Day: 7

Common Core:
4b. Analyze the influence of the economic and political framework of Roman society on global
expansion of civilization (e.g., how Roman unity contributed to the growth of trade among lands of the
Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa,
India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the
major phases of Roman expansion, including the Roman occupation of Britain). (DOK 3)
3b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the
Eastern Mediterranean and how the represented a decisive transformation in human history. (DOK 2)
CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence ideas or events).
CCSS.ELA-LITERACY.RH.6-8.1Cite specific textual evidence to support analysis of primary and
secondary sources.
NCSS:
2. Time, Continuity, and Change
6. Power, Authority, and Governance
C3:
D2.His.1.6-8. Analyze connections among events and developments in broader history contexts.
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or
continuity.
Objectives:

Students will be able to explain the fall of the Roman Empire. (DOK 3)
Students will be able to identify specific factors leading the fall of the Roman Empire. (DOK 1)

Materials:
Computer (both for the teacher and the students)
Whiteboard
Expo markers
Textbook (Pearson My World History Early Ages)
TV (instead of a screen for the projector)
Primary source documents
Primary source worksheets
Project guidelines
Project rubrics

Bellringer:
Why do you think an empire would fall?

Opening (Set):
Good afternoon class! Today we are going to be looking at the fall of the Roman Empire. Thus far we
have been discussing the Empire in its entirety, discussing notable leaders and characteristics. Can
anyone tell me one problem that the Roman Empire was facing during this time?

Students will raise their hand and answer Germanic tribe invasions.
That's great! Not only are we going to learn more about Rome's fall, but we are going to analyze some
primary sources from that time period to be able to understand more about what was happening to the
empire. It is important for you all to understand that the fall of the Roman Empire had great affects on
European society in the years to follow. After you complete this assignment you will have an
assessment to demonstrate what you have learned. You all need to pay very close attention to the
information. Let's get started!
Learning Tasks (Procedures):
A) Teacher will explain what a primary source is.
Okay class, the first thing that we are going to be doing today is learning about a primary source. A
primary source is a document or physical object which was written or created during the time under
study. These sources were present during an experience or time period and offer an inside view of a
particular event. These sources can include original documents such as: Diaries, speeches,
manuscripts, letters, interviews, film footage, autobiographies, and official records.
B) Teacher will demonstrate how to analyze a primary source by using an excerpt from the Roman Empire
unit (The Deeds of the Divine Augustus)
Primary source is attached to the back of the lesson.
As an example, we are going to look at an excerpt from The Deeds of the Divine Augustus, which we
have already discussed in class. (Teacher will pull up the excerpt on the TV screen for the class to
see). I am going to read you the excerpt allowed, and then we will discuss the passage.
I restored peace to the sea from pirates. In that slave war I handed over to their masters for the
infliction of punishments about 30,000 captured, who had fled their masters and taken up arms
against the state. All Italy swore allegiance to me voluntarily, and demanded me as leader of the
war which I won at Actium; the provinces of Gaul, Spain, Africa, Sicily, and Sardinia swore the
same allegiance. And those who then fought under my standard were more than 700 senators,
among whom 83 were made consuls either before or after, up to the day this was written, and
about 170 were made priests.
Okay class, what is Augustus talking about here?
How he saved the sea from pirates.
Great! What did Italy do in return?
Swear allegiance to him.
That's right! For this assignment, I want you all to thoroughly read primary sources and be able to
answer some questions about them.
C) Teacher will pair students into groups to answer questions about the various primary sources.
D) Teacher will pass out the worksheet for the assignment to each group.
Worksheet is attached to the back of the lesson.
E) Teacher will pass out the primary sources to each group.
Primary sources are attached to the back of the lesson.
Excerpt from the ancient book Concerning Military
Excerpt about an Asian tribe called the Huns from Roman History
Excerpt from On Military Matters
Excerpt from Diodorus Siculus
Excerpt about Attila
F) Students will analyze each primary source with their partner to understand the meaning behind them and
the ultimate reason as to why the Roman Empire collapsed.
G) Students will write down their observations on the answer sheet provided.
H) Teacher will pass out assessment guidelines and rubric to each group.
Assessment guidelines and rubric are attached to the back of the lesson.
I) Teacher will explain the purpose and rules of the assessment.

Closure:
Alright students, the class is almost over. I think you all did a great job participating and analyzing primary
source documents. I want you all to turn in your worksheets before you leave.
Students will turn in the group worksheet. (INFORMAL CHECK)
Great! Today, not only were you able to find out more information about the fall of the Roman Empire, but you
were able to do so through the analysis of primary source. This is a very important trait to have, as you will
consistently be analyzing past sources as you go through life. I want you to keep in mind the information that
you learned today so you can start knocking out your project tomorrow. Have a great rest of the day!

Differentiated Instruction:
Enrichment: Students that seem to have a firm grasp on the lesson will help other groups
analyze the primary sources.
Intervention (students struggling or in the tier process/response to intervention): Assign
these students in a group with an enrichment student, allowing them to work together to
come up with the answers for the worksheet.
Accommodation (Students in Special Education with IEP): For those students that have
trouble focusing, the teacher will walk around to keep them on track while helping to
personally guide them through the process.

Sources:
The Deeds of the Divine Augustus by Augustus. 14 CE. Retrieved November 9, 2015.
http://classics.mit.edu/Augustus/deeds.html
The Fall of Rome (150CE-475CE). (n.d.). Retrieved November 9, 2015.
http://www.sparknotes.com/history/european/rome4/summary.html
Fall of the Western Roman Empire. (n.d.). Retrieved November 9, 2015.
http://lukensocialstudies.weebly.com/fall-of-the-western-roman-empire.html
Vegtius, Concerning Military Matters. c. 450 CE.
https://en.wikipedia.org/wiki/De_Re_Militari
Marcellinus, Ammianus, Roman History. c. 380 CE.
http://www.gutenberg.org/files/28587/28587-h/28587-h.htm
Anonymous, On Military Matters 368 A.D. In A Roman Reformer and Inventor, translated by E.A. Thompson
(Oxford: Oxford University Press, 1952), pp. 106-14, 122-23.
http://www.lasalle.edu/~mcinneshin/wk07/romeend.htm
Diodorus Siculus, Library Books 34/35. 2. 1-48
http://www.theoi.com/Text/DiodorusSiculus4A.html
Jordanes, An Account of the Person of Atilla. In William Stearns Davis, ed., Readings in Ancient History:
Illustrative Extracts from the Sources, 2 Vols., (Boston: Allyn and Bacon, 1912-1913), p. 322
https://books.google.com/books?id=xJA3AQAAMAAJ&pg=PA322&lpg=PA322&dq=ordanes,
+An+Account+of+the+Person+of+Atilla.
+In+William+Stearns+Davis&source=bl&ots=yTlqPyRnME&sig=De9klhnY6grjkXg_el0secHx_m4&hl=en&sa
=X&ved=0CCAQ6AEwAGoVChMImIimhqOcyQIVCjgmCh2rzQtJ#v=onepage&q=ordanes%2C%20An
%20Account%20of%20the%20Person%20of%20Atilla.%20In%20William%20Stearns%20Davis&f=false

Primary Source for demonstration:

Source: An excerpt from The Deeds of the Divine Augustus by the Roman
Emperor Augustus, c. 14 ACE.
http://classics.mit.edu/Augustus/deeds.html

25. I restored peace to the sea from pirates. In that slave war
I handed over to their masters for the infliction of
punishments about 30,000 captured, who had fled their
masters and taken up arms against the state. All Italy swore
allegiance to me voluntarily, and demanded me as leader of
the war which I won at Actium; the provinces of Gaul, Spain,
Africa, Sicily, and Sardinia swore the same allegiance. And
those who then fought under my standard were more than
700 senators, among whom 83 were made consuls either
before or after, up to the day this was written, and about 170
were made priests.

Primary Sources

Source:
Vegtius, Concerning Military Matters. c. 450 CE.
https://en.wikipedia.org/wiki/De_Re_Militari

[Before the year 400 CE] foot soldiers wore

breastplates and helmets. But when, because of
negligence and laziness, parade ground drills
were abandoned, the customary armor began
to seem heavy since the soldiers rarely ever
wore it. Therefore, they first asked the emperor
to set aside the breastplates and then the
helmets. So our soldiers fought the Goths
without any protection for chest and head and
were often beaten by archers. Although there
were many disasters, which led to the loss of
great cities, no one tried to restore breastplates
and helmets to the infantry. Thus it happens
that the troops in battle, exposed to wounds
because they have no armor, think about running
and not about fighting.

Source:
Marcellinus, Ammianus, Roman History. c. 380 CE.
http://www.gutenberg.org/files/28587/28587-h/28587-h.htm

The Huns exceed any definition of savagery.

They have compact, sturdy limbs and thick
necks Although they have the shape of
human beings, they are so wild in their way of
life that they have no need of fire or pleasant
tasting foods, but eat the roots of uncultivated
plants and the half-raw flesh of all sorts of
animals. This they place between their thighs
and the backs of their horses and so warm it a
little Huns are never sheltered by buildings,
but roam freely in the mountains and woods,
learning from their earliest childhood to endure
freezing cold, hunger and thirst Huns are not
well adapted to battle on foot, but are almost
glued to their horses, which are certainly hardy,
but also ugly Like refugeesall without

permanent settlements, homes, law, or a fixed

way of lifethey are are always on the move
with their wagons, in which they leave Like
unthinking animals, they are completely
ignorant of the difference between right and
wrong. Fired with an overwhelming desire for
seizing the property of others, these swiftmoving and ungovernable people make their
destructive way amid the pillage and slaughter
of those who live around them.

Source:
Anonymous, On Military Matters 368 A.D. In A Roman Reformer and
Inventor, translated by E.A. Thompson (Oxford: Oxford University
Press, 1952), pp. 106-14, 122-23.
http://www.lasalle.edu/~mcinneshin/wk07/romeend.htm

The Corruption of the Provincial Governors

Now in addition to these injuries, wherewith the
arts of [greediness] afflict the provinces, comes
the appalling greed of the provincial
Governors, which is ruinous to the taxpayers
interests. For these men, despising the
respectable character of their office, think that
they have been sent into the provinces as

merchantsAs for the Governors, the buying of

recruits, the purchase of horses and grain, the
monies intended for city walls all these are
regular sources of profit for them and are the
pillage [prize, treasure] for which they long.

Source:
Diodorus Siculus, Library Books 34/35. 2. 1-48
http://www.theoi.com/Text/DiodorusSiculus4A.html

1 Because of the superabundant prosperity of

those who exploited the products of this mighty
island [Sicily], nearly all who had risen in wealth
affected first a luxurious mode of living, then
arrogance and insolence. As a result of all this,
since both the maltreatment of the slaves and
their estrangement from their masters increased
at an equal rate, there was at last, when

occasion offered, a violent outburst of hatred. So

without a word of summons tens of thousands of
slaves joined forces to destroy their masters

Source:
Jordanes, An Account of the Person of Atilla. In William Stearns Davis, ed.,
Readings in Ancient History: Illustrative Extracts from the Sources, 2
Vols., (Boston: Allyn and Bacon, 1912-1913), p. 322
https://books.google.com/books?
id=xJA3AQAAMAAJ&pg=PA322&lpg=PA322&dq=ordanes,
+An+Account+of+the+Person+of+Atilla.
+In+William+Stearns+Davis&source=bl&ots=yTlqPyRnME&sig=De9klhnY6

grjkXg_el0secHx_m4&hl=en&sa=X&ved=0CCAQ6AEwAGoVChMImIimhqOcy
QIVCjgmCh2rzQtJ#v=onepage&q=ordanes%2C%20An%20Account%20of
%20the%20Person%20of%20Atilla.%20In%20William%20Stearns
%20Davis&f=false

When Attila's brother Bleda, who ruled over a

great part of the Huns, had been slain by Attila's
treachery, the latter united all the people under
his own rule. Gathering also a host of the other
tribes which he then held under his sway he
sought to subdue the foremost nations of the
world---the Romans and Visigoths. His arm is
said to have numbered 500,000 men. He was a
man born into the world to shake the nations, the
scourge of all lands, who in some way terrified all
mankind by the dreadful rumors noised abroad
concerning him.

Primary Source Worksheet:

The Fall of the Roman Empire
Name #1:

Date:

Name #2:

Answer the following questions with your partner:

1. Primary Source 1
Why would armor be important when fighting a battle? Does it make sense why
the Romans struggled to win battles with failing armor?

2. Primary Source 2
Why are the Huns considered to be savages?

3. Primary Source 2
By analyzing the source, what do you think the definition of refugee is?

4. Primary Source 3
What are the provincial Governors doing? Why would this be a problem?

5. Primary Source 4
What did this passage summarize?

6. Primary Source 5
Who sought to subdue Rome?

The Fall of the Roman

Empire Project
Now that you have explored and identified the various reasons that the Roman
Empire declined, use your knowledge to complete one of the assignments below.
The purpose of this assignment will be to create a product that:
Describes the various problems the Roman Empire was having,
along with the invasion of Germanic Tribes, and how they led to its
eventual decline.
Use the information we have discussed in class as well as what you have
learned during your primary source analysis.

Option A: Journal or Diary Entry

Create a news broadcast that accurately depicts the life of a citizen that lived in
the Roman Empire during its decline. Working in groups of four, you need to have
one news reporter, one camera man, and two people being interviewed. The
interviewees can be any one of the following;
You could be:
A patrician (government official, landowner, etc.)
A plebeian (trader, shop owner, etc.)
A slave
The Emperor

A Barbarian (could be from any invading Germanic group)

Use your smart phones and/or computer to complete this assignment. The length
of the newscast should be approximately six minutes long. You must have a
printed script for each person talking to turn in, and be able to use the evidence
that we learned in class, as well as primary sources, to accurately depict the
Roman Empire and to depict your feelings.

Assessment Rubric
News Broadcast Rubric: 100 points
Issue and Subject Matter
The group demonstrates a firm understanding of the fall of the Roman Empire.
40 POINTS
Connections
Group accurately demonstrates understanding of lessons learned in class and
primary sources.
40 POINTS
Aesthetics/Mechanics
Group follows all given directions including roles and time limit.
10 POINTS

Day: 8

Common Core:
4b. Analyze the influence of the economic and political framework of Roman society on global
expansion of civilization (e.g., how Roman unity contributed to the growth of trade among lands of the
Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa,
India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the
major phases of Roman expansion, including the Roman occupation of Britain). (DOK 3)
3b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the
Eastern Mediterranean and how the represented a decisive transformation in human history. (DOK 2)
CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence ideas or events).
CCSS.ELA-LITERACY.RH.6-8.1Cite specific textual evidence to support analysis of primary and
secondary sources.
NCSS:
2. Time, Continuity, and Change
6. Power, Authority, and Governance
C3:
D2.His.1.6-8. Analyze connections among events and developments in broader history contexts.
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or
continuity.
Objectives:

Students will be able to explain the fall of the Roman Empire. (DOK 3)
Students will be able to identify specific factors leading the fall of the Roman Empire. (DOK 1)
Students will create a project that demonstrates the fall of the Roman Empire. (DOK 4)

Materials:
Computer (both for the teacher and the students)
Whiteboard
Expo markers
Textbook (Pearson My World History Early Ages)
TV (instead of a screen for the projector)
Primary source documents
Primary source worksheets
Project guidelines
Project rubrics

Bellringer:
Why should we look at primary sources?

Opening (Set):
Good afternoon class! Today we are going to be finishing our unit on the fall of the Roman Empire.
Yesterday you all turned in your primary source worksheets about the collage of the empire. I am
going to hand your worksheets and the primary sources back out to you so you can have them to work
on your project.

Teacher will pass out documents.

To refresh everyone's memory, who can tell me one cause of the collapse of the Roman Empire?
Students will raise their hand and answer Germanic tribe invasions.
That's great! I want you all to keep these things in mind as you work on your projects. Get to work!
Learning Tasks (Procedures):
A) Students will begin working on their projects.
B) Teacher will walk around the room monitoring projects and providing assistance when needed.
C) Students will turn in the finished project at the end of class.

Closure:
Alright students, the class is almost over. I think you all did a great job on your projects and I am excited to be
able to grade them.
Students will turn in the group worksheet. (PERFORMANCE TASK)
Great! Today, you were able to accurately demonstrate the fall of the Roman Empire using creative measures. I
am very proud of you all! Make sure you study for your test tomorrow over the unit!

Differentiated Instruction:
Enrichment: Students that seem to have a firm grasp on the project will help other
groups.
Intervention (students struggling or in the tier process/response to intervention): Assign
these students in a group with an enrichment student, allowing them to work together to
come up with the project.
Accommodation (Students in Special Education with IEP): For those students that have
trouble focusing, the teacher will walk around to keep them on track while helping to
personally guide them through the process.

Sources:
The Deeds of the Divine Augustus by Augustus. 14 CE. Retrieved November 9, 2015.
http://classics.mit.edu/Augustus/deeds.html
The Fall of Rome (150CE-475CE). (n.d.). Retrieved November 9, 2015.
http://www.sparknotes.com/history/european/rome4/summary.html
Fall of the Western Roman Empire. (n.d.). Retrieved November 9, 2015.
http://lukensocialstudies.weebly.com/fall-of-the-western-roman-empire.html
Vegtius, Concerning Military Matters. c. 450 CE.
https://en.wikipedia.org/wiki/De_Re_Militari
Marcellinus, Ammianus, Roman History. c. 380 CE.
http://www.gutenberg.org/files/28587/28587-h/28587-h.htm
Anonymous, On Military Matters 368 A.D. In A Roman Reformer and Inventor, translated by E.A. Thompson
(Oxford: Oxford University Press, 1952), pp. 106-14, 122-23.
http://www.lasalle.edu/~mcinneshin/wk07/romeend.htm
Diodorus Siculus, Library Books 34/35. 2. 1-48
http://www.theoi.com/Text/DiodorusSiculus4A.html
Jordanes, An Account of the Person of Atilla. In William Stearns Davis, ed., Readings in Ancient History:
Illustrative Extracts from the Sources, 2 Vols., (Boston: Allyn and Bacon, 1912-1913), p. 322
https://books.google.com/books?id=xJA3AQAAMAAJ&pg=PA322&lpg=PA322&dq=ordanes,

+An+Account+of+the+Person+of+Atilla.
+In+William+Stearns+Davis&source=bl&ots=yTlqPyRnME&sig=De9klhnY6grjkXg_el0secHx_m4&hl=en&sa
=X&ved=0CCAQ6AEwAGoVChMImIimhqOcyQIVCjgmCh2rzQtJ#v=onepage&q=ordanes%2C%20An
%20Account%20of%20the%20Person%20of%20Atilla.%20In%20William%20Stearns%20Davis&f=false

The Fall of the Roman

Empire Project
Now that you have explored and identified the various reasons that the Roman

Empire declined, use your knowledge to complete one of the assignments below.
The purpose of this assignment will be to create a product that:
Describes the various problems the Roman Empire was having,
along with the invasion of Germanic Tribes, and how they led to its
eventual decline.
Use the information we have discussed in class as well as what you have
learned during your primary source analysis.

Option A: Journal or Diary Entry

Create a news broadcast that accurately depicts the life of a citizen that lived in
the Roman Empire during its decline. Working in groups of four, you need to have
one news reporter, one camera man, and two people being interviewed. The
interviewees can be any one of the following;
You could be:
A patrician (government official, landowner, etc.)
A plebeian (trader, shop owner, etc.)
A slave
The Emperor
A Barbarian (could be from any invading Germanic group)
Use your smart phones and/or computer to complete this assignment. The length
of the newscast should be approximately six minutes long. You must have a
printed script for each person talking to turn in, and be able to use the evidence
that we learned in class, as well as primary sources, to accurately depict the
Roman Empire and to depict your feelings.

Assessment Rubric
News Broadcast Rubric: 100 points
Issue and Subject Matter
The group demonstrates a firm understanding of the fall of the Roman Empire.
40 POINTS
Connections
Group accurately demonstrates understanding of lessons learned in class and
primary sources.
40 POINTS

Aesthetics/Mechanics
Group follows all given directions including roles and time limit.

10 POINTS