


Persons in the Notable Personas Speak activity list

Republican government

Representative democracy


 
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