Chris

Gomez
Unit Planning

Steps 1-10 Step Activity

Find 9 concepts (big ideas) that will be the basis for content area within a grading period (in this
worksheet, 9 weeks are used for a grading period).

Europe During Medieval Times

Geography of Ancient Europe

Rise of the Roman Empire

Fall of the Roman Empire

1. Grading Period Content
Planning Legacy of the Roman Empire

Development of Feudalism in Europe

The Roman Catholic Church in Medieval Europe

Life in Medieval Towns

The Decline of Feudalism

The Byzantine Empire

2. Unit/Week Organization Select one weeks concept (big idea) to use as content
 Chris Gomez
Unit Planning

The Fall of the Roman Empire

Divide content into 5 Major Content Areas (5 smaller ideas, MCAs) one for each teaching day

End of an Era

Political Dissolution

The Empire Splits

Invasions and Fall

Major Causal Issues

3. Scope & Sequence Order 5 MCAs into days of the week

Monday: End of an Era

Tuesday: Political Dissolution

Wednesday: The Empire Splits

Thursday: Invasions and Fall

Friday: Major Causal Issues

4. Content Area Standards Find content area standards by G712 that teach to the MCAs

7.1: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the
Roman Empire.

5. Learner Outcomes Align, review and revise Content Area Standards to develop 1-3 learner outcomes

1. Analyze and understand early strengths and lasting contributions of Rome.

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Unit Planning

2. Discuss the geographic borders of the empire at its establishment, height, and collapse.
3. Analyze and discuss the division of the empire in regards to the establishment of Constantinople and
the creation of the Byzantine Empire.

6. Pre-Assessment (Formative Determine assessment task (teaching strategy) that will form student levels of performance for
Assessment) summative assessment rubric

Students will be given a warm-up activity that will usually center around writing. As students enter
class, they will be provided with a prompt about the previous days learning and be required to both
answer the prompt and provide support for their answers. This will allow for students to reflect on
their learnings, practice writing, and provide feedback for themselves and the teacher for weaknesses
or strengths that can be addressed and supported.

7. Learning Activities Find or create 3 learning activities for each One Day Learning Plan to meet the learner outcomes of
Step 5

Monday:

1. Analyze the growth, success, and geographical size of the Roman Empire.

2. Discuss the death of emperor Marcus Aurelius in relation to the golden era and the last of the five
good emperors for Rome.

3. Analyze the aftermath of the death of Marcus Aurelius and complete a worksheet answering questions
on issues studied for the day.

Tuesday:

1. Analyze data on Roman emperors and their deaths.

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Unit Planning

2. Discuss the process for the election of new emperors.

3. Complete writing assignment asking students how the would rule the emperor if they were the
emperor of Rome.

Wednesday:

1. Discussion and study on the Roman emperors Diocletian and Constantine.

2. Analyze and discuss the split of the Roman empire into Western and Eastern

3. Discuss the efforts and reforms made by emperor Constantine with regards to the establishment of
Constantinople.

Thursday:

1. Label and coloring map activity on invasions and invading groups.

2. Read primary source account on the fall of the Rome.

3. Analyze a map outlining Roman boundaries after the fall of Rome.

Friday:

1. Lecture and discussion on major issues leading to the fall of Rome.

2. Group activity exercise where each group will present to the class on a specific cause for the Roman
empire collapse.

3. Students will complete a Mind Map on the collapse of Rome.

8. Select (Rutherford, Chapter 6; OShea, Chapter7) assessment tools (could be learning products) to
guide progress of learning activities
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Unit Planning

Students will be given multiple assessments. Daily assessments will include exit-tickets where
students will demonstrate their understanding of the days learning. At the end of each week,
students will be given a culminating test for the week. The test will be comprised of true/false,
multiple choice, and short answer based questions all of which will allow the student to demonstrate
their understanding of the material covered for that week. Students will be given specific instructions
and guidelines for what is expected throughout the week and the day of the test as well. For the test
students will be given wither an A, B, C, D, or F. Students who fail to demonstrate a clear
understanding of the topic and receive a letter grade of D or F will be given the opportunity to
complete an alternate assignment to bring their grade up by no more than one letter grade.

9. Summative Assessment Plan one learning product and select rubric for rating student performance
For the end of each class, students will be given an exit ticket prior to leaving class that is to be
completed in class. The exit-ticket will either be a worksheet or short answer response depending on
the day and topic discussed. This will require students to reflect on the days lesson and demonstrate
their understanding of the lesson, and provide further clarification for the student to determine areas
where they need to work on.

10. Review/Grade/Reflect Reflect, Next Steps

For grading for the exit ticket, students will not be graded based upon their response. They will be
given credit for completing the assignment. This will give the teacher insight on the effectiveness of
their own teaching as well as what students need to further clarification or guidance on. Individual
students who need assistance with anything in particular can be easily identified and the teacher will
be able to talk and work with those students individually. Should the entire class need work, the
teacher can then address the entire class on what they need to work on.