The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: Ancient Rome Grade Level______7th___________

Subject/Topic Areas: _Social Studies___________________________________

Key Words: forum, republic, legion, maniple, constitution, veto, magistrate, toga,
consul, senate, assembly, patriarchal society, paterfamilias, villa, established
religion, empire, province, civil war

Designed By: __Cody Gadd_______________ Length of Unit: __10 Days______

School District: _New Albany_ School: _New Albany Middle School_________

Brief Summary of Unit:

The purpose of this unit is to teach students about the rise of the Roman republic
and Roman society. They will study the rise and fall of the Roman empire and
ancient Rome’s cultural legacy. Topics to be covered include the influence of
geography and nearby cultures on Rome and its culture, the events that shaped the
Roman republic and its conquest of Italy, the structure of government and the
division of power in the Roman republic, influences of the Roman republic on later
governments, gender and class divisions in Roman society, and the role of religion
in Roman society and government. Students will analyze cause and effect links
between geography and Rome’s development, identify main ideas and details
about the government of the Roman republic, compare and contrast the different
government structures, compare and contrast the lives of different groups in
Roman society, and draw conclusions about the daily lives of different groups in
Rome.
List and attach Print Materials/Resources
List and attach Internet Resources/Links

 Textbook: Pearson My World History

 Power point for Chapter 12
 Compare & Contrast Activity Sheet
 Section 1 Quiz
 You Tube Video on Roman Government “Roman Society and Political Structure”
https://www.youtube.com/watch?v=3B5pGiWptb4
 Three Branches of Roman Government Worksheet
 Section 2 Quiz
 Section 3 Quiz
 Section 4 Assessment Questions (p. 383)
 Documentary on Rome “The Republic of Rome”
https://www.youtube.com/watch?v=IEYEADYnjCo
 Chapter 12 assessment

Contextual Information

1. Knowledge of characteristics of students

Use the spaces provided below to address indicated characteristics of your students.

 Age-Range, Gender, Total number of students

New Albany Middle School has about 482 students in grades 6-8. 58% of the student
body is Caucasian. New Albany Middle School has a 7 period daily schedule. The
clinical instructor teaches 5 periods of 7th grade Social Studies. The 7th grade classes at
New Albany Middle School are made up of 7th grade students ranging in age from 12-13
years old. Second, third, and fourth period are the largest classes with 24-25 students in
each. Fifth period has 22 students and seventh period is the smallest with 20 students.
Males and females are generally about equal.
(Source: http://public-schools.startclass.com)
 Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)

The graduation rate for New Albany High School in 2016 was 88.6%. The New Albany
School District received an “A” accreditation grade by the Mississippi Department of
Education. The classes have a mixture of high, middle, and low performing students in
them. The students in this grade fall into the following approximate groups based on their
grades and classroom performance: Remedial 15%, Average 75%, and Advanced or
Accelerated 10%. The majority of the students consistently finishes their work and makes
passing grades.
(Source: http://www.mde.k12.ms.us)
  Socio-Economic Description

According to the U.S. Census, 81% of New Albany citizens age 25 and older have a high
school diploma or higher. The median income for citizens in New Albany is $40,347 per
year. 18% of the citizens live in poverty. New Albany Middle School has a mixture of
students from different socio-economic backgrounds but the majority of the students at
the school come from middle class families. Many students carry name brand, high
quality backpacks and regularly wear name brand clothing.
(Source: https://www.census.gov/)
 Typical Demeanor of Students

The 7th grade students are generally mature for their age group in their behavior. There
are a few students in each class that tend to be less mature and have to be watched more
closely due to behavior concerns. We have observed medium levels of self-confidence,
curiosity about the class subject, and some occasional mood swings in the students.
 Typical Interest and Involvement of Students

Many of the students are involved in activities and clubs during and after school. Both the
female and male students have an interest in sports. Some play on a sports team at the
school. Some students are in band and FCA. Some also belong to the Junior Honor
Society at the school.
2. Knowledge of students’ varied approaches to learning

The students enjoy having technology in the lessons. They learn best with audio visual support.
They also enjoy working in teams or groups.

3. Knowledge of students’ skills and prior learning

The students had an introduction to some of the world history topics covered in the 7th grade
curriculum during 6th grade social studies, which had a focus on world geography and
citizenship. Most of the topics covered will be new to the students.

4. Knowledge of community and school district (Include a description of the community

and school district)

The population of New Albany is about 8,708. About 59% of the population is Caucasian, with
about 31% African American. A little over 80% have a high school diploma or better. The city
has a pretty low crime rate. The major types of crimes that occur are theft and robbery. New
Albany has a hospital and several medical clinics. Northeast Mississippi Community College has
a satellite campus in New Albany. The city has many Churches of various denominations, with
the largest being Hillcrest Baptist Church. The city also has a large sports complex with tennis,
league baseball, softball, flag football, and soccer teams. The city schools include New Albany
Elementary, Middle, and High Schools plus the New Albany Career Technical Center. There are
approximately 2,100 students enrolled in the school system. There is an average of 15 students
per class.
(Sources: https://www.census.gov/) (http://www.newalbanyschools.us/)

Stage 1 – Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi Curriculum Frameworks
or Common Core Standards/College and Career Ready Standards.

Competency 2: Understand unique features of Asian, European, and African civilizations and
how they have affected the development of those civilizations.
Objective a: Identify and describe the following governmental forms – democracy,
aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy, and republic.
(DOK 1)

Competency 4: Understand how large-scale empires arose in the Mediterranean Basin, China,
and India from 500 BCE to 300 CE.
Objective a: Identify the significant individuals and achievements of ancient Roman, Chinese,
and Indian society. (DOK 1)
Objective b: Analyze the influence of the economic and political framework of Roman society
on global expansion of civilization (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 major phases of Roman expansion, including the
Roman occupation of Britain). (DOK 3)

Source: 2011 Mississippi Social Studies Framework, 7th Grade Social Studies, pages 37-39.

What understandings are desired?

1. The Roman Empire was important in several ways and it helped shape history.
2. Physical geography has an influence on the security and prosperity of a nation.
3. The structure of today’s democratic governments was shaped by those developed in the
ancient world.
Daily objectives: What key knowledge and skills will students acquire as a result of this
unit? What should learners be able to do as a result of such knowledge? Include integrated
content areas from the standards. Label objectives with the DOK level of learning.
The students will:

Day 1
 Identify and describe the reasons why a government is needed. (DOK 1)
 Locate Italy and Rome on a map. (DOK 1)
 Explain how the geography of a region can affect its growth. (DOK 2)
 Compare and contrast the Roman government as a monarchy and a republic. (DOK 3)
Day 2
 Describe the Roman culture and how it was affected by the Greeks and Etruscans. (DOK
2)
 Identify and define the units of the Roman army (legion, maniple). (DOK 1)
 Explain the ways that Rome gained power. (DOK 2)
Day 3
 Describe and explain the Roman republic as system of government. (DOK 2)
 Define the Roman system of separation of powers and checks/balances in the
government. (DOK 1)
 Explain the rule of law and why it was important. (DOK 2)
 Compare and contrast the Patricians and Plebeians. (DOK 3)
Day 4
 Identify and describe the three branches of the Roman government. (DOK 2)
Day 5
 Identify and describe the three branches of the Roman government. (DOK 2)
 Define a Roman consul and list his primary jobs. (DOK 1)
 Explain how the Roman republic and the American government are similar. (DOK 3)
Day 6
 Explain how Rome was a patriarchal society. (DOK 2)
 Describe the power balances between men and women in Roman society. (DOK 2)
 Compare the lives of the wealthy, the poor, and slaves in ancient Rome. (DOK 3)
 Summarize Roman religious beliefs and practices. (DOK 1)
Day 7
 Explain the role of war in the expansion and later collapse of the Roman republic. (DOK
2)
 Describe the problems wealth caused for Roman society and government. (DOK 2)
Day 8
 Watch a documentary on Rome as an audio-visual reinforcement and enrichment for
 the unit.

Day 9 & 10
 Review the material covered in the unit to prepare for a test.
 Complete a test on Chapter 12 to demonstrate knowledge of the material covered in the
unit.

Stage 2 – Planning Assessment

(Stage 2 completed once for the unit)

Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.

1. Compare & Contrast Worksheet on Monarchy and Republic in Rome

2. Worksheet on 3 Branches of Roman Government
3. Section 4 Assessment Check Questions

Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.

1. Section 1 Quiz
2. Section 2 Quiz
3. Section 3 Quiz
4. Chapter 12 Assessment

Informal Check(s): List ways you will check for understanding throughout your unit.

Day 1: Bellringer - What should governments do?

Day 1: Map discussion (page 358-359)
Day 1: Closure - Review questions and discussion
Day 2: Bellringer – Name 2 ways that Rome’s geography features helped it grow.
Day 2: Drawings of what Rome was like in 800 BC and 300 AD (page 367)
Day 2: Closure – Review questions and discussion
Day 3: Bellringer – Key terms
Day 3: Toga picture and discussion (page 370)
Day 4: Drawing of 3 branches of government discussion (page 372)
Day 5: Bellringer – List the 3 branches of the Roman republic. Underline the branch that had the
most power.
Day 6: Bellringer – What is the rule of law and why was it important in Roman society?
Day 6: Reading Checks
Day 7: Bellringer – key terms
Day 7: Closure – Describe how Rome’s increasing wealth and power brought about the collapse
of the Roman republic.
Day 8: Discussion of documentary
Day 9: Review activities for test

Academic Prompt(s): List higher level thinking questions used throughout the unit.
What should government do? (DOK 2)
Why do we need a government? (DOK 3)
Compare and contrast a monarchy and a republic. (DOK 3)
Would you rather live in a monarchy or republic? Why? (DOK 3)
How did the geography of Italy contribute to the growth of Rome? (DOK 3)
Explain the ways that Rome was able to gain so much power. (DOK 3)
Describe and explain the Roman republic as a system of government. (DOK 2)
Explain the rule of law and why it was important. (DOK 3)
Compare and contrast the Patricians and Plebeians. (DOK 3)
Name and describe the three branches of the Roman government. (DOK 2)
Explain how the Roman republic and the American government are similar. (DOK 4)
Describe the balance of power between men and women in Roman society. (DOK 3)
Compare the lives of the wealthy, the poor, and slaves in Roman society. (DOK 4)
Summarize and explain the Roman religious beliefs and practices. (DOK 2)
Explain the role of war in the expansion and later collapse of the Roman republic. (DOK 4)
Describe the problems wealth caused for Roman society and the government. (DOK 3)
 Stage 3 – Daily Lesson Plans
( Stage 3- attach lesson plans)

Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.

STAGE 3: Daily Plans

Monday Tuesday Wednesday Thursday Friday
What should Roman culture and Roman system of Three branches of Compare Roman
government do and Roman army government Roman government republic and
why is it needed? American
Take notes from Citizens/togas Worksheet government
Map: Italy and Rome power point
Take notes from Library Day – short Take notes from
Compare & Contrast Section 1 quiz power point class power point
monarchy and republic
You Tube video Section 2 quiz

Roman society, social Role of war in Catch Up Day Review Day Unit Assessment
class, lives of wealthy, expansion and later
poor, and slaves collapse of Roman Documentary on Library Day – short
republic Rome if time allows class
Reading
comprehension/reading Silent reading
check practice

Section 3 quiz Section 4

assessment
questions
 Daily Lesson Plan

Week 1

Day: 1 – Monday

Objectives:
 Identify and describe reasons why a government is needed. (DOK 1)
 Locate Italy and Rome on a map. (DOK 1)
 Explain how the geography of a region can affect its growth. (DOK 2)
 Compare and contrast the Roman government as a monarchy and a republic. (DOK
3)

Materials: whiteboard, projector, power point, dry erase markers, notebook or binder, pencil or
pen, textbook, compare/contrast worksheet

Opening (Set): 5 Minutes

 Bellringer: Write the following essential question for the chapter on the whiteboard:
What should governments do?
 Tell students they will have 2-3 minutes to write down a response to the question.
 Call on a few volunteers to read their answers. If there are no volunteers, pick several
students randomly to read aloud.
 Why do we need a government? Discuss briefly (examples: protection, defense/military,
police, fire dept., law and order, public services like libraries, etc). Tell students they will
be studying where our system of government came from in this chapter.

Learning Tasks (Procedures): 35 Minutes

1 Have students turn to pages 358-359 in the textbook. Point out the map. Tell students
that the building represents Rome and ask where Rome is located. Tell students to look
at the timeline. Discuss.
2 Advise students to go ahead and get their notebooks ready to begin taking notes.
3 Show power point slides for lecture covering pages 364-366 including the geography of
Italy, Rome’s earliest days, growth of the city, and from monarchy to republic.

Classroom activity: 10 minutes Give each student a copy of the Compare & Contrast worksheet
on monarchy and republic. Have them work with a partner to complete their sheets using what
they learned in the lesson. Take up the sheets for grading.

Closure: 5 minutes
Have a short review and discussion about the lesson.
 Why do we need a government?
 Where is Rome located?
 When did people first settle in Rome?
 Name a geography feature that helped Rome grow.
  Would you rather live in a monarchy or a republic?

Day: 2 - Tuesday
Objectives:
 Describe the Roman culture and how it was affected by the Greeks and Etruscans.
(DOK 2)
 Identify and define the units of the Roman army (legion, maniple). (DOK 1)
 Explain how Rome gained power. (DOK 2)

Materials: whiteboard, projector, power point, dry erase markers, notebook or binder, pencil or
pen, textbook, Section 1 quiz

Opening (Set): 5 Minutes

 Bellringer: Write the following review question on the whiteboard: Name 2 ways that
Rome’s geography features helped it grow.
 Tell students they will have 2-3 minutes to write down a response to the question.
 Call on a few volunteers to read their answers. If there are no volunteers, pick several
students randomly to read aloud.
 Discuss briefly (possible answers: hills gave them a natural defense against attack, it was
on the Tiber River and had a nearby port, the river was too shallow to let seagoing ships
come in and attack Rome, it was located on a key trade route).

Learning Tasks (Procedures): 35 Minutes

4 Have students turn to page 367 in the textbook. Point out the two drawings at the
bottom. Lead students to compare the photo of what Rome was like in 800 BC when it
started and what it was like by the AD 300s. Ask them what they think allowed Rome
to get so large.
5 Advise students to go ahead and get their notebooks ready to begin taking notes.
6 Show power point slides for lecture covering pages 367-369 including the people and
culture of Italy, how the Greeks and Etruscans influenced the Roman culture, the
Roman expansion, and the Roman military.

Section Quiz: 10 minutes Give each student a copy of the Section 1 quiz. Have them work
independently and quietly to complete it. Take up for grading.

Closure: 5 minutes
Have a short review and discussion about the lesson. Tell students that tomorrow the topic will
be the Roman republic government.
Day: 3 - Wednesday
Objectives:

 Describe and explain the Roman republic as a system of government. (DOK

2)
 Define the Roman system of separation of powers and checks/balances in the
government. (DOK 1)
 Explain the rule of law and why it was important. (DOK 2)
 Compare and contrast the Patricians and Plebeians. (DOK 3)

Materials: whiteboard, projector, power point, dry erase markers, notebook or binder, pencil or
pen, textbook, you tube video on the Roman government

Opening (Set): 5 Minutes

 Bellringer: Write the following key terms and definitions on the board: constitution, veto,
magistrate, toga, consul
 Tell students to copy the information into their notes.
 Call on a volunteer to read each definition out loud. If there are no volunteers, pick
several students randomly to read aloud.
 Tell students that these key terms will be important to know for the upcoming chapter
section.

Learning Tasks (Procedures): 35 Minutes

7 Have students turn to page 370 in the textbook. Point out the drawing of the man
wearing a toga. Lead students to discuss togas and where they may have seen people
wearing one (in movies, on Halloween, costume party, etc). Ask if they have ever
thought about what a toga symbolizes. Discuss that the toga was a symbol of Roman
citizenship.
8 Advise students to go ahead and get their notebooks ready to begin taking notes.
9 Show power point slides for lecture covering pages 370-372 including the principles of
the Roman republic government, separation of powers, checks and balances, rule of
law, Roman citizens, rights and responsibilities of citizens, and Patricians and
Plebeians.

Closure: 10 minutes
Show a you tube video on the Roman government.
“Roman Society and Political Structure”
https://www.youtube.com/watch?v=3B5pGiWptb4
Day: 4 – Thursday (Library Day)
Note: We will have approximately 20 minutes of class time due to library day.

Objectives:
 Identify and describe the three branches of the Roman government. (DOK 2)

Materials: whiteboard, projector, power point, dry erase markers, fill in worksheet on three
branches of Roman government

Learning Tasks (Procedures): 20 Minutes

10 Have students turn to page 372 in the textbook. Explain that the Roman government
had three main branches, the Assemblies, the Senate, and the Magistrates. Lead
students to look at the drawing at the top of the page. Call on volunteers to read the
definition of each government branch.
11 Give each student a worksheet on the three branches of government. Have them use
their textbooks on pages 372-373 to complete the sheet.
12 Take up the sheet for grading. If they do not have time to finish the sheet, have them
finish it for homework.

Day: 5 - Friday
Objectives:
 Identify and describe the three branches of the Roman government. (DOK 2)
 Define a Roman consul and list his primary jobs. (DOK 1)
 Explain how the Roman republic and the American government are similar. (DOK
3)

Materials: whiteboard, projector, power point, dry erase markers, notebook or binder, pencil or
pen, textbook, Section 2 quiz

Opening (Set): 5 Minutes

 Bellringer: Write the following review question on the whiteboard: List the 3 branches of
the Roman republic. Underline the branch that had the most power.
 Tell students they will have 2-3 minutes to write down a response to the question.
 Call on a few volunteers to read their answers. If there are no volunteers, pick several
students randomly to read aloud.
 Discuss briefly (Assemblies, Senate, Magistrates – underline Senate)

Learning Tasks (Procedures): 30 Minutes

13 Advise students to go ahead and get their notebooks ready to begin taking notes.
14 Show power point slides for lecture covering pages 374-375 including the consuls and
what their role was in the government and how the American government system was
based on the Roman republic.
Section Quiz: 15 minutes Give each student a copy of the Section 2 quiz. Have them work
independently and quietly to complete it. Take up for grading.

Closure: 3 minutes
Ask students what their weekend plans are. Tell them to have a good weekend.

Week 2

Day: 6 - Monday
Objectives:
 Explain how Rome was a patriarchal society. (DOK 2)
 Describe the power balance between men and women in Roman society. (DOK 2)
 Compare the lives of the wealthy, the poor, and slaves in ancient Rome. (DOK 3)
 Summarize Roman religious beliefs and practices. (DOK 1)

Materials: whiteboard, dry erase markers, notebook or binder, pencil or pen, textbook, Section 3
quiz

Opening (Set): 5 Minutes

 Bellringer: Write the following review question on the whiteboard: What is the rule of
law and why was it important in Roman society?
 Tell students they will have 2-3 minutes to write down a response to the question.
 Call on a few volunteers to read their answers. If there are no volunteers, pick several
students randomly to read aloud.
 Discuss briefly.

Learning Tasks (Procedures): 35 Minutes

1. Have students get out their notebooks and textbooks then turn to page 376. Tell them they
are going to learn about the roles of men and women in Roman society, as well as how
social class affected Roman citizens.
2. Call on a volunteer to read aloud the section “Men and Women” on page 376 as everyone
else follows along. Discuss what a patriarchal society and paterfamilias mean.
3. Tell students to write the definitions of these two key terms into their notebooks.
4. READING CHECK: Could Roman women own property?
5. Call on a different volunteer to read “Rich and Poor” on page 377. Call student attention
to the model of the Roman villa at the bottom of the page. Discuss.
6. Tell students to write the definition of the key term villa into their notebooks.
7. READING CHECK: Were the majority of Romans rich or poor?
8. Call on volunteers to read “Slavery” and “Roman Religion” on pages 378-379. Discuss.
Have students write key term established religion into their notebooks with the
definition.
9. READING CHECK: Why did the Romans sacrifice to their gods?
Section Quiz: 15 minutes Give each student a copy of the Section 3 quiz. Have them work
independently and quietly to complete it. Take up for grading.

Day: 7 - Tuesday
Objectives:
 Explain the role of war in the expansion and later collapse of the Roman republic.
(DOK 2)
 Describe the problems wealth caused for Roman society and government. (DOK 2)

Materials: whiteboard, projector, power point, dry erase markers, notebook or binder, pencil or
pen, textbook

Opening (Set): 5 Minutes

 Bellringer: Write the following key terms with definitions on the whiteboard.
empire (a state containing several countries or territories)
province (areas within a country or empire)
civil war (a war between groups from the same country)
Augustus (greatly honored one)
 Tell students to copy the key terms into their notebooks.
 Call on volunteers to read each term and definition. If there are no volunteers, pick
several students randomly to read aloud.
 Tell students they will see these words in today’s reading.

Learning Tasks (Procedures): 40 Minutes

15 Have students turn to Section 4 (pages 380-383) in their textbooks.
16 Give the following instructions. Read Section 4 silently. Be sure to look at the maps and
pictures to help you understand the reading. Write down the answers to questions 1-8
from the Section 4 Assessment.
17 Take up the papers for grading.

Closure: 5 minutes
Ask students to describe how Rome’s increasing wealth and power brought about the collapse of
the Roman republic. Discuss.
Day: 8 - Wednesday
Note: Wednesday will be used as a catch up day if any class got behind on the daily plan.
If time permits, the class will watch a documentary on Rome.

Objectives:
 Watch a documentary on Rome as an audio-visual review of the unit.

Materials: whiteboard, projector

Opening (Set): 1 Minute

Tell students they are going to watch a documentary about Rome to conclude the unit of study.

Learning Tasks (Procedures): 50 Minutes

18 Show the you tube documentary “The Republic of Rome”
https://www.youtube.com/watch?v=IEYEADYnjCo

Closure: 3 minutes
Briefly discuss the documentary. Tell students that there will be a review on Thursday with a test
on Chapter 12 on Friday.

Day: 9 – Thursday (Library Day)

Note: We will have approximately 20 minutes of class time due to library day.

Objectives:
 Review the material covered in the unit to prepare for a test.

Materials: textbook, notebooks

Opening (Set): 1 Minute

Tell students they are going to review the material covered in the unit to prepare for a test.

Learning Tasks (Procedures): 20 Minutes

19. Go over key terms and key facts from the unit to review the material.
Closure: 2 minutes
Remind students to study their notes for the test on Friday.

Day: 10 – Friday
Objectives:
 Complete a test to demonstrate knowledge of the material covered in the unit.
Materials: test, pen or pencil

Opening (Set): 1 Minute

Tell students to clear off their desks and get out a pen or pencil. Hand out the test.

Learning Tasks (Procedures): 50 Minutes

20. Students will take the test while teacher walks around and monitors.
Closure: 2 minutes
Take up test. Tell students to have a good weekend.