Introduction

This interdisciplinary unit will focus on the rise and fall of Ancient Rome. The unit will
incorporate social studies, English language arts and math for sixth grade
students. Students will learn how ancient civilizations were formed and how they became
either successful or unsuccessful. This ten-day unit will be taught mainly within the
individual subjects, but the whole team, and all sixth grade students, will come together for
the opening, service learning, and culminating activities. The unit begins with an opening
activity where students read The Founding of Rome. After they read this article students
will be asked to use their prior knowledge and new information learned to bring in a media
representation of their interpretation of Ancient Rome. They will then have the
opportunity to present their artifact with a short explanation. Towards the end of this unit
we will hold a service-learning project where our students will create a short skit to
perform for the neighboring elementary school students. They will then lead an
appropriate interactive activity of their choice with the students in small groups. After all
the unit lessons are completed, we will hold a Roman Lunch as our culminating activity.
This will be a rewarding activity for students because they will be able to enjoy a lunch,
while also having the ability to discuss their new knowledge about Rome and learn more
about the class system that was used during that time. The layout of each classroom is
designed to help keep students engaged in the unit. The mathematics and English language
arts desks are going to be set up in groups of four while the social studies classroom will be
set up in a U shape. The mathematics and English language arts classes have many group
work assignments, while social studies has more class wide discussions. Appropriate
accommodations will be made in all classes for students depending on their need.

General Unit Information

1. Target Population
a. Sixth Grade
b. Class Size: approximately 20-25 students
c. Some students may have disabilities and we plan to provide appropriate
accommodations
2. Setting Characteristics:
a. Room: the students will be in the regular classroom for all of their lessons
except for the service-learning project. Additionally, the culminating activity
will take place in another room to accommodate all of their students in their
Roman inspired lunch.
b. All lessons will be individually taught in their respective classrooms.
3. Essential Questions
a. How did ancient civilizations form?
b. What made an ancient civilization successful?
4. Learning Goals
a. Understand how Rome was formed and founded.
b. Explain and analyze what made Rome successful.
c. Describe the fall of Rome.
d. Use visual representations to organize and display data.
e. Make connections between mythological stories and the facts of Ancient
Rome.
5. Learning Objectives
a. Students will understand the foundation of Rome.
b. Students will be able to create and interpret graphs.
c. Students will understand the background of mythology and its connection to
Rome.
d. Students will be able to compare and contrast multiple topics.
e. Students will participate in a service learning activity that connects to the
unit.

Standards

Social Studies:
6.H.1.1- Construct charts, graphs and historical narratives to explain particular
events or issues over time.
6.G.2.1- Use maps, charts, graphs, geographic data and available technology tools to
draw conclusions about the emergence, expansion and decline of civilizations,
societies and regions.
6.C&G.1.1- Explain the origins and structures of various governmental systems (e.g.,
democracy, absolute monarchy and constitutional monarchy).
6.C.1.3 Summarize systems of social structure within various civilizations and
societies over time (e.g., Roman class structure, Indian caste system and feudal,
matrilineal and patrilineal societies).
Mathematics:
CCSS.MATH.CONTENT.6.SP.B.5: Summarize numerical data sets in relation to their
context, such as by:
CCSS.MATH.CONTENT.6.SP.B.5.A: Reporting the number of observations.
CCSS.MATH.CONTENT.6.SP.B.5.B: Describing the nature of the attribute
under investigation, including how it was measured and its units of
measurement.
CCSS.MATH.CONTENT.6.SP.B.5.C: Giving quantitative measures of center
(median and/or mean) and variability (interquartile range and/or mean
absolute deviation), as well as describing any overall pattern and any striking
deviations from the overall pattern with reference to the context in which the
data were gathered.
CCSS.MATH.CONTENT.6.SP.B.5.D: Relating the choice of measures of center
and variability to the shape of the data distribution and the context in which
the data were gathered.
English Language Arts:
CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.2.A: Introduce a topic; organize ideas, concepts, and
information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.

Activity Schedule

Social Studies

English
Language Arts

Mathematics

Day 1

The Founding of
Rome

Introduction of
Mythology

Day 2

Opening Activity
(all students and teachers involved together)

Day 3

In the Beginning

Greek Mythology
Meets Rome

Population Graphs

Day 4

The Start of a
Republic

Romes Origin:
Compare and
Contrast

Day 5

Places in Society

Origin Stories: gods

and goddesses

Class and Status in

Charts and Graphs

Day 6

Going into Battle

Day 7

The Secret to
Success/Step in Line

Day 8

Living in
Rome(assign final
assessment report)

Day 9

Service Learning Activity

(all students and teachers involved together)

Day 10

Culminating Activity
(all students and teachers involved together)

Social Studies: Introduction to the Roman Empire

Standards:
6.G.2.1- Use maps, charts, graphs, geographic data and available technology tools to draw
conclusions about the emergence, expansion and decline of civilizations, societies and
regions.

Topical Questions:
1. How does the geography of Ancient Rome compare to the geography of modern
times?
2. How did the geography of Ancient Rome affect the population?
Learning Objectives:
1. Students will understand how certain geographical features affected the population.
2. Students will be able to identify the physical differences between Ancient Rome and
the same modern day area.
Materials:
The Founding of Rome article
Document Camera
Map of Ancient Rome and the surrounding areas

Opening Activity:
Video Timeframe- 5 minutes

Lesson:
Students will be given the Article, The Founding of Rome. Read paragraphs 1-2, 4-8.
Teacher will read the article aloud as the students follow along on their own paper. If there
are unfamiliar terms that the student comes across in the article they should
underline/highlight the words. Timeframe- 7 minutes
After reading the article ask students to write down three things that they learned
from the article. Timeframe- 5 minutes
Ask students to share out what terms they underlined/highlighted while reading the
article. Timeframe- 10 minutes
Some students will be asked to share what they have learned to the class. Discuss
the article as a class. Timeframe- 10 minutes
Look at a map of Ancient Rome and the surrounding areas. Timeframe- 30 seconds

Look at a modern day map of the same area. Timeframe- 30 seconds

After looking at the two maps, ask students to compare the differences and similarities
between the two. Keep the maps side by side on the projector. Ask students the following
questions out loud: Timeframe- 10 minutes
What sea did Ancient Rome surround? (Mediterranean)
What type of landform was ancient Rome located on? (Peninsula)
What three continents were parts of ancient Rome? (Europe, Asia, and Africa)
How many modern day countries can you see that were part of ancient Romes
territory? (about 28)
Rome is in what modern day country? (Italy)

English Language Arts: Introduction to Mythology

Standards:
6.RL.1. - Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
6.RI.2. - Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
6.RI.3. - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
6.RI.7. - Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Topical Questions:
1. How is mythology relevant in todays society?
2. Who were the major gods and goddesses?
Learning Objectives:
1. Students will be able to explain how mythology is still relevant in todays society.
2. Students will know the major gods and goddesses and their roles.
3. Students will understand origin stories.
Materials:
How Evil Came Into The World

Lesson:
Students will start with a discussion about Greek gods, goddesses, heroes, and creatures
naming ones they already know. Approx. 5 minutes
This will help activate prior knowledge so that students begin thinking about
mythology.
Talk about how mythology is still relevant in todays society. 5 10 minutes.
Amazon, Asus (Pegasus), Nike, Trident gum, school mascots (UNCG Spartans), EOS lip
balm, etc.
Ask students other examples they can think of.

Activities:
Overview of origin stories
Read How Evil Came Into The World
Discuss How Evil Came Into The World with the whole class.

Social Studies: Opening Activity

*All students and teachers involved together
Standards:
6.G.2.1- Use maps, charts, graphs, geographic data and available technology tools to draw
conclusions about the emergence, expansion and decline of civilizations, societies and
regions.

Topical Questions:
1. What modern day media can you relate to Ancient Rome?
2. What do you hope to learn about Ancient Rome?
Learning Objectives:
1. Students will be able to present and explain their interpretation of Ancient Rome
through media.
2. Students will be able to communicate what they would like to learn throughout The
Fall of Rome unit.
Materials:
Projector
Computer w/ internet access and speakers
Document Camera

Lesson:
Students will bring in a media representation of Ancient Rome based on their personal
interpretations and the reading from the previous day; it should somehow relate directly to
Rome although it might be a loose interpretation. Each student will have approximately 30
seconds to present their media (video clips, songs, articles, etc.). They should take no more
than one minute to explain how it is relevant to what we are learning in class or what we
will be learning during the unit. Time Frame: 50 minutes
After each student has time to present, students will reflect on what they learned
through classroom discussion.
Students will then write a paragraph (5 - 7 sentences) about what they want to know
about Rome. This is completely up to the students. It can be based on something another
student taught them through their opening activity or anything they may question about
Rome. - Time: 15 minutes

Social Studies: In the Beginning

Standard:
6.H.1.1- Construct charts, graphs and historical narratives to explain particular events or
issues over time.

Topical Question:
1. How did the Roman Empire emerge?
2. How did the monarchs of Rome affect the Roman Empire?
Learning Objectives:
1. Students will know how the Roman Empire emerged.
2. Students will be able to explain how the monarchs of Rome affected the Roman
Empire.
Materials:
Story of Romulus and Remus
Document Camera/Projector
PowerPoint
Library computers-class set
Note cards with the 7 kings
Poster boards
Markers

Opening Activity: Students will be read the story of Romulus and Remus. It is a
mythological story about the creation of Rome. Students began learning about mythology
in their English Language Arts class at the beginning of the unit.
Story of Romulus and Remus:
Romulus and Remus were twin brothers. They were abandoned by their parents as babies
and put into a basket that was then placed into the River Tiber. The basket ran aground and
the twins were discovered by a female wolf. The wolf nursed the babies for a short time
before they were found by a shepherd. The shepherd then brought up the twins.
When Romulus and Remus became adults, they decided to found a city where the wolf had
found them. The brothers quarreled over where the site should be and Remus was killed by
his brother. This left Romulus the sole founder of the new city and he gave his name to it
Rome. The date given for the founding of Rome is 753 BC.
Questions for after reading:
What were your reactions when reading this story?
Is this story realistic?
Notes:

The information below will be in a PowerPoint and showed to students. Students will be
asked to take notes.
This story of Romulus and Remus is only a legend. The actual growth of Rome is less exotic
and interesting. The city of Rome grew out of a number of settlements that existed around
seven hills that were near the Tiber River. The settlements were near the river in order for
the population to take advantage of the water supply. The Tiber was also narrow enough at
this point to be bridged. However, because of the closeness of the river problems emerged.
Each settlement was separated from the other by marshland. Each individual settlement
was vulnerable to attack as a single settlement. By joining together they were stronger. To
join together, the marshland had to be drained. This was something that took years to do.
The legend of Romulus and Remus gives the impression that Rome was created very
quickly; the truth was very different.
After the death of King Romulus six kings succeeded after him before Rome turned into a
Republic.
Activity:
Group students into 7 groups, each student containing 3-4 students. Each group will
receive one of the 7 kings of the Roman monarchy. Students will be asked to research the
king they have been given.
List of Kings
Romulus
Numa Pompilius
Tullus Hostilius
Ancus Marcius
Tarquinius Priscus
Servius Tullius
Lucius Tarquinius Superbus
Questions for students to answer:
During what years did the king rule?
How did the public view the king?
What were the kings major accomplishments during his rule?
Did the king do anything to positively change Rome? Negatively?
Students will take the information that they have gathered from research and put it on a
poster board to share with the class.

10

English Language Arts: Greek Mythology Meets Rome

Standards:
6.RL.1. - Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
6.RI.2. - Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
6.RI.3. - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
6.RI.7. - Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Topical Questions:
Learning Objectives:
Materials:
god/goddess info packet
(http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/Major%20God%20I
nfo%20Packet.pdf)

Lesson:
Students will start with a discussion about gods and goddesses.
Who were they? What importance did they have to Roman society?
God Chart: Students will be given the following chart that they will fill in by reading
the provided packet. 30 minutes

Greek Name Roman Name
Ex) Zeus

Jupiter

Role/Title

Symbol

King of Gods Thunderbolt

Exit Ticket:
Students will write on an index card their answer to the question: What is one thing you
learned during todays lesson?

11

Mathematics: Creating Graphs to Represent Population

Standards:
6.SP.B.5- Summarize numerical data sets in relation to their context, such as by:
CCSS.MATH.CONTENT.6.SP.B.5.A: Reporting the number of observations.
CCSS.MATH.CONTENT.6.SP.B.5.B: Describing the nature of the attribute under
investigation, including how it was measured and its units of measurement.
CCSS.MATH.CONTENT.6.SP.B.5.C: Giving quantitative measures of center (median and/or
mean) and variability (interquartile range and/or mean absolute deviation), as well as
describing any overall pattern and any striking deviations from the overall pattern with
reference to the context in which the data were gathered.
CCSS.MATH.CONTENT.6.SP.B.5.D: Relating the choice of measures of center and variability
to the shape of the data distribution and the context in which the data were gathered.

Topical Questions:
1. How can different graphs be used to represent different data sets?
2. What do you know about the population of Rome?
3. What could you learn about the population of Rome through a graph of the data?
Learning objectives:
1. Students will understand that different graphs represent different types data.
2. Students will be able to analyze data.
3. Students will be able to create graphs.
4. Students will be able to interpret graphs.
Materials:
Graph paper
Data set of the population of Rome
Pencil
Markers/Colored Pencils
Projector
Population graph
Ruler

Opening Activity:
Students will answer the following questions individually:
How are graphs set up?
What are common misconceptions in graphs?
How do you interpret the data represented by a graph?
(Timeframe to answer these questions: 5 minutes)
After students answer these questions, we will come together as a class. Teacher will
display a population graph on the projector and we will go over student answers to the
questions. We will point out on the graph things that students notice that are correct and

12

explain why things that they noticed are incorrect. (Timeframe to analyze graph: 15
minutes)

Lesson:
Students will be given a data set of the population of Rome and a sheet of graph paper.
Teacher will explain to students what the x and y coordinates should represent and we will
discuss as a class what our intervals could be (they can vary). Teacher will remind students
to label their graph and axes. Any questions from students may be asked and answered at
this time.
(Timeframe for directions, questions, and graph set up: 10 minutes)
Give students time to work individually on their graphs. During this time,
students should plot points, connect the points, and label their graph and axes if
they have not done so already. (Timeframe: 15 minutes)
Have students turn to their neighbor and compare graphs. Ask students to make
notes of 3 similarities and 3 differences in their graph and their partners graph.
(Timeframe: 5 minutes)
Bring class back together. Ask students questions such as:


-What do the axes represent?

-What is the significance of using a line graph to represent population?

-What information can be determined by examining this graph?

-What can you confer by analyzing the graph of Romes population?
(Timeframe for questions and discussion: 20 minutes)

Exit Ticket:
Students will complete an exit ticket that requires them to do the following:
Write 3 things they learned about graphing population.
Write 3 things that they learned about the population of Rome.
Write anything that they still do not understand about graphing or the population of
Rome.
(Timeframe for exit ticket completion: 10 minutes)

13

Social Studies: The Start of a Republic

Standards:
6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g.,
democracy, absolute monarchy and constitutional monarchy).

Topical questions:
1. What is the difference between a Monarch and a Republic?
2. What were the class systems of the ancient Roman Republic?
Learning Objectives:
1. Students will be able to compare and contrast a monarchy and a republic.
2. Students will know the class systems of the ancient Roman Republic.
Materials Needed:
Computer with internet access and projector
Document camera
The Early Roman Republic Activity

Opening Activity:
Access students background knowledge of the difference between a monarchy and a
republic.
Students will be asked the following questions on the projector told to write down the
answers to the best of their ablity in their notebooks.
1. What does it mean when a country is governed by a Monarch?
2. What does it mean when a country is governed by a Republic?
3. What are some countries that you know of that are run by a Monarch? a Republic?
Have a short class discussion about the questions.

Read the article The Early Roman Republic to students. Each student will have a copy of
the article in front of them. Ask them to underline/highlight any important information
they see. They should also be encouraged to jot down their reactions to the the
article. After reading the article students will be asked to share out key points from the
article.
Have students answer the following questions on the article:
* Who were the patricians and plebeians?

* Why did patricians want to prevent plebeians from holding important positions

in Roman society and government?

* What were the roles and terms of office of the following?: consuls, tribunes,
senators,

assemblymen?

* How did the office of dictator contribute to the balance and stability of the

Roman Republic?

14


* What were the requirements for Roman citizenship? What "rights" did Roman

citizens have?

* How "democratic" was the government of the early Roman Republic?

Wrapping it up:
Students will watch the video https://www.youtube.com/watch?v=oPf27gAup9U

15

English Language Arts: Compare and Contrast Romes Origin

Standards:
CCSS.ELA-LITERACY.W.6.2.A: Introduce a topic; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.

Topical Questions:
1. Why is organizing ideas, concepts, and information important?
2. What are the different ways that ideas, concepts, and information can be organized?
Learning Objectives:
1. Students will be able to display information in an organized way.
2. Students will be able to compare and contrast information.
3. Students will be able to format information in an organized way.
Materials:
Chart worksheet (Venn-Diagram)
Plain paper
Pencil

Opening Activity:
Have students answer the following questions individually:
What do you know about venn-diagrams? What do they do? What is their purpose?
What have you learned about the origin of Rome? List at least 3 facts.
(Timeframe: 5 minutes)
Lesson:
Teacher will introduce the concept of using a venn-diagram to students. Teacher will ask
students to share how they answered the questions for the opening activity. Class will have
a discussion about venn-diagrams, their purpose, and how they help people understand
information. (Timeframe: 15 minutes)
Teacher will ask students to recall what they remember learning about the origin of Rome.
Class will have discussion. (Timeframe: 15 minutes)
Teacher will put students in groups and give them each a venn-diagram sheet. Teacher will
tell students how to title and label the venn-diagram. The venn-diagram will be used to
compare and contrast what the legend of Romulus and Remus says happened when Rome
was founded and what the facts say happened when Rome was founded. Students will
complete venn-diagram in their groups. (Timeframe: 20 minutes)
Class will come back together as a whole and take turns (as groups) presenting their venn-
diagrams and what they came up with. (Timeframe: 15 minutes)
Teacher will close lesson by reminding students why venn-diagrams are important and
how they can help someone better understand information. (Timeframe: 5 minutes)

16


Exit Ticket:
Students will be asked to answer the following questions and turn in their paper as they
walk out of class:
What did you learn about venn-diagrams?
What did you learn or review about the origin of Rome?
Write one thing that you still do not understand.
(Timeframe: 10 minutes)

17

Social Studies: Places in Society

Standards:
6.C.1.3 Summarize systems of social structure within various civilizations and societies
over time (e.g., Roman class structure, Indian caste system and feudal, matrilineal and
patrilineal societies).

Topical Questions:
1. What was daily life like in ancient Rome?
2. How were people in ancient Rome treated differently based on their class status?
Learning Objectives:
1. Students will understand the components of daily life in ancient Rome.
2. Students will be able to understand how class status affected a persons daily life.
Materials:
Computer with internet access
Projector
Class set of computers with internet access

Notes:
Ancient Roman Jobs
Farmer- most Romans who lived on the countryside were farmers. The most common
crop was wheat.
Soldier- The Roman Army was large and needed soldiers. The army was a way for the
poorer class to earn a regular wage and to gain some valuable land at the end of their
service. It was a good way for the poor to move up in status.
Merchant - Merchants of all sorts sold and bought items from around the Empire. They
kept the economy rolling and the Empire rich.
Craftsman - From making dishes and pots to crafting fine jewelry and weapons for the
army, craftsmen were important to the empire. Some craftsmen worked in individual
shops and learned a specific craft, usually from their father. Others were slaves, who
worked in large workshops that produced items in large quantities such as dishes or
pots.
Entertainers - The people of Ancient Rome liked to be entertained. Just like today,
there were a number of entertainers in Rome including musicians, dancers, actors,
chariot racers, and gladiators.
Lawyers, Teachers, Engineers - The more educated Romans could become lawyers,
teachers, and engineers.
Government - The government of Ancient Rome was huge. There were all sorts of
government jobs from tax collectors and clerks to high ranking positions like Senators.
The Senators were the wealthy and the powerful. Senators served in their position for
life and at times there were as many as 600 members of the Senate.

18

Family
The family unit was very important to the Romans. The head of the family was the father
called the paterfamilias. Legally, he had all the power in the family. However, usually the
wife had a strong say in what went on in the family. She often handled the finances and
managed the household.
School
Roman children started school at the age of 7. Wealthy children would be taught by a full
time tutor. Other children went to public school. They studied subjects such as reading,
writing, math, literature, and debate. School was mostly for boys, however some wealthy
girls were tutored at home. Poor children did not get to go to school.
Food
Most Romans ate a light breakfast and little food during the day. They would then have a
large dinner. Dinner was a major event starting at around three in the afternoon. They
would lie on their sides on a couch and be served by the servants. They ate with their hands
and would rinse their hands often in water during the meal.
Typical food would have been bread. beans, fish, vegetables, cheese, and dried fruit. They
ate little meat. The rich would have had a variety of foods in fancy sauces. How the food
looked was just as important as the taste. Some of the food they ate would seem very
strange to us, such as mice and peacock tongues.
Clothing
Toga - The toga was a long robe made up of several yards of material. The wealthy wore
white togas made from wool or linen. Some colors and markings on togas were reserved
for certain people and certain occasions. For example, a toga with a purple border was
worn by high ranking senators and consuls, while a black toga was generally only worn
during times of mourning. The toga was uncomfortable and hard to wear and was generally
only worn in public, not around the house. In later years, the toga grew out of style and
most people wore a tunic with a cloak when it was cold.
Tunic - The tunic was more like a long shirt. Tunics were worn by the rich around the
house and under their togas. They were the regular dress of the poor.

After the students have taken notes go to the website
http://www.ducksters.com/history/ancient_roman_daily_life_questions.php
take the online quiz as a class.

Activity:
Class will go to the computer lab to do research on roman daily life. Students will be asked
to go to the website, http://www.bbc.co.uk/schools/primaryhistory/romans/leisure/ and
explore the website. Students will explore the webpage thoroughly and should make notes
in their journals of information that they learned. Students are also encouraged to explore
the other webpages that are related to Ancient Rome on the BBC website.

19

Mathematics: Chart and Graph Class and Status

Standards:
6.SP.B.5- Summarize numerical data sets in relation to their context, such as by:
CCSS.MATH.CONTENT.6.SP.B.5.A: Reporting the number of observations.
CCSS.MATH.CONTENT.6.SP.B.5.B: Describing the nature of the attribute under
investigation, including how it was measured and its units of measurement.
CCSS.MATH.CONTENT.6.SP.B.5.C: Giving quantitative measures of center (median and/or
mean) and variability (interquartile range and/or mean absolute deviation), as well as
describing any overall pattern and any striking deviations from the overall pattern with
reference to the context in which the data were gathered.
CCSS.MATH.CONTENT.6.SP.B.5.D: Relating the choice of measures of center and variability
to the shape of the data distribution and the context in which the data were gathered.

Topical Questions:
1. How does representing data in a chart help when graphing the data?
2. What can the graph tell you about the social class of Rome? The economic status?
Learning Objectives:
1. Students will be able to display data in a chart.
2. Students will be able to take data displayed on a chart and display it on a graph.
3. Students will be able to interpret data.
Materials:
Chart worksheet
Graph paper
Data set on the social class of Rome
Data set on the economic status of Rome
Pencil
Markers/Colored pencils

Opening Activity:
Students will answer the following question individually:
What content or ideas have you discussed in your Social Studies class that could be
displayed visually?
What are some ways that we have learned in our math class to visually represent data?
How can we use these terms in our math class?
(Timeframe: 5 minutes)

Lesson:
Students will be given two data sets- one of the social class in Rome and one on the
economic status in Rome. Students will also be given a sheet of graph paper and a chart.

20

Teacher will explain to students why charting their data is essential to graphing their data.
Teacher will go over coordinates, intervals, and labels for their graphs, using student input.
Any questions from students may be asked and answered at this time. (Timeframe for
directions, questions, and graph set up: 15 minutes)
Give students time to work individually on charting their data. (Timeframe: 10
minutes)
Have students turn to their neighbor and compare charts. Ask students to make notes
of 3 similarities and 3 differences in their chart and their partners chart. (Timeframe: 5
minutes)
Give students time to individually graph their data. (Time frame: 5 minutes)
Have students turn to their neighbor and graphs. Again, ask students to note 3
similarities and 3 differences in their graph and their partners graph.
Bring class back together. Ask students questions such as:
-How did the chart help you when graphing?
-What similarities and differences did you notice in your charts and graphs?
-What information can be determined by examining this graph?
-What can you confer by analyzing the graph of Romes social class and





economic status?
(Timeframe for questions and discussion: 20 minutes)

Exit Ticket:
Students will complete an exit ticket that requires them to do the following:
Explain how you can retrieve information from a graph.
Explain why it is beneficial to chart data before graphing it.
What did you learn about the social class of Rome? (at least 2 things)
What did you learn about the economic status of Rome? (at least 2 things)
(Timeframe for exit ticket completion: 15 minutes)

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English Language Arts: Origin Stories

Standard(s):
CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.

Topical Questions:
1. What is the purpose of an informative/explanatory text?
2. How can I use informative/explanatory texts to intrigue my audience?
Learning Objectives:
1. Students will be able to write informative/explanatory texts.
2. Students will be able to examine a topic and pick out key elements.
3. Students will understand the purpose of informative/explanatory texts.
Materials:
Notebook paper
Pencil
Scratch paper

Opening Activity:
Have students answer the following individually:
List 3 gods and/or goddesses you are interested in writing about.
Write three facts you know about the origin of the gods/goddesses on your list.
(Timeframe: 10 minutes)

Lesson:
Teacher introduces the concept of informative/explanatory writing. He or she will explain
what it is, what its purpose is, and how it is structured. Teacher will demonstrated the
format of the text to students on the board. Students may ask any questions or address any
concerns at this time. (Timeframe: 15 minutes)
Teacher will ask students to create a list of everything that they feel is necessary to include
in their writing. Students can swap facts with neighbors to ensure that nothing gets left out.
Teacher will ask students to narrow their list of 3 gods/goddesses to 1, based on how much
they know. (Timeframe: 10 minutes)
Teacher will give students clean sheets of paper. Students will spend some time writing
their informative/exploratory piece, incorporating their facts and using the correct format
(Timeframe: 30 minutes)
Students will be asked to get with a neighbor and share what they have come up with so
far. (Timeframe: 10 minutes).

Exit Ticket:

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Students will be asked to answer the following questions and turn in their paper as they
walk out of class:
What did you learn about informative/explanatory writing?
Who did you write about?
What do you think someone reading your paper could learn about the god/goddess you
chose?
(Timeframe: 10 minutes)

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Social Studies: Going Into Battle

Standards:
6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations,
societies and regions (e.g., divine right, equality, liberty, citizen participation and
integration of religious principles).






Topical Questions:
1. What are The Punic Wars?
2. How do civilizations change over time?
Learning Objectives:
1. Students will begin to understand the life cycle of a civilization from beginning to
end.
2. Students will be able to understand and explain the causes and effects of the Punic
Wars.
Materials:
http://europeanhistory.boisestate.edu/westciv/punicwar/ - guide for lesson
Computer
Projector
Paper
Map of Rome

Key Vocabulary:
1. Punic Wars - conflict between Rome and Carthage for control of the empire.
2. Hannibal - goal was to stop the Roman empire
3. Carthage

Lesson:
What were the Punic Wars? Wars between Rome and Carthage for what was to them
the whole world.
o Relate to World War 2 - What do we know about war? Why does war
happen?
Discuss the wars starting with The First Punic War.
o War ended with Rome in control of Sicily and Corsica and marked the
empires emergence as a naval and land power.
Discussion of Second Punic War.
o Hannibals blood oath against Rome.
o Romans won again - still in control of the land.
Third Punic War
o Roman Senate still felt like Carthage was a threat to them.
o Roman army was sent to North Africa to put up defense.

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Macedonians Wars - resulted in Rome being the supreme power

After the lecture notes, students will be given a map of Rome and Carthage to label.
o

Activity:
Students will work in groups of four to create a comic strip of one of the Punic Wars.
They will pick one part of the war to outline. Significance must be clearly shown
with an understanding of the war.
o Ex) Roman Navy. It would be wise to focus on the quinquereme, a warship
with five rows of oars, each of which had 60 oarsmen. This ship rose to
prominence during the first Punic War, and its size gave it the ability to
overcome other ships by ramming them. Students could explain how the ship
was created or how it was important in the wars.

25

Social Studies: Secrets to Success (Military Tactics)

Standards:
6.C&G.1 Understand the development of government in various civilizations, societies and
regions.
6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations,
societies and regions.

Topical Questions:
1. What were the Roman military tactics?
2. How were the Romans successful in war?
3. How does a civilization change over time?
Learning Objectives:
1. Students will understand the life cycle of civilizations from beginning to end.
2. Students will be able to explain the Roman military tactics.
Materials:
computers with internet access
books about Ancient Rome

Key Vocabulary:
1. Legionary: roman soldier
2. Legion: Roman army
3. Shield
4. Standard: badge
5. Javelin: a long spear-like weapon
6. Helmet: an iron covering to protect the head
7. Dagger: a short sword used for close fighting

Lesson:
1. Discuss the training for new soldiers in Ancient Rome
a.
Strenuous exercise, obstacle courses, weapons, battles, building roads
b.
Look at this formation:

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2. Students will then research the different types of weapons used in Roman battle as
well as the formations of armies.
.
They will create a mini-presentation about the weapons they discover and tactics
used in battle. The presentations will show pictures with a few sentences about how each
weapon or tactic was used. They should have a minimum of five tactics/weapons.

27

Social Studies: Life in Rome

Materials:
Computer with Projector
Index Cards
Class set of computers with internet access

Opening Activity:
Ask students to recall what they have learned over the past few days about life in Ancient
Rome. This activity should be silent and students should write the information in their
class journals. Students will be given approximately 5 minutes to recall all of the
information that they can. Students will be then asked to share out the information that
they recalled. This should lead into a class discussion.

The culminating activity will be explained to the students which will be completed the
following day.

Culminating Activity: At the end of our lesson, students will have the opportunity to
(appropriately) dress up as an Ancient Roman. We will host a Roman lunch and students
will be placed together based on their assigned social status. During this time, students will
model the lifestyles of the Ancient Romans. At the end of the day, we will have a large
discussion where students will evaluate their feelings about the class system in Ancient
Rome and compare that to todays society. From here, we can get students to start thinking
about how they can eliminate social pressures placed upon students today. To wrap up the
day, we would play the Did you know? game. One student would have a ball and state a
fact that they learned in this unit. Then they would call on another student and pass them
the ball. That student would then have to state a fact they learned, and the game will
continue until everyone has had the opportunity to state one fact.

Activity:
Students will be given index cards that have an occupation/social class. These
occupations/social classes will be what the students characters will be based on for the
culminating activity. Students will spend the class period thoroughly researching the
occupation/social class that is on their card using the internet and notes from
class. Students should establish what their character would do in their daily life. What
kind of life would they have? What would they wear? How would the rest of society treat
them? The teacher will be walking around the room and monitoring student progress and
making sure they are on the right track.

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Service Learning Plan

Materials Needed:
Any props students may need for skit or activity
Computers (for students to research and write scripts)

Theme: Skit based off the Rise and Fall of Rome

Learning Objectives:
Students will understand the importance of giving back to their community.
Students will have a deeper understanding of the Rise and Fall of Rome by teaching
the material to others.
Students will think creatively on how they want to present their material.

Activity:
Students will be divided into groups and asked to choose a topic based on the The Rise and
Fall of Rome unit. Their topic should be something that the entire group wishes to delve
deeper into and expand their knowledge on. The groups will use this topic to create a short
skit (5-7 minutes long) to perform for the neighboring elementary school. The skit should
be entertaining, exciting, and appropriate for the younger students. Students are
encouraged to be as creative as possible as long as it remains age appropriate for the
younger students. After each group performs, they will take a small group of the
elementary school students and lead an interactive activity of their choice. This activity
should be relevant to the unit and keep the elementary students engaged and excited. This
will be a great opportunity for our students to show off their knowledge by working
together and teaching others.

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Culminating Activity
Materials Needed:
Food for lunch
Appropriate decorations for tables
Clothing appropriate during the ancient Roman era.
Plates, silverware, cups, napkins
Theme: Roman Lunch

Topical Question:
1. How did the social classes in ancient Rome affect everyday life?

Learning Objectives:
1. Students will see how different classes were treated in ancient Rome.
2. Students will be able to relate the ancient Roman class system to modern day life.

Activity:
At the end of our lesson, students will have the opportunity to (appropriately) dress up as
Ancient Romans. We will host a Roman lunch and students will be placed together based on
their assigned social status. During this time, students will model the lifestyles of the
Ancient Romans. At the end of the day, we will have a large discussion where students will
evaluate their feelings about the class system in Ancient Rome and compare that to todays
society. From here, we can get students to start thinking about how they can eliminate
social pressures placed upon students today. To wrap up the day, we would play the Did
you know? game. One student would have a ball and state a fact that they learned in this
unit. Then they would call on another student and pass them the ball. That student would
then have to state a fact they learned, and the game will continue until everyone has had
the opportunity to state one fact.

Final Assessment:
To conclude their project, students will be asked to submit a written report describing the
rise and fall of ancient Rome. The report must be between 7 and 10 pages and give a
detailed overview of what they learned throughout the unit.

30