Mr.

Miller
9
th
Grade History
Rome and Early Christianity Unit
Class 15, F Block, April 11, 2014

Introduction to Martyrdom Lesson


Objectives:
1. Define martyrdom in a 5-point definition
2. Study martyrs throughout history to get a sense of what does and does not
constitute martyrdom
3. Create historical empathy with the concept of martyrdom by portraying famous
martyrs in short skits that include all points of martyrdom
4. Match up our definition of martyrdom with the actions of the Christian martyrs in
the Roman Empire


Understandings:
1. Students will understand the concept of martyrdom and what does and does not
constitute martyrdom
2. Students will understand some of the contexts in which martyrdom has been
effective throughout history
3. Students will begin to understand how a consciousness of group image plays into
martyrdom and works to elicit sympathy for the group and to allow the group to
gain followers or supporters
4. Students will begin to apply the concept of martyrdom to the situation of the Early
Christians in the Roman Empire and begin to understand why they behaved as
they did


Assessment:
1. The skits will serve as a summative assessment for this class. Students are
responsible for demonstrating knowledge of all 5 points of martyrdom in their
skit.


Instructional Approach:
(HW Due: Review of Persecution of Christians versus Fortunes of the Roman Empire,
observation versus interpretation of martyrs in action)
1. Review of growing discontent in Roman Empire and growing persecution of
Christians, graphing all of the trends to show how they are inversely proportional,
5 minutes
2. Defining Martyrdom and examining two images (Man on fire and Tank
man) to determine how they meet the five criteria, 5 minutes
3. Roundtable discussion: Is martyrdom worthwhile for a cause?, 13 minutes
4. Interpretation of martyrs throughout history: Were these people martyrs based on
our definition? Students will work in groups of 4 and discuss whether a martyr
meets our definition, 7 minutes
5. Preparation for skits: Students will be in groups of 3. They must prepare skits
based on the profiles of a real martyr. Their skit must demonstrate to their
classmates an instance of true martyrdom, 10 minutes
6. Skits: Students will briefly review all of the characters stories and then act out
the skits, 15 minutes


Skills to be emphasized:
1. Claim and evidence
2. Image analysis
3. Applying abstract concepts to concrete historical situations
4. Class discussion: speaking and listening


Connections to the Mass. Curriculum Frameworks:
7.38 Describe the government of the Roman Republic and its contribution to the
development of democratic principles, including separation of powers, rule of law,
representative government, and the notion of civic duty. (H, C)

7.39 Describe the influence of Julius Caesar and Augustus in Romes transition from a
republic to an empire and explain the reasons for the growth and long life of the Roman
Empire. (H, E)

A. Military organization, tactics, and conquests; and decentralized administration
B. the purpose and functions of taxes
C. the promotion of economic growth through the use of a standard currency, road
construction, and the protection of trade routes
D. the benefits of a Pax Romana

7.40 Describe the characteristics of slavery under the Romans. (H)

7.41 Describe the origins of Christianity and its central features. (H)

A. monotheism
B. the belief in Jesus as the Messiah and Gods son who redeemed humans from sin
C. the concept of salvation
D. belief in the Old and New Testament
E. the lives and teachings of Jesus and Saint Paul
F. the relationship of early Christians to officials of the Roman Empire


Sources:
http://mappinghistory.uoregon.edu/english/EU/EU08-01.html
Sponge activity:
1. Exit ticket: Students will decide on which of the martyrs we studied was most
effective. They will rank all them, and then write 3-4 sentences on why they
ranked them as they did.