Grade 6 World History, Quarter 4, Unit 1 of 3 Empires of Afroeurasia: Rome, 300 BCE 300 CE. Overview

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1 Grade 6 World History, Quarter 4, Unit 1 of 3 Empires of Afroeurasia: Rome, 300 BCE 300 CE Overall days: 14 (1 day = minutes) Purpose Overview In the six centuries between 300 BCE and 300 CE, world population was growing, trade networks were expanding, and new towns and cities were sprouting up in several parts of the world. Multi-ethnic empires also became bigger than ever before. A view of Afroeurasia about 100 CE shows a nearly continuous chain of giant states extending from the Mediterranean basin to East Asia. Rome became one of the biggest of these states. It was the only one that ever unified peoples living all the way around the rim of the Mediterranean. In this unit, students explore the growth of the Roman state from a small republic to a colossal empire. They also consider how political unification affected economic, social, and cultural life in the Mediterranean region, including the advent and spread of Christianity. Content to be learned Analyze how Rome grew from a small republic to a giant Mediterranean empire. Describe the political and social institutions of the Roman Republic. Appreciate Rome s major legal, architectural, and technological achievements in relation to those of ancient Greece. Describe the life of Jesus of Nazareth, the teachings of early Christianity, and the spread of this new religion throughout the Roman world. Understand how the Roman Empire contributed to increased trade and cultural exchange across Afroeurasia. Processes to be used Create a captioned map and timeline to explain the growth of Rome from republic to empire. Compare the institutions of the Roman Republic with those of later republics. Summarize the influence of Hellenistic art and architecture on Rome and beyond. Analyze the importance of the individual in describing the career of Jesus and the early successes of Christianity. Draw comparisons across regions in order to define large-scale and long-term developments. Essential questions students should be able to answer by end of unit How did advances in technology and methods of government contribute to the rise of Rome? In what ways did the Roman Empire affect trade and cultural interchange across Afroeurasia? Under what conditions did Christianity spread between the 1st and 3rd centuries CE, and how were the teachings and organization of Christianity similar to or different from those of Judaism or Buddhism? Providence Public Schools, in collaboration with the D-71

2 Grade 6 World History, Quarter 4, Unit 1 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) Written Curriculum Grade-Span Expectations HP 1: History is an account of human activities that is interpretive in nature. HP 1 (5-6)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by c. asking and answering historical questions, organizing information, and evaluating information in terms of relevance. National Standards for History (World History, Grades 5 12) Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE 300 CE. 3A The student understands the causes and consequences of the unification of the Mediterranean basin under Roman rule. Therefore, the student is able to Describe the political and social institutions of the Roman Republic and analyze why Rome was transformed from republic to empire. [Analyze cause-and-effect relationships] Describe the major phases in the expansion of the empire through the 1st century CE. [Reconstruct patterns of historical succession and duration] Analyze how Roman unity contributed to the growth of trade among the lands of the Mediterranean basin and assess the importance of Roman commercial connections by land or sea with Sub-Saharan Africa, India, and East Asia. [Interrogate historical data] Evaluate the major legal, artistic, architectural, technological, and literary achievements of the Romans and the influence of Hellenistic cultural traditions on Roman Europe. [Appreciate historical perspectives] 3B The student understands the emergence of Christianity in the context of the Roman empire. Describe the lives of Jesus and Paul and explain the fundamental teachings of Christianity. [Appreciate historical perspectives] Analyze how Christianity spread widely in the Roman Empire. [Analyze multiple causation] Trace the extent and consequences of Christian expansion in Asia, Africa, and Europe to the 4th century. [Reconstruct patterns of historical succession and duration] Standard 5: Major global trends from 1000 BCE-300 CE. 5A The student understands major global trends from 1000 BCE to 300 CE. Therefore, the student is able to Analyze the significance of military power, state bureaucracy, legal codes, and trade networks in the development of large regional empires. [Interrogate historical data] Analyze how new religious or ethical systems contributed to cultural integration of large regions of Afroeurasia. [Analyze cause-and-effect relationships] Explain the significance of Greek or Hellenistic ideas and cultural styles in the history of the Mediterranean basin. [Analyze the importance of ideas] D-72 Providence Public Schools, in collaboration with the

3 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) Grade 6 World History, Quarter 4, Unit 1 Common Core State Standards for Literacy in History/Social Studies Reading Integration of Knowledge and Ideas RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Writing Text Types and Purposes WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Range of Writing WHST 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. Notes, Clarifications, and Prerequisites New to the grade span is the idea of historical questions. Instruction should include examples of how to formulate questions to understand why events happen and how those events are relevant to students own histories. These units include Common Core literacy standards in reading and literacy and Historical Thinking Standards. The impact on instruction of these new and additional standards is noted in the Planning and Instructional Delivery Considerations section and the assessment sections of this unit. Providence Public Schools, in collaboration with the D-73

4 Grade 6 World History, Quarter 4, Unit 1 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) Taught Curriculum Learning Objectives Students will be able to: Trace Rome s evolution from a small republic to a Mediterranean empire. (3 days) Compare the political institutions of the Roman Republic with those of the Empire from the first century CE. (2 days) Analyze Rome s contributions in the areas of law, architecture, and technology, assessing the importance of Greek influence on Roman cultural developments. (3 days) Describe the teachings of Jesus and analyze why Christianity spread successfully in the Roman Empire in the first three centuries CE. (4 days) Identify the relationship between the rise of the Roman Empire and increased trade and cultural exchange in Afroeurasia. (2 days) Resources History of Our World, Pearson, 2008 (pp , ) Assessment Rubrics (p. 8) World History for Us All, Big Era 4, Landscape Teaching Unit 4.5 Big Era 4, Closeup Teaching Unit Big Era 4, Closeup Teaching Unit Step Up to Writing, Sopris West, 2008 Four-Step Summary Paragraph (pp ) Tools 1-30a through 1-30c Instructional Considerations Key Vocabulary aqueduct arch consul emperor empire interchange patrician plebian province republic Planning and Instructional Delivery Considerations This unit is intended to introduce students to the expansion of Rome from a small republic to a large Mediterranean empire. As an intended outcome, students will understand these developments in broader Afroeurasian contexts. They will also investigate the origins and spread of Christianity within the Roman Empire. Students will continue to develop their skill in discerning cause and effect and making and substantiating claims concerning historical significance. Select from the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives. The strategies listed represent a menu of choices and possibilities to support each learning objective. D-74 Providence Public Schools, in collaboration with the

5 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) Grade 6 World History, Quarter 4, Unit 1 To ensure that students will be able to trace Rome s evolution from a small republic to a Mediterranean empire (3 days): In groups, and using information from the textbook and classroom materials, have students construct a heavily captioned map with a corresponding timeline that charts the origins and expansion of the Roman Empire. Have each group present three potential reforms by Roman consuls that might have saved the Roman Republic. To ensure that students will be able to compare the political institutions of the Roman Republic with those of the Empire from the first century CE. (2 days): For a comparative approach to empires, teach strategies and activities in World History for Us All, Big Era 4, Landscape Teaching Unit 4.5 (Giant Empires of Afroeurasia, 300 BCE 200 CE). Students will recognize and identify the similarities and differences between the Roman Republic, Roman Empire, and the age of dictators by creating a 3-ring Venn diagram. To ensure that students will be able to analyze Rome s contributions in the areas of law, architecture, and technology, assessing the importance of Greek influence on Roman cultural developments (3 days): Teach strategies and activities in World History for Us All, Big Era 4, Closeup Teaching Unit (Roman Art and Architecture, 400 BCE 500 CE). Have students read and summarize History of Our World (pp ) using the Four-Step Summary Paragraph process in Step Up to Writing (pp , Tools 1-30a through 1-30c). To ensure that students will be able to describe the teachings of Jesus and analyze why Christianity spread successfully in the Roman Empire in the first three centuries CE. (4 days): Have groups of students construct a newspaper that reports on the spread of Christianity in the Roman Empire. The newspaper should include editorials and letters commenting on the attraction of Christianity, as well as stories describing how Christianity spread and the role of Roman policy in this process. To ensure that students will be able to identify the relationship between the rise of the Roman Empire and increased trade and cultural exchange in Afroeurasia (2 days): Students will complete a map, drawing and labeling the land and sea trade routes of the Roman Empire. The students will list elements of trade and culture. Additional Teaching Strategies Teach strategies and activities in World History for Us All, Big Era 4, Closeup Teaching Unit (Women s Life in Ancient Rome, 200 BCE 250 CE). Formative Assessments Assessed Curriculum Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the distinction between polytheism and monotheism, ask Providence Public Schools, in collaboration with the D-75

6 Grade 6 World History, Quarter 4, Unit 1 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) students to respond to the following question: What is the main difference between polytheism and monotheism? To assess the progress of understanding: how to trace Rome s evolution from a small republic to a Mediterranean empire, have students fill out a cause and effect chart illustrating the causes that led to Rome becoming an empire. Standard 3: Historical analysis and interpretation. This is a good opportunity to implement reading standard for literacy in history/social studies RH how to compare the political institutions of the Roman Republic with those of the Empire from the first century CE, have students refer to their Venn diagrams as they write a two-paragraph response addressing the similarities and differences between the political institutions of the Roman Republic and those of the Roman Empire. how to analyze Rome s contributions in the areas of law, architecture, and technology, assessing the importance of Greek influence on Roman cultural developments, have students write a twoparagraph essay explaining how the Justinian Code is related to today s laws. Standard 5: Historical issues-analysis and decision-making. This is a good opportunity to implement writing standard for literacy in history/social studies WHST how to describe the teachings of Jesus and analyze why Christianity spread successfully in the Roman Empire in the first three centuries CE, assess individual students contributions to the newspaper (that reports on the spread of Christianity in the Roman Empire). Standard 3: Historical Analysis and Interpretation. This is a good opportunity to implement writing standard for literacy in history/social studies WHST how to identify the relationship between the rise of the Roman Empire and increased trade and cultural exchange in Afroeurasia, have students write a response presenting the three major trade routes, describing the two most important items traded, and posing one question about the relevance of the rise of the Roman Empire. Standard 2: Historical Comprehension. This is a good opportunity to implement writing standard for literacy in history/social studies WHST Summative Assessment Students will construct a flip book highlighting the main elements of the Roman Empire for example, famous rulers, government, art/architecture, religion (polytheism vs. Christianity), geography (map of the Roman Empire), and daily life. Standard 3: Historical Comprehension. This is a good opportunity to implement reading standard for literacy in history/social studies RH6-8.7 and writing standard WHST Use the Rubric for Assessing a Caption from Assessment Rubrics (p. 8) to score the flip books. D-76 Providence Public Schools, in collaboration with the

7 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) Grade 6 World History, Quarter 4, Unit 1 Notes Providence Public Schools, in collaboration with the D-77

8 Grade 6 World History, Quarter 4, Unit 1 Empires of Afroeurasia: Rome, 300 BCE 300 CE (14 days) D-78 Providence Public Schools, in collaboration with the