Mr.

Miller 9th Grade History Rome and Early Christianity Unit Class 14, 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.