MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr.

Cude Fall 2015

Comprehensive Unit Plan

HIST 457/ MSSE 470
PART I: INTRODUCTION

Name: Laura Bionde Date: November 20, 2015

Grade Level & course this unit is designed for: World History 7th Grade

1. Content Topic: The topic of this unit is the social history of the Roman Empire. The unit will
focus on the every day life of Romans and their interactions within the Empire as well as beyond
it.

2. Concept: Identity, social structure, impact

3. Essential Questions/Overarching Understanding:

How did the different classes within society contribute to Rome as a whole?
In what ways has the Roman Empire influenced our world today?

4. Rationale/Introduction Paragraph:
This unit will cover the social history of the Roman Empire. Through examinations of
documents, pictures, and other sources, students will be able to see the different aspects
of society within Rome. The main goal of this unit is to demonstrate how influential
Rome is on our world today and to have students form a deep knowledge about the social
aspects of Rome through taking on roles. In order to create global citizens, this unit takes
the time to have students make connections between Rome and their world today. Every
topic allows for this connection to be made, helping students become aware of not only
what Rome society was like, but ongoing issues and ideas in todays world that have
stemmed from that era of Rome. My goal as a teacher is to get students as interested in
learning as I am. This unit incorporates hands on activities, as well as debate and so much
more that involves students in a way that gets them excited about Rome. This type of
learning is what is vital in engaging students enough so they can truly learn what it means
to be a global member of society.

5. References/List of Sources:

A Real Letter from a Roman Soldier. (2009, November 25). Retrieved November 20, 2015, from
https://100falcons.wordpress.com/2009/11/25/a-real-letter-from-a-roman-soldier/

Barrow, M. (n.d.). The Roman army. Retrieved November 20, 2015, from
http://www.primaryhomeworkhelp.co.uk/romans/Legio.html

Gladiator Opening Scene Speech. (n.d.). Retrieved November 20, 2015, from
https://www.youtube.com/watch?v=BhusCY_vq0Q
MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

Lien, A. (2011). Human Trafficking. Retrieved November 20, 2015, from

http://www.tolerance.org/magazine/number-39-spring-2011/feature/human-trafficking

Roman Empire - MrRoughton.com. (n.d.). Retrieved November 18, 2015, from

http://www.mrroughton.com/roman-empire

The Laws Of The Twelve Tables. (n.d.). Retrieved November 20, 2015, from
http://www.constitution.org/sps/sps01_1.htm

The Roman Empire. (2006). Retrieved November 18, 2015, from

http://www.pbs.org/empires/romans/index.html

United Nations Office on Drugs and Crime. (n.d.). Retrieved November 20, 2015, from
https://www.unodc.org/unodc/en/human-trafficking/what-is-human-trafficking.html

Warner, M. (2013, July 26). The 14 Most Impressive Women In The US Military. Retrieved
November 20, 2015, from http://www.businessinsider.com/most-impressive-women-in-the-military-
2013-7?op=1

Part II: GUIDED REFLECTION ESSAY

Content
I began the research process by looking at the VA SOLs for World history. This I later viewed

as a mistake, for it restricted my imagination in coming up with new concepts to teach that were not

outlined in the standards. I spent too much time focusing on covering the SOLs, that I was forgetting

some extremely influential and valuable aspects of the Roman Empire. Once I decided on topics to

cover, the biggest difficulties came with deciding how I would structure them within the unit. A

chronological approach would not work since I had decided on focusing on different aspects of Rome

rather than the basic history, which is what is covered in any History textbook you will pick up. I moved

my days around so many times I cannot count, however, I think this allowed me to think much deeper

about what I wanted my students to get out of the unit. The most important content decision I think I

made was the decision to place class systems into one day. At first, I outlined my days in a way that

allowed for Patricians, Plebeians and slaves to have their own day. However, I soon realized the students
MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

would have no introduction to why society was structured in that way, or even about the laws that

govern society. I then chose to have a day on the Twelve Tables, the basic laws of Roman society,

followed by a day on the upper and middle classes, and finally a day on slaves. I decided on this order

because the students would need to know what rights a citizen had before they could understand the

different rights in each social class, before they could learn about people without any rights. I decided on

topics that would build off of one another. What is covered that day, directly relates to the day before,

forcing students to constantly be engaged and thinking back to prior lessons. Middle school world

history textbooks cover Rome from a military and power viewpoint; I chose to cover it from a social

outlook. I think by choosing this view, I am able to show my students how important history truly is to

our lives today, and I believe that to be a main goal of social studies.

Pedagogy

The decisions I made in how I wanted to present the material were ongoing, right up until the

very end. I found myself changing the activities from individual work to group work, or the boring

lecture to a simulation. Without even thinking about it, I was altering my unit in ways that would make

it more memorable and useful for students. One of the most important things Ive learned about methods

through this unit was how to handle simulations. After getting feedback on my lesson on slavery, I

realized certain topics should not be simulated, even if I do it well. My lesson focused on taking on a

role of a slave, who was valued in society and held a good job. However, I would still be asking a

student to act as a slave, and this was not ethical in a classroom. I learned from this and was able to

change that role to having students become journalists, giving them a third party view on the slave

system in Rome. Throughout the entire unit, a main goal I kept in mind was connections to students

lives. After discussing the importance of this in class, and thinking about how useful it was to me in

school, I decided to have it be a constant factor throughout the unit. Overall, I wanted to make a unit that
MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

helped students understand a topic from centuries ago, which can often be hard to grasp because of the

distance, through the use of examples that they can recognize in their lives every day. I not only wanted

to make connections to students lives, but also throughout the content of the unit. The booklet they will

be working on throughout the unit is used to connect the topics. Each day the students will take on a

role, whether that is an actual person, or acting as if they are back in time in Rome. By doing so, they

will be utilizing higher order thinking as they take the information they learned, and transferring it to a

dialogue or journal entry in their book, all while still using examples from modern day life.

Conclusion
Thinking back to what I had in mind when I first came up with this unit, it becomes extremely

clear that my final product has developed into something very different. As I continued my research on

the Roman Empire, I found myself constantly coming up with new and vital information I felt was

necessary in order to teach this unit in the best possible way. By developing a deeper understanding of

the Roman Empire, I was able to make wiser decisions regarding topics that should or should not be

covered. Prior to this unit, I would have agreed with any textbook on how it covered Rome. After, I

would change almost every aspect of it. The Roman Empire was more than just a powerful Army; it was

a diverse society, full of architecture, law systems, the rich, the poor, slaves, and so much more. One

cannot truly understand Rome without looking deeper into the lives of those living through it. This unit

has taught me that as a teacher I have the capability to make history fun again, that I have the ability to

connect the past with the present in order to make it understandable for my students. Writing this unit

plan was difficult, yet the struggles, in the end, were what taught me the most and have made me more

prepared to become a teacher.

 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

Part III: COMPREHENSIVE UNIT CHART:

DAY 1 Topic for the day: Introduction: A Walk Through Rome: Every day life in the Roman
Empire
Purpose/Objective(s): To introduce students to the topic of the Roman Empire and to have them
become familiar with significant places within Rome, and overall, what life looked like during the
Roman Empire.
Content
Stations: The stations are used to show
students what Rome looked like in Ancient
times. Each station provides a valuable
insight to Rome as a whole.
Colosseum: a gift to the Roman
people, opened with 100 days of
games consisting of fights between
gladiators and also animals. Can be
compared to stadiums in todays
world. These fights were forms of
entertainment, similar to what we
look for when going to a sports game. 2. Activity: A Walk Through Rome Stations will
Bathhouse: all members of society
utilized the public baths in Rome.
They were a place for gossip and
relaxation and played an important
role in overall society. Can be
compared to spas or public pools
today.
The Pantheon: Represents the genius
of Roman architects at the time.
Believed to be used as a temple. Used
as an inspiration for modern
buildings such as Thomas Jeffersons
Rotunda at the University of Virginia.
Mosaics of scenes from every day
life: (divided into two or three
stations): Family life was extremely
important to Romans. Togas were the
basic dress of Romans. The status of
a person could be determined by the
color of their toga. For example:
Purple on a toga represented the
person was a governmental official,
usually a senator. A tunic was worn
under the toga of wealthy members of
society, while they were the common
dress for members of the lower
classes.
Method
1. Pre-Assessment/Hook: Students will fill out a
KWL on what life was like in ancient Rome. This
will be used to assess how much information the
students know so far, and what I should cover
more in depth as the unit continues. This lesson is
designed to introduce students to every day life in
the Roman Empire. They will be able to view what
life was like and be forced to think deeper about
what it would be like if they were actually there.
This will set them up for getting deeper into other
aspects of the Roman Empire as the unit continues
be set up throughout the room representing
significant art, buildings and other aspects of life in
Rome.
3. Each station will have pictures printed out of these
significant places and activities of Rome. The
students will be given an activity guide, which they
will fill out as they continue through the stations.
The activity guide will explain that the student is to
imagine they are in the photo displayed at the
station. Questions will consist of: What do you see,
smell, and hear? What can you infer about the
Roman Empire from this photo? What do you think
this building was used for?
4. Once the students have gone through every station
there will be questions they should answer
individually at their desk. These questions will
consist of: Would you have liked to live in Rome
during this time? Looking back at your
reassessment, how accurate, or not, were you in
your description? What are some similarities
between life today and life in the Roman Empire
youve noticed from your Walk Through Rome?
5. Discussion/Instruction: Once the students have
completed the questions, the teacher will bring the
class back to go over some of their findings. The
teacher will go through the stations explaining
what the pictures represent, asking students to
 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude
Aqueducts: Used to bring constant
clean water to the city of Rome.
Another example of genius
engineering and architecture.
House floor plans: Atrium-central
hall, peristylum-open courtyard,
hypocaust-under-floor heating
system. The less wealthy lived in
simple flats.
DAY 2 Topic for the day: The Roman Legion
Purpose/Objective(s): Students will be able to understand the extensive impact the military made on
the expansion of the Roman Empire and other valuable contributions to the empire and our world
today. They will also understand what life was like for a Roman Soldier.
Content
Movie Clip:
Hearing strength and honor, the students
will get a feeling of how valuable the
military truly was to the Empire and how
loyal the soldiers were to it as well. Also,
the Crowe says he will be back harvesting
his crops in a few weeks. This will help
students to realize these soldiers were also
simple family men, giving up so much to
fight for Rome.
Legions
One of the most feared and one of the
strongest militaries in the history of the
world. Soldiers were highly trained and
dangerous.
Legions (Roman Army) were the basic
unit of the military made up of enlisted
citizens of Rome. They both created and
Fall 2015
contribute to the discussion. The students will be
able to explain how they felt about living in Rome
and what they believed to be similar to living in
America today.
6. At the conclusion of class, the teacher will
introduce their cumulative assignment. The teacher
will hand out blank booklets and explain each day
they will have time at the end of class to fill out a
page in this book. The teacher will also explain the
students will be provided with cut outs of people
and places we learn about as the unit continues,
which they will glue into their booklets. They will
be responsible for writing an entry in this book
after every lesson demonstrating mastery of the
information by making connections to the world
today. Today the teacher will provide cut outs of
the stations. Students can choose the two they feel
are most important and write a brief description of
why they chose those two and why they were
important to Rome, as well as society today. The
teacher will be looking for a deep understanding of
the information provided as well as connections
between past and present.
Method
1. Hook: To get the students interested in the
topic, I will show a clip from the movie
Gladiator. The clip will be from the opening
scene where Russell Crowe gives a speech to
his fellow soldiers right before battle. The main
thing to point out from this scene is the idea of
strength and honor, as stated by Crowe.
2. Lecture: To begin the lesson there will be
instruction on the Roman military. The lecture
will cover background information about how
the military was set up, weapons they used and
how it helped society. The teacher will provide
a note guide emphasizing the important aspects
of the lecture, which the students will fill out as
we go along.
3. Activity: Students will read and silently a
newspaper article about a letter recently found
from a soldier in the Roman Army. The letter
 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

protected Rome throughout history. was written home to his family and has been
A legion was broken up into 4 parts: translated as much as possible. Students will get
Contubernium, Centuria, Cohort and to see how a soldier felt being away for so long,
Legio. and the hardships he had to go through while
o The commanding officer, or person in continuing to remain loyal to Rome.
charge of a legion was called a 4. Activity: After reading the article silently,
Legate. students will be given the chance to write a
Soldiers carried a gladius (short sword), letter home to a family member or a friend as
javelin, helmet and other forms of armor if they are a Roman soldier away at war in their
such as a shield. booklet*. Using their note guide from the
The students should be thinking back to lecture at the beginning of class they should be
the movie clip and remembering the able to incorporate information such as what life
armor and weapons used by the was like, why they wanted to join the army,
characters in the movie. some interesting technologies such as weapons
Letter: they are using, and how they feel they are
Bernard Grenfell and Arthur Hunt found making a difference for the Roman Empire.
Students should include information about their
the letter in the article the students will be
reading in Egypt over ten years ago. A contribution to the road system and other
young man named Aurelius Polion, an successes covered in the lecture.
Egyptian, who was serving in a Roman 5. Discussion: The teacher will prompt the
legion in Europe, wrote the letter. students to think about soldiers in the American
Military today. The teacher can ask the class if
anyone knows someone who is in the Military
and have them share what they know about that
persons experience. Students should be
considering similarities and differences in
technology and what life is like for a soldier in
both cases. Students will also discuss how
Americas military has influenced our lives, and
how that can be compared to how the Roman
Army influences Rome.
6. Booklet: A cut out of Roman solider will be
provided. The students will glue the soldier into
the booklet next to their letter home*, which
they composed during class.
DAY 3 Topic for the day: Roman Law: The Twelve Tables
Purpose/Objective(s): Students will know what rights a citizen of the Roman Empire had and
understand the importance of written law. Students will understand how the Twelve Tables influenced
Americas Constitution and the rights we have as citizens of America, through examining excerpts of
primary source documents.
Content Method
The Twelve Tables 1. Hook: As students enter class I will be wearing
Written code of law that served as the a toga with a purple lining, which the students
main form of law for the entire span of the have learned to represent someone in the
Roman Empire. government. At the beginning of class I will
This outline of laws can be seen in the explain that the rules have changed and that I
 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

structuring of law systems all over the am going to be able to make up our new class
world today. laws for the day. I will then say that students
The different tables outline rules for which wearing a certain color shirt (ex: red), or using a
the citizens of Rome must follow during blue pen instead of black, are breaking one of
their every day lives. the rules Ive just decided to make up. The
The tables also defined what constituted a students will complain that this is not a fair
citizen. system and they should not be punished for
Tables Outline: rules I am making up as we go. I will then
1&2: General court procedures explain that this is exactly why we have to have
3. Dealings with debt our laws written down. The purpose of this is to
4. Rights of a father introduce the concept of written law in Rome
5. Legal guardianship and inheritance and how it determined citizenship. After
6. Possession rights and laws concluding our discussion about why it was
7. Land rights unfair, I will return to my regular clothes to
8. Laws dealing with injuries show that it was simply a simulation and those
9. Public Law who were punished are not actually in
10. Sacred Law trouble.
11&12. Additional information about prior 2. Activity: The teacher will provide a handout
laws containing excerpts from the translated Twelve
Tables. Ex: In marriage, the woman is legally
treated as the mans daughter, demonstrating
table 4, rights of a father. Within their desk
groups, students will work through the short
excerpts and determine what law the statement
is laying out. Once they write what the excerpt
is referring to, they will be asked to write down
if this type of law is present in todays society.
3. Discussion: Once the groups have completed
the worksheet, the teacher will begin a
discussion to see what the students found. The
teacher will prompt the class by asking what
each group thought the excerpts were saying
and why they think this type of law might be
important. Having gone over every excerpt and
table, the teacher will display the excerpts from
the US Constitution. The teacher will ask
students to examine this document and describe
ways in which the Twelve Tables may be
similar to the basic laws we must follow as
citizens of America. Students should be able to
notice similarities between the two documents,
and notice the Constitution has taken many
ideas from the Roman Twelve Tables.
4. Booklet: The teacher will provide a cut out of a
Roman lawmaker (Man dressed in purple lined
toga to show superiority). Students will make a
 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude
DAY 4 Topic for the day: Class Systems in Roman Empire
Purpose/Objective(s): Students will know the different classes within Roman society and each classs
role in the economic and social aspects of Rome. Students will understand what it was like to belong to
a certain class in the Roman Empire. Students will be able to make connections between class systems
of Rome to structures found in America today.
Content
Patricians: from the Latin patres meaning
fathers.
Members of this class were
considered to be upper class, wealthy
members of society.
This group consisted of highly
educated, military, government and
religious leaders.
They were considered to be just
below Emperors in Roman society.
Cards for this group will contain
clues such as: I am highly educated,
I was exempt from having to serve in
the military as a soldier, I am very
influential within the government, I
own vast amounts of land.
Students in this group should be
considering how these types of
positions/jobs affected society
economically and socially. They
should see the correlation between
Patricians and the upper class found
in America today.
Plebeians: from the Latin word plebs,
meaning people, or common people.
Members of this class were
considered to be the working class of
Roman society.
This group consisted of famers,
bankers, builders, craftsmen, and
shopkeepers.
Members of this group worked hard
for a living in order to support
themselves and their family.
Cards for this group will contain
clues such as: I am a shopkeeper who
works five days a week, 8 hours a
Fall 2015
T-Chart in their book comparing The Twelve
Tables to the US Constitution.
Method
1. Hook/Activity: Students will be divided into
two groups as they enter the classroom. The
teacher will explain that they will be going on
an egg hunt or citizen hunt to figure out what
group they belong to in Roman Society. The
clues, to finding out who they are, will be
hidden throughout the playground (with
permission from Principal). The cards will be in
two different colors, each group assigned to a
specific color, which they are to collect.
Students will be allowed to gather these clues,
as a group, and then will come back inside
where they will begin a discussion.
2. Group/Class Discussion: Once both groups
have collected all of their cards they will remain
in their groups to discuss their findings. The
teacher will prompt the class to think about
what roles they found and how that can be used
to figure out their place in society. The teacher
will write on the board: Come up with a name
for your group. Use evidence and clues from
your hunt to support your name and why you
chose it. Both groups will then have to present
to the class the name they came up with and the
reasons they chose that name to describe their
class. Each group will also be asked to briefly
write down why they believe their group was
significant to Roman society, as well as what
this group could be compared to in todays
world.
3. Lecture: Following the activity, the class will
come back as a whole. The teacher will begin
instruction by explaining the true titles of the
two groups the students just discovered,
Patricians and Plebeians. The lecture will cover
the roles of both these classes, as well as how
they impacted society both economically and
 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

day, I own a small business where I socially. The teacher will ask the class to think
make shoes, my family owns a farm about what it would be like in todays world if
which I tend to every day, I work a we did not have a class system. Students will
normal every day job in order to have to consider the different classes in their
support my family. world today. They will be able to connect how
Students should be thinking about Rome was divided to Americas class systems
how their class plays into society. today.
This class contributed economically 4. Discussion: The teacher will prompt a
to society through their hard work. discussion by asking why did we not cover
Women women in todays lesson? The teacher will ask
Viewed as valued wives and mothers, students to brainstorm some reasons as to why
but not members of society. we wouldnt talk about women as much as we
They were not taught to read or write would if we were covering society today. The
and therefore could not hold any true teacher will instruct briefly womans role in
position in society. Rome during this time period. Then, the teacher
Women were not allowed to hold any will prompt another discussion asking what is
office in the government, or be different about a womans role in society today
involved in the military. compared to what is was in the Roman Empire?
The ability of a woman to do certain The teacher will briefly display pictures of both
things depended on her wealth and Hilary Clinton and Lauren Edwards to show
status in society, which she obtained how roles have changed dramatically.
through her father, or a husband. 5. Booklet: The teacher will provide cut out
Students will be able to contrast figures of patricians and plebeians and women.
womens roles in Rome with the roles The students are to cut out all three and glue
women play in todays society by them into the book. The students are to take on
discussing prominent female figures the role of all three groups as they describe what
in America today (Hilary Clinton, life was like for them. Students should also
running for president and Lauren include different jobs held by each class and
Edwards: woman Marine who led what their role was in society. Students can use
150 other Marines during the speech bubbles or a journal entry to convey the
invasion of Iraq). information covered in class. The teacher will
be looking for a deep understanding of the
information provided as well as connections
between past and present.
DAY 5 Topic for the day: Slavery in the Roman Empire
Purpose/Objective(s): Students will be able to examine primary source documents regarding slavery
in the Roman Empire. Students will understand that slaves played an integral party in the economic
aspects of Rome through occupations they held. Students understand slavery is not something in the
past, but continues in todays world.
 MSSE 470/HIST 457/POSC 457
Content
Background: Sources of Slaves
As more land was acquired, Romans
needed more workers for that land, yet did
not want to use citizens of Rome for they
might be needed for military purposes,
also this would mean they would need to
pay them. Slaves offered free labor.
War was not the only way Rome received
slaves. Slave reproduction and the sale of
own children contributed to the high
numbers of slaves in Rome.
Slaves Role in Society
Slavery had an effect on economics as well
as social aspects of Rome. Some slaves
even acquired high positions and were
extremely skilled and valued by the citizens
of Rome. (Depended on education levels)
Slave masters often increased their income
through the employment of slavery
(working on farms or other jobs that free
citizens held) but some simply used slaves
to show their wealth (entertainers,
attendants and messengers).
Treatment of Slaves
Under Roman Laws, owners were allowed
to punish their slaves in any way they
chose. Slaves were viewed as property and
not as people. Slaves could be crucified,
or nailed to a cross and sentenced to death,
for something as small as stealing.
Some masters did treat their slaves well
for they believed by doing so their slaves
would do better work and therefore make
them more money.
Modern Day Slavery
Refereed to as human trafficking, defined
by the UN as the recruitment,
transportation, transfer, harboring or
receipt of persons, by means of the threat
or use of force or other forms of coercion,
of abduction, of fraud, of deception, of
the abuse of power.
The students have been taught about
slavery in the 17th and 18th centuries, so
they will be able to make the connection
Dr. Hulsey & Dr. Cude Fall 2015
Method
1. Hook: As the students enter class 3 questions
will be on the board: What is slavery? What
would our world look like if we hadnt used it?
Is it still around today? The teacher will tell the
class they can have 3 minutes to come up with
answers to these before we discuss. The teacher
will then call on students to provide answers.
Students will realize that a concept such as
slavery cannot be answered in a few minutes.
The teacher will then focus on question number
two in order to briefly explain how slaves were
vital to the formation and success of America.
She will then let students know that the final
question will be addressed at the end of the
lesson. This introduction will be used to set the
stage for understanding how valuable slaves
were economically to Rome.
2. Activity: The class will be divided into groups
to work on the primary source documents. 7
primary documents will be handed out to each
group as well as a chart to guide their readings.
They will be asked to find the slaves occupation
as described in the source, and how this
occupation played a role in Roman society, if
any. They will then write stem statements to
explain why slavery was valuable to the Roman
Empire.
3. Writing Assignment: After learning about the
many occupations slaves held in the Roman
Empire, students will be asked to write a
newspaper article putting their knowledge to
use. The teacher will tell the students they are to
take on the role of a journalist, traveling back in
time to the Roman Empire. They will act as
writers of the editorial column for the Roman
Times. This will allow the students to voice
their opinions about what they notice about
slavery in Rome. The students will have both
the good and the bad outcomes of slavery and
they are to explain all aspects. The teacher will
be looking for student knowledge about the
importance of slavery in Roman society as well
as the role many slaves had in the economy.
4. Wrap Up/Connection: In order to connect this
lesson to students lives, the teacher will hand
 MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

between what they know about that out an article from the Teaching Tolerance
system, with Rome as well as modern webpage. This article contains an introduction
day. The goal of this lesson is to to what modern day slavery is and how students
reinforce the idea that slavery is not a can really make a difference to those affected
system from thousands of years ago, but by it. Since some words may be hard to
was present long before America, and is understand, the teacher will read through the
still present today. article with the class underlining and defining
any difficult words or concepts.
5. Booklet: The teacher will explain that we have
covered how slavery affected society both
economically and socially. She will ask the
students to think about the similarities and
differences between slaveholders in the Roman
Empire, the New World and even today and
incorporate that in their book entry. The teacher
will provide a cut out of a Roman slave for
students to add to their book. Students should
attach their newspaper article to this page in
their book. The teacher will be looking for a
deep understanding of the information provided
as well as connections between past and
present.
DAY 6 Topic for the day: Assessment and Book Presentation
Purpose/Objective(s): Students will understand that each topic covered is vital in understanding
Rome. Students will be able to show their understanding through a unit test. Students will be able to
debate what aspect of society they feel is most important.
Content Method
Unit Test: 1. For the first 25 minutes of class the students
Part 1: Vocabulary- Students will be will take their unit test.
tested on their knowledge of the 2. Students will have been working on their
vocabulary covered throughout the booklet throughout the unit. As a second
unit. Terms such as Patrician, assessment following the unit test, students will
Plebeians, atrium, will be covered. present their books to their desk group. Once
Part 2: Laws- Students will select one every member as presented within the group,
law from the lesson on The Twelve they will have to decide what aspect/piece of
Tables and will explain how and why their book they feel is most influential to Rome.
they would change the law if they The members will have differing opinions but
were in charge. will be encouraged to debate their favorite.
Part 3: Essay- students will choose an Once the group has decided on their selection,
aspect of Roman society covered in they will be asked to present the page they
the unit and will compare it to an chose to the rest of the class. They will have to
aspect of society today using provide ample evidence and reasoning to back
evidence/information from lessons. up their selection. They should use a
combination of all group members books to
portray the importance their person/place/thing
had on Rome.
MSSE 470/HIST 457/POSC 457 Dr. Hulsey & Dr. Cude Fall 2015

3. I will collect these booklets for a grade,

following a rubric, making sure they have
completed all parts and have valid information
for each content day.