Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• People and events are organized chronologically to increase understanding of historical relationships.
• Primary and secondary sources and processes of historical inquiry allow for interpreting the past and analyzing present day issues.
• Societies are diverse and change over time.
• Technological developments have impacted individuals and societies throughout history.
• Religious beliefs and philosophical ideas change societies.
• Different forms of government have been developed, practiced, and changed throughout history.
• Geographic tools are used to locate and derive information about the past.
• Physical and human characteristics of places define regions.
• Migration and immigration affect the location and distribution of human activity.
• Knowledge of geography increases understanding of past and present.
• Trade specialization, and interdependence influence relationships among individuals, groups and societies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• How does the chronology lead to the understanding of historical relationships?
• How did the major events affect the development of a civilization?
• What is the difference between primary and secondary document? How can we use them to interpret information about the past?
• Which civilization studied was the most advanced, and why?
• How did technological changes impact each civilization? Which changes had the most impact and in which civilization?
• How were ancient civilizations governed?
• What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)? What impact did these religious beliefs have on each civilization?
• How do physical and human characteristics define and identify region and place?
• How did the physical characteristics of regions influence human characteristics?
• How do migration and trade routes affect location/distribution of human activity?
• How did trade and specialization result in interdependence?

Standards and Benchmarks
History 3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.
History  5: Students understand political institutions and theories that developed and changed over time.
Benchmark A: Students understand political institutions and theories that developed and changed over time.
History  6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and philosophies.
Benchmark  B: Students know how societies have been affected by religions and philosophies.   

Middle School D-11 Social Studies Indicators 
History
3. Diverse and Changing Societies: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
4. Science, Technology, and Economic Activity: Identify and explain changes in technology and evaluate their impact on historical events.
5. Political Institutions and Theories: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
6. Religious and Philosophical Ideas: Describe religious beliefs and philosophical ideas, and how they changed societies.

Grade 7 Conceptual Vocabulary

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lessons 1:  The Roman Republic
Duration:  2 days
   
Standards/Indicator:  History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they change over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions:  Which of the social and religious practices of the ancient Roman republic had the greatest influence on the Roman culture?  Why did the Roman republic fall after Julius Caesar was assassinated?
Assessment:   Which of the social and religious practices of the ancient Roman republic had the greatest influence on the Roman culture?  Why did the Roman republic fall after Julius Caesar was assassinated?

Activities

1. Look at the map on page 209 in The Ancient World. Complete map activities. Why is ancient Rome’s location strategic? Was the republic protected? How? Why?

2. Read The Ancient World pages 210-215, taking notes in a graphic organizer.

3. Watch video clips about Julius Caesar: Julius Caesar Emerges as Dictator and Julius Caesar Assassinated Bringing Civil War. Take notes.

4. Journal entry: You are sitting in the senate on March 15, 44 B.C., when Julius Caesar enters the chamber, Write a journal entry noting what happened next, including the reasons for the action. Journal entry needs to be 1 page long.

5. Read "Focus on the Roman Soldier" pages 216-217 and complete assessment.

Differentiation
Support (RtI tiers 2 & 3): The Ancient World page 210.  Watch the video of Romulus and Remus (2:30). Then read the story of Romulus and Remus, and draw a picture of the ancient city of Rome.
Extensions:  Draw caricatures of a plebian and a patrician in ancient Rome.  Make sure the caricatures are dressed according to their place in society. Write 4-6 descriptions/actions of each.

Supplemental Education Resources 
Read Cicero and the Roman Republic and complete the assignment.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 2:  The Roman Empire  
Duration:   2 days
     
Standards/Indicator:  History 5: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
Enduring Understanding:  Different forms of government have been developed, practiced, and changed throughout history.
Essential Question:  How were ancient civilizations governed?   How did ancient Rome rule the empire?   Why is Roman law important to us today?
Assessment:  How were ancient civilizations governed?   How did ancient Rome rule the empire?   Why is Roman law important to us today?

Activities 

1. Look at the map on page 209 in The Ancient World. The Roman Empire had expanded to parts of Africa, Asia, and Europe. Name some countries that were once controlled by the Roman Empire. How could these areas be ruled? Go to the Passport to the World and register. Then choose Italy and learn about the history of this part of current day Europe. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Italy.

2. Read The Ancient World pages 218-223 and take notes in a graphic organizer. Write 2 facts about each of the “five good emperors”.

Resources:  The Ancient World pages 209, 218-223.

Differentiation
Support (RtI tiers 2 & 3): Read page 223 in The Ancient World “The Laws of Rome”.  What do the laws mean to the Roman citizen?  Do any of these laws relate to our Bill of Rights?  Explain your answer.
Extensions: Read Trade Routes and Currency Help the Romans Build a Stronger Empire and complete the activity.

Supplemental Education Resources:  Read Reform in the Roman  Republic: The Lives on Tibrius and Gauis Gracchus, and complete the assignment.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 3:  Roman Daily Life
Duration:  2- 5 days
       
Standards/Indicator:  History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Literacy
ISTE - Standard 1B Creativity and Innovation: Create original works as a means of personal or group expression.
ISTE Standard 1C Creativity and Innovation: Use models and simulations to explore complex systems and issues.
Enduring Understanding:  Societies are diverse and change over time. Effective readers know that literature provides an understanding of human experience.
Effective writers utilize the writing process to organize and strengthen all modes of writing. 
Essential Questions:   Which civilization studied was the most advanced, and why?  What was life like for the rich, the poor and the slaves of ancient Rome?   Does the success and prosperity of one group of people always depend on taking it away from another group of people? 
Assessment:  Which civilization studied was the most advanced, and why?  What was life like for the rich, the poor and the slaves of ancient Rome?  

Activities

1. The Roman Empire grew by conquering other people and forced the conquered people to adapt to the Roman ways of living. Was the Roman civilization the most advanced? If so, why?  What was life like for the rich, the poor and the slaves of ancient Rome? Does the success and prosperity of one group of people always depend on taking it away from another group of people? These are important questions to be able to answer because these same questions can be applied today. As you explore the history of the ancient Romans and how they interacted with other civilizations and cultures, ask yourself how their actions compare with how countries interact with each other today. What lessons can be learned from the Romans? Watch video clip: Daily Life in Ancient Rome 4:46 and take notes.

2. Copy the concept web on page 224. Read The Ancient World pages 224-228 and take notes in the graphic organizer.

3. Look at the map on page 209 in The Ancient World. The Roman Empire had expanded to parts of Africa, Asia, and Europe. Name some countries that were once controlled by the Roman Empire. How could these areas so far from Rome be ruled?

4. Read The Ancient World pages 218-223 and take notes in a graphic organizer. Write 2 facts about each of the “Five Good Emperors”.

5. Historians record historic events and pay special attention to the accuracy of the details. in this activity, you will choose and complete one of the options to contribute to a class newspaper about daily life in ancient Rome. Watch the video introduction, then use Google Earth and other Internet resources to complete your chosen activity.
   Before beginning, Discuss with your teacher the Kid Friendly 4 Point Rubric that will be used to grade your writing assignment.
   
   Roman Circus - Watch the video simulation of the Roman Circus Maximus. Complete questions page 228. Write a newspaper article for the Sports section of the Roman Daily News that describes the Grand Opening of Roman Circus. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Colosseum - Watch the video 3D simulation of the Roman Colosseum. Write a newspaper article for the Entertainment section of the Roman Daily News that describes the Grand Opening of Roman Circus. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Theater - Watch the video 3D simulation of the Roman Theater. Write a newspaper article for the Entertainment section of the Roman Daily News that describes the Grand Opening of Roman Theater. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Temple - Watch the video 3D simulation of the Roman Temple. Write a newspaper article for the Religion section of the Roman Daily News that describes a typical event at the Roman Temple. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   City of Rome - Watch the video 3D simulation of Ancient Rome and write a newspaper article for the Front Page of the Roman Daily News describing the city of Rome in the Golden Age. Describe the city layout, and major architectural highlights and attractions for citizens and tourists. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Roman Baths - Watch the video 3D simulation of the Roman Baths and write a newspaper article describing the Bath for the Health and Society section of the Roman Daily News. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 
   
   Editorial On Slavery - Watch the Slavery in Rome video (2:06). Pretend you are a Roman citizen, and you believe that slavery is wrong.  Write an editorial commentary for the Editorial section of the Roman Daily News calling for the end of slavery.  Include the reasons why you believe it is wrong including the harsh conditions that the slaves have endured.  
   
   Music of Ancient Rome - Listen to examples of Music from Ancient Rome. Then research Ancient Roman Musical Instruments and the Music of Ancient Rome. Pompei is the best, but all examples demonstrate how simple their music was compared to today. That is due to the limited variety of instruments during the time. The music is very similar to what we know as early Native American music and the instruments were very similar, simple flutes, reeds, drums, percussion instruments and simple melodies. Like the Native Americans, music was used in celebrations and spiritual ceremonies. Write a newspaper article for the Entertainment section of the Roman Daily News that describes Music of Ancient Rome. Be sure to include the 5 Ws of a good news article in the beginning paragraph. Then add additional details in following paragraphs. Give your article a short and attention getting title. 

Technology Integration
Roman Daily News Archives - If students compose their final draft in a Microsoft Word document, articles can be combined to create and electronic newsletter/newspaper for distribution to students, posting on the school website, or archived and posted in this unit as an example of exemplary student work. Teachers can submit electronic files to be posted as attachments to the District 11 Social Studies Coordinator at altofmm@d11.org. Be sure to include the teacher name and school.

Differentiation
Support (RtI tiers 2 & 3): Reread page 226 about the circuses.  Draw an illustration of the Circus.  Write two sentences describing your drawing.
Extensions: Does the success and prosperity of one group of people always depend on taking it away from another group of people?  How would you feel if your family and community lost a war with the Roman soldiers and were taken into captivity to become slaves? What other solution could you provide to the Roman soldiers to avoid becoming a slave?  Write a speech to the Roman Emperor explaining why your community should not be taken as slaves, and what you could offer the empire if you were allowed to remain free?

Supplemental Education Resources:  Read Roman Contributions to Literature and complete the activity.
Permission granted to use this material  by Teacher Curriculum Institute, June 2008

Lesson 4: Christianity and the Roman Empire
Duration:  2 days
       
Standards/Indicator:  History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies. 
Enduring Understanding: Religious beliefs and philosophical ideas change societies.
Essential Questions:  What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)?  What impact did these religious beliefs have on each civilization? 
Assessment:  What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)?   What impact did these religious beliefs have on each civilization?

Activities

1. Watch the video clip: The Advent of Christianity (1:15) and take notes.

2. Copy the flowchart on page 229 and read The Ancient World pages 229-233, and take notes.

3. Complete questions and the Writing Activity page 233.

4. Complete "Skill for Life" pages 234-235.

Differentiation
Support (RtI tiers 2 & 3):  The Ancient World page 232.  Look at the map and identify cities and countries where Christianity spread.  Why did people turn to Christianity and away form the Roman gods? 
Extensions: Read The Influence of Paul on Christian Beliefs and complete the assignment.

Supplemental Education Resources:  Research catacombs where early Christians buried their dead and worshipped in secret.  Write an essay about the catacombs.  Use the Catacombs Website.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Lesson 5:  The Fall of Rome
Duration:  2 days
     
Standards/Indicator:  History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time 
Enduring Understandings:  Societies are diverse and change over time.
Essential Questions: How did the social and economic aspects of the ancient Roman empire impact its decline?  How did Christianity affect the Roman empire? 
Assessment:   How did the social and economic aspects of the ancient Roman empire impact its decline?  How did Christianity affect the Roman empire? 
Unit Assessment:  The Ancient World pages 241-242.

Activities

1. Turn to the map on page 232 in The Ancient World. Name the cities and countries that were part of the Roman Empire. One emperor ruled all this area. How could an emperor rule territory in three continents? Why would it be difficult to defend the area against attack?

2. Read The Ancient World page 236 about emperor Constantine, and take notes about his connection to Christianity.

3. Copy the cause-and effect chart on page 236 and complete as you read.

4. Watch video clip: The Decline and Fall of Rome, (4:02) and take notes. Read pages 237-240 and take notes.
   The Romans decided to produce more coins, putting less silver in them. The value went down causing inflation. How did inflation contribute to the decline of the empire? Write your answer in your notebook.

5. Complete the Questions and/or the Writing Activity page 240.

6. Watch the video clips: Emperor Nero and the Christians (2:02) and What We Can Learn From the Fall of the Roman Empire (4:22). Discuss the Essential Questions for this lesson as a class, then write your own summary paragraph answering each question. Use the Four Point Rubric as a guide so you know how your response will be graded.

7. Continuous Improvement Process - Your teacher wants feedback on this unit so it can constantly be improved. Print the Continuous Quality Improvement Survey and answer each question, or answer online.

Differentiation
Support (RtI tiers 2 & 3):  Read The Ancient World page 236 about Constantine and draw an illustration about what he saw before going into battle. How did this sign change him?  What would you have done if you were Constantine?
Extensions:  Research the Emperor Diocletian. Write a report about Diocletian.
Draw heads or busts of different Romans including a Christian, a Roman soldier, and a government official toward Diocletian. Include facial expressions representing the feelings of each, and draw thought bubbles above the heads showing what each one might be thinking when Diocletian was emperor. Make a timeline for ancient Rome. Use The Ancient World and the Ancient Roman Museum.

Supplemental Education Resources:  Research Germanic Tribes.  Where did the tribes come from?  How did they invade the Roman empire?     

Parent Resources